PROPOSED INSTRUCTIONAL SCHEME IN THE NEW

NORMAL EDUCATION: BASIS FOR PEDAGOGICAL

STRATEGIES/PRACTICES

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 6
Pages: 712-719
Document ID: 2022PEMJ478
DOI:10.5281/zenodo.7502764
Manuscript Accepted: 2023-3-1
Psych Educ,2023, 6: 712-719, Document ID: PEMJ478, doi:10.5281/zenodo.7502764, ISSN 2822-4353
Research Article

Proposed Instructional Scheme in the New Normal Education:

Basis for PedagogicalStrategies/Practices
Fahad A. Salendab*
For affiliations and correspondence, see the last page.

Abstract
The teacher, the primary key to learning institutions'' success, plays a critical role in shaping students' future
in times of crisis and conflicts to provide quality learning experiences among their students. He/she makes
learning possible no matter what the setting is. Also, a teacher is one of the essential inputs in any
educational system. The study was conducted to describe the teachers' instructional practices in the new
normal education setup and its implications on the student's academic performance at Sultan Kudarat State
University-Kalamansig Campus. Descriptive-Correlation method was utilized. Ten (10) teachers and one
hundred twenty-nine (129) first-year education students for the first semester participated in this study. A
total number of one hundred thirty-four (139) respondents participated in this study. The data were analyzed
using Statistical Package for the Social Sciences (SPSS) Software V21 x64. Statistical tools used were the
frequency and percentages counts, mean, and grand mean. The Pearson-Product moment correlation
coefficient was also utilized.Teachers demonstrated effective instructional practices such as promoting a
flexible learning environment practices, instructional/teaching practices, and assessment practices. Moreover,
the student's performance in GE 702 and GE 704 was described as average. Further, the teachers'
instructional practices have no significant relationship with the student's performance in GE 702. On the
other hand, the teachers' instructional practices have a significant relationship with the student's performance
in GE 704. It is recommended that instructional practices be sustained and strengthened, especially among
Higher Education Institutions (HEIs), to improve student performance in various academic disciplines.

Keywords: instructional practices, new normal education, students’ performance, flexible

learning

Introduction play a vital role in the development of the students,

even in times of pandemic. These practices enable
The COVID-19 pandemic has changed the lives of teachers and students to produce meaningful and
everyone worldwide from the old normal to the new productive work. Additionally, these approaches are
normal. It has brought a considerable change in the critical in distributed scaffolding, in which multiple
lives of everyone. Due to its impact, most sectors parts of the learning environment, such as current
worldwide have adopted a new scheme to survive this technology and other tools, work synergistically to
pandemic. In particular, learning institutions such as enhance student learning and involvement.
schools, colleges, and universities have adopted a new
scheme of academic operations to manage learning Moreover, the teacher, who is the primary key to
loss, while millions of schools have closed due to this learning institutions'' success, plays a critical role in
pandemic. As reported, many countries have decided shaping students' future in times of crisis and conflict
to close schools to prevent the spread of the virus, to provide quality learning experiences among their
which interrupts the continuity of student learning. students. He/she makes learning possible no matter
what the setting is. Also, a teacher is one of the
It should be emphasized that the purpose of Higher essential inputs in any educational system. They are
Education Institutions (HEIs) is to assist the keys to learning success. Teachers are more than mere
educational system in making decisions about knowledge suppliers; they are members of affected
administering and enhancing the educational process communities and potentially powerful agents of
in response to the pandemic's issues. These HEIs positive reform in education and policy.
implement appropriate safeguards to protect students
from disturbance and learning loss. They develop and Having said that, teachers must employ various
organize plans for the sustainability and continuity of instructional practices and strategies to help students
instruction through alternative learning modalities and become more independent and tactical learners even
online-based professional development. (Reimers, & during the pandemic. These practices stimulate
Schleicher, 2020) students and help them concentrate and merge
information for understanding and remembering.
On the other hand, the teachers' instructional practices These demands involve a change away from face-to-
face instruction and toward other forms of instruction,

