Interactive Learning Modules and Challenges of Teachers Amidst Pandemic, Lecture notes of Law

Download Interactive Learning Modules and Challenges of Teachers Amidst Pandemic and more Lecture notes Law in PDF only on Docsity! Guimaras State College Graduate School INTERACTIVE LEARNING MODULES AND CHALLENGES OF TEACHERS AMIDST PANDEMIC A Research Proposal Presented to The Faculty of the Graduate School Guimaras State College Buenavista, Guimaras In Partial Fulfillment of the Requirements for the Degree Master of Education Major in Educational Management EMELY L. NOVICIO 2021 Guimaras State College Graduate School iv Conceptual Literature 13 Foreign Studies 15 Local Studies 18 Relevance of Related Literature and Studies 24 3 METHODOLOGY Research Design 26 Respondents of the Study 27 Data Gathering Instrument Validity of the Research Instrument Reliability of the Research Instrument 28 28 28 Data Gathering Procedure 29 Data Analysis Procedure 29 Statistical Tools To Be Used In The Study 30 REFERENCES 32 APPENDICES Appendix “A”- Research Questionnaire 35 Guimaras State College Graduate School v Appendix “B”- Letters 37 Appendix “C”- Eight-Point Criteria for Validation 40 Appendix “D” Dummy Tables Appendix “E”- Curriculum Vitae 41 45 LIST OF DUMMY TABLES Page 1 Distribution of respondents in the District of Dueñas, Iloilo for the school year 2021-2022, 2 Distribution of respondents according to variables of the 41 study 3 Challenges met of teachers during pandemic and percentage 42 in the District of Dueñas, Iloilo for the school year 2021-2022 4 Significant difference of Interactive learning module as assessed 43 by teachers in the District of Dueñas, Iloilo for the school year Guimaras State College Graduate School vi 2021-2022 when they are classified according to their age, sex, civil status, highest educational attainment and length of service 5 Significant difference in the extent of challenges met by teachers 44 in the District of Dueñas, Iloilo for the school year 2021-2022 LIST OF FI GURE Figure Page 1 Schematic diagram of the study showing relationship of study variables. 8 2 Guimaras State College Graduate School concerned with the development of effective learning experience for learners. The quality of education depends upon the quality of instruction used by the educators. There is then a necessity to use better teaching strategies in all levels of learning. Teachers were aware that the Philippines had declared ECQ due to COVID- 19 pandemic as well as the rules and regulations during the ECQ like the social distancing measures, which were strictly observed and implemented in schools and institutions based on observational modeling to alleviate school’s closure (Viner et al., 2020). Deped Order No. 018 s, of 2020 Policy Guidelines for the Provision of Learning Resources in the Implementation of the Basic Education Learning Continuity Plan. The public health emergency brought about by COVID-19 calls for the Department of Education (DepEd) to be innovative and resourceful in delivering quality, accessible, relevant, and liberating education. In response to this emergency, DepEd developed the Basic Education Learning Continuity Plan (BE-LCP) to ensure that learning opportunities are provided to our learners in a safe manner, through different learning delivery. In line with this, the Department, through its Regional and Schools Division Offices undertake the urgent and necessary development. Production and provision of learning resources, in accordance with its mandate. 3 Guimaras State College Graduate School I prefer this study about the challenges met by the Grade VI teachers because it is a way to determine the effectiveness on interactive learning modules amidst pandemic in the District of Dueñas, Iloilo, Philippines for the School Year 2021-2022. Modules as teaching-learning approach is becoming popular especially that the novel coronavirus caused restrictions on travel and physical contact. The education system of the Philippines needed to adapt to the drastic change caused by the pandemic. The restrictions on face-to-face classes paved the way for the use of the modules in all levels of education. It is considered as the safest way to continue learning while we are under threat of the deadly disease. Despite the call of many to cancel classes because of many the continuous spread of the virus, the Department of Education continued with their reopening plan. The Department maintained that education of millions of Filipino students should not wait. Cheng and Bakar (2018) proved that the use of modules in teaching have both advantages and disadvantages. Using modules as supplement is to proven to be effective. Matanlik et al (2015) noted that modules contributed high level thinking skills among students, and enabled students to achieve better performance in examinations. Students can overcome learning problems such as lack of interest, concentration, skills in critical and 4 Guimaras State College Graduate School creative thinking. The Department of Education utilized self-learning modules as the primary source of learning materials for the students. The printed resource materials followed traditional modular format. The teachers supplement the modules with videos and online resources. Modules are not limited to a single format. The developer’s creativity is the limit. Interactive learning modules are becoming popular to modern learners. An interactive learning module presents topics in more creative ways such as incorporating comics and computer graphics in the lessons. Statement of the Problem This study aims to determine the interactive learning modules and challenges met of Grade VI teachers in the District of Dueñas for the school year 2021-2022. Specifically, this study will seek answers to the following questions: 1. What is the profile of the teachers according to age, sex, civil status, highest educational attainment and length of service? 