Instructional Competencies of Laboratory School Teachers in Remote Blended Learning

Ronnel Moreno Gayon

doi:doi:10.11648/j.tecs.20230802.11

| Peer-Reviewed

Instructional Competencies of Laboratory School Teachers in Remote Blended Learning

Ronnel Moreno Gayon

Published in Teacher Education and Curriculum Studies (Volume 8, Issue 2)

Received: 24 February 2023 Accepted: 14 March 2023 Published: 28 March 2023

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

The teaching-learning process depends heavily on teachers. As a result, they are expected to be knowledgeable in a wide range of competencies and to continue to develop their knowledge, abilities, and experiences, especially in terms of mastery of the subject matter, teaching, classroom management, and evaluation now that institutions have adopted a remote blended learning approach. The participants were eighteen teachers from Bukidnon State University, specifically the Elementary Laboratory School, and they were purposively chosen. A descriptive method of research using quantitative data was employed. The data the researcher wanted to collect needed to come directly from people, in this case, the teachers. The mean and standard deviation were used to explore the teachers’ instructional competencies, while frequency and percentage were used to determine the factors affecting the acquisition of teachers’ instructional competencies. Evaluation skills emerged as the topmost instructional competence practiced by teachers. From the instructional competencies of teachers, the following were the topmost indicators: teach the subject matter in a clear and simple manner; organize and present the subject matter clearly and coherently utilizing various learning materials such as PPT, learning kits, modules, worksheets, video clips, and others; share the link for the virtual class in advance and start the learning activities on time; and evaluate the performance of the learners on the basis of the learning objectives through quizzes and major examinations done in a self-paced manner.

Published in	Teacher Education and Curriculum Studies (Volume 8, Issue 2)
DOI	10.11648/j.tecs.20230802.11
Page(s)	35-42
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2023. Published by Science Publishing Group

Keywords

Instructional Competencies, Laboratory School Teachers, Remote, Blended Learning, Descriptive Method

References

[1]	Nair, P. (2017). A Study on Identifying Teaching Competencies and Factors Affecting Teaching Competencies with Special Reference to MBA Institutes in Gujarat. Gujarat Technological University.
[2]	Golingay, G. (2018). Instructional Competence of Grade Eleven Teachers and Academic Performance of Students: Basis for Proposed Training Program. SSRN Electronic Journal.
[3]	Boelens, R., Laer, S. V., Elen, J. & Wever, B. D. (2015). Blended Learning in Adult Education: Towards a Definition of Blended Learning. Retrieved from www.iwt-alo.be/publications.
[4]	Gayon, R. M. & Tan, D. A. (2021). Experiences of Higher Education Institution (HEI) Teachers in the Implementation of Flexible Learning. Science International, 33 (1), 47-52.
[5]	Bruner, J. (1966). Toward a Theory of Instruction. Cambridge, MA: Harvard University Press.
[6]	Taherdoost, H. (2022). What are Different Research Approaches? Comprehensive Review of Qualitative, Quantitative, and Mixed Method Research, Their Applications, Types, and Limitation. Journal of Management Science & Engineering Research.
[7]	Hasegawa, K. (2011). Instructional Competencies of the Teaching Force: Their Relationship to the Students’ Academic Performance. Academia.
[8]	Kamamia, L. N., Ngugi, N. T. & Thinguri, R. W. (2014). To establish the Extent to which the Subject Mastery Enhances Quality Teaching to Student-Teachers during Teaching Practice. International Journal of Education and Research, Vol. 2 No. 7.
[9]	Shantz, A. & Latham, G. P. (2012). Transfer of Training: Written Self-guidance to increase Self-efficacy and Interviewing Performance of Job Seekers. Human Resource Management, 51 (5), 733-746.
[10]	Mathew, P., Mathew, P. & Peechattu, P. J. (2017). Reflective Practices: A Means to Teacher Development. Asia Pacific Journal of Contemporary Education and Communication Technology.
[11]	Goodley, C. (2018). Reflecting on being an effective teacher in an age of measurement. Reflective Practices, Vol. 19, pp, 167-178.
[12]	Jacobs, M., Vakalisa, N. C. G. & Gawe, N. (2011). Teaching-Learning Dynamics. Cape Town: Pearson.
[13]	Kapur, R. (2019). Impact of Resource Utilization in Education. Research Gate Publication.
[14]	Mugure, N. S. (2012). Impact of Resource Utilization in Education as Perceived by Teachers in Secondary Schools in Mathioya District, Muranga County, Kenya. Kenyatta University. Irlibrary.ku.ac.ke.
[15]	Hopper, K. B. & Waugh, J. B. (2014). PowerPoint: An Overused Technology deserving of Criticism, but Indispensable. Educational Technology, 54 (5), 29-34.
[16]	Ma, X. (2008). The Skills of Teacher’s Questioning in English Classes. International Education Studies.
[17]	Milawati & Suryati, N. (2019). EFL Teacher’s Oral Questioning: Are Her Questions and Strategies Effective?. Dinamika Ilmu, Volume 19.
[18]	Shanmugavelu, G., Ariffin, K., Vadivelu, M., Mahayudin, Z. & Sundaram, M. A. (2020). Questioning Techniques and Teachers’ Role in the Classroom. International Journal of Education.
[19]	Richards, J. C. & Schmidt, R. (2010). Longman Dictionary of Language Teaching and Applied Linguistics. Pearson Education Limited, 4th Edition.
[20]	Rufai, M. M., Alebiosu, S. O. & Adeakin, O. A. S. (2015). Conceptual model for virtual classroom management. International Journal of Computer Science Engineering Information Technology.
[21]	Renninger K. & Hidi, S. (2015). The Power of Interest for Motivation and Engagement. New York, NY: Routledge.
[22]	Erdogan, N. I., Johnson, J. E., Dong P. I. & Qiu Z. (2019). Do parents prefer digital play? Examination of parental preferences and beliefs in four nations. Early Childhood Education Journal.
[23]	Oyinloye, O. M. & Imenda, S. N. (2019). The Impact of Assessment for Learning on Learner Performance in Life Science. EURASIA Journal of Mathematics, Science and Technology Education.
[24]	Jimaa, S. (2011). The impact of assessment on students learning. Procedia: Social and Behavioral Sciences.
[25]	Onyema, E. M. (2020). Integration of Emerging Technologies in Teaching And Learning Process in Nigeria: the challenges. Central Asian Journal of Mathematical Theory and Computer Sciences.
[26]	Kapur, R. K. (2020). Evaluation Methods: Ways of Identifying the Learning Abilities and Academic Performance of Students. Research Gate Publication.
[27]	Umar, A. (2018). The Impact of Assessment for Learning on Students’ Achievement in English for Specific Purposes: A Case Study of Pre-Medical Students at Khartoum University: Sudan. English Language Teaching.

