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Chapter 1

INTRODUCTION

Background of the Study

BACKGROUND OF THE STUDY IS COMPOSED OF

3-5 PARAGRAPHS

(Citation)

(Citation)

(Citation)

1
2

Theoretical Framework

INTRODUCTION OF SHORT DESCRIPTION ABOUT THE

THEORETICAL FRAMEWORK.

Title of the First Theory

(Citation)

Title of the Second Theory

(Citation)

Title of the First Theory

3

(Citation)

Conceptual Framework

Description of the Conceptual Framework

Research Paradigm

Independent Variable Dependent

Variable

Profile of the
Respondents in terms of: Preparedness of
Student Teachers on
a. Sex
the use of Online
b. Course/Area of
Teaching Strategies
Specialization

Figure 1.
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Statement of the problem

Specifically, it sought to answer to the following questions:

1. What is the demographic profile of the respondents in terms of:

a. Sex;

b. Course/Area of specialization?

2. What is the extent of preparedness on the use of online

teaching strategies of the student-teachers along:

a. Contextualization;

b. Proper Delivery;

c. High Adaptation on Using Technology;

d. Adequate Support;

e. Quality Participation; and

f. Sustainable Processes?
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3. Is there a significant relationship between the respondents’

extent of preparedness on the use of online teaching strategies and

their profile variables?

Research Hypothesis/Assumption of the Study

Scope and Delimitations of the Study

.
6

Significance of the study

The importance of this study is to know the preparedness of

Student Teachers on the use of teaching strategies on conducting

online teaching.

Benefiting the study are the various sectors as follows;

Teachers. This study will provide the teachers with the

knowledge in selecting effective teaching strategies in new normal. It

will also pave the way for teachers to develop new teaching strategies.

Students. The data provided will open the way for students to

learn more efficiently. As a result, the number of students with a failing

grade will decrease, and the number of learners who have insufficient

fundamental knowledge.

Institutions/Schools. This study will help the administrators to

construct teaching plans for their teachers and students in delivering

the lesson efficiently. The stated strategies can be used by the school
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administrators for them to have a high rating on the evaluation of the

best performing schools.

Future Researchers. The result of this study can give prior idea

to the future researchers on the extent of preparedness of the student

teachers to use online teaching strategies. Also, through the summary

of findings, conclusions and recommendations of this study they can

now draw ideas about what study they should conduct in the future.

Definition of terms

The following terms are defined lexically and operationally;

Preparedness. refers to the teacher's readiness in using

Teaching Strategies on Online Learning. The readiness of the student

teachers as to their perception.

Student Teachers. These are the students who are teaching in

a school for a limited period under supervision. This refers to the

fourth year students in the College of Teacher Education of Urdaneta

City University.

Teaching. is the process of attending to people's needs,

experiences, and feelings and intervening to learn particular things

and go beyond the given.

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Strategy. A plan of action or policy designed to achieve a

principal or overall aim and develop a coherent economic strategy. It is

an alternative way to deliver the lesson.

Online teaching. refers to the method of educating others via the

internet. It is also the process of teaching in an online, virtual, or networked,

environment, in which teachers and learners participate from separate physical

locations.

Contextualization. is a fact or process of considering

something in its context, which can help in understanding it. It is also

refers to the process of putting it in the real situation.

Proper delivery. occur at the moment of fulfillment of all

conditions stated in order or in contract. It refers to the best or suitable

way of delivering the lessons.

Technology. is the application of scientific knowledge for

practical purpose. It refers to a machine developed to make work

easier.

Adequate Support. is able to fulfill a need or requirement

without being abundant, outstanding, etc. Necessary supports to be

used by the student teacher during class.

Quality Participation. it results from an individual’s quality

experiences, which involve perceptions of autonomy, belongingness,

challenge, engagement, mastery, and/or meaning. It refers to the

100% Participation of the students in the class.

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Sustainable Process. is a maintained process at a certain rate

or level. It is also refers to a way to maintain the different and efficient

methods in teaching.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

Foreign Literature

Local Literature

Foreign Studies
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Local Studies

Chapter 3

RESEARCH METHODOLOGY

This chapter covers the research design, respondents of the

study and sampling scheme, data gathering tool, validation of the

instrument, data gathering procedure, ethical consideration, and

statistical treatment of data.

Research Design

This study adopted descriptive methods of research, which

involve description, analysis, and interpretation and focus on the

indicators demographic profile of the respondent, extent of

preparedness in using teaching strategies, and correlation between the

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extent of preparedness in using teaching strategies and their

demographic profile.

The descriptive research design is used to describe the

characteristics of a population or phenomenon being studied. It does

not answer questions about why the characteristics occurred. Instead,

it addresses the "what/when/how" questions (Sage et al., 2018).

The researchers used the descriptive design, which concerns

gathering data from many respondents. A descriptive design of

research concerns data gathering from a specific population that is

neither manipulated nor experimented with. This method consists of

using a questionnaire, which had undergone a series of tests for

validation and verification from several experts (Sage et al., 2018).

The questionnaire is composed of a set of questions that guide

the respondents to conduct survey questionnaires. The survey

questionnaire is for the student teachers who experience difficulties in

the new normal setting and other research problems on research

study.

Subjects of the Study and Sampling Scheme

Due to the new normal situation where everyone is not allowed

to go somewhere, the researchers choose Urdaneta City University as

the locale of the study. This study focuses on the preparedness of

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student teachers on the use of teaching strategies on conducting

online teaching.

The respondents of this study were 215 student teachers from

Bachelor of Secondary Education (English, Filipino, General Science,

Math, and Social Studies), Bachelor of Elementary Education

(Generalist, ECE Units, SPED Units), Bachelor of Physical Education,

and Bachelor of Culture and Arts in Education. Samples were

determined using random sampling using Slovin’s Formula and

stratified to generate equal representation among the prospective

respondents. Shown below is the Slovin’s Formula

n=
( N
1+ N e
2 )
n=
( 467
1+(467).05 2 )
n=215

where,

n =sample

N = population

e = margin of error (5%)

Shown below is the distribution of respondents from different

courses under College of Teacher Education;

Target Actual
Course Responden Responden
ts ts
Bachelor of Secondary Education (English) 113 52
Bachelor of Secondary Education (Filipino) 92 42
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Bachelor of Secondary Education (General 28 13

Science)

Bachelor of Secondary Education (Math) 38 18

Bachelor of Secondary Education (Social 40 19

Science)

Bachelor of Elementary Education 56 26

(Generalist)

Bachelor of Early Childhood Education 39 18

Bachelor of Special Needs Education 20 9
Bachelor of Culture and Arts Education 31 14
Bachelor of Physical Education 10 4
Total 467 215

Data Gathering Tools

In gathering the data, the researcher used a survey

questionnaire. The survey questionnaire determined student teacher's

preparedness to use teaching strategies on conducting online

teaching. There were two parts of the questionnaire. The first part

includes the profile of the respondents in terms of their sex, course,

and are of specialization. Moreover, part two was consisting of

indicators to the different strategies. It was distributed after the

request letter is signed by the Dean of the College of Teacher

Education and the Adviser approved by the University Administration.

Furthermore, the researchers made the questionnaire, especially for

this research.

Validation of the Instrument

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The questionnaire checklist was administered to the evaluators,

which undergo a validation process by the critic reader and statistician.

In order to determine the validity of the instrument used in this study,

Dr. Ryan Jayson V. Delos Reyes., Dean of the College of teacher

Education and an English Instructor, Dr. Abdon A. Ramos, English

Instructor of the College of Teacher Education, and Mrs. Luzviminda M.

Viernes, MED English, Teacher III of Cabaruan National High School

served as the validators of the questionnaire, because they are experts

in the said field. The validators used content validation checklist to

determine whether the questionnaire checklist is recommendable to

use or not. Upon validation, the validators determined that the

questionnaire checklist is recommendable to use as an instrument in

data gathering. The result of the validation shown below;

Validator Mean Description

Ryan Jayson V. Delos Reyes, PhD. 4.7 Highly Valid

Abdon A. Ramos, EdD. 4.9 Highly Valid

Luzviminda M. Viernes, MED English 4.6 Highly Valid

Weighted Mean 4.73 Highly Valid

Data Gathering Procedure

Before administering the questionnaire, the researchers

requested a formal letter stating that they conduct this study to fulfill

the semester requirement in Research in Mathematics 2 signed by the

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Dean of the College of Teacher Education and their research adviser.

Upon approval, the researchers retrieved the request letter and

administer the questionnaire to all student Teachers in the College of

Teacher Education to participate in the said survey.

In administering the questionnaire, the researchers used the

time allotted for vacant to avoid distractions of class discussions. The

respondents were given enough time to answer the questions.

After the questionnaire has been administered and the

respondents have completed it, the researchers retrieved it and begin

collecting and tabulating the gathered data.

Statistical Treatment of Data

The researchers interpreted the data under the specific research

problem.