2. What is the level of effectiveness of interactive learning modules as assessed by teachers as a whole and when they are classified according to age, sex, civil status, highest educational attainment and length of service? 3. What is the extent of challenges met by teachers as a whole and when classified according to age, sex, civil status, highest educational 7 Guimaras State College Graduate School an individual’s response to events that occur in the environment. Maslow’s Theory to education. The most important educational goal is for both personal development and workplace growth. By identifying the effectiveness of interactive learning modules and what teachers need that drives and motivates them amidst pandemic. Teachers and learners greatly affected their cognitive thinking due to emotional exhaustion, stress, anguish, or anxiety. This is because of the COVID 19 pandemic that has affected educational systems worldwide leading to near-total closures of schools and affected the performance of most participants. Conceptual Framework This study aims determine the effectiveness of interactive learning modules and challenges of Grade VI teachers in the District of Dueñas, Iloilo for the school year 2021-2022. The independent variables of this study are age, sex, civil status, highest educational attainment and length of service. The dependent variables are the interactive learning modules and challenges met by teachers. 8 Guimaras State College Graduate School Research Paradigm The research paradigm represents the independent variables which are composed of teachers’ profile includes age, sex, civil status, highest educational attainment and length of service; the dependent variables are the challenges met by Grade VI teachers which include health of the teacher, interest of the learners, negative attitude of the parents, financial resources, availability of time, non-teaching works, overloaded teaching hours, one on one online interview and counselling. Independent variables Dependent Variables 9 Guimaras State College Graduate School Figure 1. Schematic diagram showing relationship of study variables. Significance of the Study The researcher believes that the findings of this study are significant to the following: School Heads. This will provide information regarding the interactive learning modules and challenges met by the teachers. Teachers. Grade VI Educators are the ultimate benefactors of this study, since this research aims to determine the interactive learning modules and challenges of Grade VI teachers amidst pandemic. It may consider modular instruction as an alternative teaching strategy to the commonly Teachers’ Profile  Age  Sex  Civil status  Highest Educational Attainment  Length of service  Interactive Learning Modules  Challenges Met 12 Guimaras State College Graduate School international boundaries and affect a large number of people. (Peter Doshi,2020) Scope and Limitation of the Study This study aims to determine the interactive learning modules and challenges met of Grade VI teachers amidst pandemic in the District of Dueñas, Iloilo, Philippines for the School Year 2021-2022. The independent variable is the teachers’ profile which includes the age, sex, civil status, highest educational attainment and length of service. The researcher will choose 72 elementary grade VI teachers in the District of Dueñas because she is an elementary teacher and also assigned as a special teacher of grade VI level who suffers from the challenges amidst pandemic. She uses the teachers’ profile because she wants to determine if there is really difference in the profile of teachers. This study will be conducted among the Grade VI teachers in the District of Dueñas, Iloilo during the S.Y. 2020-2021 ` The data will have to go through both descriptive and statistical methods for analysis and interpretation. The statistical tools to be used are the frequency count, mean, standard deviation, t-test, One way ANOVA and Chi-square. The level of 13 Guimaras State College Graduate School significance will be set at .05 alpha. Since this is a quantitative study, it will not be able to solicit deeper responses to the items raised in the instruments. Thus, all generalizations that this study might generate shall only be applicable to the said respondents. Chapter 2 Review of Related Literature and Studies This chapter deals with the literature and studies relevant to the present research. This chapter is divided into three major parts: Conceptual Literature, Foreign Studies and Local Studies. 14 Guimaras State College Graduate School Conceptual Literature On Interactive learning module The interactive learning modules allow the learners to learn independently while receiving guidance from the professor teaching expertise and approach that is hidden in the structure of the learning module.  A benefit of this type of guided independent learning is that the professor can monitor and guide a learner's learning outside of the classroom.   