THE CHALLENGES OF ELEMENTARY PUBLIC SCHOOL TEACHERS

AGING 24-58 YEARS OLD IN THE 21ST CENTURY MULTI-MEDIA

TEACHING METHOD

A Thesis Presented to
The Faculty of Liceo De La Salle
University of St. La Salle
Bacolod City

In Partial Fulfilment
Of the Requirement for the Course
Inquiry, Investigation, and Immersion

Allwen Jean Bianca M. Deligero

Althea D. Ledesma
Christine Lopez
Nixie Pie Lopez

March 13, 2018

 ii

ACKNOWLEDGEMENT

The researchers would like to extend their heartfelt thanks and gratitude, first and

foremost to God almighty father who gave them wisdom and power throughout the study,

and to all the people who extended help in the process of this study.

To Ms. Eda Mae B. Arcilla for being a very patient mentor and encouraging the

researchers with motivational words.

To the researchers’ family and friends for the unconditional support.

Without them, this study will be of no success.

 iii

TABLE OF CONTENTS

Page
TITLE PAGE i
ACKNOWLEDGMENT ii
TABLE OF CONTENTS iii
LIST OF FIGURES v
LIST OF TABLES v
ABSTRACT vi

INTRODUCTION
Background of the Study 1
Statement of the Problem 3
Conceptual Framework 3
Scope and Limitations
4
Significance of the Study 5
Definition of Terms 6
Review of Related Literature 7

METHODS
Research Design 19
Respondents of the Study 19
Instrument 20
Data Gathering Procedure 20
Statistical Treatment 21
 iv

RESULTS AND DISCUSSION 22

CONCLUSION 30

REFERENCES 33

APPENDICES
A. Survey Questionnaire 36
B. Letter of Request 37
 v

LIST OF FIGURES

Figur Title Pag

e e

1 Schematic Diagram of the Conceptual Framework of the Study 4

2 Challenges encountered by the teachers in using multi-media teaching 22

method

3 Coping mechanism of teachers in “lack of facilities” as a challenge in 24

multi–media teaching

4 Coping mechanism of teachers in “lack of effective training” as a 25

challenge in multi–media teaching

5 Coping mechanism of teachers in “limited technical support” as a 26

challenge in multi–media teaching

6 Readiness to shift from traditional teaching method to multi-media 28

teaching method

LIST OF TABLES

Table Title Pag

e

1 Profile of the teachers and the number of respondents to their 22

corresponding age.
vi
 iv

ABSTRACT

Twenty-first century is a generation of technology which aids everyone’s activity and

brought great difference in some ways in the lives of some people. Changes too evolved
due to technology in the field of education. Teachers basically use traditional method in a
typical classroom setting which involves the use of markers and manila papers or chalks
and blackboards. Moreover, given that K-12 had been implemented in the field of
education in the Philippines, teachers are therefore compelled to use multi-media
teaching method. Teachers do not only use technology in the classroom for they also
have to do some of their reports online and get their visual aids online. The Learning
Resources Management and Development System (LRMDS) is designed to support
increased distribution and access to learning, teaching and professional development
resources at the Region, Division and School/Cluster levels of DepED. A major objective
of the system is to provide a technical basis for assessing, acquiring, adapting,
developing, producing and distributing quality learning and teaching resource materials
for students and instructional support materials for teachers (DepEd, 2012). Back then,
they had to manually compute their students’ grades, but now they just have to encode
their data on electronic tables which will give them the grades of their students. However,
some teachers were not used in using technological devices and due to this sudden
change, this study aims to identify the challenges the teachers are facing in using the 21 st
century multi-media teaching. In addition this study also aims to identify the teachers’
coping mechanism in the said challenges. The researchers also aim to identify how the
ages of the teachers in elementary public school. Lastly, this study aims to identify the
teachers’ readiness in shifting from traditional teaching method into multi-media teaching
method. The study was designed as a quantitative research which is specifically
descriptive method. This study used survey questionnaires as instruments for gathering
the data from the study’s respondents which are the teachers from VICMICO Elementary
School II which is located in Manapla Negros Occidental. After the interpretation of the
gathered results, the researchers have concluded that different ages have different
challenges with 21st century multimedia technology. In addition, the researchers’
concluded that the teachers are ready to shift from tradition to modern way teaching with
the condition of the availability of facilities and training.
 INTRODUCTION

Background of the Study

Education in the early age plays a great role in one’s life, because it molds the

type of student a child could be in the journey of learning. Today’s students differ from

those of years before technology had arrived specifically, millennials in today’s

generation. “The millennials who are our students today are always logged in and on

social media on the go, which defines how they live” (Yin, 2015, p. 1). With this,

teachers who are not born on the same generation as their students would then have to

adapt in order for them to catch their student’s attention during discussion. Adapting may

mean that teachers have to be compelled to do activities that might gain their students’

attention, yet activities they know so little about.

Philippines had implemented a new curriculum which is K-12 for students to be

globally competitive. This curriculum had been different to the 10-year basic education

Philippines have had for it requires teachers to teach in a way they never did. K-12

program is also critical to teachers as these professionals will also need to upgrade their

skills so they will not be left behind (Lacamiento, 2014). This curriculum also had the

teachers’ location to get their instructional mediums on line or on the internet and use

computers as well. The Department of Education (DepEd) advocates the adoption and

implementation of the Learning Resources Management and Development System

(LRMDS) pursuant to the implementing rules and regulations of Republic Act No. 9155

(DepEd, 2011).
 2

There are two ways on how teachers discuss in a classroom setting it is either the

traditional or modern way. These ways could bring great impacts to how students in the

21st century divert their attention during discussions. Traditional way in teaching

involves the using of chalks, markers and manila papers for visual aids. “In traditional

teaching methods teacher does not require any special technical knowledge and can focus

more on his subject for imparting the best knowledge to the students (Thakur, 2011,

para.7).” Modern way or the 21st century multimedia technology involves the use of

technology such as computers and phones for power points. Teachers need to cope up

with how the world changes because of technology and develop their way in teaching

with their millennial students.