On problem no. 1, the researchers used frequency and

percentage to determine the number or percentage of the profile of

the student teachers. The formula is shown below

P= ( nf ∗100)
where:

P = percentage

f = Frequency

n= total number of respondent

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On Problem no. 2, a four-point Likert scale was used. To further

interpret the scale, a weighted mean was used. The Likert Scale and

weighted mean formula are presented below:

Point Value Mean Range Descriptive

Equivalent

4 3.50-4.49 Highly Prepared

3 2.50-3.49 Prepared

2 1.50-2.49 Slightly Prepared

1 1.00-1.49 Not Prepared

AWM= ( ∑ f i xi
n )
where:

AWM – average weighted mean

f – number of cases

x – weight of each case

n – number of respondents

On Problem no. 3, Pearson R was used; shown Below is the Formula:

CORRELATION COEFFICIENT
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where,

r = Pearson Coefficient

n= number of the pairs of the stock

∑xy = sum of products of the paired stocks

∑x = sum of the x scores

∑y= sum of the y scores

∑x2 = sum of the squared x scores

∑y2 = sum of the squared y scores

And to further interpret the result of the r-value, the following

table was used:

Size of Correlation Interpretation

.90 to 1. (-.90 to -1.00) Very high positive (negative) correlation

.70 to .90 (-.70 to -.90) High positive (negative) Correlation

.50 to .70 (-.50 to -.70) Moderate Positive (Negative) Correlation

.30 to .50 (-.30 to -.50) Low Positive (negative) Correlation

.00 to .30 (.00 to -.30) Negligible Correlation

Source: Dennis E Hinkle; William Wiersma; Stephen G. Jurs, (2016) Applied

Statistics for the Behavioral Sciences

Ethical Consideration
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Student teachers’ Preparedness on the use of teaching strategies

for conducting online education was the issue here that is presented

an insight to a range of methods and methodologies available for the

researchers to use along with the detailed example and its way and

practice. However, in addition to the importance of the ethical

considerations around conducting research, researchers highlight the

importance of the study of student Teachers’ Preparedness on the use

of teaching strategies for conducting online education and each ethical

dilemma considering the importance of further considering the

fundamentals of ethical research involving human participants.

Furthermore, the researchers will maintain the respondent's

information confidentiality to show respect and establish a good

rapport between the researcher and respondents.

Most of the studies today involve a human participant; therefore,

it is fundamentally essential that the research ethics, including the

approval, has been obtained and gained before gathering data from

human participants. Because human research ethics committees

cannot approve the research after the data collection has begun. The

level of attention on ethical conduct has increased and broadened in

response to the research study and society's expectation with greater

accountability. According to Haggerty (2004), many educational

institutions collect data from human participants for research purposes

without ethical approval. With that, it would place the researcher

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outside of the institution staff code of conduct that will place the

researcher in an unexpected situation that can disregard the data

gathered by the participants. Guidelines and research consent should

be ensured by the researchers to the participants that provide the data

gathered to the research. Moreover, researchers are required to use

this method to request evidence of ethics approval ethically, and

journal editors are advised to reject submissions where ethics approval

design is an ethically acceptable research approach.

In addition, the researchers will cite properly and include

references in the final manuscript to show respect and credit to the

actual owners of the information included in this study.

Chapter 3
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RESULTS AND DISCUSSION

This part of the study includes the presentation, analysis, and

interpretation of data. The researchers describe the research design

chosen and the reasons for this choice of this study. The instrument

used for data collection and the procedures to carry out this study are

included. The researcher also discusses the methods used to analyze

the data.

Profile of the Respondents

Table 1, it showed the distribution of the student-respondents

regarding their personal information, namely; sex, course, and area of

specialization with the corresponding frequency (f) and percentage.

Table 1
Frequency and Percentage of Student Teacher’s Profile
Variables
n=215
Respondents’ Profile Category F %
Sex Female 164 76.36
Male 51 23.7
Course/Area of Specialization BSE-Math 18 8.4
BSE-Science 13 6.0
BSE-English 52 24.2
BSE-Filipino 42 19.5
BSE-Social Studies 19 8.8
BEEd- Generalist 26 12.1
BECEd 18 8.4
BSNEd 9 4.2
BPEd 4 1.9
BCAEd 14 6.5
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There were 164 or 76.3% female respondents while the 51 were

male. Majority of the respondents came from the BSE-English with 52

respondents which is 24.2 percent of the total number of the

respondents, while the least number of respondents came from BPEd

with 4 respondents which has 1.9 percent of the total number of the

target respondent.

According to National Women’s History Museum on 2014, women

earned 80% of the Bachelor's degrees in Education, creating a female-

dominated candidate pool for new teaching positions. Women began

earning advanced degrees more than 150 years ago, and they were

encouraged to use their expanded knowledge as teachers. The legacy

of teaching as a woman's profession remains deeply embedded in US

culture. Moreover, based on the popular belief that women were more

nurturing than men. Colleges expanded their teacher training

programs and encouraged their female students to enroll at the

expense of other majors.

Conger and Long (2013) state in their study that in the United

States girls often receives higher marks from their teachers and has

now reached parity and sometimes exceed boys on standardized

exams, including those required for entry into higher education.

Research also indicates that girls are more likely to graduate from
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secondary school and to take more rigorous courses while in school

than boys.

Education experts in the US project an enrollment increase of

21% for women, compared to only 12% for men, through to 2019. This

pattern is not unique to the US. According to 2007 estimates from

UNESCO, the share of females in tertiary education now exceeds 50%

in almost all OECD (Organization for Economic Co-operation and

Development) member nations, reaching as high as 64% female in

Iceland.

Females dominate tertiary education in several non-OECD nations as

well, most notably in some wealthy Middle Eastern nations and less

developed nations in the Caribbean. For instance, the share of females

in higher education in Bahrain and Qatar was 68% and 64%

respectively in 2007. Equally high shares were reported by Barbados,

Bermuda and the British Virgin Islands.

The article published by Steve Strauss in 2013 states that one of

the reasons why many prefer English majors over others is due to the

abilities that they can acquired. On the other hand, in 2012 The Wall

Street Journal reported that communication, the ability to clearly

articulate your point of view, would be the most valuable job skill in

2013. The development of analytical thinking, evidenced-based

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writing, and editing skills makes English not only an extremely

marketable major, but the perfect minor for all other majors.

Extent of Preparedness of the

Student Teachers in online
Teaching using Strategies
The succeeding table shows the extent of preparedness of the

student teachers in teaching using the Strategies on contextualization,

proper delivery, high adaptation on using technology, adequate

support, quality of participation, and sustainable process.

As presented in table 2, the preparedness of the student

teachers on the use of Strategy of Contextualization was rated as

Highly Prepared with an overall weighted mean of 3.61. The majority of

respondents rated every question on our survey questionnaire as

highly prepared. Indicators number one and nine got the highest mean

of 3.67.

One of the effective ways of learning is through experiences.

Thus, the majority of the student teachers use this technique to catch

the attention of the student and to effectively deliver the lesson. In

addition, the reason why the student has the eagerness to learn is due

to their dreams to become a successful professional someday. Here,

the rationale is that if the student teacher study with real-world

situations that are meaningful in terms of their later profession as a

teacher, this should have positive effects on their general study

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motivation and situational interest during learning (Harackiewicz &

Knogler, 2017; Moreno & Valdez, 2007; Wigfield & Eccles, 2000).

Table 2
Extent of Preparedness of the Student teachers on the Use of
Online Teaching Strategies along Contextualization
n = 215

Indicators WM DE TR
As a Student Teacher, I……
1. Use real-life situations to make the topic 3.67 SA HP
more interesting.
2. Incorporate real-life problems/situations 3.56 SA HP
into the lesson to simplify the discussion
3. Provide real life problems to understand 3.62 SA HP
more about the topic.
4. Integrate personal experiences in 3.56 SA HP
delivering the lesson.
5. Compare and contrast the lesson in real 3.56 SA HP
life lesson to solve and understand the
topic
6. Give a real-life situation to test the 3.61 SA HP
student’s ability.
7. Encourage students to study the lesson 3.63 SA HP
efficiently, using real-life problems as an
example.
8. Use the problems to teach the students 3.52 SA HP
how to make decisions.
9. Encourage students to study well for 3.67 SA HP
their future.
10. Inspire their students' personal 3.66 SA HP
experiences.
Average Weighted Mean 3. 61 SA HP
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Legend:
Mean Scale Descriptive Equivalent Transmitted Rating
3.50- 4.00 Strongly Agree (SA) Highly Prepared (HP)
2.50-3.49 Agree (A) Prepared (P)
1.50-2.49 Slightly Agree (SA ) Slightly Prepared (SP)
1.00-1.49 Disagree (D) Not Prepared (NP)

Situational interest (or state interest) combines positive affective

qualities such as feelings of enjoyment with cognitive qualities such as

perceptions of value and personal importance (Harackiewicz & Knogler,

2017; Hidi & Renninger, 2006). On a more basic level, experiencing the

usefulness of scientific theory in the context of solving real-world

classroom situations should foster student teachers’ general intensity

of using this knowledge besides their ability to apply it productively.