Furthermore, learners will be better prepared prior to classroom sessions, which can then be used for discussion and teacher-student interaction. Interactive learning modules are built with features like animations, interactions, quizzes, voiceover, multimedia, and closed captions. Once learners enter the module, they could learn and interact with the content on each page and proceed whenever they feel ready. In case of a quiz, learners could answer the question and get pre-defined feedback. On Challenges Teachers face difficulties under the current normal education system. These problems include teaching the learners where it is difficult for teachers to reach out to all the learners at home, even the teachers are using different 17 Guimaras State College Graduate School classroom should be that of facilitator and a guide.  The result of the study conducted by Jennifer A. Philips (2015), entitled “Replacing traditional live lectures with online learning modules: Effects on learning and student perceptions, revealed that students randomized to the Online Learning Modules group performed better on the quiz compared with those in the Traditional Learning group (mean score 55% vs. 48%, respectively, p = 0.039); scores on final-exam questions pertaining to the same material were similar (mean score 84% vs. 87%, p = 0.40). Most respondents in the OLM group (86%) felt that online modules should continue to be used in the course to supplement live lectures, although most (56%) felt that they should not replace live lectures. Ma Theresa B. Nardo (2017) pape, entitled “Modular Instruction Enhances Learner Autonomy,” described modular instruction as an alternative instructional design that uses developed instructional materials which are based on the needs of the learners. Learners are encouraged to work on various activities that are interesting and challenging to maintain focus and attention. Long before the onset of modules as part of classroom instruction, the development of self-learning materials or resources for modular instruction tends to meet the demand for educational opportunity for students of every background, regardless of their 18 Guimaras State College Graduate School aptitude, intelligence or previous achievement as well as in moral, emotional and personality traits. Individualized instruction is an attempt to provide the optimum learning condition for individual students and situation.  Module is a form of individualized instruction that allows learners to use a self-contained package of learning activities. These activities guide learners to know or to be able to do something. Further, a learning module contains activities intended to help students understand certain lessons. A module makes the learner control over his learning. It is a set of learning opportunities that is organized around well-defined topic which contains the elements of instructions, specific objectives, teaching- learning activities and evaluation using criteria-referenced measurement. Anita Woolfolk, (as cited in Lim, 2016) one technique to individualize instruction is to use modularized instruction, where individual differences of students in their capacities to learn are taken into account. Individualized instruction develops critical thinking. Students are encouraged to question, criticize and argue their point of view. It also develops one’s self concept by recognizing the desirability of individual differences. The basis for this approach is the fact that every student is unique with his own potentials, abilities, interests, and needs. Thus, no two students can learn the same 19 Guimaras State College Graduate School concepts at the same rate in the same manner. Local Studies According to Lim (2016) the objective of democratic education is the optimum development of the individual. To meet this end, it is imperative that greater attention should be given to the needs of individual learners – thus the demand for individual instruction. Individual instruction is backed by the philosophy that every child is unique. People develop at different rates. Development is relatively orderly and development takes place gradually. The Philippine Education Quarterly (1985), as cited by Figuerres, (cited in Lim, 2016) reported that modules can take the place of a teacher. These self-learning devices help pupils to learn or acquire skills, knowledge and information in the absence of a teacher. These materials provide sufficient reinforcement, enrichment and source materials. They allow also the learner to work at a rate style and level situated to his capacity. Among the forms of individualized instruction, modules are effective and economical in developing specific knowledge and skills. Modules induce learning with minimum teacher direction and supervision. Furthermore, these develop learning and grading strategies, improve classroom management techniques, and encourage achievement for greater use of existing 22 Guimaras State College Graduate School which involves classification, exposition, and description of some major ideas that have been cast into the forms of questions. The fundamental aim of lecture, is to develop the act of listening and to develop creative thinking and reasoning. It is therefore recommended that, for the lecturer to be effective and productive, it must be interesting, well-expressed, concise, well- organized, and adapted to the