globusjournal

Due to the COVID-19 pandemic, the Philippine educational system has been dramatically affected by the “no face-to-face class policy” of the government. E-learning and modular instructions are the alternative learning modalities currently implemented nationwide. Thus, this study aimed to (1) determine the performance of BSIT students in some of their professional or major courses using blended learning modalities and traditional face-to-face instructions, (2) determine the differences in the performance of BSIT students in some of their professional or major courses exposed to blended learning and face-to-face instruction, and (3) determine the advantages and disadvantages faced by the teacher and the learner in blended learning. The findings revealed that the traditional faceto-face class remains an effective learning modality, while blended learning has been proven more effective as an emerging innovative learning modality.

Keywords: Blended Learning, Face-to-Face Instruction, Information and Communication Technology (ICT), E-learning.

This descriptive correlational study was conducted to determine the technological, pedagogical, and content knowledge (TPACK)of teachers teaching Science as the basis for In-Service Training Design Development. This was conducted in all secondary schools in the District of Dueñas. The subject of the study is all the thirty teachers teaching Science in the District of Dueñas. The results reveal that the teachers’ TPACK as an entire group is high as well as when they are grouped according to their profile such as their major field of specialization, length of service, and educational attainment, except for the content knowledge of teachers under their length of service which is an average level. The technological knowledge of the teachers is slightly correlational to the length of service, while their pedagogical knowledge has a slight relationship to their educational attainment. Furthermore, their content knowledge has a slight relationship to their major field of specialization and length of service. A positive, moderate, and significant relationship exist between Science teachers’ technological and pedagogical knowledge, while negligible correlation and not significant between technological knowledge and content knowledge. A positive, moderate and highly significant relationship exists between Science teachers’ pedagogical, and content knowledge levels. The In-service training design for Science teachers was developed from the results of the survey questionnaire covering technological, pedagogical, and content knowledge.

Keywords: Technological, Pedagogical, Content Knowledge, Science Teachers, Major Field of Specialization, Length of Service, Educational Attainment, In-Service Training Design.