1. Republic of the Philippines
President Ramon Magsaysay State University
(Formerly Ramon Magsaysay Technological University)
Iba, Zambales Philippines 2201
Telfax: 047-811-1683 | Email: www.prmsu.edu.ph
COLLEGE OF TEACHER EDUCATION
Presented by Fallorin, Vilda, Sison, Besa & Diez (2022)
2. ODEN B. FALLORIN
Researcher
RIENAAILENE D. VILDA
Researcher
ZYRA MILKY A. SISON
Researcher
MICHELLE G. BESA
Researcher
ERICA C. DIEZ
Researcher
MARIE FE D. DE GUZMAN, ED.D.
Adviser
ZENVI ANN M. MACALINAO, ED.D.
Panelist
JOVEN IAN M. MARQUEZ, LPT
Panelist
GRACE R. LASCO, MAEd.
Panelist
3. Education is a particularly challenging issue in the context of the pandemic. On the
one hand, school environments risk high rates of COVID-19 transmission, and
closures are seen as necessary measures to protect public health. Further, the
linkages between schools and children’s health, safety, and life prospects are
significant (Reliefweb, 2020).
Schools’ shutdown did not only affect students, their professors, and their families,
it also has extensive economic and societal consequences. Furthermore, it has shed
the light on various social and economic issues, including student debt, digital
learning, food insecurity, and homeless people as well as access to childcare,
healthcare, housing, Internet, and disability services (Elfirdoussi, Lachgar, Kabaili,
Rochdi, Goujdami & Firdoussi, 2020).
4. In Nepal, private schools in particular have pushed teachers to teach their students
online using web applications such as Microsoft Teams, Google Meet and Zoom
(Khanal, 2020).
For the first time, pre-service teachers will complete program requirements without
experiential trial and error. Moreover, Pre-service teacher will potentially start their
careers without a culminating experience in a classroom setting with students (Hill,
2021).
Moving forward, the Philippines needs a clear set of policies and guidelines based
on an innovative educational framework. This requires a careful and sincere
assessment of the country’s readiness to offer learning programs that demand more
than the traditional requirements (Joaquin, Biana & Dacela, 2020).
5. The President Ramon Magsaysay State University is committed to give its best in
providing quality education for their students. Now the PRMSU is in the process of
exploring and implementing the new modes and strategies to lessen the struggles of
all the students through acquiring the Learning Management Systems (LMS) is
essential tools for education to support efficient teaching and learning and provides
a large and indispensable set of features to support educational activities such as
classroom learning, distance education and continuing education to continually
strive for excellence in instruction.
6. To the Social Studies
Practice Teachers.
To the College
Instructors/Professors.
To the College and
University Administrators.
To the Researchers.
7. 1. What is the profile of the student – respondents in terms of:
1.1. age; 1.2. sex; 1.3. year level;1.4. Family monthly income?
2. How may the preparations of the College for Social Studies Practice Teaching Program during the distance
learning in terms of;
2.1. content knowledge; 2.2. teaching modalities; 2.3. digital competence; and
2.4. instructional resources?
3. How may the challenges be described during the Practice Teaching of Social Studies students during the
distance learning in terms of.
3.1. internet connectivity; 3.2. financial capability; 3.3. virtual classroom management; and
3.4. mentoring?
4. Is there a significant difference on the preparations of the College for Social Studies Practice Teaching Program
during the distance learning in terms of content knowledge, teaching modalities, digital competence and
instructional resources when grouped according to profile variable as cited in problem number 1?
5. Is there a significant relationship between the challenges described during the Practice Teaching of Social
Studies students during the distance learning in terms of internet connectivity, financial capability, virtual
classroom management and mentoring when grouped according to profile variable as cited in problem number 1?
8. INPUT
1. Profile of the Respondents.
2. Preparations of the College for Social
Studies Practice Teaching Program
during the Distance Learning.
2.1. content knowledge
2.2. teaching modalities
2.3. digital competence
2.4. instructional resources
3. Challenges during the Practice
Teaching of Social Studies Students
during the Distance Learning.
3.1. internet connectivity
3.2. financial capability
3.3. virtual classroom management
3.4. mentoring
PROCESS
1. Data
Gathering
1.1 Survey
Questionnaire
2. Statistical
Tools
2.1 Percentage
2.2 Frequency
Counts
2.3 Weighted
Mean
2.4 ANOVA
2.5 Pearson r
OUTPUT
The Social Studies Practice
Teaching Program of College of
Teacher Education During Distance
Learning
Figure 1.Paradigm of the Study
9. RESEARCH DESIGN
DESCRIPTIVE RESEARCH
RESEARCH LOCALE
Figure 2.
