Teachers ‘somewhat confident’ to use flexible learning options amid COVID-19 crisis

Published May 4, 2020, 12:00 AM

by manilabulletin_admin

By Merlina Hernando-Malipot 

To help ensure the continuity of learning among students despite the disruptions due to COVID-19 situation in the country, public schools—through the Department of Education (DepEd)—and private schools are looking into the use of various flexible learning options (FLOs).

(JOJO RINOZA / FILE PHOTO / MANILA BULLETIN)
(JOJO RINOZA / FILE PHOTO / MANILA BULLETIN)

In an effort to to gauge teachers’ knowledge and confidence in using FLOs amid the COVID-19 crisis, the Asia Foundation – Philippines conducted a survey entitled, “Kamusta Ka, Teacher?” The initial result of the survey was released on April 27 and was submitted to DepEd to help the agency formulate its Learning Continuity Plan (LCP).

There were 1,821 respondents in the survey, as of April 21. Majority of the respondents were from public schools with 1, 544 (85 percent) and 277 (15 percent) from private schools.

Out of the total number of respondents, 81 percent are teachers, 15 percent have coordinator duties, and 4 percent have administrator duties in schools, with some them indicating holding multiple roles in their respective schools.

When it comes to assessing their confidence level, respondents said they are “somewhat confident” to use FLOs.

Their confidence level was gauged using the following FLOs: Alternative Delivery Mode, Distance Learning, Homeschooling, Online Learning, and Alternative Learning System.

To assess the confidence of teachers in using FLOs, respondents were asked to give a rating on a scale of 1 to 5.

When it comes to use of Alternative Delivery Mode, Distance Learning, Homeschooling, Online Learning, and Alternative Learning System, the average score of respondents ranged from 2.9911 to 3.1611, an overall confidence level that is rated as “somewhat confident” for using these FLOs.

When using FLOs, other concerns identified by respondents include connectivity and accessibility, lack of or poor internet connection in schools, access for teachers and students, delivery of learning materials to students, teacher competence, and training and skills of the teachers on developing strategies and preparation of materials and lessons.

Other concerns on using FLOs

Respondents raised concerns over the the availability of resources, such as modules, learning materials, tests, among others, as well as the availability of equipment such as computers, smart phones, printers for both teachers and students.

They also pointed out student competence and readiness, as well as the students’ capability to undergo FLOs.

They raised concerns on provisions, compatibility of resources, readiness of learners with special needs in undergoing FLOs, and the readiness of students in preschool and primary grades.

Parent competence and time in providing support to FLO implementation and the capability and competence of parents to assist their children in distance learning, online learning, and homeschooling were also raised by many respondents.

To ensure the success of FLOs, the respondents said that it is crucial for parents to supervise and assist their children.

The availability of teachers who have children at home must also be secured. Parents who have multiple children enrolled in various grade levels must also be given sufficient time.

 
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