According to Ghavifekr (2016), most of the teachers, specifically primary and

secondary teachers viewed that lacking or having a limited technical support, as one of

the top problem in education. With the previous statement, this study therefore aims to

serve as an advocacy for teachers who have challenges in using the 21st century multi-

media way of teaching. In addition, the researchers conducted this study to raise

awareness to the Department of Education for the organization to provide solution to the

teachers’ problems.
 3

Statement of the Problem

This study aims to identify the common challenges faced by the Victorias Milling

Company Elementary School II Manapla teachers in 21st Century multi-media teaching

method.

Specifically, this study aims to answer the following questions:

1. Do the teachers’ age affect the challenges they face?

2. Are the facilities enough for instructional needs?

3. Do the teachers have enough training in using technology?

4. Do the teachers have enough technical support in schools?

5. How do they deal or cope up with the challenges in 21st century multimedia

teaching?

6. Are the teachers ready to shift from traditional to multi-media way of teaching?

Conceptual Framework

Twenty-first century is a generation of technology where a classroom setting

involves the teachers’ use of available technology, attends technology training and the

use of multimedia teaching method. This quantitative study is mainly focused on the

challenges in 21st multimedia way of teaching. In addition, the objectives of this study

are to identify the common challenges in specific age brackets and the teacher’s coping

mechanism. This study aims to identify the common challenges that are faced by the
 4

VICMICO ll elementary school teachers that include the lack of facilities, effective

training and limited technical support because of the rapid change. This research also

aims to know the acquired coping mechanism of the teachers aging 24-58 years old on

the said challenges. The flow of the study is shown in the diagram below.

21st Century

Classroom Setting VICMICO II

Teachers aging
Challenges 24-58 years old.
Availability of
Technology Lack of facilities
Lack of effective
Technology Training
training
Limited technical
support
Multimedia Coping
Mechanism

Figure 1. Schematic Diagram of the Conceptual Framework of the Study

Scope and Limitations

This study was focused on the challenges faced by elementary public school

teachers on the 21st century multi-media method of teaching. The researchers aim to

determine if the challenges encountered by the teachers differ from their age. Having

respondents aging 24-58 years old which were the ages in the population of the teachers

of the school, there were age gaps or ages that were not present (31-33, 37-42, 45, 49-51
 5

and 56-57) in the given age bracket. This research was conducted in VICMICO II

Elementary School, located at the Municipality of Manapla, Negros Occidental. This

study aims to include 26 respondents which are teachers in the said school. The group has

chosen VICMICO as their subject for this study, because it is located in a rural area

where the setting of teaching varies from the ones at the city. Specifically, most teachers

in this school have been teaching using the traditional way. This study tackles what

challenges the teachers were facing in the given age brackets with the use of the 21st

century multi-media teaching and how they cope with the said challenges.

Significance of the Study

As the world develops into its technological era, it demands great effort from the

teachers all over the world. According to Eristi (2012), the environment of learning

affects the students’ participation in class as well as the knowledge that they will acquire.

Furthermore, various modern technologies have evolved through time and it created a

modern way on how teachers will effectively share their expertise.

The study may be significant to the following:

For Elementary Teachers. It will be beneficial for them to effectively use the

multimedia method of teaching, which will give them a faster, and more convenient

teaching strategies for them to engage to their students who are technologically inclined.

For the Students. This study will enable them to learn and understand more their

subjects since it is discussed in the way that they are all familiar with. Also, it will

provide them an easier and more accessible form of learning.

 6

For the Parents. This study will give the parents a feeling of relief, because they

will be informed that their child or children are determined and excited to learn in a

school with teachers who are using modern devices.

For the DepEd. This study will give them awareness about the challenges faced

by teachers in using the multimedia teaching method.

For the Future Researchers. This study will give them information that would

further enrich their study.

Definition of Terms

Modern teaching method. The use of high tech equipment in the educational

institutions. Use of computers or laptops with wi-fi connection in the classroom. Use of

LCD projector in the classroom (Thakur, 2011). Modern teaching method involves the

use of technological devices of teachers during discussions. Also, modern teaching

method is the 21st century multi-media method that is being used in today’s education

curriculum.

Multimedia. It combines five basic types of media into the learning environment:

text, video, sound, graphics and animation, thus providing a powerful new tool for

education (Albadri, 2012). Multi-media teaching method involves the use of modern

devices such as laptops, projectors and the internet.

Traditional teaching method. In traditional teaching methods teacher does not

require any special technical knowledge and can focus more on his subject for imparting
 7

the best knowledge to the students (Thakur, 2011). Traditional teaching method is a way

in discussing where teachers use before technology was used inside a classroom setting.

This method uses markers on whiteboards or chalks on blackboards.

Learning Resources Management and Development System (LRMDS). The

Learning Resources Management and Development System (LRMDS) is designed to

support increased distribution and access to learning, teaching and professional

development resources at the Region, Division and School/Cluster levels of DepED. A

major objective of the system is to provide a technical basis for assessing, acquiring,

adapting, developing, producing and distributing quality learning and teaching resource

materials for students and instructional support materials for teachers (DepEd, 2012).

LRMDS is a system for both students and teachers to access for school materials. It is

where teachers get their instructional materials with the use of portable devices and

internet.

