ABSTRACT
The people who implement the plans and strategies are responsible for ensuring that a school's disaster risk reduction and management program is implemented effectively. Teachers can demonstrate efficiency in implementing School Disaster Risk Reduction and Management (SDRRM) procedures because of the interconnectedness between awareness and practices. To increase resilience and ensure that DRR measures are implemented effectively, people need to be informed about potential risks and how to prepare for and respond to disasters. This study is entitled "Challenges in the Implementation of the Alternative Delivery Mode During Disasters, Emergencies, and Calamities in Public Secondary Schools: Basis for Instructional Supervisory Plan." The researcher employed a descriptive survey and universal random sampling method to select the population. For statistical analysis, means, frequency and percentage distributions, Pearson's product-moment correlation, and the Kruskal-Wallis test were used. were utilized. The data revealed the perceptions of teachers, students, and parents on the challenges of using the Alternative Delivery Modes (ADMs). The results demonstrate significant variation in independent learning practices among students. Conversely, no significant differences existed between teachers and parents. This shows that students will struggle to handle their learning tasks alone under ADMs better than teachers and parents. This highlights the difficulty learners experience with self-directed learning during an emergency. However, no meaningful differences were found among teachers, students, and parents in learning pace or time management. This implies that these groups share a common understanding of the challenges of managing time and lesson pace in alternative learning settings. Additional examination showed a great variance in parents' perceptions of motivation and focus. There were, however, no significant differences between teachers and students. The observation implies that parents have better knowledge about the problems concerning learner motivation and focus, which is probably due to their being able to observe learners at home when using ADM. The learning support results did not reveal any significant differences in the perceptions of teachers, students, and parents. This implies that there is a common perspective that the support and interventions that schools offered were comparable across all groups. In general, despite the stakeholders' similar perspectives on ADM issues, specific concerns regarding students' independent learning and parental motivation need to be addressed through targeted instructional support to be included in the proposed supervisory plan. The correlation analysis findings covered the association between the use of ADMs and learners' academic performance, using Spearman's rho. The results showed that there was a weak positive relationship between online classes or virtual learning and academic performance. However, this was not statistically significant, thus the null hypothesis was not rejected. Modular learning was also noted to have a weak positive relationship with academic performance, and that was also not significant. These results indicate that, in the case of online and modular learning, neither, when applied independently of each other, had an effect on learners' academic performance during the emergencies. Conversely, blended learning showed a strong negative correlation with learners' academic performance, and the null hypothesis was rejected. This shows that the more blended learning was, the more the academic performance was likely to decrease in the course of the study. The reason for this negative correlation could be that it is hard to deal with both online and modular elements simultaneously, which might overwhelm learners, particularly during a crisis that requires scarce resources, supervision, and support. The findings, in general, indicate that online and modular learning did not significantly influence academic performance, but that, in an emergency, blended learning requires closer instructional supervision and systematic support to prevent adverse effects on learner achievement. This underlines the importance of a properly designed supervisory plan.
Keywords: Alternative Delivery Mode During Disasters, Emergencies, Calamities, Bataan, Philippines
INTRODUCTION
The people who implement the plans and strategies are responsible for ensuring that a school's disaster risk reduction and management program is implemented effectively. Teachers can demonstrate efficiency in implementing School Disaster Risk Reduction and Management (SDRRM) procedures because of the interconnectedness between awareness and practices. To increase resilience and ensure that DRR measures are implemented effectively, people need to be informed about potential risks and how to prepare for and respond to disasters (Asih et al., 2023). By remaining knowledgeable about the legal underpinnings of SDRRM and abiding by its standards and procedures, educators cultivate a school community that is proactive and attentive to students' needs. Given that teachers are on the front lines of SDRRM implementation, both are therefore crucial.
According to Sharma and Ankit (2023), education enables people to transform their lives and solve real-world problems. ADM assists in achieving this goal by promoting equity and granting access to students who might not otherwise be able to attend. For educators, parents, and students looking for a more responsive and inclusive education, ADM has become a good choice (Lucero, 2020). ADM has been employed by nations worldwide in emergencies, including Ukraine. The transition from in-person to online instruction was generally well-received by both teachers and students, with students often demonstrating greater flexibility (Grynyuk et al., 2022). It has also been demonstrated that blended learning, another type of ADM, improves academic achievement and student engagement.