abilities and experiences of listeners (Zulueta and Guimbatan, 2018). The proposed work text of Navarro (cited in Lim, 2016) was found out to be suited for second year Engineering students proved that the learners are capable of performing better in Mathematics through the use of Modules. The study of Hena (cited in Lim, 2016) on the development of modules in Basic Mathematics as tried out among Teacher Education students proved that students are capable of performing better in Math through the use of modules. Aggabao (cited in Lim, 2016) made a study aimed at developing individualized self-instructional modules on selected topics in Basic mathematics for instructional use at the Teachers College in Isabela State University. After making use of the experimental method, concluded that instructional materials used at the college for Basic Mathematics are inadequate and are not designed for self-instruction; that instruction through 23 Guimaras State College Graduate School self- instructional materials is as effective as the prevailing teaching method of instruction; and students as well as teachers generally have a positive attitude toward the use of individualized, self-instructional materials as a mode of instruction in Basic Mathematics. The study of Madriaga (2017), “Effects of Modular Instruction in Teaching Physics” revealed that the use of modules give the teacher more time to deal with the students on one-on-one basis. She found out that the performance was better on the experimental group exposed to modular instruction. Lacdao (2019) in his thesis “A Comparative Study of the Effects of Modular Instruction and Lecture Discussion Method on the Achievement of Grade VI Pupils in Mathematics” mentioned that the experimental group in his study who were taught using the instructional modules, performed better than the control group who were taught using the traditional method of teaching. The study of Cavero–Delgado (2016), “Effects of the Use of Computers, Integrated to an Instructional Module on Functions of the Attitudes towards Mathematics and the Achievement in Functions in Pre-calculus of College Students” proves that the averages of the students in the end of the study increased significantly in the experimental group. The traditional treatment of the education of pre-calculus to university students compared with that one where the technology is used, as an instructional module on functions 24 Guimaras State College Graduate School integrated in the computer, showed in the statistical analysis, significant results that allow us to conclude that this one is an effective tool. Cappetta (2017) in his dissertation, “Reflective Abstraction and the Concept of Limit: A Quasi Experimental Study to Improve Student Performance in College Calculus by Promoting Reflective Abstraction through Individual, Peer, Instructor and Curriculum Initiates”, the pretest-posttest scores showed that the students in the experimental group scored significantly higher than the students in the traditional section on a posttest of limits. The study of Rizaldo, et. al., (2017) “Comparative Effects of Modular and Traditional Methods in Teaching Analytic Geometry”, concluded that students performed better and mastered the subject matter using the modular method of teaching. Modular approach is based on the principle that every learner has his own rate and pace in learning (Ibyatova et al, 2018). Module is a self- contained and independent unit of instruction focused primarily on some well-defined objectives. Self-instructional materials like modules are of help to both teachers and learners, more so, in the case of foreign students who have different orientation and culture from the locals. Edgar Julius Lim (2016), on his study Effectiveness of Modular Instruction in Word Problem Solving of BEED Students,” revealed that the use 27 Guimaras State College Graduate School theoretical/conceptual background of the study 2) It provides the rationale of the framework of the study. The theoretical framework for instance, is obtained or concerned through the literature search 3) Reviewing related materials helps the researcher to gather valuable data and ideas that can guide him in his own research 4) It prepares the reader to better assimilate and understand the concepts of the study and gives him a bird’s eye view of the quality of readings the researcher has done in support of his study. GUIMARAS STATE COLLEGE Graduate School Chapter 3 Methodology This chapter provides and discusses the details about the research design, respondents of the study, data gathering instruments, validity and reliability of the instruments, data gathering procedure, data analysis procedure and statistical tools to be used. Research Design According to Manuel and Medel, descriptive research describes what is. It involves the description, recording, analysis and interpretation of the present nature, composition or process of phenomena. This study will ascertain the relationship between effectiveness of interactive learning modules among the challenges met by grade VI teachers amidst pandemic. It will take place in the District of Dueñas, Iloilo, Philippines which will be conducted within school year 2021-2022. Respondents of the Study 27 The respondents of the study are the 72 grade VI teachers in the District of Duenas, Iloilo, Philippines for the school year 2021-2022. The distribution of the respondents will come from the District of Duenas during the SY 2021-2022. The participants of the study will be drawn through a simple random sampling method. Table 1. 