Review of Related Literature

As the world changes, the Information and Communications Technology (ICT)

has been a great part of organizations. In the early 1980’s, schools started to use

computers, because ICT will be an important part of education for the upcoming years.

Moreover, it is helpful to have an updated technology to have several methods in

improving the teaching and learning experience. In addition, it is for the teachers and

students to have an effective communication than the ways they had before. The

technology used in education has the capacity that could transform teaching. However,
 8

this potential may not be easily implement due to the problems faced by some of the

teachers (Ghavifekr et al, 2016).

Although there is a fast progress with the modern technology, it would be

beneficial to identify the challenges that some teachers experience with technology in

schools to improve the quality of teaching and learning. Even though teachers value the

advantages that the ICT could offer, some would still have difficulties in the process of

adjusting from their usual mode of teaching (Ghavifekr et al, 2016).

There are several challenges in using ICT in teaching and learning. It is a hard

process that one might face multiple problems. These problems are called “challenges”.

A challenge is defined as something that makes it hard to achieve a goal. The following

are some examples of challenges identified with the teachers’ use of ICT tools in

classroom.

According to Sicillas (2005), involving technologies into education help teachers,

however they lack into access of technology and are poor in resources. Technological

devices such as computers and internet connection are large barriers for teaching. The

challenges related to the accessibility of new technologies for teachers differ from all

around the globe.

School with limited technical support

In this kind of generation that we have nowadays, everything is improving with

the help of technology. Without technical support and facilities, the teachers cannot be

expected to overcome every challenges in delivering their lessons. According to

Ghavifekr (2016), most of the teachers, specifically primary and secondary teachers
 9

viewed that lacking nor having a limited technical support, as one of the top problem in

education.

Technical problems are also found and considered as one of the major barrier for

teachers. Waiting for websites to open, failing to connect the internet, malfunctioning

computers are also included as technical problems. “Technical barriers impede the

smooth delivery of the lesson on the natural flow of the classroom activity” (Sicilla,

2005).

Lack of effective training

Lack of effective training is a frequent – referred challenge in using the ICT in

teaching. Teachers were not given opportunities to train in using ICT’s in the classroom

which made this one of the top three barriers in teaching. The lack of training in digital

literacy or using technology in a specific subject area is also considered as an obstacle to

using technologies during classroom discussions. The same issues were also reported in

some Saudi Arabian studies where training for the use of computers to deliver knowledge

and lessons to students is weakly practiced by teachers (Ghavifekr, et al, 2016).

According to Ghavifekr (2016), it is proven through research that teachers are

effective educators when they use computers in the classroom. However, due to

insufficient time, they only use computers sporadically. Although some are

knowledgeable in using technology as their mode of discussion, some teachers would still

think that it is time consuming. Some significant situations such as limitation of time and

difficulty in scheduling computer rooms are just some of the reasons that hinder them to

use the modern teaching method. Moreover, it is the making of technology lessons,
 10

exploring different internet sites or various educational softwares which appeal to be the

most common challenges that are faced by the teachers. Lastly, the teachers’ ability to

complete tasks will be affected because of the problems they encounter with lack of time.

Lack of teachers’ competency

Pedagogical practice is another challenge that affects teachers’ competency. In

one of the Australian research, it was found that not only are teachers lacking of

knowledge but also the skills to use computers and they are not dependent on the changes

and supplementary learning that are associated with using computers in their teaching

practice (Ghavifekr, et al, 2016).

In order for students nowadays to be successful, teachers are required to have a

different way of teaching. However, many teachers do not yet possess the skills to

facilitate in 21st century learning.

Lack of technology training is only one of the many factors that prevent teacher

from teaching students in a classroom environment. Sporadically, teachers have not been

given the skills to create a modern learning environment (The Challenge of Modeling

21st Century Learning, 2014).

“Teachers do not only need to understand how to

use technology in their teaching, they need to understand
how to help students use technology to help guide their
own learning. Teachers need to provide students with the
tools to learn both within and outside the classroom”
(Collins and Halverson, 2009, p.1).
 11

The first one to be familiar with this need are the teachers. Teachers who are

concerned are spontaneously requesting more training and additional professional

development (The Challenge of Modeling 21st Century Learning, 2014, p.1, para. 3).

Students nowadays are not similar from students ten years ago. Students in the

classroom now are digital natives for they have opened their eyes with technology

surrounding them which gives them the ability to willingly learn the technologies now.

Children raised with technology in their environment are forced to fill out worksheets and

listen to lectures with great patience (SEG Measurement, 2014).

SEG Measurement's (2014) study found that digital native have several

significant characteristics:

They have only known a world bathed in technology - Students now were born

at a time when they have always been dependent with the technology around them.

Technology is not something that they have to learn for technology has been present from

the day they were born. Students use technology in everything that they do.

Technology is their first language - Students nowadays were born into a world

that is dependent in technology. They do not need to learn the traditional way in

communicating for technology had already given an alternative way to accomplish tasks.

They are technologically enhanced - They are connected with their friends and

the rest of the world through technologies and social media such as computers, tablets

and Facebook and Twitter. Most of the information they need are available online which

gives them the reason to have their attention in technologies most of the time.
 12

Much of what they learn occurs outside the school - Most of what the students

have in knowledge with are happening outside the school through engaging with

technology outside of the school.

With these characteristics given, the students therefore have little patience for the

normal classroom set up. Social media are one of the platforms the students are using

when they communicate with their peers. Without the teachers’ full understanding and

knowledge on how to use technology, they will not have the basic tools for them to

interact with their students. In other words, without these tools that are used in

communicating, teachers will not be able to interact with their digital native or

technologically dependent students (The Challenge of Modeling 21st Century Learning,

2014).

