Divulging the Lived Experiences of Public School Teachers in the U.S.A. during COVID-19 Pandemic: Phenomenological Analysis

Lopres, Jaypee R; Niadas, Glendale Y; Minez, Geraldine P; Lopres, Greatchie M; Gutierrez, Madeleine I; Quiap, Albert Marion Q; Bangot, Saturnino Renante O

doi:10.26803/ijlter.22.5.9

Cited by 7 publications

(5 citation statements)

References 54 publications

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“…In the United States, Lopres et al (2023) also discovered that because of the erratic internet connection, teachers have found it challenging to involve students in group projects, interactive lessons, and class discussions. Some students have even claimed that they are completely unable to participate in online classes.…”

Section: Emergent Theme 3: Accuracy Level Of Assessment Resultsmentioning

confidence: 99%

Distance Learning Barriers and Bottlenecks: A Phenomenological Inquiry on the Conduct of English Language Arts (ELA) Standard Assessments

Garbo,

Lopres,

Novenario

et al. 2023

IJLTER

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This phenomenological study explored the lived experiences of elementary English Language Arts (ELA) teachers in the United States of America concerning the distance learning barriers they faced in conducting standard assessments. Seven (7) participants were personally interviewed to gather the data using open-ended questions. Utilizing a cellular phone, all responses were recorded for transcription. Colaizzi's method for data analysis was employed. After a rigorous analysis of the transcripts, the following twelve (12) themes arose to capture the teachers’ lived experiences: Frequent Absenteeism, Poor Sense of Accountability, Distracting Workspace, Insufficient Knowledge of Technology, Dearth of Motivation and Support, Glitches of Technology, Disparity in Data, Need for Backup, Perpetual Communication to Parents, Call to Differentiate Instruction, Workload Exhaustion, and Deficient Training Ground. The study concluded that the lived experiences of elementary ELA teachers are distinct and compelling. Some distance learning barriers are student absenteeism, parents' non-participation, and the reliability of scores. The teachers were only partially convinced that scores were authentic, so they adopted creative ways to gather data to determine learning goals that needed to be addressed. Teachers faced barriers and bottlenecks, causing stress. ELA teachers remained hopeful, believing in overcoming barriers with passion. Administrators should support teachers in addressing online test challenges and emphasize parental involvement. Clear communication and reminders to students are crucial, while parents should minimize distractions and encourage focus during online assessments. Future research should focus on analyzing and addressing the setbacks that teachers experience when converting from on-site to online assessments.

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Section: Emergent Theme 3: Accuracy Level Of Assessment Resultsmentioning

confidence: 99%

Distance Learning Barriers and Bottlenecks: A Phenomenological Inquiry on the Conduct of English Language Arts (ELA) Standard Assessments

Garbo,

Lopres,

Novenario

et al. 2023

IJLTER

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“…Submission of teaching materials using these two media is very effective and can save costs. The use of electronic technology as a learning medium was needed to respond to the needs of interactive learning during the COVID-19 pandemic [20]. Then during the post-pandemic COVID-19 as recovery period, the use of electronic communication is still needed as part of hybrid learning tools in Indonesia which in this study are called audio-visual.…”

Section: Audiovisual Mediamentioning

confidence: 99%

Audiovisual-Based Jigsaw Method in Post-COVID-19 to Increase Students' Capacity in Indonesia

Abbas,

Rasyid

et al. 2023

ijmst

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Recovery of learning after the Covid-19 pandemic requires all stakeholders to innovate inclusive and quality learning as an option to mitigate learning loss towards learning in the new normal era. Hybrid learning is an alternative learning towards a transitional period in the form of a mix between online and offline learning. This research is to measure the effectiveness of the audiovisual-based jigsaw method in the hybrid learning process to increase the capacity of junior high school students to write scientific papers in Maros Regency, Indonesia. The research was using a descriptive-qualitative approach, namely exploring the learning situation through the application of the J-AV method to measure the students’ capacity of scientific papers and the ability to work together in groups. This research found an empirical fact that students were able to significantly increase their capacity to write scientific papers through the jigsaw learning method using audiovisual media on aspects of format, writing, presentation, analysis, synthesis and conclusion. Before using audiovisual media, the average score of students’ scientific papers was 71 with a quality of C or medium, but by using audiovisual media in compiling scientific papers, they could increase their average score to be 84 with B or good quality.

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“…Several studies (Bartlett et al, 2020;Gassman-Pines et al, 2020;UNICEF, 2020) point to great harm to emotional wellbeing. Reports such as the OECD (2021) indicate impairment of academic performance; Lopres et al (2023) found that student motivation and engagement in online learning were significantly affected.…”

Section: Literatures Reviewmentioning

confidence: 99%

The Vision of Spanish Schools in Post-Pandemic Times

Palau,

Santiago,

Fretes

et al. 2024

IJLTER

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Extraordinary measures were required due to Covid-19, such as confinement and emergency distance education. With health regulations in place, the schools then returned to face-to-face instruction and used the lessons they had learned to improve the teaching standard. The study's intention is to investigate how Spain's schools are evolving post-confinement, with a particular interest in the digitalization of schools, teaching competence and future models of education. Method: The approach was qualitative; the instrument was a semi-structured interview, constructed ad hoc by experts and applied by trained interviewers. The sample consisted of 75 principals or members of management teams from primary and secondary schools in Spain. We carried data coding and analysis out using Atlas.ti software. Results: The confinement led to difficulties in adapting teaching to the online modality. Using the pandemic as a catalyst, schools were able to quickly move to digitalization, expand teacher training in digital technology with varying levels of compliance, and introduce new methodologies such as active learning strategies. Conclusions: Schools in Spain have introduced changes in their technological processes and equipment and slight methodological aspects. Teachers require more training on teaching skills, especially digital skills. Finally, the traditional face-to-face model is valued but is questioned and alternatives are considered.

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Divulging the Lived Experiences of Public School Teachers in the U.S.A. during COVID-19 Pandemic: Phenomenological Analysis

Cited by 7 publications

References 54 publications

Distance Learning Barriers and Bottlenecks: A Phenomenological Inquiry on the Conduct of English Language Arts (ELA) Standard Assessments

Distance Learning Barriers and Bottlenecks: A Phenomenological Inquiry on the Conduct of English Language Arts (ELA) Standard Assessments

Audiovisual-Based Jigsaw Method in Post-COVID-19 to Increase Students' Capacity in Indonesia

The Vision of Spanish Schools in Post-Pandemic Times

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