Instructional Competencies of Laboratory School Teachers in Remote Blended Learning

Ronnel Moreno Gayon

doi:doi:10.11648/j.tecs.20230802.11

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Instructional Competencies of Laboratory School Teachers in Remote Blended Learning

Ronnel Moreno Gayon

Published in Teacher Education and Curriculum Studies (Volume 8, Issue 2)

Received: 24 February 2023 Accepted: 14 March 2023 Published: 28 March 2023

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Abstract

The teaching-learning process depends heavily on teachers. As a result, they are expected to be knowledgeable in a wide range of competencies and to continue to develop their knowledge, abilities, and experiences, especially in terms of mastery of the subject matter, teaching, classroom management, and evaluation now that institutions have adopted a remote blended learning approach. The participants were eighteen teachers from Bukidnon State University, specifically the Elementary Laboratory School, and they were purposively chosen. A descriptive method of research using quantitative data was employed. The data the researcher wanted to collect needed to come directly from people, in this case, the teachers. The mean and standard deviation were used to explore the teachers’ instructional competencies, while frequency and percentage were used to determine the factors affecting the acquisition of teachers’ instructional competencies. Evaluation skills emerged as the topmost instructional competence practiced by teachers. From the instructional competencies of teachers, the following were the topmost indicators: teach the subject matter in a clear and simple manner; organize and present the subject matter clearly and coherently utilizing various learning materials such as PPT, learning kits, modules, worksheets, video clips, and others; share the link for the virtual class in advance and start the learning activities on time; and evaluate the performance of the learners on the basis of the learning objectives through quizzes and major examinations done in a self-paced manner.

Published in	Teacher Education and Curriculum Studies (Volume 8, Issue 2)
DOI	10.11648/j.tecs.20230802.11
Page(s)	35-42
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Instructional Competencies, Laboratory School Teachers, Remote, Blended Learning, Descriptive Method

References

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APA Style

Ronnel Moreno Gayon. (2023). Instructional Competencies of Laboratory School Teachers in Remote Blended Learning. Teacher Education and Curriculum Studies, 8(2), 35-42. https://doi.org/10.11648/j.tecs.20230802.11

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ACS Style

Ronnel Moreno Gayon. Instructional Competencies of Laboratory School Teachers in Remote Blended Learning. Teach. Educ. Curric. Stud. 2023, 8(2), 35-42. doi: 10.11648/j.tecs.20230802.11

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AMA Style

Ronnel Moreno Gayon. Instructional Competencies of Laboratory School Teachers in Remote Blended Learning. Teach Educ Curric Stud. 2023;8(2):35-42. doi: 10.11648/j.tecs.20230802.11

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@article{10.11648/j.tecs.20230802.11,
  author = {Ronnel Moreno Gayon},
  title = {Instructional Competencies of Laboratory School Teachers in Remote Blended Learning},
  journal = {Teacher Education and Curriculum Studies},
  volume = {8},
  number = {2},
  pages = {35-42},
  doi = {10.11648/j.tecs.20230802.11},
  url = {https://doi.org/10.11648/j.tecs.20230802.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20230802.11},
  abstract = {The teaching-learning process depends heavily on teachers. As a result, they are expected to be knowledgeable in a wide range of competencies and to continue to develop their knowledge, abilities, and experiences, especially in terms of mastery of the subject matter, teaching, classroom management, and evaluation now that institutions have adopted a remote blended learning approach. The participants were eighteen teachers from Bukidnon State University, specifically the Elementary Laboratory School, and they were purposively chosen. A descriptive method of research using quantitative data was employed. The data the researcher wanted to collect needed to come directly from people, in this case, the teachers. The mean and standard deviation were used to explore the teachers’ instructional competencies, while frequency and percentage were used to determine the factors affecting the acquisition of teachers’ instructional competencies. Evaluation skills emerged as the topmost instructional competence practiced by teachers. From the instructional competencies of teachers, the following were the topmost indicators: teach the subject matter in a clear and simple manner; organize and present the subject matter clearly and coherently utilizing various learning materials such as PPT, learning kits, modules, worksheets, video clips, and others; share the link for the virtual class in advance and start the learning activities on time; and evaluate the performance of the learners on the basis of the learning objectives through quizzes and major examinations done in a self-paced manner.},
 year = {2023}
}