Students today are not only the ones that are different from students from the past,

besides, the world they are in now also had changed. The economy back from 19th and

20th century were based from industrial factory system. The same system was used in

education where students moved through the factory, in drill as objects to be completed

(The Challenge of Modeling 21st Century Learning, 2014).

“But, a modern 21st century economy shares little

resemblance to the industrial factory-based economy of the
past. Today’s economy is a knowledge-based economy
based on the manipulation and transmission of knowledge.
Knowledge is increasing at an astounding rate and students
need the skills to effectively find, analyze, and
communicate this knowledge. And, with knowledge at their
fingertips, it is the analysis, evaluation and application of
knowledge to solving problems that has taken center stage”
(The Challenge of Modeling 21st Century Learning, 2014,
p. 3).
 13

A country’s success depends on the students’ process of learning in rich

environment which are established for them. Studies shows that education system has a

significant part in the development of countries and economic growth for the individuals

who are well equipped and are well trained are increasing in number. For this reason,

human resource is the primary contributor to a country’s success. Countries that are

knowledgeable of this circumstance have a solution which is to put educational

institutions into governmental control and management. Therefore, schools are

institutions that provide educational services (Erişti & Kurt, 2012, p.30).

For individuals to effectively acquire meaningful learning in an educational

surrounding, several instructional designs have been developed. “Instructional design is

defined as the development of functional learning systems that meet the educational

needs of a certain target audience (Şimşek, 2009).” According to Merrill (2007), different

instructional models have their own basic principle. The said principle has its significant

feature which is found on the said principles. These features are the following: learning

must be applied in real-life situations; when the time comes where they are prepared for

new lessons; when data are shown to students in a systematic way which is the

framework of concrete indicators; when the data are implemented by the learner; lastly,

when the information is effectively absorbed by the learner into his or her life (Erişti &

Kurt, 2012).

When students learn by experience or actual application, it is more likely to be

permanent information in their mind. Nowadays, it is visible that through experience and

actual application will be organized with the help of technology. Instructional

 14

technologies are said to awaken the interest of the learners; that they encourage students

to study; that they incline traditional learning into new ones; that they relate subject with

the true-to-life experience of a student; that give students the privilege to access data;

that the provide a solution for the needs and expectations of the society; that they help

students see the world in their eyes or perspective; that they improve understanding

through a brief explanation; lastly, that they increase individual learning (Erişti & Kurt,

2012).

Conducted studies stated that technology use at schools has not yet met its goal

which is to develop students’ knowledge and skills. Another study also found out that

teachers use technology in times of preparation for their discussion. Teachers need to

have technology experts to give them aid when needed. However, presence of persons

who could help teachers is not available (Erişti & Kurt, 2012).

Conducted research put an emphasis onto learning and that supported activities

will be permanently stored into a learner’s mind. With this, discussions that involve the

use of technology are relevant. It is also significant to offer quality education to students

that will cater such activities (Erişti & Kurt, 2012).

Research showed that teachers approve modern way in teaching which involves

the use of technology in their courses. However, they still need support regarding the

efficient use of technology. There are factors that affect their use of technology in a

classroom setting, among these factors are, staffs that are not enough to support them

technologically in school; lack of support system; physical conditions; the capabilities of

teachers to effectively use technology; lack of the amount of time in training the teachers
 15

with the said difficulties;. Therefore, the use of technology is not a productive way of

teaching (Erişti & Kurt, 2012, p.39).

“The solutions that the teachers suggested regarding

the process of effective use of technology included such
subjects as students' support or their training because the
teachers thought that they would be able to use technology
more effectively in their course activities when their
students helped them with technology use in class. Thus,
with the help of execution of courses in cooperation of
teachers and students, it will be possible both to increase
the interaction between teachers and students and to
decrease teachers' anxiety in technology use during lessons.
Technology-based interactions between teachers and
students which will allow them to use technology
effectively could lead to effective technology integration.
Based on research findings, qualitative applied studies
could be conducted in which students act as technology
assistants and use technology effectively (Erişti & Kurt,
2012, p.40).”

According to Tweed (2013), findings also indicated that teacher age, years of

teaching experience, teacher gender, and the hours spent in technology professional

development did not play a significant role in the classroom technology use by teachers.

However, the research indicated that the self-efficacy of teachers is significantly

positively related to classroom technology use by teachers.

There is one teacher in each school who seems to have mastered the details and

have conquered the mouse (de Dios, 2012).

The millennials who are our students today are always logged in and on social

media on the go, which defines how they live (Yin, 2015).
 16

According to Lacamiento (2014), when the K to 12 program was first brought up,

those who opposed it raised concerns on the additional burden to parents and students.

However, now that K to 12 is in the initial stages of implementation, another issue has

cropped up--- its affects to teachers.

The Department of Education (DepEd) advocates the adoption and

implementation of the Learning Resources Management and Development System

(LRMDS) pursuant to the implementing rules and regulations of Republic Act No. 9155

(Department of Education, 2011, para. 1).

According to Ghavifekr (2016), most of the teachers, specifically primary and

secondary teachers viewed that lacking or having a limited technical support, as one of

the top problem in education. With the previous statement, this study therefore aims to

serve as an advocacy for teachers who have challenges in using the 21st century multi-

media way of teaching. In addition, the researchers conducted this study to raise

awareness to the Department of Education for the organization to provide solution to the

teachers’ problems.

According Eristi (2012), the environment of learning affects the students’

participation in class as well as the knowledge that they will acquire. Furthermore,

various modern technologies have evolved through time and it created a modern way on

how teachers will effectively share their expertise.

Teach and learn from each other. We all have unique skills and knowledge, so

it can be worth it to share those things with others. If you are a tech whiz, show other

teachers how to start a blog or use Twitter (Ferrero, n.d).

