At the height of the COVID-19 pandemic, like other universities worldwide, the Catanduanes State University (CATSU), the lone state university in the island-province of Catanduanes in the Philippines, was forced to implement online and modular learning in order to be able to deliver instruction to tertiary level students.
Thirty (30) out of the 235 regular faculty members of CATSU were randomly chosen as respondents in this study (with a margin of error of .05). A closed-ended questionnaire was used with a Likert-scale ranging from 1 (Strongly Disagree); 2 (Agree); 3 (Neutral); 4 (Agree); to 5 (Strongly Agree). The internal consistency and reliability of questions were evaluated using Cronbach Alpha. The research focused on the various problems encountered by the teachers who suddenly had to shift from face-to-face mode to online and modular teaching mode during school year 2019-2020.
The results of the study revealed the following significant problems encountered by the teachers of the Catanduanes State University during the COVID-19 pandemic are as follows: 1) the lack of training and preparation to shift to online teaching; 2) the absence of appropriate technology such as the learning management system and low-tech gadgets and computers; 3) inefficient internet connectivity; erratic power supply in the island; and 4) the lack of time to convert learning materials to online and modular version, among others. Alternative solutions to these problems encountered by the teachers are presented in this study based on the feedback provided by the respondent teachers.
Jane Rose Azanza, Catanduanes State University, Philippines
Patrick Alain Azanza, Catanduanes State University, Philippines