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All Journal Journal of Elementary and Secondary School (JESS) Advanced Qualitative Research (AQR)
Sherwin B Sapin
Laguna State Polytechnic University
Education Social Sciences Other

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Beyond Words: Uncovering the Untold Stories of Multilingual Students' Lived Experiences in Online Distance Learning Melvin T Guache; Karen A Manaig; John Federick Tesoro; Albert D Yazon; Sherwin B Sapin
Journal of Elementary and Secondary School Vol. 1 No. 1 (2023): Journal of Elementary and Secondary School
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jess.v1i1.1368

Abstract

This study aimed to examine the lived experiences of multilingual students in online distance learning during the height of the COVID-19 pandemic. The study utilized the qualitative research design - transcendental phenomenology and employed purposive sampling. The study participants were ten (10) multilingual students among Senior High School Students. A researcher-made questionnaire was reviewed by research experts and was used in individual interviews with the participants. The collected data through interviews underwent thematic analyses and triangulation. Based on the findings, the model was developed through thematic analyses, the Basic Instructional Strategies Aiming to Address the Problems of Multilingual Students in Online Distance Learning MODEL (in the Filipino language: Batayang Instruksiyong estratehiya na Naglalayong Tugunan at Alamin (BINTA) ang mga suliranin ng mga multilinggwal na mag-aaral sa online distance learning) was developed. The BINTA Model represents the lived experiences of multilingual students in online distance learning in terms of the themes that emerged: lack of interaction and communication, difficulty in understanding technical terms, consistency of internet connection, and effective communication. This implies that the model can help improve these students' educational outcomes and experiences by providing appropriate instructional strategies tailored to the needs of multilingual students. Educators can help mitigate these students' challenges and difficulties in an online distance learning environment. Through this, educators can help ensure that multilingual students can engage with the material, participate fully in online discussions and activities, and ultimately achieve their learning goals.
Lived Experiences of Social Studies Teachers Conducting Hybrid Classes amidst COVID-19 Pandemic King Arnold C Satsatin; Jeoffrey C Latayan; Francisco P. Panopio Jr.; Sherwin B Sapin; John Frederick B Tesoro
Advanced Qualitative Research Vol. 1 No. 2 (2023): Advanced Qualitative Research
Publisher : RSF Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/aqr.v1i2.1589

Abstract

This phenomenological qualitative research study aimed to investigate the lived experiences of social studies teachers in a hybrid learning class amidst COVID–19 pandemic. There were five participants who were purposive and selected. Interviews were recorded, transcribed, and thematically analysed. Based on the findings, sixteen subthemes and four major themes emerged, and these are: Challenges in Hybrid Learning, Stability of Internet Connection, Necessary Support from Administration, and Coping Mechanisms of the Teachers. It was revealed that the teachers faced challenges in the delivery of hybrid learning classes, such as quality of equipment class, equipment, internet connectivity, preparation of instructional materials, and motivation techniques to be used in everyday classes. However, the school took action by providing basic computer equipment like speakers and headsets, internet providers and some materials they needed for teaching. In this new normal, flexibility, adaptability, adjustments, and considerations are needed based on how one understands, responds, and manages an ever-changing environment. It is recommended that the school administration intensify their assistance and provide high-quality equipment, complete materials and various trainings for their hybrid learning teachers. In online classes of hybrid learning, the teachers need to think of varied motivational techniques that will make the students active participants. Teachers may also need to attend webinars and training on the new strategies for conducting hybrid classes to enhance their skills in teaching online and face-to-face classes at the same time. Future researchers may conduct further studies using other research designs.
Co-Authors Albert D Yazon Francisco P. Panopio Jr. Jeoffrey C Latayan John Federick Tesoro John Frederick B Tesoro Karen A Manaig King Arnold C Satsatin Melvin T Guache