In contrast, Indicator number 8 gains the lowest mean of 3.52.

Anna Schmitz said that “Problem solving means being forced to make

a decision because of conditions beyond your control. Decision making

means choosing to make a decision because you wish for something to

occur that is not occurring at the present time”’. Making decisions

depends on the given situation. Table 2 demonstrates that student

Teachers are now ready to use strategy on contextualization on the

conduct of online learning. With the use of personal experiences and

real-life problems student teachers can effectively share their

knowledge on a certain topic to their students.

In addition, Lorbis (2019) states that Contextualized Teaching

and Learning Approach is an effective process of teaching and learning

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since the experiences of the pupils and the teacher are being

integrated into the content of the subject matter being taught.

Furthermore, learning becomes more meaningful because teachers

provide various activities such as hands-on activities and collaborative

works which include roleplays, etc.. Contextualized Teaching and

Learning Approach is very necessary to be applied in the classroom

teaching and learning because the content is being modified according

to the knowledge that the learners have and the skills that the learners

can do.

Table 3
Extent of Preparedness of the Student Teachers on the Use of
Online Teaching Strategies along Proper Delivery
n = 215

Indicators WM DE TR
As a Student Teacher, I…
1. Discusses the topic most suitably. 3.56 SA HP
2. Uses instructional material to deliver 3.63 SA HP
the topic.
3. Incorporate real-life lessons to make an 3.58 SA HP
efficient discussion.
4. Provides activities/icebreakers to 3.57 SA HP
remove the nervosity and shame of the
student.
5. Forwards the lesson to have an advance 3.50 SA HP
reading.
6. Can instruct effectively depending on 3.48 SA HP
several factors.
7. Ask their students to clarify before 3.59 SA HP
moving to the next topic.
8. Appropriate examples to support her in 3.65 SA HP
delivering the topic.
9. Know how to combine multiple modes of 3.58 SA HP
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delivery (e.i. online, offline and blended)

to facilitate learning effectively.
10. Can instruct remotely requires a 3.60 SA HP
combination of technological and
pedagogical skills.
Average Weighted Mean 3.57 SA HP
Legend:
Mean Scale Descriptive Equivalent Transmitted Rating
3.50- 4.00 Strongly Agree (SA) Highly Prepared (HP)
2.50-3.49 Agree (A) Prepared (P)
1.50-2.49 Slightly Agree (SA ) Slightly Prepared (SP)
1.00-1.49 Disagree (D) Not Prepared (NP)

As shown in table 3, indicator number 8, got the highest rating of

3.65 with a descriptive equivalent as Highly Prepared. To understand

the topic easily pre-service teachers need to supplement the topic with

examples. These examples will pave the way for the student to catch

the topic in a short period of time with precise understanding.

Rosenshine (2012) says that teachers employ a vast array of

instructional methods, but one universal element is the use of

examples. No teaching approach eschews examples. On the contrary,

guides for effective teaching embrace the value of using good

examples. Given their importance, teachers should design and use

examples carefully and assess their impact on student learning.

Meanwhile, indicator number five got the lowest mean with 3.48

but still classified as highly prepared. This implies that some of the

student teachers believe that students do not focus on studying or

reading their lesson even if it was given in advance. This is because

students’ laziness to read might be caused by their perception of

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reading as a boring activity, not as pleasurable activity. These various

factors are necessary to ponder if teachers and educational

practitioners attempt to help their students to build and nurture their

reading interest. (Issa et al. (2012), Akanda et al. (2013), and

OwusuAcheaw (2014) )

Hence, Table 3 shows that the majority of the student teachers

are highly prepared to use the Strategy on Proper Delivery on their

teaching as it was rated with an overall weighted mean of 3.57.

Teachers are equipped with techniques on how to deliver the lesson in

an efficient way. They were knowledgeable on the process on how to

deliver the lesson. They know how to discuss the topic in the most

suitable way, they also deliver the topic with some attractive Visuals or

Instructional Materials, they ask questions if the student understands

the lesson and so on.

Fleming (2011) clarifies that while efficiency involves completing

specific tasks in a right manner, effectiveness relates to identifying the

right tasks to be accomplished in the first place. In order to become

effective or efficient in delivering the lesson to the learners, student

teachers which will eventually become teachers must be equipped with

some techniques on how to implement proper delivery in their

classroom with the use of different Materials or teaching methods.

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As shown on the next table, indicator number 8 got the highest

average rating of 3.61 with a descriptive equivalent as Highly

Prepared. We are now in the time of technology wherein the presence

of technology is dominant. This means that integrating technology in

your lesson will become more interesting and exciting. With the use of

these technologies, student teachers can deliver their lessons in a

more efficient way. According to Stošić Lazar (2015) today, more than

ever, the role of educational technology in teaching is of great

importance because of the use of information and communication

technologies. With the help of various applications for distance

education, the Internet, teachers, and students themselves, they see

the advantage of educational technology. Meantime, indicator number

six got the lowest rating with 3.50 average mean but still classified as

highly prepared. This shows that even student teachers are skillful in

delivering the lesson on any platform, there are still problems that may

arise, that’s the reason why indicator number six got the lowest rating.

Table 4
Extent of Preparedness of the Student Teachers on the Use of
Online Teaching Strategies along Proper Delivery
n = 215

Indicators WM DE TR
As a Student Teacher, I…
1. Use a website to make the presentation 3.58 SA HP
exciting and lively.
2. Use applications to deliver their lesson 3.57 SA HP
efficiently.
3. Integrate applications in teaching to 3.57 SA HP
increase academic achievement.
30

4. Allows students to learn the lesson 3.52 SA HP

using computer technology.
5. Improve student learning in critical 3.52 SA HP
concepts and ideas by using computer
technology.
6. Skillfully teach the students on any 3.50 SA HP
platform.
7. Encourage students to enhance their 3.60 SA HP
Technological skills by exploring other
applications ( g-meet, google drive,
Pinterest, PowerPoint, Etc.)
8. Use technology to create exciting 3.61 SA HP
lessons.
9. Allow students to engage and explore 3.60 SA HP
learning using technology.
10. Pre-service teachers teach 3.56 SA HP
students how to use their gadgets
creatively and efficiently.
Average Weighted Mean 3.56 SA HP
Legend:
Mean Scale Descriptive Equivalent Transmitted Rating
3.50- 4.00 Strongly Agree (SA) Highly Prepared (HP)
2.50-3.49 Agree (A) Prepared (P)
1.50-2.49 Slightly Agree (SA ) Slightly Prepared (SP)
1.00-1.49 Disagree (D) Not Prepared (NP)

Table 4 indicates that the student teachers are highly prepared

to use the Strategy on High Adaptation of Technology as a technique in

teaching. It has a weighted mean of 3.56. It also indicates that

teachers are technologically skilled in using different applications that

can be integrated in teaching such as Google Meets, Zoom, Google

Classrooms, Edmudo, Geogebra, Chalkboard Math, and etc. This also

shows that teachers are skilled in using different gadgets such as

Computers, Laptops, tablets, and Mobile phones. Adapting the

Technology in the education sector helps the students and the

teachers to cope-up even in times of uncertainty.

31

According to Mardiana (2020) the ability of a teacher to adapt to

a technological change, has changed the lecturers' attitude towards

the technology. To adapt to the technological change, lecturers must

have attitudes to learn technology, knowledge in technology, ability,

and skills to change them into qualified lecturers. By having the ability

and technological skills, lecturers will easily access the information,

learning resources and can share knowledge and content with other

lecturers. With the use of the diffusion innovation theory of E.M. Rogers

in 1962, where he describes the pattern of learning and providing the

convenience to everyone using the adaptation to the new

technological advancements that is available for all learning methods

and systems. Learning with the use of technology can facilitate the

learning of the students and become the choice of learning for the 21 st

century.

Table 5
Extent of Preparedness of the Student Teachers on the Use of
Online Teaching Strategies along Adequate Support
n = 215

Indicators WM DE TR
As a Student Teacher, I…
1. Provide video lessons to deliver the 3.57 SA HP
lesson.
2. Will provide a module to organize 3.53 SA HP
course content by weeks, units, or a
32

different organizational structure.