Cite This Article

Plain Text BibTeX RIS

APA Style

Ronnel Moreno Gayon. (2023). Instructional Competencies of Laboratory School Teachers in Remote Blended Learning. Teacher Education and Curriculum Studies, 8(2), 35-42. https://doi.org/10.11648/j.tecs.20230802.11

Copy | Download

ACS Style

Ronnel Moreno Gayon. Instructional Competencies of Laboratory School Teachers in Remote Blended Learning. Teach. Educ. Curric. Stud. 2023, 8(2), 35-42. doi: 10.11648/j.tecs.20230802.11

Copy | Download

AMA Style

Ronnel Moreno Gayon. Instructional Competencies of Laboratory School Teachers in Remote Blended Learning. Teach Educ Curric Stud. 2023;8(2):35-42. doi: 10.11648/j.tecs.20230802.11

Copy | Download

@article{10.11648/j.tecs.20230802.11,
  author = {Ronnel Moreno Gayon},
  title = {Instructional Competencies of Laboratory School Teachers in Remote Blended Learning},
  journal = {Teacher Education and Curriculum Studies},
  volume = {8},
  number = {2},
  pages = {35-42},
  doi = {10.11648/j.tecs.20230802.11},
  url = {https://doi.org/10.11648/j.tecs.20230802.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20230802.11},
  abstract = {The teaching-learning process depends heavily on teachers. As a result, they are expected to be knowledgeable in a wide range of competencies and to continue to develop their knowledge, abilities, and experiences, especially in terms of mastery of the subject matter, teaching, classroom management, and evaluation now that institutions have adopted a remote blended learning approach. The participants were eighteen teachers from Bukidnon State University, specifically the Elementary Laboratory School, and they were purposively chosen. A descriptive method of research using quantitative data was employed. The data the researcher wanted to collect needed to come directly from people, in this case, the teachers. The mean and standard deviation were used to explore the teachers’ instructional competencies, while frequency and percentage were used to determine the factors affecting the acquisition of teachers’ instructional competencies. Evaluation skills emerged as the topmost instructional competence practiced by teachers. From the instructional competencies of teachers, the following were the topmost indicators: teach the subject matter in a clear and simple manner; organize and present the subject matter clearly and coherently utilizing various learning materials such as PPT, learning kits, modules, worksheets, video clips, and others; share the link for the virtual class in advance and start the learning activities on time; and evaluate the performance of the learners on the basis of the learning objectives through quizzes and major examinations done in a self-paced manner.},
 year = {2023}
}