 17

Technology Training. To satisfy state requirements for certification, divisions

have developed what fondly refer to as the 'Peach Booklet’. It is a guide to assist teachers

in achieving the goal of technology certification. The technology specialists in each

building offer training sessions several times annually. Individual, small group, and large

group sessions are offered. In addition, training is offered online through Intranet, so

teachers can work on their own time. A portfolio is developed and completed by each

teacher (Starr, 2012, para. 16).

Readiness to shift to modern method. Some teachers, experts say, still are

reluctant to use technology, mostly because of a lack of time, a lack of resources, or a

lack of confidence in their ability to use the available technology (Starr, 2012, para. 2).

According to Rudison (2015), quantitative techniques use a structured

questionnaire that enables the respondents to select their answers from a given list of

options.

“A Descriptive research is a study designed to

depict the participants in an accurate way. More simply put,
descriptive research is all about describing people who take
part in the study (Kowalczyk, n.d, para.4).”

Born between the years 1982 and 2000, millennials are the first generation to

grow up thoroughly steeped in information technology. It’s second nature to them. So

among Millennial teachers, there’s no question about the value of integrating tech into

their classrooms — they are true believers, and will evangelize to any doubters

(Friedman, 2015).
 18

According to Sicillas (2005), involving technologies into education help teachers,

but they lack into access of technology and are poor in resources.

Some teachers, experts say, still are reluctant to use technology, mostly because

of a lack of time, a lack of resources, or a lack of confidence in their ability to use the

available technology (Starr, 2012).

Both students and teachers can use internet for educational purposes, pocket wifi

enables them to access a 3G internet on instant (Ramey, 2013).

 METHODOLOGY

This section shows how the study was designed and how the respondents were

chosen. In addition, this part also shows the instruments used during the gathering of the

data and how these data were gathered.

Research Design

The study was designed as a Quantitative research which is specifically

descriptive design. It is descriptive design because a survey was made to determine the

challenges that teachers in VICMICO II have experienced with the multi-media teaching

method and how they cope up with these challenges. “A Descriptive research is a study

designed to depict the participants in an accurate way. More simply put, descriptive

research is all about describing people who take part in the study (Kowalczyk, n.d,

para.4).”

Respondents of the Study

The population of interest for this study is all the teachers in VICMICO

Elementary School II with a total of 26 teachers aging 24-58 years old. VICMICO II is

located in Manapla, Negros Occidental, where the classroom setting is in traditional state

and the school has one specific room with a projector. It also has diversity in terms of

ages. The group decided that it would be the best subject that will bring out the essence of

the study.
 20

Instrument

The researchers used survey questionnaires as the instrument for data gathering.

The questionnaire was composed of a consent letter, the respondents’ profile such as their

age, and name which is optional, followed by 5 questions for them to answer. The first

question aims to determine the common challenges that the teachers experienced with 21st

century multi-media way of teaching, where they can choose more than one answer from

the four choices to describe their experience. While the succeeding questions, numbers 2-

4 are follow up to every choices in the first question, which is regarding on how they deal

with the given challenges. The last question, if given a chance, asks about their

willingness to use 21st century multi-media way in teaching. These are all in line with the

statement of the problem of this study.

Data Gathering Procedures

The group went to VICMICO Elementary School II in Manapla, and distributed

the survey questionnaires and ball pens to all the 26 teachers. Before they conducted the

survey, a letter noted by the subject instructor was issued to the principal of the subject

school for permission to conduct the survey. The questionnaire has 5 questions,

constructed with the use of the identified experiences from the related researches and a

question formed by the researchers.

The questionnaires were distributed to all the teachers in the said school and they

were given enough time to answer the survey through encircling the letter that

corresponds to their answers. The data gathered have served as the basis for the
 21

researchers’ analysis. After the respondents have answered, the researchers collected the

survey questionnaires and the data were tabulated and interpreted.

Statistical Treatment
The researchers used frequency method in organizing the results from the

gathered data. Moreover, the data was grouped under its corresponding age brackets for

analysis. A frequency distribution is a tabular representation of a survey data set used to

organize and summarize the data. Specifically, it is a list of either qualitative or

quantitative values that a variable takes in a data set and the associated number of times

each value occurs (Lavrakas, 2008).

 RESULTS AND DISCUSSION

This part of the study tackles about the data gathered by the researchers’ and how

they interpret the data obtained.

Table 1
Profile of the teachers and the number of respondents to their corresponding age.

Age 24 26 27 30 34 35 36 43 44 46 47 48 52 53 54 55 58 Total

No. of
2 2 1 1 4 1 2 2 1 1 2 1 1 1 2 1 1 26
Respondents
For the teachers’ profile, the population of the teachers’ age was in the age

bracket of 24-58 years old. The table also shows the number of teachers corresponding to

the present age. The population was 26 teachers.

Figure 2
Challenges encountered by the teachers in using multi-media teaching method.

26 lack of facilities

21
Number of participants

lack of effective
training
16

11 limited
technical
support
6
5 5 5 5 5
4 4
1 3 3 3 3
2 others
24-30 34-36 43-48 52-58
ages

For teachers aging 24-30 yrs. old, 5 chose lack of facilities, 2 chose lack of
 23

effective training and 3 for limited technical support as their challenge in multi-media

teaching. For teachers aging 34-36 yrs. old, 4 chose lack of facilities, 3 for lack of

effective training and 5 for limited technical support as their challenge in multi-media

teaching. For teachers aging 43-48 yrs. old, 4 chose lack of facilities, 5 for lack of

effective training and 3 for limited technical support as their challenge in multi-media

teaching. For teachers aging 52-58 yrs. old, 5 chose lack of facilities, 3 for lack of

effective training, and 5 for limited technical support as their challenge in multi-media

teaching. This graph shows how challenges differ from the age of the teachers. In the age

bracket of 24-30 and 34-36 the challenge they experience the most is the lack of facilities.

