Date of Publication

7-6-2024

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Biology

Subject Categories

Online and Distance Education

College

College of Science

Department/Unit

Biology

Thesis Advisor

Auxencia A. Limjap

Defense Panel Chair

Voltaire M. Mistades

Defense Panel Member

Mini Rose C. Lapinid
Mary Jane C. Flores
Rosie L. Conde
Dennis Dyvee R. Errabo

Abstract (English)

The goal of the study was to design, develop, and implement the virtual learning program through teaching and coaching among the pre-service science teachers on the effectiveness of virtual education in support of the flexible online program's implementation. The research employed a qualitative design using a constructivist-interpretive case study. The participants were 15 pre-service science teachers that were randomly selected. The study used an open-ended interview questionnaire, 7Es lesson learning exemplar, field notes, written documents, students’ reflection journal, and virtual classroom observations instruments. The Five-Stage Model and Successive Approximation Model were employed in designing instructional online learning. Thematic analysis has been applied using Quirkos software for the qualitative data gathered and hands-on coding to create themes. Results have shown that the needs analysis results revealed four major themes: internet connectivity, challenges in using online platforms, unfavorable environments, and poor learning outcomes. Themes on experts’ assessment for the virtual program were technology integration in pedagogical practices, online teaching competencies, applied strategies for online learning instruction; themes in support to online learning instruction were inaccessibility of learning resources, lack of access to gadgets for online learning, issues with internet connectivity, and common time management problems in an online learning. Further, the study generated an online learning model for virtual classrooms that can help guide future pre-service science teachers in developing lesson exemplars for virtual learning instruction. Finally, the identified challenges will possibly be addressed in using digital platforms that instructors must provide guidance and support to students because promotes engagement, collaboration, and enhancing classroom culture between students and instructors in the online learning landscape.

Abstract Format

html

Abstract (Filipino)

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Abstract Format

html

Language

English

Format

Electronic

Keywords

Science teachers—Training of; Mentoring in education; Science—Study and teaching

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Embargo Period

4-15-2027

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Available for download on Thursday, April 15, 2027

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