Introduction and Rationale
The declaration of the World Health Organization (WHO) considering COVID-19 as pandemic brought fears and challenges to different sector of the society. Economic growth goes a sudden decrease due to closure of businesses and different establishment. Health sector faces the challenges of attending to the enormous number of patients infected by COVID-19 virus. The education sector was startled by the possibility of academic freeze. These challenges tested the world leader and government officials on how they can immediately response to the needs of the people and on how they can mitigate the effect of COVID-19 pandemic.
According to Inter-agency Network for Education in Emergencies, New York, USA (INEE) technical report 2020, the scale of COVID-19 pandemic impact’s on education system and on children and on young people’s learning and well-being is increasing daily. This global crisis prevented children’s and adolescents from fulfilling their rights for safe, quality and inclusive education. This situation further jeopardized the global goal for sustainable development. These challenge education leaders to transform traditional teaching and learning process into distance learning or remote learning modalities. The Department of Education acknowledge the situation and issued DepEd Order No. 12, s. 2020 “Adoption of Basic Education Learning Continuity Plan for School Year 2020-2021 in the Light of COVID 19 Public Health Emergency. This DepEd Order ensures that every learner in the country will have a safe, quality, and inclusive education even during public health emergencies was experienced.
The continuity of education during the New Normal poses several challenges. It includes the type of learning modalities to be used, curriculum preparedness for remote learning, health and safety, infrastructure and the availability of learning resource materials. In lieu to these challenges several issuances were made by the department of education. This include DepEd Order No 18, s. 2020 “Policy Guidelines for the Provision of Learning Resources in the Implementation of Basic Education Learning Continuity Plan.” This issuance established the guidelines on the release, utilization, and liquidation of support funds for the printing and deliveries of self-learning modules and other learning resources. Furthermore, it acknowledged on its rationale the urgency on the needs for the development, production and provision of learning resources.
Kapur R., 2019 stated that educators need to focus on the development of teaching and learning resources. He further stated that in an educational institution, the development of teaching and learning materials was a major aspect that will promote student learning and will help in achieving academic goals and objectives. The urgency on the needs of learning resources in the New Normal prompted teachers to create learning materials that will be suited to the needs of learners. In order to realize this goal, advancement in the development of teaching-learning materials must be achieved. This advancement required several aspects to consider. It includes student’s grade level, academic goals and objectives, subjects and concepts. In order to satisfy all of these aspects, teachers must embrace all the challenges brought in developing the teaching-learning materials desired. These challenges faced by teachers in developing teaching and learning resource that will fit the needs of high school students in Tagaytay City Science National High School – Integrated Senior High School within and across learning areas was the focused of this research study. It aims to deliver a detailed record of the challenges met by teachers as they create teaching and learning materials during the time of COVID-19.
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