2021-2022 Entire Group Population % 72 72 100% The research design is a correlation between variables. The instrument to be used to gather information will be in the form of self-administered questionnaires. Personal data background which will be used for their age, sex, civil status, highest educational attainment, and length of service will be filled-up by the respondents during the conduct of the study. Name of the school are optional. Permission letter will be sent to the school administrators of each respondents through the school’s division superintendent. Data Gathering Instrument The adopted-modified questionnaire will be used to determine the GUIMARAS STATE COLLEGE Graduate School 30 the two dependent variables. One-way analysis of variance, (ANOVA) will be used to determine the differences between the means of two or more independent groups. Through the t-test, Oneway-ANOVA, mean and Chi square, hypotheses will be tested; the significant differences of determining the effectiveness of interactive learning modules among grade VI learners and challenges met by grade VI teachers amidst pandemic when classified according to age, sex, civil status, highest education attainment, and length of service will be known; and the relationship between determining the effectiveness of interactive learning modules among grade VI learners and challenges met by grade VI teachers in the District of Duenas, Iloilo for S.Y 2021-2022 according to their age, sex, civil status, highest educational attainment, and length of service will be determined. Statistical Tools to be Used in the Study Frequency Count. Frequency count will be used to determine the challenges met by the teacher advisers. Percentage. This will be used to show the proportion of a subgroup to a total group. It was computed to determine the proportion of a certain group of students to a total population in the distribution of students according to group. GUIMARAS STATE COLLEGE Graduate School 31 Mean. The mean will be utilized to determine the extent of effectiveness of interactive learning modules and challenges of teachers amidst pandemic according to age, sex, civil status, highest educational attainment, and length of service. Standard Deviation. Measure that is applied to quantify the amount od dispersion or to spread out numbers. The variation depends on how far the scores are between each data point relative to the eman and how they are closely related with each other. t-test. The t-test will be used to determine the significant difference in the score of the respondents with two sample means after the study is conducted. Chi-Square. Chi-square, (pronounced keye-square) is generally used with discontinuous data involving counts of separate individuals or units classified into mutually exclusive categories e.g. numbers of candidates in an examination classified as fail, pass, credit. Oneway-ANOVA. Oneway-ANOVA will be used to conclude which has the most numbered of challenges met by grade VI teachers in the effectiveness of interactive learning modules among grade VI learners. If the statistical value or P-value will be obtained from test statistics, the researcher will reject the null hypotheses and accept the alternative hypotheses. GUIMARAS STATE COLLEGE Graduate School 32 References Llego, MA. (n.d). DepEd Learning Delivery Modalities for School Year 2020- 2021. TeacherPh. https://www.teacherph.com/deped-learning-delivery- modalities/ Quinones, M. T. (2020, July 3). DepEd clarifies blended, distance learning modalities for SY 20202021. Philippine Information Agency. https://pia.gov.ph/news/articles/1046619 Wikipedia contributors. (2020, October 30). COVID-19 pandemic. Wikipedia. https://en.wikipedia.org/wiki/COVID-19_pandemic Akdeniz, C., 2016, Instructional strategies, Instructional Process and Concepts in Theory and Practice, DOI 10.1007/978-981-10-2519-8_2, Springer Science+Business Media Singapore, Aquino-Danganan, A., 2015, Development and Validation of A Module in Developing Computational Skills in College Algebra, Unpublished Thesis, Tarlac State University. Cappetta, Robert W., 2017, Reflective Abstraction and the Concept of Limit: A Quasi-Experimental Study to Improve Student Performance in College Calculus by Promoting Reflective Abstraction through Individual, Peer, Instructor and Curriculum Initiates, (Dissertation Abstract International Vol. 69 No. 2 August (541-A)). GUIMARAS STATE COLLEGE Graduate School 35 Appendix “A” - QUESTIONNAIRE Part I The purpose of this questionnaire is to gather information about learners’ performance using the conventional modules and the interactive learning modules. I earnestly request your valuable cooperation in this regard. Your truthful and honest response to the questions are expected. I promise that the individual identity of you and your school will remain confidential. DIRECTIONS:  Please indicate your response with a check mark () below. BACKGROUND INFORMATION: Name : _________________________________(optional) Age: _______ GUIMARAS STATE COLLEGE Graduate School 36 Name of School: _________________________(optional) Sex: _______ Highest Educational Attainment: __________________ Status: _____ Length of Service: __________________________ Trainings Attended (Guidance Related): _____________________________________ 1. According