3. Will setup objectives to know what to 3.62 SA HP
expect from the discussion.
4. Give specific instructions clearly stated 3.62 SA HP
to students to avoid confusion and
repetitive questions.
5. Show her care for the students to 3.68 SA HP
motivate them during class.
6. Used different materials that were 3.67 SA HP
applicable in a given lesson.
7. Use tokens to inspire students to learn. 3.54 SA HP
8. Always have instructional materials on 3.60 SA HP
hand to use while online.
9. Use available and natural resources 3.60 SA HP
( Environment, Etc.) to support the
lesson.
10. Use manipulative Instructional 3.58 SA HP
Materials to make the lessons lively.
Average Weighted Mean 3.60 SA HP
Legend:
Mean Scale Descriptive Equivalent Transmitted Rating
3.50- 4.00 Strongly Agree (SA) Highly Prepared (HP)
2.50-3.49 Agree (A) Prepared (P)
1.50-2.49 Slightly Agree (SA ) Slightly Prepared (SP)
1.00-1.49 Disagree (D) Not Prepared (NP)

Table 5 shows student teachers were equipped with knowledge

and information and are now ready to use the Adequate Support

Strategy in their teaching careers, with a weighted Mean of 3.60,

classifying them as Highly Prepared. With this they will deliver the

lesson efficiently through the use of the Support Materials or the

Instructional Materials such as Video Presentations, Manipulative

Instructional Materials, Tokens, Natural IM (Environment) and many

more.

As indicated in table 5, indicator number five and indicator

number six got the highest average mean of 3.68 and 3.67

respectively. Edward Deci and Richard Ryan state in their 1985 book
33

Self Determination and Intrinsic Motivation in Human Behaviour that

people tend to be driven by a need to grow and gain fulfillment. The

meta theory overseeing Self-Determination Theory is that all human

beings are born with tendencies towards growing, mastering

challenges, and integrating new experiences in a volitional manner.

These Developmental tendencies do not, however, operate in isolation,

and require an environment that will support them. Meanwhile,

Indicator number two got the lowest average mean of 3.53. This means

that some student teachers believe pupils do not focus on studying or

reading their lesson/module, even if it is provided ahead of time. This

is because pupils' unwillingness to read may be caused by their

opinion of reading as a tedious rather than joyful activity. These

numerous elements must be considered if teachers and educational

practitioners are to assist their students in developing and nurturing

their reading interests. (Issa et al., 2012; Akanda et al., 2013;

OwusuAcheaw, 2014)

In addition, Burns and Write (2006) stated that a teacher’s

support is one of the necessities of a teacher in their teaching method.

One of the teacher’s necessities during this pandemic is having an

adequate support. A support maybe monolithic, but it is rather a

multilayered array of different types of assistance that the teachers

may need in having a successful teaching method. Administrative

support, family support towards her job is also one of the most
34

important things as it provides an appropriate impact and significant

impact to a teacher’s ability to educate the students.

Table 6
Extent of Preparedness of the Student teachers on the Use of
Online Teaching Strategies along Quality of Participation
n = 215

Indicators WM DE TR
As a Student Teacher, I…
1. Allow the students to ask questions 3.67 SA HP
during and after the discussion.
2. Implement house rules during class. 3.57 SA HP
3. Ask the students to clarify the topic 3.67 SA HP
before moving on to the next lesson?
4. Encourage the students to collaborate 3.67 SA HP
in activities during class.

5. Construct group activities that would 3.64 SA HP

serve as an evaluation for the topic?
6. Allow the students to give their 3.66 SA HP
thoughts about the discussed topics.
7. Make a set plan to engage in “Trust 3.63 SA HP
and Teamwork”.
8. Order everyone to participate in the 3.64 SA HP
discussion to gain a high score in the
activities, quizzes, and exams.
9. Use interesting IMs to capture one’s 3.65 SA HP
attention.
10. Use activities so everybody will 3.66 SA HP
participate.

Average Weighted Mean 3.64 SA HP

Legend:
Mean Scale Descriptive Equivalent Transmitted Rating
3.50- 4.00 Strongly Agree (SA) Highly Prepared (HP)
2.50-3.49 Agree (A) Prepared (P)
1.50-2.49 Slightly Agree (SA ) Slightly Prepared (SP)
1.00-1.49 Disagree (D) Not Prepared (NP)

It can be seen on the previous table that Indicators number one,

three and four got the highest average mean of 3.67. Learning through
35

experience is a powerful and important opportunity for undergraduate

students. In this editorial, The University of Texas at Austin (UT Austin)

President Greg Fenves details the short- and long-term significance of

experience-based learning for students' development. Throughout

Fenves' career, experiential learning has played a significant role for

him, shaping both his career path and his priorities as a professor,

provost, and, now, university president. In this piece, Fenves shares his

experiences and describes why experiential learning is important.

According to Song and McNary (2011), student interaction is one

major determinant of students’ learning experiences in the virtual

learning environments. The comprehension of students’ virtual

interactions is crucial because interaction has a significant effect on

the quality of online learning (Trentin, 2000). Contrary to the indicators

who got the highest average, indicator number two got the lowest

average with 3.57. This explains that having the freedom to express

yourself through different activities or different interactions is a better

way of learning than to confine yourself from the House Rules of the

class. As stated in the study of Song and McNary (2011) student

interaction is determinant of student’s learning and it has a significant

effect on the quality of learning.

Hence, Table 6 shows the result of the survey questionnaire on

the preparedness of the student teacher in the usage of Strategies

36

particularly the strategy on Quality Participation. The survey on the

preparedness of the student teacher was rated with a weighted mean

of 3.64 with a descriptive equivalent of highly prepared. Student

teachers are equipped with methods to make their students be

attentive and participative during their class. Student teachers use

various methods or Materials such as, Manipulative Instructional

Materials, Tokens of Appreciations, Activities and also Inquiry Based

activities to ensure that their students are actively participating in their

class. Furthermore, student teachers are requiring their students to

open their cameras during class to make sure that they are

participating. Moreover, teachers also set House Rules to make the

flow of the class good.

Ani Cahyadi (2020) states that to ensure the participation of the

students in the classroom setting the teacher should be active in

releasing the lesson plans and transferring materials and knowledge,

as well as students, are asked to attend and join all the teaching and

learning processes including being active in questioning and answering

about the materials. Additionally, teachers dig up more materials from

any sources which are fun and interesting, students are asked to

explore more knowledge from other sources they might have.

37

Table 7
Extent of Preparedness of the Student Teachers on the Use of
Online Teaching Strategies along Sustainable Process
n = 215

Indicators WM DE TR
1. Utilize his/her material when teaching to 3.64 SA HP
help his/her students understand the
lessons.
2. Encourage our creativity and knowledge to 3.62 SA HP
expand our ability and skills during the class
3. Allow their students to have an appropriate 3.61 SA HP
interaction with their classmates and other
students to help us enhance our capability
in learning mathematics through ourselves.
4. Use the student-centered learning system. 3.60 SA HP
5. Am understandable and give extensions to 3.58 SA HP
the deadlines of paperwork.
6. Use the new technologically advanced 3.65 SA HP
system to update and encourage us to
study the lessons even at home.
7. Use the modules to help my students retake 3.59 SA HP
the lessons.
8. Presented the trends that are relevant to 3.60 SA HP
the subject matter.
9. Use even their rest days to organize their 3.63 SA HP
presentations and systematically follow the
course outline to acquire the skills that can
help us build our students' abilities.
10. Utilize my time to explain to us the 3.67 SA HP
objectives of the lessons.
Average Weighted Mean 3.62 SA HP
Legend:
Mean Scale Descriptive Equivalent Transmitted Rating
3.50- 4.00 Strongly Agree (SA) Highly Prepared (HP)
2.50-3.49 Agree (A) Prepared (P)
1.50-2.49 Slightly Agree (SA ) Slightly Prepared (SP)
1.00-1.49 Disagree (D) Not Prepared (NP)
38

Table 7 presents the results of the survey questionnaire on

student teachers preparedness to use Strategies, namely the Strategy

on Sustainable Processes. The poll on student teachers preparedness

acquired a weighted mean of 3.64 and a descriptive equivalent of

highly prepared. This means that pre-service teachers give importance

to the techniques or methods that are efficient in imparting the lesson

to the learners. Some of those efficient techniques are time

management, following the systematic flow of course outline, usage of

technologically advanced systems to encourage students and many

more.

Ani Cahyadi (2020) on her Research states that the

circumstances of teaching and learning process using online

classroom, teachers encourage students to be more active and

creative in absorbing and accepting the knowledge and materials

delivered by teachers, including having a virtual small group

discussion, virtual group conference, and virtual presentation to

strengthen the mastery of subjects. Thus, teachers should adapt and

continue the efficient activities that they used during the face to face

classes

Meanwhile, indicator number ten got the highest average mean

of 3.67 which is Highly Prepared. Student teachers now have the ability

to deliver the lesson in a timely manner. They also believe that proper
39

utilization of time specifically in teaching has an impact in the learning

process of the students. In the study of Gbokwe-Ibeto and Egbon,

2012; Osawe, 2017, Time management is a very important concept in

education. It is consistent with the need for planning, which is critical

to the attainment of organizational goals. Time management facilitates

the accomplishment of individual and organizational goals given the

paucity of resources at man's disposal. Time management enhances

productivity and facilitates the speed of production, thereby enhancing

organizational efficiency (Alkhateeb et al., 2012). Time utilization flows

from effective time management. It is for this reason that several

researchers have conducted empirical studies on time management

and time utilization in recent times. In contrast indicator number got

the lowest average mean with 3.58. The reason behind this is that

time management or proper utilization of time paved the way to

inculcate to the learner the importance of time management. Given

that teachers' time utilization in secondary schools is critical to the

attainment of educational goals because secondary education is part

of the foundational levels; it thus means that teachers' time utilization

in teaching is critical to achieve development of individuals and the

community. Furthermore, the attainment of a nation's educational

goals is critical to its strategic human capital, technological capital and

economic development. By implication, teachers' time utilization in

40

teaching is a major factor to the quality of students' knowledge which

is the key in a nation's progress, especially in the education sector.

