Difficulties of Teachers in Araling Panlipunan Under Blended Learning Modality
DOI: 10.56738/issn29603986.geo2024.5.86
Ma. Cherry D. Lauron
St. John’s Wort Montessori School of Antipolo
#30 M. L. Q. Extension, Nayong Silangan Subdivision
Antipolo City
Abstract
This study aimed to analyze the struggles teachers face in teaching Araling Panlipunan through blended learning during the School Year 2022-2023. Respondents included 34 teachers from St. John’s Wort Montessori School. The instrument’s reliability was validated using Cronbach’s alpha with 30 dry-run respondents from the Canlaon City Division. Data analysis involved descriptive and comparative methods, using frequency, percentage, mean, and Mann-Whitney U test. Results indicated that 52.9% of respondents were 36 and above, 64.7% were married, and 61.8% had attended multiple training sessions. Teachers experienced significant difficulties selecting student tasks, ensuring exam material reflected daily lessons, and evaluating learning resources. These difficulties persisted across age, civil status, and training groups, with no significant differences found. The findings call for developing a targeted capability-building plan to address these challenges.
Keywords: Araling Panlipunan, blended learning modality, content knowledge and pedagogy, learning resources, online and offline assessment, and teacher difficulties.
Bio-notes:
Ma. Cherry D. Lauron is a graduate of B. S. in Secondary Education, majoring in Social Studies at Silliman University in Dumaguete City, Negros Oriental. She currently serves as the Academic Coordinator of St. John’s Wort Montessori School of Antipolo. Her research interests are in educational supervision and administration.