CHALLENGES, TEACHING METHODS AND METHODS OF ASSESSMENT IN ONLINE MODALITY: A CAUSAL-COMPARATIVE AND CORRELATIONAL STUDY

Honeylyn, M. Mahinay, Sergio, Jr. D. Mahinay, Lea B. Rentuma, Denzle Mark S. Nacario, Ronna Mae R. Sumile, Queenie A. Nazaire

Abstract


This study aims to determine the cause of the differences on the challenges, teaching methods, and methods of assessment of teachers in online modality, and to establish the relationship among these three variables. It made use of the causal-comparative and correlational research designs. It included as respondents fifty college teachers of Notre Dame of Midsayap College who were variably apportioned among its seven colleges. The respondents were 22-70 years old, composite of males and females; mostly married; and predominantly teaching major courses. All of them were using laptops; mostly were using smartphones, majority were using router/pocket Wi-Fi and camera, several were using desktops; a few of them were using iPad/tablet; and a minority of them were using noise-canceling headsets. The top challenges they experienced in online modality were instruction, assessment and economic related. The primary teaching methods they employed were lecture, demonstration, and discussion. The main methods of assessment they used was the subjective type, and mainly addressed the cognitive domain of learning. There is no significant difference on the challenges, teaching methods, and methods of assessment of respondents when they are grouped according to sex. There is a weak direct relationship between challenges and teaching methods and a very weak positive relationship between challenges and methods of assessment. In both cases, however, the relationships were not significant. There is a moderately strong positive relationship between teaching methods and methods of assessment, and that relationship is highly significant.

 

Article visualizations:

Hit counter


Keywords


challenges, teaching methods, methods of assessment, online teaching

Full Text:

PDF

References


Beers, B. (2023). P-value: what it is, how to calculate it, and why it matters. https://www.investopedia.com/terms/p/p-value.asp

DeCoito, I. & Estaiteyeh, M. (2022). Online teaching during the COVID-19 pandemic: exploring science/STEM teachers’ curriculum and assessment practices in Canada. https://link.springer.com/article/10.1186/s43031-022-00048-z

Department of Education. (2020). Learning while staying at home: Teachers, parents support DepEd distance learning platform. https://www.deped.gov.ph/2020/03/21/learning-while-staying-at-home-teachers-parents-support-deped-distance-learning-platform/it. https://www.investopedia.com/terms/c/correlation.asp

El Iq Bali, M. M. and Musrifah, M. (2020). The problems of application of online learning in the affective and psychomotor domains during the Covid-19 pandemic. https://ejournal.uin-suka.ac.id/tarbiyah/jpai/article/view/3395

Hayes, A. (2022). multiple formulas and when to use them. https://www.investopedia.com/terms/t/t-test.asp

Huang, J. (2020). Successes and challenges: online teaching and learning of chemistry in higher education in China in the time of covid-19. https://pubs.acs.org/doi/abs/10.1021/acs.jchemed.0c00671

Joaquin, J. J. B., Biana, H. T., & Dacela, M. A. (2020). The Philippine Higher Education Sector in the Time of COVID-19. https://www.frontiersin.org/articles/10.3389/feduc.2020.576371/full

Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S. and Graham, C. R. (2013). The technological pedagogical content knowledge framework. https://www.punyamishra.com/wp-content/uploads/2013/08/TPACK-handbookchapter-2013.pdf

Mahinay, S. Jr. D., Camacho, M. S., Ayunan, I. J. P., Endaila, N. S., Endaila, F. U., Masukat, N. R., and Edza, M. S. (2022). Utilization of Schoology: Its relationship to self-assessment of first-year BEED students. European Journal of Education Studies. http://dx.doi.org/10.46827/ejes.v9i9.4468

Oztok, M., Zingaro, D., Brett, C., Hewitt, B. (2013). Exploring asynchronous and synchronous tool use in online courses. ResearchGate. https://www.researchgate.net/publication/236626353_Exploring_Asynchronous_and_Synchronous_Tool_Use_in_Online_Courses

Puentedura, R. (2010). The SAMR model. EdTech. https://commons.hostos.cuny.edu/edtech/faculty/teaching-with-technology/teaching-learning-frameworks/samr/

Simkus, J. (2022). Quota sampling: Definition, method and examples. https://www.simplypsychology.org/quota-sampling.html#:~:text=Quota%20sampling%20is%20a%20type,representative%20of%20a%20larger%20population.

Turney, S. (2022). Pearson correlation coefficient (r) | guide & examples. https://www.scribbr.com/statistics/pearson-correlation-coefficient/

Ucar, H., Bozkurt, A., and Zawacki-Richter, O. (2021). Academic procrastination and performance in distance education: A causal-comparative study in an online learning environment. https://doi.org/10.17718/tojde.1002726

Velazquez, A. (2023). Causal comparative research: Definition, types & benefits. https://www.questionpro.com/blog/causal-comparative-research/?fbclid=IwAR0IDl3xkQEcVWEwFdOrNNhiFftAqwZWWNrUNW8ozl7GATCYjOd92-z9hlM

Yatimah, D. (2020, January 19). “Implementation Of Psychomotor Assessment on Life Skills Learning Program Package”. Jakarta, Indonesia: GIAP. https://giapjournals.com/hssr/article/view/2459/2623




DOI: http://dx.doi.org/10.46827/ejoe.v8i1.4724

Refbacks

  • There are currently no refbacks.


Copyright © 2016-2023. European Journal of Open Education and E-learning Studies (ISSN 2501-9120) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).