International Journal of Research Studies in Education
2024
Volume 13 Issue 14
Available Online: 10 October 2024
Author/s:
Gravidez, Charlemagne
Ilocos Sur Polytechnic State College, Philippines (charlemagne.gravidez@deped.gov.ph)
Casillan, Delia*
Ilocos Sur Polytechnic State College, Philippines (casillandelia@gmail.com)
Abstract:
The study focused on describing the transition and adaptation from modular distance learning to face-to-face classes from the lens of educational front liners. The study sought to answer the lived experiences and views of educational front liners during the transition and their view of the transition from modular distance learning to face-to-face classes. The basic descriptive qualitative research design was used in this study. Twenty-seven participants were purposively selected from Dr. Ricardo Gacula Memorial National High School composed of 19 females and 8 males. Furthermore, inclusion criteria were provided to give more information about the qualifications of the participants who voluntarily participated in this study. An interview protocol was used which allowed the researcher to clarify pertinent issues and questions that occurred during the interview process. The thematic analysis method was used to ensure a deep understanding of the data collected and to determine themes. There are nine emerging themes generated – Challenges; Adaptation to the shift in instructional modality; Advancing knowledge and skills; Rediscovering the power of in-person learning; Difficulty in monitoring and assessing learning; Tasking; Challenging and Overwhelming; Solution to learning gap; Adhering. The study provided valuable insights into teachers’ experiences during the transition. These experiences offered potential strategies to support educators in navigating the complexities of teaching in transitioning to any mode of teaching. Educational administrators and policymakers can use these to develop supportive and enriching learning environments for teachers and students in inevitable circumstances.
Keywords: adaptation, descriptive qualitative research, educational frontliners, thematic analysis, transition
DOI: https://doi.org/10.5861/ijrse.2024.24131
Cite this article:
Gravidez, C., & Casillan, D. (2024). Transition and adaptation from modular distance learning to face-to-face classes from the lens of educational frontliners. International Journal of Research Studies in Education, 13(14), 65-79. https://doi.org/10.5861/ijrse.2024.24131
* Corresponding Author