This is because in these ages, they are the most familiar with technology for they are still

young and therefore do not need effective training in using technological devices. Born

between the years 1982 and 2000, millennials are the first generation to grow up

thoroughly steeped in information technology. It’s second nature to them. So among

Millennial teachers, there’s no question about the value of integrating tech into their

classrooms — they are true believers, and will evangelize to any doubters (Friedman,

2015). In ages 43-48 and 52-58, it is shown on the graph that there is no great difference

between numbers in each of the challenges they face. With this result, the researchers

concluded that as the age increases, the number of challenges in using technology also

increases. The researchers’ conclusion contradicts to this statement, findings also

indicated that teacher age, years of teaching experience, teacher gender, and the hours

spent in technology professional development did not play a significant role in the

classroom technology use by teachers (Tweed, 2013).

 24

Figure 3
Coping mechanism of teachers in “lack of facilities” as a challenge in multi–media
teaching.

26
bought
personal tech.
devices for the
21 class
Number of participants

16 use manila
papers and
cartolina
11

talk and use the

6 books from
govt.
4 4 4
3 3
1 2 2 2
1
24-30 34-36 43-48 1 52-58 others
ages

In ages 24-30, 4 bought personal technological devices for class, 4 use manila

papers and cartolinas, and 1 chose to talk and use the books from the government. In

ages, 34-36, there are 3 bought their own technological devices for class, 2 chose to use

manila papers and cartolinas. In ages 43-48, 2 bought their own personal devices for the

class, 3 use manila papers and cartolinas and 2 chose to talk and use the books from the

government. In ages 52-58, 1 teacher bought personal technological device for class and

4 chose to use manila papers and cartolinas. This graph shows how teachers deal with

the lack of facilities as a challenge in multimedia teaching. The researchers concluded

that the teachers have different ways to deal with lack of facilities as a challenge in using

multi-media method. However, the use of manila papers and cartolinas as medium for

instruction is the most numbered coping mechanism that the teachers preferred. The

researchers have concluded that this is the only way to deal with the said challenge for
 25

the teachers do not have any choice but to stick with the traditional method of teaching.

Due to lack of facilities such as projectors and computers as visual aids, teachers need to

make their own visual manually with the use of manila papers and markers. The

researchers’ conclusion is supported by the statement according to Sicillas (2005),

involving technologies into education help teachers, but they lack into access of

technology and are poor in resources.

Figure 4
Coping mechanism of teachers in “lack of effective training” as a challenge in
multi–media teaching.

26
stick on to what
I know
21
Number of participants

ask help from

16 my co-teachers
who is
knowledgable
about tech.
11

6 attend training
or seminars
4
1 2
24-30
1 34-36
1 1 1 43-48 52-58
1 others
ages

For ages 24-30, only 1 attends training or seminar. For ages 34-36, 1 asks help

from the co-teachers that has knowledge about technology, and 1 attends trainings or

seminars. For ages 43-48, only 1 stick to what he or she knows, and 4 ask help from their

co-teachers. For ages 52-58, 2 ask help from their co-teacher and 1 attends trainings or

seminars. This graph shows how the teachers deal with lack of effective training as a
 26

challenge in multimedia teaching. In lack of effective training, with the given results,

teachers mostly ask help from their co-teacher who is knowledgeable in technology. With

varying generations of teachers in one school, the researchers concluded that there would

be a millennial and a young teacher who is knowledgeable about technology. This

interpretation is supported by the statement, there is one teacher in each school who

seems to have mastered the details and have conquered the mouse (de Dios, 2012).

Figure 5

26
bought a
pocket wifi
and ask for
21 someone's
assisstance
Number of participants

16 goes to
internet cafes
to do school
reports
11

brings report at
6 home where
internet
connection is
3 3 3 present
1 2
1 1
24-30 1
34-36 1
43-48 1 1
52-58
ages others

Coping mechanism of teachers in “limited technical support” as a challenge in

multi–media teaching.
In ages 24-30, 3 bought a pocket wifi and ask for someone’s assistance, only 1

goes to internet cafés to do school reports and 1 bring report at home where internet

connection is present. In ages 34-36, there are 3 bought a pocket wifi, 2 goes to internet

cafes and 1 brings report at home. For 43-48, 1 brings school’s report home. In ages 52-
 27

58, 3 bought a pocket wifi and ask for assistance, 1 that goes to internet cafes to do

school reports and 1 that brings home the report where internet is present. This graph

shows how teacher deal with limited technical support as a challenge in multimedia

teaching. Teachers mostly bought a pocket wifi as shown on the results. This is because

their workplace is located in a rural area where internet connection is absent and with the

help of a pocket wifi they will have an instant internet connection that is needed for doing

their online reports such as LIS and LRMDS. Both students and teachers can use internet

for educational purposes, pocket wifi enables them to access a 3G internet on instant

(Ramey, 2013). The Department of Education (DepEd) advocates the adoption and

implementation of the Learning Resources Management and Development System

(LRMDS) pursuant to the implementing rules and regulations of Republic Act No. 9155 [

CITATION Dep11 \l 13321 ].

 28

Figure 6
Readiness to shift from traditional teaching method to multi-media teaching
method.