The table on the next page shows the summary of the overall

result of the Extent of Preparedness of the Student teachers in using

the 6 online teaching strategies as presented on the study of Cahyadi

2020.

Table 8 shows that the student teachers preparedness in using

the online teaching strategies found to be highly prepared with a

weighted Mean of 3.60. Despite of the pandemic student teachers are

now ready to go to the field of teaching online through the help of the

Online Teaching strategies presented by Cahyadi in their study.

Table 8
Summary of the Extent of Preparedness of the Student
Teacher in using Online Teaching Strategies
n = 215

Online Teaching Strategies AWM DE TR

1. Contextualization 3.61 SA HP
2. Proper Delivery 3.57 SA HP
3. High Adaptation of Using 3.56 SA HP
Technology
4. Adequate Support 3.60 SA HP
5. Quality Participation 3.64 SA HP
6. Sustainable Processes 3.62 SA HP
Overall Average Weighted Mean 3.60 SA HP
Legend:
Mean Scale Descriptive Equivalent (DE) Transmitted Rating (TR)
3.50- 4.00 Strongly Agree (SA) Highly Prepared (HP)
2.50-3.49 Agree (A) Prepared (P)
1.50-2.49 Slightly Agree (SA ) Slightly Prepared (SP)
1.00-1.49 Disagree (D) Not Prepared (NP)
41

Strategy on Quality Participation got the highest rating with 3.64

with a transmuted rating of highly prepared. Student’s interaction is

determinant of student’s learning and it has a significant effect on the

quality of learning (Song and McNary 2011). On contrast Strategy on

High Adaptation of Using technology got the lowest rating with 3.56

but still got a transmuted rating of highly prepared. The reason behind

this is that adaptation process or transition process is not easy. Many

institutions were underprepared for an abrupt migration to technology

based learning. This resulted in issues of inequality, lack of access and

lack of skills to facilitate this type of learning (Talib, Bettayeb & Omer,

2021).

Relationship between the Extent of

Preparedness of the Respondents on
Teaching Strategies in Conducting
Online Teaching

The table succeeding table shows the relationship between the

profiles of the respondents to the extent of their preparedness on

teaching strategies in conducting online education.

Table 9
Relationship between the Extent of Preparedness on Teaching
Strategies in Conducting Online Education and the Respondent
Profile Variable Sex
n=215

Indicators Sex Remarks

R Sig
42

1. Contextualization .020 .776 Not

Significant
2. Proper Delivery .060 .384 Not
Significant
3. High Adaptation of .026 .703 Not
Technology Significant
4. Adequate Support .056 .416 Not
Significant
5. Quality Participation .003 .962 Not
Significant
6. Sustainable .014 .837 Not
Processes Significant
Overall .032 .637 Not
Significant

As shown in Table 9, there is no significant relationship between

the extent of the preparedness of the Student Teacher on using the

Online Teaching Strategies and their profile variable Sex.

Females could achieve higher learning outcomes than males

because they were more persistent and committed than males

(Richardson & Woodley, 2003). Females had stronger self-regulation

than males, which also led to their significantly more positive online

learning outcomes than males (Alghamdi et al., 2020). However, no

significant gender differences were revealed in learning outcomes

because males were more stable in attitudes, while females performed

43

well in engagement (Nistor, 2013). Furthermore, no significant gender

differences in learning outcomes were found based on learning styles.

According to studies by Martin and Marsh (2005), Driessen

(2007), and Martin et al. (2008), neither boys nor girls are motivated

any more or less by female or male teachers; they found no differences

in this regard between the abilities of female and male teachers.

As Shown in table 10, it indicates that there is no significant

relationship between the extent of preparedness of the student

teachers in using the online teaching strategies and their profile

variable specifically the Course/Area of Specialization

In the Jo Tondeur Et. Study. The pre-service teachers' ability for

using educational methods was unaffected by the profile of the student

teachers (Gender, Age, Specialization, etc.), according to their study

from 2018.

Table 10
Relationship between the Extent of Preparedness on Teaching
Strategies in Conducting Online Education and the Respondent
Profile Variable Course/Area of Specialization
n=215

Indicators Course/Area of Remarks

Specialization
R Sig
1. Contextualization -.018 .794 Not
44

Significant
2. Proper Delivery -.109 .111 Not
Significant
3. High Adaptation of -.034 .625 Not
Technology Significant
4. Adequate Support -.001 .993 Not
Significant
5. Quality Participation -.074 .283 Not
Significant
6. Sustainable -.044 .520 Not
Processes Significant
Overall -.052 .452 Not
Significant
To summarize the Table 9 and Table 10 with regards to the

relationship of the extent of preparedness of the student teachers in

using the online teaching strategies and their profile variables, it shows

that when it comes to the sex of the respondent there is no significant

relationship among all the 6 teaching strategies and the same with the

profile variable specifically the course/area of Specialization.

To conclude, there is no significant relationship between the

extent of the preparedness of the pre-service teachers on any of the 6

strategies and their Profile variables in terms of sex and Course/Area of

Specialization.

In addition, in the Research of Jo Tondeur Et. In their study

published in 2018, they indicate that the profile of the student teachers
45

(gender, age, specialization, etc.) had no effect on pre-service

teachers' competency for instructional practices.

Chapter 4
46

SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

This chapter presents the summary of findings, conclusions and

recommendations of the study titled “Preparedness of Pre-service

teachers of the College of Education for the use of teaching strategies

in conducting online teaching”.

Summary of Findings

After a systematic and in-depth analysis of the data gathered, the

investigations finally come up with the following results:

1. Out of 215 pre-service teacher-respondents, 164 or 76.4% of

them are female wherein most of them are taking up BSE-English with

52 or 24.2%.

2. On their extent of preparedness on the teaching strategies, it

was found out that they are highly prepared to all the teaching

strategies that got an average weighted mean of 3.60. Strategy on

Quality of Participation and Sustainable Process acquired the highest

weighted mean of 3.64. In Contrast Strategy on High Adaptation of

Using Technology got the lowest weighted mean of 3.56.

3. There is no significant relationship between the extent of

preparedness on teaching strategies in online education and their

profile variables.
47

Conclusions

Based on the previous findings, the following conclusions were

drawn:

1. Female pre-service teachers dominated the respondents who are

taking a BSE major in English.

2. Student teachers know how to encourage participation in their

class even if it is online and ensures that the policies, classroom

management, and systematic teaching process were still present.

3. The null hypothesis that states “There is no significant

relationship between the respondents extent of preparedness on the

use of online teaching strategies and their profile variable”, was

accepted.

Recommendations

As a result of the findings and conclusions made, the following

recommendations are offered.

1. The researcher highly recommend to the next researchers to find

a way on how to improve the perception and skills of the student

teachers in using the Strategy on High Adaptation of Using Technology.

48

2. The researchers strongly recommends to the next researchers to

find a possible techniques for faster way of adapting technology to be

used in the teaching and learning process.

3. The researchers also recommends to the next researcher to find

a way on how to innovate the different teaching strategies for a better

way of learning.

4. As we go to the new normal where face to face classes are slowly

going back, the researcher recommend to the next researchers to

determine the possibility and the effectiveness of these teaching

strategies in the traditional face-to-face classes.

49

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53

APPENDIX A
LETTER TO THE DEAN

College of Teacher Education

January 17, 2022

RYAN JAYSON V. DELOS REYES, PhD

Acting Dean
College of Teacher Education

Sir:

We, the third-year students of Bachelor of Secondary Education, Major in

Mathematics in Urdaneta City University, are currently enrolled in Research in
Mathematics 1 this semester.

In this regard, we respectfully inform your good office that we are preparing a
Research Proposal entitled, “Preparedness of Student Teachers on the Use of
Online Teaching Strategies”.

Thank you very much, and God bless.