Massive floods devastated Pakistan in 2022, destroying around 26,000 schools and devastating a third of the nation. For the most disadvantaged groups, this presented a serious obstacle, increasing their chances of poverty and scholastic failure. Rebuilding schools and developing effective plans to support troubled students are vital tasks for school administrators (Selwyn, 2021). Myanmar's education system has been unstable and violent for 70 years. The issue requires alternative teaching practices to ensure learning continuity. In order to provide accessible and flexible learning opportunities in the face of ongoing difficulties, school administrators are essential in putting these modalities into practice (Lopes & Maber, 2019).
ADM has assisted students in the Philippines in continuing their education despite challenging personal circumstances. Because of ADM's flexible approach, students were able to continue their education while earning a living, as reported by Rivera et al. (2018), through regulations such as DepEd Order No. 54, s. In 2012, the Department of Education (DepEd) supported this program, which directs the implementation of ADM to help students dealing with family responsibilities, lengthy commutes, or academic difficulties. Chi (2023) added that ADM directly addresses the financial difficulties and domestic responsibilities that cause Filipino kids to miss school frequently. According to Suazo and Almerez (2024), educators have responded with home-based learning, digital tools, and customized instruction. ADM has aided academically and socioeconomically disadvantaged Digos City youngsters by offering alternative learning options.
Philippine school leaders face a major dilemma when disasters force the transition to remote learning. Teachers struggle to adapt to new digital platforms and instructional methods without preparation. In addition to addressing the broader logistical and psychological effects of the tragedy on the school community, school administrators are responsible for helping their employees navigate this challenging learning curve. Teachers are additionally burdened by the time-consuming process of creating instructional modules, leaving school administrators to strike a careful balance between the pressing need for efficient remote learning and faculty members' personal and professional well-being (Alban & Alieto, 2022). The lack of conducive learning environments for teachers and students, as well as limited access to computers and internet bandwidth for online learning, are just a few of the shortcomings in educational systems that school leaders in Pandacan, Manila, Philippines, must deal with during disasters. Amid a rapid shift to remote learning, school leaders grapple with student growth issues, internet connectivity limitations, parental involvement, and socioeconomic status, in addition to their residences (Dellomos, 2023). The Davao de Oro earthquake came as a shock to school authorities, causing disruption and compelling a fresh approach to teaching. Implementing alternative distribution systems during calamities poses hurdles for school administrators, in addition to managing the immediate aftermath of the earthquake. First, infrastructural damage prevents access to online resources and school grounds, making it hard to teach. Second, to ensure the security and well-being of staff and students, school managers need to develop contingency plans for evacuation procedures and psychological support. Furthermore, some areas lack internet connectivity, exacerbating the digital divide by making it harder for underprivileged students to access distance learning resources.
Furthermore, it is impossible to ignore how the tragedy has affected teachers and students emotionally as they experience worry and trauma, which makes teaching and learning much more difficult. Hebebci's (2023) study highlighted the challenges faced by teachers, pupils, and school administrators due to infrastructure collapse and resource loss. By focusing on this gap, the research seeks to explore how school administrators respond to disasters and how they employ various delivery methods to maintain instruction.
To meet their requests for a top-notch basic education, schools, parents, and students can now select an alternative instructional delivery method based on the situation. Equal access to high-quality basic education was provided to students from underrepresented groups, whether through the traditional educational system or the Alternative Delivery Mode (ADM). Even though the program has been in place for several years and the Division of Bataan has served several ADM takers, there is a dearth of literature examining the extent of implementation of alternative delivery modes as the foundation for DepEd policy design in the province of Bataan.
This study aimed to investigate the challenges in implementing the Alternative Delivery Mode during disasters, emergencies, and calamities in public secondary schools in the province of Bataan for the School Year 2025-2026. The study includes information about the Alternative Delivery Modes implemented during disasters, emergencies, and calamities (online classes, modular, and blended learning), the challenges encountered by teachers, learners, and parents in the implementation of ADMs (independent learning practices, learning pace and time management, motivation and focus and learning intervention and support), academic performance of the learners under the different types of ADMs.
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