26

21
Number of participants

YES NO
16

11

6 7 NOT SURE
6 6 6

1
24-30 34-36 43-48 1 52-58
ages

For ages 24-30, there are 6 who encircled Yes. For 34-36, 7 encircled Yes. While

for 43-48, 6 encircled Yes and 1 encircled Not sure. For ages 52-58, 6 encircled yes. This

graph shows the readiness of the teachers to shift from traditional to multi-media way

teaching. Out of 26 teacher respondents, only 1 is not sure whether he or she is ready to

shift to a multi-media teaching method. Given that this respondent’s age that is not sure

in his or her readiness to shift from teaching methods belongs to the age bracket of 43-48,

he or she might have been used to traditional teaching method which leaves him or her in

doubt. This respondent who chose “not sure” in this questions may also think that time is

not enough for teachers to shift from one method to another. This result can be supported

by this statement, some teachers, experts say, still are reluctant to use technology, mostly

because of a lack of time, a lack of resources, or a lack of confidence in their ability to

use the available technology (Starr, 2012). In addition, the researchers also concluded

that the teachers are ready to shift from traditional to multi-media teaching method, only
 29

if the facilities are available. The researchers’ conclusion is based from the date they have

gathered.
 CONCLUSION

This part of the study shows the understanding of the researchers from the data

gathered based on the results and discussion. In this section, the objectives of the study

will be given answers and meaning.

Technology had been involved with each people’s work in today’s generation.

Due to this, teachers too have to adjust and use multi-media teaching method in a

classroom setting. However, an issue comes for teachers who have been used to

traditional way in teaching because they have to switch into the multi-media teaching

method. Teachers, especially in public schools in rural areas, face different challenges in

using multi-media teaching method. With this, the researchers aimed to identify the

challenges that the teachers in an elementary public school face. In addition, the

researchers also wanted to identify how the teachers cope up with the challenges they

face in using multi-media teaching method. This study also aimed to identify how the

teachers age affect the challenges they face in using multi-media teaching method.

The researchers have gathered their data through survey questionnaires that

include questions based from the study’s statement of the problem. The data gathered

shows that different ages of teachers face different challenges in using multi-media

teaching method. The researchers concluded that as the teacher’s age increases, the

number of challenges in using technological devices also increases. This conclusion

contradicts to the statement, findings also indicated that teacher age, years of experience,
 31

teaching gender, and the hours spent in technology professional development did not play

a significant role in the classroom technology use by teachers (Tweed, 2013).

Teachers deal with “lack of facilities” as a challenge in using multi-media

teaching by using manila papers and cartolinas as visual age as stated in the results

gathered by the researchers. The researchers have concluded that this is the only way to

deal with the said challenge for teachers are not given any chances but to stick with what

they have in the moment, which is the traditional teaching method. Due to lack of

facilities such as projectors and computers as visual aids, teachers need to make their own

visual aids manually with the use of manila papers and markers. This conclusion is

supported by the statement according to Sicillas (2005), involving technologies into

education help teachers. However, they lack into access of technology and are poor in

resources.

Teachers deal with “lack of effective training” as a challenge in using multi-media

teaching method by mostly asking help from their co-teacher who knows about the task

that involves the use of technological devices, such as their reports to be done online.

Due to variations of ages of teachers in the school, the researchers’ have concluded that

there would be a millennial and a young teacher who is familiar and knowledgeable about

technology. This interpretation is supported by the statement, there is one teacher in each

school who seems to have mastered the details and have conquered the mouse (de Dios,

2012).

In “limited technical support” as one of the challenges in using multi-media

teaching method, teachers deal with this by mostly buying a pocket wifi as what the

results of the gathered data have stated. The researchers have concluded that because of
 32

the teachers’ workplace which is located in rural area where internet connection is absent,

buying a pocket wifi will provide them an instant internet connection that is needed for

doing their online reports such as LRMDS. This conclusion is supported by the

statement, both students and teachers can use internet for educational purposes, pocket

wifi enables them to access a 3G internet on instant (Ramey, 2013).

Out of 26 respondents, 25 had stated that they are ready to shift from traditional to

multi-media teaching method in teaching with the condition that facilities and supports

are provided. 1 respondent stated the he or she is not sure of his or her readiness in

shifting from traditional to multi-media way in teaching. Given that the age of the said

respondent who chose “not sure” belongs to 43-48 years old, the researchers have

concluded that he or she might have been used to the traditional way in teaching which

leaves him or her in doubt and he or she might think that time is not enough for teachers

who are used to traditional way in teaching do not have enough time to shift from one

method to another. This conclusion can be supported by the statement, some teachers,

experts say, still are reluctant to use technology, mostly because of a lack of time, a lack

of resources, or a lack of confidence in their ability to use the available technology.

 33

REFERENCES

Albadri, F. (2012). Information Systems Applications in the Arab Education Sector.

Retrieved from https://books.google.com

Bernier, A., (2011). The Challenges Facing Education Entering the 21st Century.

Sustainability Education & Transformational Change. Retrieved from

https://sites.google.com/a/pvlearners.net/sustainability/the-challenges-facing-

education-entering-the-21st-century

De Dios, A. (2012, July 27). ICT and DepEd K to 12: Different Angles, Same

Conclusion. Retrieved from http://www.philippinesbasiceducation.us/2012/07/ict-

and-deped-k-to-12-different-angles.html

Department of Education. (2011). National Adoption and Implementation of the Learning

Resources Management and Development System (LRMDS) Retrieved from

http://www.deped.gov.ph/orders/do-76-s-2011

Friedman, N. (2015). Making the most of millennial teacher mindset. Retrieved from

http://www.gettingsmart.com/2015/02/making-millennial-teacher-mindsets/

Ghavifekr, S., Kunjappan, T., Ramasamy, L., & Anthony, A. (2016). Teaching and

Learning with ICT Tools:Issues and Challenges from Teachers’ Perceptions.