Respectfully yours,

MARK LEO M. JAVIER ROMELYN L. FERNANDEZ

54

APRIL JOY C. RAMAY HERSHEY GAIL [Link]

ROXANNE P. MOLINA REMELYN R. ABAT

EVETA D. TAMAYO

Approved:

(Sgd) RYAN JAYSON V. DELOS REYES, PhD

Acting Dean, College of Teacher Education

APPENDIX B
LETTER TO THE ADVISER

College of Teacher Education

October 11, 2021

Graciane Joy D. De Guzman, MAEd

Instructor

Madam:

We, the third-year students of Bachelor of Secondary Education, Major in

Mathematics in Urdaneta City University, are currently preparing a Research
Proposal entitled, “Preparedness of Student Teachers on the Use of Online
Teaching Strategies

In view hereof, we would like to humbly request your service and expertise as
the adviser for the proposed research study. We believe that your knowledge
and insights are valuable and will greatly enrich the proposed study.

We sincerely appreciate your cooperation and support. Thank you very much.

Respectfully yours,

MARK LEO M. JAVIER ROMELYN L. FERNANDEZ

APRIL JOY C. RAMAY HERSHEY GAIL D. TUAZON

55

ROXANNE P. MOLINA REMELYN R. ABAT

EVETA D. TAMAYO

Approved:

(Sgd) GRACIANE JOY D. DE GUZMAN, MA Math

Research Instructor

APPENDIX C
LETTER TO THE STATISTICIAN

College of Teacher Education

January 17, 2022

ROLANDO D. DE GUZMAN, MA MATH

Instructor

Sir:

We, the third-year students of Bachelor of Secondary Education, Major in

Mathematics in Urdaneta City University, are currently preparing a Research
Proposal entitled, “Preparedness of Stuent Teachers on the Use of Online
Teaching Strategies.”

In view hereof, we would like to humbly request your service and expertise as
the statistician for the proposed research study. We believe that your
knowledge and insights are valuable and will greatly enrich the proposed
study.

We sincerely appreciate your cooperation and support. Thank you very much.

Respectfully yours,

MARK LEO M. JAVIER ROMELYN L. FERNANDEZ

APRIL JOY C. RAMAY HERSHEY GAIL D. TUAZON

56

ROXANNE P. MOLINA REMELYN R. ABAT

EVETA D. TAMAYO

Noted:

(Sgd) GRACIANE JOY D. DE GUZMAN, MA Math

Research Adviser

Approved:
(Sgd) ROLANDO D. DE GUZMAN, MA MATH
Statistician

APPENDIX D
LETTER TO THE CHAIRMAN

College of Teacher Education

January 17, 2022

VENER ABIETT L. CASTAÑAGA, MA MATH

Instructor

Sir:

We, the third-year students of Bachelor of Secondary Education, Major in

Mathematics in Urdaneta City University, are currently preparing a Research
Proposal entitled, “Pre-service Teachers’ Preparedness on the use of
Teaching Strategies on the conduct of Online Teaching.”

In view hereof, we would like to humbly request your service and expertise as
panel member for the proposed research study. We believe that your
knowledge and insights are valuable and will greatly enrich the proposed
study.

We sincerely appreciate your cooperation and support. Thank you very much.

Respectfully yours,

MARK LEO M. JAVIER ROMELYN L. FERNANDEZ

APRIL JOY C. RAMAY HERSHEY GAIL D. TUAZON

57

ROXANNE P. MOLINA REMELYN R. ABAT

EVETA D. TAMAYO

Noted:

(Sgd) GRACIANE JOY D. DE GUZMAN, MA Math

Research Adviser

Approved:

(Sgd) VENER ABIETT L. CASTAÑAGA, MA Math

Chairman

APPENDIX E
LETTER TO THE PANEL MEMBER

College of Teacher Education

January 17, 2022

SHERELLE LOU S. ICUTAN, MS MATH

Instructor

Ma’am:

We, the third-year students of Bachelor of Secondary Education, Major in

Mathematics in Urdaneta City University, are currently preparing a Research
Proposal entitled, “Pre-service Teachers’ Preparedness on the use of
Teaching Strategies on the conduct of Online Teaching.”

In view hereof, we would like to humbly request your service and expertise as
panel member for the proposed research study. We believe that your
knowledge and insights are valuable and will greatly enrich the proposed
study.

We sincerely appreciate your cooperation and support. Thank you very much.

Respectfully yours,

MARK LEO M. JAVIER ROMELYN L. FERNANDEZ

APRIL JOY C. RAMAY HERSHEY GAIL D. TUAZON

ROXANNE P. MOLINA REMELYN R. ABAT

58

EVETA D. TAMAYO

Noted:

(Sgd) GRACIANE JOY D. DE GUZMAN, MA Math

Research Adviser

Approved:

(Sgd) SHERELLE LOU S. ICUTAN, MS MATH

Panel Member

APPENDIX E
LETTER TO THE PANEL MEMBER

College of Teacher Education

January 17, 2022

CRISTINA F. SOLOMON, LPT

Instructor

Ma’am:

We, the third-year students of Bachelor of Secondary Education, Major in

Mathematics in Urdaneta City University, are currently preparing a Research
Proposal entitled, “Preparedness of Student Teachers on the Use of
Online Teaching Strategies”

In view hereof, we would like to humbly request your service and expertise as
panel member for the proposed research study. We believe that your
knowledge and insights are valuable and will greatly enrich the proposed
study.

We sincerely appreciate your cooperation and support. Thank you very much.

Respectfully yours,

MARK LEO M. JAVIER ROMELYN L. FERNANDEZ

APRIL JOY C. RAMAY HERSHEY GAIL D. TUAZON

ROXANNE P. MOLINA REMELYN R. ABAT

59

EVETA D. TAMAYO

Noted:

(Sgd) GRACIANE JOY D. DE GUZMAN, MA Math

Research Adviser

Approved:

(Sgd) CRISTINA F. SOLOMON, LPT

Panel Member

APPENDIX F
LETTER TO THE VALIDATOR

College of Teacher Education

May 15, 2022

LUZVIMINDA M. VIERNES, MED ENGLISH

Teacher III
Cabaruan National High School

Dear Ma’am,

We, the undersigned students of Urdaneta City University are presently

conducting a study entitled "PREPAREDNESS OF STUDENT
TEACHERS ON THE USE OF ONLINE TEACHING STRATEGIES" in
partial fulfillment of the requirements in the subject Research in
Mathematics 2

In this connection, we would like to ask you to be one of our validators.

Your favorable action on the above request will truly help us in the
completion of this research.

We will be greatly indebted to whatever assistance you would extend

to us in the accomplishment of this research.

Respectfully yours,

MARK LEO M. JAVIER ROMELYN L. FERNANDEZ

APRIL JOY C. RAMAY HERSHEY GAIL D. TUAZON

60

ROXANNE P. MOLINA REMELYN R. ABAT

EVETA D. TAMAYO

Noted:

(Sgd) GRACIANE JOY D. DE GUZMAN, MA Math

Research Adviser

Approved:

(Sgd)LUZVIMINDA M. VIERNES, MED ENGLISH

Validator
APPENDIX F
LETTER TO THE VALIDATOR

College of Teacher Education

May 15, 2022

RYAN JAYSON V. DELOS REYES, PhD.

Dean
College of Teacher Education

Dear Ma’am,

We, the undersigned students of Urdaneta City University are presently

conducting a study entitled "PREPAREDNESS OF STUDENT
TEACHERS ON THE USE OF ONLINE TEACHING STRATEGIES" in
partial fulfillment of the requirements in the subject Research in
Mathematics 2

In this connection, we would like to ask you to be one of our validators.

Your favorable action on the above request will truly help us in the
completion of this research.

We will be greatly indebted to whatever assistance you would extend

to us in the accomplishment of this research.

Respectfully yours,

MARK LEO M. JAVIER ROMELYN L. FERNANDEZ

APRIL JOY C. RAMAY HERSHEY GAIL D. TUAZON

61

ROXANNE P. MOLINA REMELYN R. ABAT

EVETA D. TAMAYO

Noted:

(Sgd) GRACIANE JOY D. DE GUZMAN, MA Math

Research Adviser

Approved:

(Sgd)RYAN JAYSON V. DELOS REYES, PhD.

Validator
APPENDIX F
LETTER TO THE VALIDATOR

College of Teacher Education

May 15, 2022

ABDON A. RAMOS, EdD

Instructor
College of Teacher Education

Dear Ma’am,

We, the undersigned students of Urdaneta City University are presently

conducting a study entitled "PREPAREDNESS OF STUDENT
TEACHERS ON THE USE OF ONLINE TEACHING STRATEGIES" in
partial fulfillment of the requirements in the subject Research in
Mathematics 2

In this connection, we would like to ask you to be one of our validators.

Your favorable action on the above request will truly help us in the
completion of this research.

We will be greatly indebted to whatever assistance you would extend

to us in the accomplishment of this research.