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TY  - JOUR
T1  - Instructional Competencies of Laboratory School Teachers in Remote Blended Learning
AU  - Ronnel Moreno Gayon
Y1  - 2023/03/28
PY  - 2023
N1  - https://doi.org/10.11648/j.tecs.20230802.11
DO  - 10.11648/j.tecs.20230802.11
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 35
EP  - 42
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20230802.11
AB  - The teaching-learning process depends heavily on teachers. As a result, they are expected to be knowledgeable in a wide range of competencies and to continue to develop their knowledge, abilities, and experiences, especially in terms of mastery of the subject matter, teaching, classroom management, and evaluation now that institutions have adopted a remote blended learning approach. The participants were eighteen teachers from Bukidnon State University, specifically the Elementary Laboratory School, and they were purposively chosen. A descriptive method of research using quantitative data was employed. The data the researcher wanted to collect needed to come directly from people, in this case, the teachers. The mean and standard deviation were used to explore the teachers’ instructional competencies, while frequency and percentage were used to determine the factors affecting the acquisition of teachers’ instructional competencies. Evaluation skills emerged as the topmost instructional competence practiced by teachers. From the instructional competencies of teachers, the following were the topmost indicators: teach the subject matter in a clear and simple manner; organize and present the subject matter clearly and coherently utilizing various learning materials such as PPT, learning kits, modules, worksheets, video clips, and others; share the link for the virtual class in advance and start the learning activities on time; and evaluate the performance of the learners on the basis of the learning objectives through quizzes and major examinations done in a self-paced manner.
VL  - 8
IS  - 2
ER  -

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Author Information

Ronnel Moreno Gayon

College of Education, Bukidnon State University, Malaybalay City, Philippines

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Plain Text BibTeX RIS

APA Style

Ronnel Moreno Gayon. (2023). Instructional Competencies of Laboratory School Teachers in Remote Blended Learning. Teacher Education and Curriculum Studies, 8(2), 35-42. https://doi.org/10.11648/j.tecs.20230802.11

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ACS Style

Ronnel Moreno Gayon. Instructional Competencies of Laboratory School Teachers in Remote Blended Learning. Teach. Educ. Curric. Stud. 2023, 8(2), 35-42. doi: 10.11648/j.tecs.20230802.11

Copy | Download

AMA Style

Ronnel Moreno Gayon. Instructional Competencies of Laboratory School Teachers in Remote Blended Learning. Teach Educ Curric Stud. 2023;8(2):35-42. doi: 10.11648/j.tecs.20230802.11

Copy | Download

@article{10.11648/j.tecs.20230802.11,
  author = {Ronnel Moreno Gayon},
  title = {Instructional Competencies of Laboratory School Teachers in Remote Blended Learning},
  journal = {Teacher Education and Curriculum Studies},
  volume = {8},
  number = {2},
  pages = {35-42},
  doi = {10.11648/j.tecs.20230802.11},
  url = {https://doi.org/10.11648/j.tecs.20230802.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20230802.11},
  abstract = {The teaching-learning process depends heavily on teachers. As a result, they are expected to be knowledgeable in a wide range of competencies and to continue to develop their knowledge, abilities, and experiences, especially in terms of mastery of the subject matter, teaching, classroom management, and evaluation now that institutions have adopted a remote blended learning approach. The participants were eighteen teachers from Bukidnon State University, specifically the Elementary Laboratory School, and they were purposively chosen. A descriptive method of research using quantitative data was employed. The data the researcher wanted to collect needed to come directly from people, in this case, the teachers. The mean and standard deviation were used to explore the teachers’ instructional competencies, while frequency and percentage were used to determine the factors affecting the acquisition of teachers’ instructional competencies. Evaluation skills emerged as the topmost instructional competence practiced by teachers. From the instructional competencies of teachers, the following were the topmost indicators: teach the subject matter in a clear and simple manner; organize and present the subject matter clearly and coherently utilizing various learning materials such as PPT, learning kits, modules, worksheets, video clips, and others; share the link for the virtual class in advance and start the learning activities on time; and evaluate the performance of the learners on the basis of the learning objectives through quizzes and major examinations done in a self-paced manner.},
 year = {2023}
}

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TY  - JOUR
T1  - Instructional Competencies of Laboratory School Teachers in Remote Blended Learning
AU  - Ronnel Moreno Gayon
Y1  - 2023/03/28
PY  - 2023
N1  - https://doi.org/10.11648/j.tecs.20230802.11
DO  - 10.11648/j.tecs.20230802.11
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 35
EP  - 42
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20230802.11
AB  - The teaching-learning process depends heavily on teachers. As a result, they are expected to be knowledgeable in a wide range of competencies and to continue to develop their knowledge, abilities, and experiences, especially in terms of mastery of the subject matter, teaching, classroom management, and evaluation now that institutions have adopted a remote blended learning approach. The participants were eighteen teachers from Bukidnon State University, specifically the Elementary Laboratory School, and they were purposively chosen. A descriptive method of research using quantitative data was employed. The data the researcher wanted to collect needed to come directly from people, in this case, the teachers. The mean and standard deviation were used to explore the teachers’ instructional competencies, while frequency and percentage were used to determine the factors affecting the acquisition of teachers’ instructional competencies. Evaluation skills emerged as the topmost instructional competence practiced by teachers. From the instructional competencies of teachers, the following were the topmost indicators: teach the subject matter in a clear and simple manner; organize and present the subject matter clearly and coherently utilizing various learning materials such as PPT, learning kits, modules, worksheets, video clips, and others; share the link for the virtual class in advance and start the learning activities on time; and evaluate the performance of the learners on the basis of the learning objectives through quizzes and major examinations done in a self-paced manner.
VL  - 8
IS  - 2
ER  -

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