Malaysian Online Journal of Educational Technology, 4(2), 38, 41-43. Retrieved

from https://files.eric.ed.gov/fulltext/EJ1096028.pdf

Lacamiento, G. (2014). K to 12: The effect on teachers. Retrieved from

http://old.philstar.com/cebu-news/2014/06/27/1339633/k-12-effect-teachers
 34

Lavrakas, P.J. (2008). Frequency Distribution. In Encyclopedia of Survey Research

Method. Retrieved from http://methods.sagepub.com/reference/encyclopedia-of-

survey-research-methods/n195.xml

Rotherham, A. J., & Willingham, D. (2009). 21st Century Skills: The Challenges

Ahead. Teaching for the 21st Century, 67(1), 16-21. Retrieved from

http://www.ascd.org/publications/educational-

leadership/sept09/vol67/num01/21st-Century-Skills@-The-Challenges-

Ahead.aspx

Sicilia, C. (2005). The challenges and benefits to teachers' practices in constructivist

learning: environments supported by technology. Retrieved from

http://digitool.Library.McGill.CA:80/R/-?func=dbin-jump-

full&object_id=98582&silo_library=GEN01

Starr, L. (2012, March 31). Encouraging Teacher Technology Use. Retrieved from

http://www.educationworld.com/a_tech/tech159.shtml

Thakur, A. (2011). Teaching with modern and traditional methods. Retrieved from

http://www.indiastudychannel.com/resources/146615-Teaching-with-modern-

and-traditional-methods.aspx

Tweed, S. (2013). Technology Implementation: Teacher Age, Experience, Self-Efficacy,

and Professional Development as Related to Classroom Technology Integration.

Retrieved from https://dc.etsu.edu/cgi/viewcontent.cgi?article=2266&context=etd

United Nations Educational, Scientific and Cultural Organization. (2016). School and

Teaching Practices for Twenty- first Century Challenges: Lessons from the Asia-
 35

Paci c Region. Education Research Institutes Network Asia-Pacific Regional

Policy Series, Volume 2(1), 67. Retrieved from

http://unesdoc.unesco.org/images/0024/002440/244022E.pdf

Yin, J. (2015). Throw out the chalk and talk. Retrieved from

http://www.straitstimes.com/singapore/throw-out-the-chalk-and-talk
 36

The Challenges of Elementary Public School Teachers Aging 24-58 in the 21 st Century Multi-media Teaching
Method

Dear Participants,

We, the Liceo de La Salle students of Humanities and Social Sciences (HUMSS 12B) would like to ask for
your time to answer this survey regarding our research study. The data that will be gathered in this survey will be kept
confidential and will be used for research purposes only. Thank you and God bless you.

Name (optional):_________________________________________

Age:____________

Instructions: Encircle the letter of your preferred answer.

1.) What challenges have you encountered in using multi- media teaching method?
Note: You can encircle more than one letter in this question.
a. Lack of facilities (projectors, laptops or televisions)
b. Lack of effective training
c. Limited technical support (no internet connection/ computer malfunctions)
d. Others(specify) ________________________________

2.) (If you answered A in question #1, please answer question #2. Skip if otherwise.) How do you cope up with
the “lack of facilities” as a challenge in using the 21 st century multi- media teaching method?

a. I bought a personal computer/laptop/ projectors to be used in my class.

b. I use manila papers and cartolina as visual aids and as a medium for instruction.
c. I talk and use the books from the government as visual aids and as a medium for instruction.
d. Others(specify) _______________________

3.) (If you answered B in question #1, please answer question #3. Skip if otherwise.) How do you cope up with
the “lack of effective training” as a challenge in using the 21 st century multi- media teaching method?

a. I stick on to what I know at the moment.

b. I ask help from my co-teachers who knows how to do the said task that involves the use of technology.
c. I attend training or seminars for teachers that are present however, these trainings are not enough.
d. Others(specify) _______________________

4.) (If you answered C in question #1, please answer question #4. Skip if otherwise.) How do you cope up with
the “limited technical support” such as malfunctions of computers or absence of internet connection as a
challenge in using the 21st century multi- media teaching method?

a. I bought a pocket wifi and ask for someone’s assistance in connecting to websites for school reports.
b. I go to computer shops and do the school reports that involve the use of internet connection.
c. I bring my school reports or tasks at home where internet connection is present.
d. Others(specify) _______________________

5.) If facilities are provided, will you choose multi-media method (projectors, computers, internet, etc.) over the
traditional (manila papers, cartolina, chalks, etc.) one?
a. Yes b. No c. Not sure
 37
LICEO DE LA SALLE
Bacolod City
S.Y. 2017-2018

MRS. LELINA S. JAMORA, MAED

PRINCIPAL II
VICMICO II
Manapla

Dear Mrs. Jamora:

The Liceo De La Salle students of Humanities and Social Sciences (HUMSS) 12-B are
requesting permission from your good office to allow them to conduct a survey in your
school on the 7th day of February, 2018, regarding our research paper entitled “The
Challenges of Elementary Public School Teachers Aging 21-60 in the 21st Century
Multi-media Teaching Method”. It will only take 3-5 minutes for every teacher in any
grade level aging 21-60 years old.
This is in connection with our course Inquiry, Investigation, and Immersion. The data that
will be gathered will be kept confidential and will be used for research purposes only.
Should you wish, we could furnish you a copy of our complete research paper.
Hoping for your cooperation and support to our study. Thank you so much and God Bless
you.

Sincerely,
Deligero, Allwen Jean Bianca M.
Ledesma, Althea D.
Lopez, Christine
Lopez, Nixie Pie

Noted By:
Ms. Eda Mae B. Arcilla, MAED
Teacher Inquiry, Investigation, and Immersion