Respectfully yours,

MARK LEO M. JAVIER ROMELYN L. FERNANDEZ

APRIL JOY C. RAMAY HERSHEY GAIL D. TUAZON

62

ROXANNE P. MOLINA REMELYN R. ABAT

EVETA D. TAMAYO

Noted:

(Sgd) GRACIANE JOY D. DE GUZMAN, MA Math

Research Adviser

Approved:

(Sgd)ABDON A. RAMOS, EdD.

Validator
APPENDIX G
LETTER TO THE RESPONDENTS

College of Teacher Education

May 23, 2022

4TH YEAR STUDENTS

College of Teacher Education
Urdaneta City University

Dear Respondents:

We, the third-year students of Bachelor of Secondary Education, Major in

Mathematics in Urdaneta City University, are currently conducting a Research
study entitled, “Preparedness of Student Teachers on the Use of Online
Teaching Strategies.”

With your related knowledge and experience, we request that you help us in
this research study by completing the following survey questionnaire. We
hope that you will take your time answering the questions honestly. Hence,
we are assured that all data gathered will be treated with utmost
confidentiality.

We sincerely appreciate your cooperation and support. Thank you very much.

Respectfully yours,

MARK LEO M. JAVIER ROMELYN L. FERNANDEZ

APRIL JOY C. RAMAY HERSHEY GAIL D. TUAZON

63

ROXANNE P. MOLINA REMELYN R. ABAT

EVETA D. TAMAYO

APPENDIX H
QUESTIONNAIRE

I. Demographic Profile of the Respondent

Sex:

a. Male b. Female
Course/Area of Specialization

a.) Bachelor of Secondary Education major in English

b.) Bachelor of Secondary Education major in Filipino
c.) Bachelor of Secondary Education major in General
Sciences
d.) Bachelor of Secondary Education Major in Math
e.) Bachelor of Secondary Education Major in Social
Sciences
f.) Bachelor of Special Needs Education
g.) Bachelor of Elementary Education –Generalist
h.) Bachelor of Early Childhood Education
i.) Bachelor of Culture and Arts Education
j.) Bachelor of Physical Education

II. Teaching strategies utilized by Pre-service Teacher (4 th year).

Legend:
4 - Strongly Agree
3 – Agree
2 – Disagree
1 - Strongly Disagree

Strategy on Contextualization 4 3 2 1

As a student Teacher I...

64

1. Use the real-life situation to make the

topic more interesting
2. Incorporate real-life
problems/situations into the lesson to
simplify the discussion.
3. provide real-life problems to
understand more the topic
4. Integrate personal experiences in
delivering the lesson
5. Compare and contrast the lesson and
real-life situation to solve & understand
the topic.
6. Give a real-life situation to test the
student's ability.
7. Encourage students to study the lesson
efficiently, using real-life problems as
an example.
8. Use problems to teach the students
how to make decisions.
9. Encourage students to study well for
their future
10. Inspire their students by sharing
their personal experiences
The strategy of proper delivery 4 3 2 1

As a student teacher I…

1. Discuss the topic most suitably.

2. Use instructional material to deliver the

topic.
3. Incorporate real-life lessons to make an
efficient discussion.
4. Provide activities/icebreakers to
remove the nervosity and shame of the
student.
5. Forward the lesson to have an
advanced reading.
6. Can instruct effectively depending on
several factors.
65

7. Ask their students to clarify before

moving to the next topic.
8. Give appropriate examples to support
her in delivering the topic.
9. Know how to combine multiple modes
of delivery (e.i. online, offline and
blended) to facilitate learning
effectively.
10. Can instruct remotely requires a
combination of technological and
pedagogical skills.
Strategy on High Adaption on using
4 3 2 1
Technology

As a student teacher I…

1. Use a website to make the presentation

exciting and lively.
2. Use applications to deliver their lesson
efficiently.
3. Integrate applications in teaching to
increase academic achievement.
4. Allow students to learn the lesson using
computer technology
5. Improve student learning in critical
concepts & ideas by using computer
technology.
6. Skilfully teach the students on any
platform.
7. Encourage students to enhance their
Technological skills by exploring other
applications (Google meet, Google
drive, Pinterest, PowerPoint, Etc.)
8. Use technological tools to create
exciting lessons.
9. Allow students to engage and explore
learning using technology.
10. Teach students how to use their
gadgets creatively and efficiently.
Strategy on Adequate Support 4 3 2 1
66

1. Provide video lessons to deliver the

lessons.
2. Provide a module to organize course
content by weeks, units, or a different
organizational structure.
3. Set objectives to know what to expect
from the discussions.
4. Give specific instructions clearly stated
to students to avoid confusion and
repetitive questions.
5. Show care for the students to motivate
them during class.
6. Use different materials that were
applicable in a given lesson.
7. Use tokens to inspire students to learn.

8. Always have instructional materials on

hand to use while online.
9. Use available and natural resources
(Environment, etc.) to support the
lesson.
10. Use manipulative Instructional
Materials to make the lessons lively.
Strategy On Quality of Participation 4 3 2 1

As a student teacher I…

1. Allow the student to ask questions

during and after the discussion.
2. Implement house rules during class.

3. Ask the student to clarify the topic

before moving on to the next lesson.
4. Encourage the student to collaborate in
activities during class.
5. Construct group activities that would
serve as an evaluation for the topic?
6. Allow the student to give their thoughts
about the discussed topic.
7. Make a set plan to engage in "Trust
and Teamwork.
67

8. Order everyone to participate in the

discussion to gain a high score in the
activities, quizzes, and exams.
9. Use interesting IMs to capture one's
attentiveness.
10. Use activities so everybody will
participate.
Strategy On Sustainable Process 4 3 2 1

As a student teacher I…

1. Utilize his/her material when teaching

to help his/her students understand the
lessons.
2. Encourage our creativity and
knowledge to expand our ability and
skills during the class.
3. Allow their students to have an
appropriate interaction with their
classmates and other students to help
us enhance our capability in learning
mathematics through ourselves.
4. Used the student-centered learning
system.
5. Am understandable and give
extensions to the deadlines of
paperwork.
6. Use the new technologically advanced
system to update and encourage us to
study the lessons even at home.
7. Use the modules to help my students
retake the lessons.
8. Presented the trends that are relevant
to the subject matter.
9. Use even rest days to organize my
presentations and systematically follow
the course outline to acquire the skills
that can help us build our students'
abilities.
68

10. Utilize my time to explain the

objectives of the lessons.

APPENDIX I

CONTENT VALIDATION CHECKLIST

Direction: Please read the direction and items in the test. Then read
each statement in the Evaluation Sheet and rate each item using the
rating scale below by marking a check mark on the appropriate column
corresponding to your rating.

5 Highly Valid No flaws observed; anything more to be desired to

make the test better.

4 Valid Very little flaws are observed in the test; minor

rewording of few items is needed.

3 Moderately Some flaws are observed in the test; its overall

valid usefulness is diminished only slightly little
modification is needed.

2 Slightly Valid Several flaws are observed in the test; overall

usefulness

1 Not Valid Major revision is needed to make it useful

Statements about the Instrument 5 4 3 2 1

69

1. The directions given are clear in subsections of the

instrument.

2. Each of the items is clearly stated.

3. Each of the items is readable; i.e., the

vocabulary/terms used are easily understood.

4. Each of the items is attractive to read and enough

space is provided to avoid crowding among items.

5. The instrument is comprehensive; i.e., it covers all

areas that are important in the study.

6. Each item is focused in one particular thought or

idea.

7. The items are objective; i.e., the response to be

elicited are neither biased nor reactive.

8. The items are formulated in accordance to the

explicit/implicit objective of the study; i.e., to
determine whether or not the correct concept is
understood.

9. The items are systematically arranged according to

a desirable sequence, from simple to more complex.

10. The items do not overlap with each other; no

duplication is observed.

