Instructional Practices in Implementing Alternative Teaching-Learning Approaches

AUTHOR(S)

MARRON F. VALDEZ

ABSTRACT

— The study aimed to examine the implementation of alternative teaching-learning approaches in Binalonan District II, Schools Division Office of Pangasinan II. Specifically, it determined instructional practices in four key areas: blended modular learning, blended face-toface learning, blended online learning, and parent- and peer-mediated instruction. A total of 98 teachers participated as respondents in this study. Data were collected using a researcher-designed questionnaire checklist, which was validated by experts in the field. The results revealed that the majority of teacher-respondents highly practiced alternative teaching-learning approaches, with a strong preference for the blended face-to-face approach over blended online learning, modular learning, and parent- and peer-mediated instruction. Furthermore, significant differences were found in teachers’ instructional practices based on age with blended face-to-face learning, highest educational attainment was significantly related to blended modular, blended face-to-face, blended online learning, and parent- and peer-mediated instruction. Likewise, teaching experience significantly influenced the implementation of blended modular learning. Moreover, a significant relationship was found between teachers’ teaching position and their implementation of the blended modular approach, as well as between teachers’ educational attainment and their use of the blended face-to-face approach. An enhancement program was recommended to further strengthen teachers’ instructional practices in implementing alternative teaching and learning approaches specifically along blended modular and online. Keywords — Blended learning, alternative teaching-learning, modular, parent-mediated, peer-mediated, face-to-face, instructional practices