The Normal Lights

Lived Experiences of College Faculty Administrators Amidst COVID-19 Pandemic

Maria Constancia O. Carrillo, Mary Dorothy dL. Jose, Ignatius H. Vinzons — Thu, 02 May 2024 00:00:00 -0600

This qualitative study documents the responses taken by the College of Arts and Sciences (CAS), University of the Philippines (UP) Manila during the COVID-19 pandemic. Utilizing the phenomenological approach, this study narrates the authors' experiences as administrators and faculty members as they responded to the challenges of disruption caused by the pandemic, such as the delivery of Course Packs, digitization of materials, the use of Learning Management Systems, faculty online workshops on remote teaching, and the shift to online transactions. It shows some mechanisms that could be adopted by schools in implementing innovative solutions and strategies to improve the quality of education in the post-pandemic era while some could even be adopted as we shifted to blended learning, bearing in mind the various contexts of our students under the New Normal. The pandemic taught us that these learning tools do not necessarily supplant, but rather supplement, classroom-based instruction.

Challenges of Teacher Educators in Assessment during the COVID-19 Pandemic

Honelly Mae S. Cascolan — Tue, 18 Jun 2024 00:00:00 -0600

The COVID-19 pandemic created a major outbreak in the education system. Classes were moved online preventing teachers and students from meeting face-to-face. The unprecedented COVID-19 incident resulted in a challenge in teaching and learning especially in assessment. This study was conducted to determine the experiences and challenges of teacher educators during the COVID-19 pandemic. Fifty teacher education faculty responded to the survey. Results showed that a variety of assessment tools was used by teachers to assess students' learning during the COVID-19 pandemic. The main challenges identified were academic dishonesty and poor internet connection. To minimize academic dishonesty, teachers administered online recitation, students were asked to document their performance task through video, teachers shuffled the online test question, students were requested to turn on the video while taking the online examination and there was a time limit in taking the online examination. Now that we are in the new normal, assessment of students will never be the same during the pandemic. It is recommended to administer face-to-face examinations and quizzes in the new normal. It is also recommended to have a contingency plan to be prepared when calamity strikes.

School Leaders' Experiences in Fostering Students' Learning Engagement and Wellbeing During the COVID-19 Pandemic

Gladys Ann O. Malto, Ma. Eleonor R. Painaga, Efren P. Paz — Mon, 10 Jun 2024 00:00:00 -0600

The COVID-19 pandemic challenged schools, requiring adaptive responses from academic leaders, particularly in decision-making and policy implementation during the shift to remote learning and addressing struggling students. This study explores the experiences of academic leaders about implementing the Leveraging Program (LP) and Remote Psychosocial Services for Students (RPSS) implemented in a Philippine secondary school from the school year 2020-2023. The LP and RPSS are combined intervention programs that aim to foster students' engagement and wellbeing amidst remote learning challenges. Various themes emerged from the results, such as: Theme 1: Establishing Remote Counseling to establish a psychological support system to foster students' wellbeing. Theme 2: Engaging curriculum design for academic success. Theme 3: Collaborative and immediate feedback and assessment and Theme 4: Positive school culture through integration of wellbeing activities to instructions. These themes reflect the holistic support the program provided to students for academic and emotional growth during the pandemic.

Establishing a Research Program in a Philippine Senior High School: Perspectives, Opportunities, and Post-Pandemic Trajectories

Christian P. Gopez, Liezl Rillera-Astudillo, Feorillo A. Demeterio III — Sat, 29 Jun 2024 00:00:00 -0600

The article describes and assesses the De La Salle University Senior High School's (DLSU SHS) Research Program. Six components of Fung's Connected Curriculum Framework were utilized to describe the perspectives and experiences of stakeholders. Using an explanatory sequential research technique, it was found that administrators, teachers, and students rated Dimension 5 (creation of outputs aimed at an audience) the highest, while Dimension 6 (student interaction with each other and with alumni) was evaluated the least. Stakeholders generally see the Research Program positively and as a vital college-preparatory experience. The findings situate the DLSU SHS in the ongoing transition of DLSU to a full-fledged research university, the Department of Education's direction to strengthen the research culture in basic education, and the post-pandemic education that highlights adaptable and resilient research programs that can continue to thrive amidst disruptions and unprecedented challenges. Furthermore, since research plays a vital role in the senior high school curriculum, the outcomes of this study may be used as a benchmark in the sphere of Philippine basic education.

High School STEM Internship Program Policy Transitions during COVID-19 Pandemic

Erika Eunice P. Salvador, Vijit V. Nautiyal — Mon, 10 Jun 2024 00:00:00 -0600

This study analyses the impact of COVID-19 on a STEM internship program in the Philippines, focusing on policy features and policy transitions from pre- to post-pandemic years. We conducted directed policy content analysis for policy documents, interviews, and a self-narrative. The STEM & Research Internship Program (SRIP) feature a central guiding document for policies which demonstrate alignment with the school system's vision and mission, core values, and strategic goals, with periodic revisions and specific guidelines crafted at the campus level to uphold these principles. Notable features include flexibility in internship completion and adaptability to different learning modalities. Some policy areas for development include featuring local laws and partner agency benefits. Policy transitions highlight the program's flexibility and commitment to student well-being. This study emphasizes how policy and policy transitions in the internship program demonstrated adaptability amidst the pandemic to provide quality STEM work-based learning experiences to students.