Comments and Suggestions:

Signature over Printed name of

the Validator

APPENDIX J
PANEL FEE
70

APPENDIX K
GANTT CHART

Month November December January February March April May June July

Week 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3
Activity

Constructing
3 Titles and
SOP
71

Submission
of Title and
SOP for
checking

Title Defense

Construction
of Chapter 1
Introduction

Submission
of Chapter 1
for Checking

Revision of
Chapter 1

Construction
of Chapter 2

Submission
of Chapter 2
for Checking

Revision of
Chapter 2

Preparation
for Proposal
Defense

Proposal
Defense

Revision
(Incorporatio
n of
Suggestions
and
Comments
of Panel) of
Chapters 1
and 2

Validation of
Data
Gathering
Instruments

Incorporatio
n of
Suggestion
from
Validators

Re-checking
of Validation
Instrument

Administrati
on of Data
Gathering
Instrument
to the
respondents
of the study
72

Retrieval of
the Survey
Questionnair
e from the
Respondents

Interpretatio
n of Data
Gathered

Construction
of Chapters
3 and 4

Submission
of Chapters
3 and 4for
Checking

Revision of
Chapters 3
and 4

Preparation
for Final
Defense

Final
Defense

Revision of
whole
Research
Study
(Incorporatio
n of
Suggestions
from the
Panel)

Grammarly
and
Plagiarism
Check
73

APPENDIX L
PLAGIARISM AND GRAMMARLY CHECK RESULT
74

APPENDIX M
R-forms
R1 – Endorsement Form/Schedule Form
75

APPENDIX M
R-forms
R2 – Suggestions, Comments, and Recommendations
76

APPENDIX M
R-forms
R2 – Suggestions, Comments, and Recommendations
77

APPENDIX M
R-forms
R2 – Suggestions, Comments, and Recommendations
78

APPENDIX M
R-forms
R2 – Suggestions, Comments, and Recommendations
79

APPENDIX M
R-forms
R3.a – Proposal Panel Rating Form
80

APPENDIX M
R-forms
R3.a – Proposal Panel Rating Form
81
82

APPENDIX M
R-forms
R3.a – Proposal Panel Rating Form
83

APPENDIX M
R-forms
R3.b – Proposal Paper Panel Rating Form
84

APPENDIX M
R-forms
R3.b – Proposal Paper Panel Rating Form
85

APPENDIX M
R-forms
R3.b – Proposal Paper Panel Rating Form

APPENDIX M
86

R-forms
R3.c – Final Oral Panel Rating Form

APPENDIX M
87

R-forms
R3.c – Final Oral Panel Rating Form

APPENDIX M
R-forms
R3.c – Final Oral Panel Rating Form
88

APPENDIX M
89

R-forms
R3.d – Final Paper Panel Rating Form
90

APPENDIX M
R-forms
R3.d – Final Paper Panel Rating Form
91

APPENDIX M
R-forms
R3.d – Final Paper Panel Rating Form
92

APPENDIX M
R-forms
R4 – Final Rating Form
93

DOCUMENTATIONS

PLANNING
94

DOCUMENTATIONS

CONSTRUCTIONS OF CHAPTER 1
95

DOCUMENTATIONS

CONSTRUCTION OF CHAPTER 2
96

DOCUMENTATIONS

VIDEO RECORDING
97

DOCUMENTATIONS

REVISIONS
98

DOCUMENTATION

PROPOSAL DEFENSE
99

DOCUMENTATION

CONSTRUCTION OF CHAPTER 3 AND 4

100

DOCUMENTATION

FINAL DEFENSE
101

CURRICULUM VITAE
A. Personal Data:
Name : Mark Leo M. Javier

Age : 21

Date of Birth : August 9, 2000

Place of Birth : Cabaruan, Urdaneta City

Address : Cabaruan, Urdaneta City, Pangasinan

Contact Number : 09453397782

Email Address : markleojavier10@[Link]

Name of Father : Francisco Perico Javier

Name of Mother : Evangeline Manzano-Javier

B. Educational Attainment:

Elementary : Cabaruan Elementary School

Brgy. Cabaruan, Urdaneta City
2012-2013

Junior High School: Cabaruan National High School

Brgy. Cabaruan, Urdaneta City
2016-2017

Senior High School: Cabaruan National High School

Brgy. Cabaruan, Urdaneta City
2018-2019

Tertiary : Urdaneta City University

San Vicente West, Urdaneta City, Pangasinan
2018 – Present

Educational Philosophy: “Education is our ticket to the future, since

those who prepare for it today will own it tomorrow”.

CURRICULUM VITAE
102

A. Personal Data:
Name : Hershey Gail D. Tuazon

Age : 21

Date of Birth : September 3, 2000

Place of Birth : Angeles City, Pampanga

Address : Poblacion, San Manuel Tarlac

Contact Number : 09569476267

Email Address : hersheygailtuazon555@[Link]

Name of Father : Benvienido P. Tuazon

Name of Mother : Jocelyn De Leon - Tuazon

B. Educational Attainment:

Elementary : San Isidro Elementary School

Brgy. San Isidro, Santiago City
2012-2013

Junior High School: San Isidro Integrated School

Brgy. San Isidro, Santiago City
2016-2017

Senior High School: OLRA College Foundation

Brgy. Poblacion, San Manuel, Tarlac
2018-2019

Tertiary : Urdaneta City University

San Vicente West, Urdaneta City, Pangasinan
2018 – Present

Educational Philosophy: “It does not matter how slowly you go as

long as you do not stop”.

CURRICULUM VITAE
A. Personal Data:
103

Name : Romelyn L. Fernandez

Age : 32

Date of Birth : August 12, 1989

Place of Birth : Pinmaludpud, Pangasinan

Address : Pinmaludpud, Pangasinan

Contact Number : 09065668043

Email Address : nylemorfernandez@[Link]

Name of Father : Romeo H. Fernandez Sr.

Name of Mother : Paz Lumaban-Fernandez

B. Educational Attainment:

Elementary : Pinmaludpud Elementary School

Brgy. Pinmaludpud, Urdaneta City
2001-2002

Junior High School: Lananpin National High School

Brgy. Pinmaludpud, Urdaneta City
2016-2017

Tertiary : Urdaneta City University

San Vicente West, Urdaneta City, Pangasinan
2018 – Present

Educational Philosophy: “I can do all things through Christ Who

strengthens me”.

CURRICULUM VITAE
A. Personal Data:
Name : April Joy C. Ramay

Age : 22
104

Date of Birth : April 12, 2000

Place of Birth : Pindangan West, Alcala, Pangasinan

Address : Pindangan West, Alcala, Pangasinan

Contact Number : 09384221217

Email Address : ramayapriljoy@[Link]

Name of Father : Federick S. Ramay

Name of Mother : Vivien Cabonatilla - Ramay

B. Educational Attainment:

Elementary : Pindangan West Elementary School

Pindangan West, Alcala, Pangasinan
2012-2013

Junior High School: Pindangan National High School

Pindangan West, Alcala, Pangasinan
2016-2017

Senior High School: ABE International Business College

Brgy. San Vicente West, Urdaneta City
2018-2019

Tertiary : Urdaneta City University

San Vicente West, Urdaneta City, Pangasinan
2018 – Present

Educational Philosophy: “Failure is success if you learn from it”.

CURRICULUM VITAE
A. Personal Data:
Name : Roxanne P. Molina

Age : 21

Date of Birth : December 3, 2000

105

Place of Birth : Rosario, La Union

Address : Poblacion, Binalonan, Pangasinan

Contact Number : 09076669448

Email Address : roxannemolina21@[Link]

Name of Father : Johnny G. Molina Sr.

Name of Mother : Remegia P. Molina

B. Educational Attainment:

Elementary : South Central School

Brgy. Poblacion, Binalonan, Pangasinan
2012-2013

Junior High School: Juan G. Macaraeg National High School

Brgy. Canarvacanan, Binalonan, Pangasinan
2016-2017

Senior High School: Math Excellence Academy of Binalonan

Pangasinan
Brgy. Canarvacanan, Binalonan, Pangasinan
2018-2019

Tertiary : Urdaneta City University

San Vicente West, Urdaneta City, Pangasinan
2018 – Present

Educational Philosophy: “Don’t stop when you are tired, stop when
you are done”.

CURRICULUM VITAE
C. Personal Data:
Name : Remelyn R. Abat

Age : 22

Date of Birth : January 9, 2000

Place of Birth : Calitlitan, Umingan, Pangasinan

106

Address : Calitlitan, Umingan, Pangasinan

Contact Number : 09388580374

Email Address : abatremelyn@[Link]

Name of Father : Remegio F. Abat Sr.

Name of Mother : Evelyn R. Abat

D. Educational Attainment:

Elementary : Calitlitan Elementary School

Brgy. Calitlitan, Umingan
2012-2013

Junior High School: Umingan Central National High School

Brgy. Poblacion West, Umingan
2016-2017

Senior High School: Cabaruan National High School

Brgy. Poblacion West, Umingan
2018-2019

Tertiary : Urdaneta City University

San Vicente West, Urdaneta City, Pangasinan
2018 – Present

Educational Philosophy: “Education is not all about gaining

knowledge but also experiencing failures and mistake, where it teaches you a
lesson that will build yourself”.

CURRICULUM VITAE
C. Personal Data:
Name : Eveta D. Tamayo

Age : 22

Date of Birth : January 19, 2000

Place of Birth : Manaoag, Pangasinan

107

Address : Manaoag, Pangasinan

Contact Number : 09513110321

Email Address : evetatamayo@[Link]

Name of Father : Ronaldo P. Tamayo

Name of Mother : Eva D. Tamayo

D. Educational Attainment:

Elementary : Manaoag Central School

Manaoag, Pangasinan
2012-2013

Junior High School: Manaoag National High School

Manaoag, Pangasinan
2016-2017

Senior High School: Manaoag National High School

Manaoag, Pangasinan
2018-2019

Tertiary : Urdaneta City University

San Vicente West, Urdaneta City, Pangasinan
2018 – Present

Educational Philosophy: “Believe in yourself, is the first step to

success”.