Copy | Download

TY  - JOUR
T1  - Instructional Competencies of Laboratory School Teachers in Remote Blended Learning
AU  - Ronnel Moreno Gayon
Y1  - 2023/03/28
PY  - 2023
N1  - https://doi.org/10.11648/j.tecs.20230802.11
DO  - 10.11648/j.tecs.20230802.11
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 35
EP  - 42
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20230802.11
AB  - The teaching-learning process depends heavily on teachers. As a result, they are expected to be knowledgeable in a wide range of competencies and to continue to develop their knowledge, abilities, and experiences, especially in terms of mastery of the subject matter, teaching, classroom management, and evaluation now that institutions have adopted a remote blended learning approach. The participants were eighteen teachers from Bukidnon State University, specifically the Elementary Laboratory School, and they were purposively chosen. A descriptive method of research using quantitative data was employed. The data the researcher wanted to collect needed to come directly from people, in this case, the teachers. The mean and standard deviation were used to explore the teachers’ instructional competencies, while frequency and percentage were used to determine the factors affecting the acquisition of teachers’ instructional competencies. Evaluation skills emerged as the topmost instructional competence practiced by teachers. From the instructional competencies of teachers, the following were the topmost indicators: teach the subject matter in a clear and simple manner; organize and present the subject matter clearly and coherently utilizing various learning materials such as PPT, learning kits, modules, worksheets, video clips, and others; share the link for the virtual class in advance and start the learning activities on time; and evaluate the performance of the learners on the basis of the learning objectives through quizzes and major examinations done in a self-paced manner.
VL  - 8
IS  - 2
ER  -

Copy | Download

Author Information

Ronnel Moreno Gayon

College of Education, Bukidnon State University, Malaybalay City, Philippines

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Ronnel Moreno Gayon. (2023). Instructional Competencies of Laboratory School Teachers in Remote Blended Learning. Teacher Education and Curriculum Studies, 8(2), 35-42. https://doi.org/10.11648/j.tecs.20230802.11

Copy | Download

ACS Style

Ronnel Moreno Gayon. Instructional Competencies of Laboratory School Teachers in Remote Blended Learning. Teach. Educ. Curric. Stud. 2023, 8(2), 35-42. doi: 10.11648/j.tecs.20230802.11

Copy | Download

AMA Style

Ronnel Moreno Gayon. Instructional Competencies of Laboratory School Teachers in Remote Blended Learning. Teach Educ Curric Stud. 2023;8(2):35-42. doi: 10.11648/j.tecs.20230802.11

Copy | Download

@article{10.11648/j.tecs.20230802.11,
  author = {Ronnel Moreno Gayon},
  title = {Instructional Competencies of Laboratory School Teachers in Remote Blended Learning},
  journal = {Teacher Education and Curriculum Studies},
  volume = {8},
  number = {2},
  pages = {35-42},
  doi = {10.11648/j.tecs.20230802.11},
  url = {https://doi.org/10.11648/j.tecs.20230802.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20230802.11},
  abstract = {The teaching-learning process depends heavily on teachers. As a result, they are expected to be knowledgeable in a wide range of competencies and to continue to develop their knowledge, abilities, and experiences, especially in terms of mastery of the subject matter, teaching, classroom management, and evaluation now that institutions have adopted a remote blended learning approach. The participants were eighteen teachers from Bukidnon State University, specifically the Elementary Laboratory School, and they were purposively chosen. A descriptive method of research using quantitative data was employed. The data the researcher wanted to collect needed to come directly from people, in this case, the teachers. The mean and standard deviation were used to explore the teachers’ instructional competencies, while frequency and percentage were used to determine the factors affecting the acquisition of teachers’ instructional competencies. Evaluation skills emerged as the topmost instructional competence practiced by teachers. From the instructional competencies of teachers, the following were the topmost indicators: teach the subject matter in a clear and simple manner; organize and present the subject matter clearly and coherently utilizing various learning materials such as PPT, learning kits, modules, worksheets, video clips, and others; share the link for the virtual class in advance and start the learning activities on time; and evaluate the performance of the learners on the basis of the learning objectives through quizzes and major examinations done in a self-paced manner.},
 year = {2023}
}

Copy | Download

TY  - JOUR
T1  - Instructional Competencies of Laboratory School Teachers in Remote Blended Learning
AU  - Ronnel Moreno Gayon
Y1  - 2023/03/28
PY  - 2023
N1  - https://doi.org/10.11648/j.tecs.20230802.11
DO  - 10.11648/j.tecs.20230802.11
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 35
EP  - 42
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20230802.11
AB  - The teaching-learning process depends heavily on teachers. As a result, they are expected to be knowledgeable in a wide range of competencies and to continue to develop their knowledge, abilities, and experiences, especially in terms of mastery of the subject matter, teaching, classroom management, and evaluation now that institutions have adopted a remote blended learning approach. The participants were eighteen teachers from Bukidnon State University, specifically the Elementary Laboratory School, and they were purposively chosen. A descriptive method of research using quantitative data was employed. The data the researcher wanted to collect needed to come directly from people, in this case, the teachers. The mean and standard deviation were used to explore the teachers’ instructional competencies, while frequency and percentage were used to determine the factors affecting the acquisition of teachers’ instructional competencies. Evaluation skills emerged as the topmost instructional competence practiced by teachers. From the instructional competencies of teachers, the following were the topmost indicators: teach the subject matter in a clear and simple manner; organize and present the subject matter clearly and coherently utilizing various learning materials such as PPT, learning kits, modules, worksheets, video clips, and others; share the link for the virtual class in advance and start the learning activities on time; and evaluate the performance of the learners on the basis of the learning objectives through quizzes and major examinations done in a self-paced manner.
VL  - 8
IS  - 2
ER  -

Copy | Download