Map of the President Ramon Magsaysay State University, Iba, Zambales showing
the location of the College of Teacher Education
College of Teacher Education
10. A Total Population of Thirty-one (31) 4th year Students from
Bachelor of Secondary Education Major in Social Studies
13. B. Please read the items in each group and rate the indicators according to your
assessment on how may the preparations of the College for Social Studies
Practice Teaching Program during the distance learning. Mark (Underline or
highlight) one number for each response. The response scale is listed below.
4 – Strongly Agree 3 – Agree 2 – Disagree 1 – Strongly Disagree
Aspect 1: Content Knowledge 4 3 2 1
1. The Instructor/Professor integrate Social Studies major
subjects from other subject areas in lessons.
2. The Instructor/Professor teaches and creates learning
experiences that make the discipline accessible.
3. The Instructor/Professor provides multiple ways for pre-
service teachers to make meaning of content.
4. Instructor/Professor provides the central concepts, tools of
inquiry, and structures of Social Studies discipline.
5. Instructor/Professor emphasizes the development of relevant
knowledge, values and skills of students.
14. Aspect 2: Teaching Modalities 4 3 2 1
1. Instructor/Professor provides useful information
from a variety of sources that assisted me to learn.
2. Instructor/Professor helps students to practice the
kinds of behaviors acceptable in distance learning.
3. Instructor/Professor helps me take advantage of
the online environment to assist my learning.
4. Instructor/Professor teaches and develops
strategies that combine content, technologies and
teaching approaches.
5. Instructor/Professor teaches and uses teaching
approaches, strategies/methods and techniques.
15. Aspect 3: Digital Competence 4 3 2 1
1. The College provides training program on how to use the learning
management system.
2. The College provides Synchronous video-communication tools
such google meet, zoom and facebook live.
3. The College provides orientation in where to submit the
requirements like activities, quizzes, exams and projects.
4. The College uses a range of digital technologies confidently,
creatively and critically.
5. The College provides training/orientation to make responsible
and critical use of digital technologies.
16. Aspect 4: Instructional Resources 4 3 2 1
1. Instructor/Professor guides students how to utilize appropriate objectives
and teaching strategies in the development and utilization of IMs.
2.Instructor/Professor provides varied opportunities to engage in systematic
planning of IMs in the different Social Science disciplines.
3. Instructor/Professor enriches knowledge, skills and experiences preparing
and using IMs and teaching aids.
4. Instructor/Professor allows the application of learning tool and
technology to supplement the distance learning education.
5. Instructor/Professor allows the preparation and development of IMs in
accordance with the learning content.
17. A. Please read the items in each group and rate the indicators according to your
assessment on how may the challenges be described during the Practice
Teaching of Social Studies students during the distance learning. The response
scale is listed below.
4 – Strongly Agree 3 – Agree 2 – Disagree 1 – Strongly Disagree
Aspect 1: Internet Connectivity 4 3 2 1
1. Practice Teacher, Critic Teacher and students have
difficulty in sending E-learning materials.
2. Lectures may be disturbing in sudden technological error
and slow mobile data.
3. Overload of internet networks due to the large number of
students doing online learning.
4. Unstable internet connection would result interruptions
during synchronous lecture.
5. Having difficulty in joining the session rooms again and
add stress to my students.
18. Aspect 2: Financial Capability 4 3 2 1
1. I don’t have enough money to buy all my instructional resources
that needed during discussions.
2. I regularly spend more in paying my mobile internet when there
are online sessions with my students.
3. I have difficulty concentrating on my cooperating school work
because of my financial situation.
4. I have difficulty in expenses on instructional materials, print text
and visual devices.
5. I have difficulty in saving my money intended for essential
materials, supplies and tools for Practice Teaching.
19. Aspect 3: Virtual Classroom Management 4 3 2 1
1. I have difficulty in utilizing several strategies to
maintain positive virtual classroom behavior.
2. I have difficulty to maintain students’’ attendance,
quiz scores, assignments and project.
3. I have difficulty in handling individual differences
among students in my virtual classroom.
4. I have difficulty in maintaining active virtual
classroom participation.
5. I have difficulty in helping and guiding students
to understand a concept.
20. Aspect 4: Mentoring 4 3 2 1
1. Lack of effective communication between the critic teacher
and practice teacher during practicum.
2. Negative attitude of both mentor and mentee compromises
professional relationship.
3. Poor relationship between mentor and mentee that affects
the performance and confidence during internship.
4. Mentor left all the work to the student teacher while mentor
only taught a few lessons.
5. Limited knowledge and experience on how to assist student
teachers and were not trained in the area of mentoring.
21. ODEN B. FALLORIN
Researcher
RIENAAILENE D. VILDA
Researcher
ZYRA MILKY A. SISON
Researcher
MICHELLE G. BESA
Researcher
ERICA C. DIEZ
Researcher
MARIE FE D. DE GUZMAN, ED.D.
Adviser
