ABSTRACT
This study sought to explore the instructional competencies of teachers in Mindanao State University-Sulu in the transition to alternative learning delivery methods in the age of COVID-19 pandemic. Specifically, this study dealt with the following objectives: (1) to determine the instructional strategies employed by teachers in the delivery of their lessons; (2) to identify the alternative learning delivery methods used by these teachers during this pandemic; (3) to ascertain the level of instructional competencies of teachers assessed by their students; (4) to determine if there is a significant difference on the instructional strategies used by these teachers in the delivery of alternative learning methods when they are classified in terms of gender, age and college or high school where they teach; and (5) to examine if there is a significant difference on the level of teachers’ instructional competencies when they are classified in terms of gender, age and the college or high school where they teach.
The descriptive survey method was used in this study. The researcher used two sets of questionnaires to obtain the necessary data including the respondents’ profiles. The first questionnaire was utilized for the teacher-respondents to identify the alternative learning methods and the instructional strategies they used in the delivery of their lessons. The second questionnaire was administered to the student-respondents as evaluators of the level of instructional competencies of teachers during this pandemic. Stratified random sampling was used to determine the number of teacher-respondents, while convenient sampling was used for the selection of the student-respondents.
The profiles of the teacher-respondents were determined using frequency count and percentage. Mean was used to describe the instructional strategies used by teachers and the alternative learning delivery methods they used during this pandemic. T-test for independent samples and analysis of variance were used to assess the significant difference on the instructional strategies employed by the teachers in the delivery of their lessons and on the alternative learning delivery methods they used during this pandemic when they are grouped according to their profile.
The following were the highlights of the study: (1) The common alternative learning delivery methods used by teachers during this pandemic were modules, Facebook and Messenger; (2) The common instructional strategies they used during this pandemic were using messenger for sending additional instructions of the lessons and other activities; entertaining questions from students through phone calls and/or text messages; and distributing printed modules to students; (3) The level of instructional competencies of teachers during this pandemic is satisfactory; (4) There is no significant difference on the instructional strategies used by teachers in the delivery of alternative learning methods when they are classified in terms of gender, age and the college or high school where they teach; (5) There is no significant difference on the level of teachers’ instructional competencies when they are classified according to gender and the college or high school where they teach; and (6) There is significant difference on the level of teachers’ instructional competencies when they are classified according age.
It is recommended that the copies of this study must be provided to other schools for their reference. The study also suggested the need for administration to conduct intervention programs and policies on improving teachers’ competencies especially in times of pandemic. Moreover, it is recommended that teachers should look for teaching methods and instructional strategies that can adapt to the changing learning environment.