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


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.


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