to you, how effective is interactive learning modules to the learners? Extremely Effective Slightly Effective Very Effective Not Effective 2. As a teacher do you think learners can understand well about their modules during this kind of pandemic. Yes Not at all No No response 3. Do you believe interactive learning modules can be effective during this amidst pandemic? Part II Teachers’ Challenges Amidst Pandemic Check the challenges met by Grade VI Teachers during pandemic ____ Interest of the learners ____ Negative attitude of the parents ____ Availability of the time ____ Health of the Teachers ____ Financial Sources ____ Non - teaching works GUIMARAS STATE COLLEGE Graduate School 37 ____ Overloaded Teaching hours Appendix “B”- Letters Letter to Validators Guimaras State College GRADUATE SCHOOL Buenavista, Guimaras ________________ ________________ ________________ Dear Sir/Madame: Greetings! I am presently enrolled in the Graduate School of Guimaras State College in Buenavista, Guimaras taking Master in Educational Management. Knowing your expertise along the field, I respectfully requesting your help as one of my validators. I am conducting a research proposal entitled “Interactive Learning Modules and Challenges of Teachers Amidst Pandemic” as part of the requirements of the program. I will be available at the time of GUIMARAS STATE COLLEGE Graduate School 40 about 20-40 minutes and would be arranged at a time convenient to the teachers’ schedule. Your support and approval in this particular research endeavor is highly appreciated. Thank you in advance for your interest and assistance with this research. Sincerely yours, EMELY L. NOVICIO Student Noted by: FE ABELLA-PANES, Ph.D. Adviser Appendix “C.” – Eight Point Criteria for Validation VALIDITY TEST RESULTS EIGHT POINT CRITERIA FOR CONTENT VALIDATION BY GOOD AND SCATES Criteria Validators 1 2 3 4 1 Are the questions/statements on the subject? 2 Are the questions perfectly clear and unambiguous? 3 Do the questions get at something stable, something Relatively deep seated, well considered, something non-superficial and non-empirical but something which is typical for the individual or of situation? 4 Do the questions pull? That is, will they be responded to by a large portion of respondents to GUIMARAS STATE COLLEGE Graduate School 41 permit it to have validity? 5 Do the responses show a reasonable range or variation? 6 Are the information’s obtained consistent? 7 Are the items sufficiently inclusive? 8 Are the possibilities of external criteria to evaluate the questionnaire? Suggestions/Recommendation ________________________________________________________ ________________________________________________________ ________________________________________________________ ______________ Validators: _____________________________________ _____________________________________ _____________________________________ Appendix “D” – Dummy Tables Table 2. Distribution of respondents according to variables of the study CATEGORY F % A. Entire Group B. Age 30-below 31 - above C. Sex Male Female D. Highest Educational Attainment GUIMARAS STATE COLLEGE Graduate School 42 Master’s Degree Baccalaureate Degree E. Length of Service 20-below 21- above Appendix “D” – Dummy Tables Table 3. Challenges met of teachers during pandemic and percentage in the District of Dueñas, Iloilo for the school year 2021-2022 Teachers’ Challenges F % Health of the teachers Lack of materials Weather/Climate Interest of the Learners GUIMARAS STATE COLLEGE Graduate School 45 Interactive Learning Modules Challenges Met Appendix “E” – Curriculum Vitae CURRICULUM VITAE Emely L. Novicio Address: Brgy. Sto. Niño Dueñas,Iloilo Mobile No.: +639305928128 Email Address: [email protected] I. PERSONAL INFORMATION GUIMARAS STATE COLLEGE Graduate School 46 Date of Birth: July 9,1988 Place of Birth: Brgy. Sto. Niño Dueñas,Iloilo Civil Status: Single Citizenship: Filipino Height: 5’2 Weight: 88 Religion: Roman Catholic Special Skills: Computer Literate (MS Word, MS Excel, MS Powerpoint and MS Publisher) II. EDUCATIONAL ATTAINMENT College Bachelor of Elementary Education Passi City College Passi City College Awardee S.Y. 2012-2016 Vocational/Trade Course Asia Pacific Manpower Skills and Training Incorporated Caregiver NCII Passi City 2009 Secondary Dueñas General Comprehensive High School Poblacion B. Dueñas,Iloilo S.Y. 2001 - 2005 Elementary Sto. Niño Elementary School Brgy. Sto. Niño Dueñas,Iloilo Valedictorian S.Y. 1995 - 2001 III. WORK EXPERIENCE Elementary School Teacher (T-1) Sto. Niño Integrated School June 18, 2018 – Present Substitute Teacher Batuan Integrated School GUIMARAS STATE COLLEGE Graduate School 47 September 2017 Student Teacher Man-it Integrated School S.Y. 2015-2016 Teaching Grade II-C (MTB,English,Filipino,Math,Mapeh & ESP) IV. CIVIL SERVICE ELIGIBILITIES Licensure Examination for Teachers (LET) V. TRAININGS AND SEMINARS ATTENDED  District In – Service Training February 2021  District In – Service Training May 2019  District Training on Enhanced School Improvement Plan January 2019  English Language Proficiency For Classroom Teachers and School Heads: A Module on Strengthening English Language Communication In Philippine Classroom November 2018  Summer Institute for Teachers May 2018  In Service Training for Teachers October 2017 VI. CHARACTER REFERENCES: JOSEPH P. PRETAL Principal II Sto. Niño Integrated School GUIMARAS STATE COLLEGE Graduate School