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Research Article

such as flexible learning and a curriculum delivery following questions:

program. Examples of this form of learning include 1. What is the teacher's instructional practice in terms
interactive self-instructional print and audio-based of:
learning materials, videotapes, semi-structured and 1.1. Promoting Flexible Learning Environment
unstructured dialogues, one-on-one tutorials, study Practices;
groups, self-learning groups, demonstration sessions, 1.2. Instructional/Teaching Practices; and
and remediation. 1.3. Assessment Practices?
2. What is the student's performance in the following
However, it has been noticed that teachers who apply courses?
these methods or strategies may run into challenges 2.1. GE 702; and
and setbacks. According to reports, some teachers 2.2. GE 704?
have difficulty shifting and adapting to the new 3. Is there a significant relationship between the
normal. While higher education institutions may have teachers' instructional practices and the student's
opted for modular learning, there is also an academic performance in GE 702?
incorporation of flexible or blended learning that uses 4. Is there a significant relationship between the
technology. For instance, Bingimlas (2009) teachers' instructional practices and the student's
highlighted three impediments to teachers' preparation academic performance in GE 704?
for technological integration, including a lack of
confidence, competence, and access to resources.
Teaching skills, infrastructure, budget allocation, Literature Review
teacher confidence, technical support, workload,
access to technology, teacher practices, the nature of Teachers primarily interact with students through their
the curriculum, and the peer support system are all instruction and may employ various instructional
factors that may be taken into account. tactics. Active teaching methods may benefit as
opposed to typical formal classes (Bietenbeck, 2014).
For the HEIs to continue providing quality education,
This same active teaching attitude may also be seen in
using instructional practices or strategies is highly
the methods employed by teachers to evaluate student
indispensable. The instructional practices in the new work.
normal provide knowledge, skills, and a modern
mindset among teachers to help students perform Additionally, while the teacher's approach to a subject
better in the teaching-learning process during the may not directly affect the student, how the instructor
pandemic. It enhances learning delivery and approaches a subject may affect the student's academic
strengthens instructors' pedagogical knowledge and success. Teachers' effort to make their teaching
skills, enabling them to meet the current educational disciplines more appealing to pupils is critical.
problems and needs. It significantly impacts student Additionally, it is believed that collaborating with
learning and achievement (Darling-Hammond, 2010). other teachers and exchanging information with them
helps students perform well. Researchers and
This study is designed to address the demand for educators have argued in favor of several critical
teachers in higher education institutions (HEIs) to have teaching techniques.
more efficient and effective instructional practices.
These issues and the question of whether or not the Tactics are aimed at enhancing students' ability to
instructional practices of such teachers affect students' think critically. Smith et al., for example, cited hybrid
academic performance. Research and discussion aim pedagogical strategies and flipped classroom models
to demonstrate an educational institution's as extremely beneficial strategies. The researchers'
commitment or address an educational issue. In light empirical findings indicated that incorporating critical
of this, the researcher believes this study is necessary thinking procedures into discipline-specific curricula
and worthwhile for further research. was a reasonable strategy for boosting students' critical
thinking skills (Smith et al., 2018). A similar outcome
Research Questions was obtained by removing theoretical lectures from
routine classroom activities and focusing on practical
This study aimed to describe the teachers’ instructional exercises that would generally be homework.
practices in the new normal education setup and its
implications on the student's performance at Sultan Petek and Bedir (2018) supported the principles
Kudarat State University-Kalamansig Campus. mentioned earlier, noting that incorporating critical
Specifically, this study attempted to answer the thinking instruction into other school disciplines (e.g.,

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Psych Educ,2023, 6: 712-719, Document ID: PEMJ478, doi:10.5281/zenodo.7502764, ISSN 2822-4353
Research Article

teaching English) was a viable strategy for improving The data were collected using a self-made survey
educational results connected to critical thinking. This questionnaire, and the items were developed upon
is as significant as Smith et al. (2018)'s work and the reviewing the related literature and studies and
adequacy of the specified practices in the context of utilizing other sources such as journals and articles. A
this study (Alamri, 2011). It continues to be a problem panel of experts reviewed the questionnaire to analyze
due to the cultural and educational contrasts between the applicability and usefulness of the content and
their research environments and the Saudi Arabian format. The Sultan Kudarat State University grading
context. system was employed to determine the General
Weighted Average (GWA) of the students,
A novel strategy to promote critical thinking in an
academic setting was developed. Larsson (2017) made
the suggestion, focusing on phenomenography as a Results and Discussion
teaching approach. Phenomenography is described as
analyzing and contrasting several approaches to
Table 1. The Teachers’ Instructional Practices
comprehending specific information (Larsson, 2017).
Relative to Promoting a Flexible Learning
Nonetheless, the drawback of Larsson's (2017) study Environment Practices
was that this research concentrated on a single activity.
Cargas et al. (2017) proposed another novel strategy
for enhancing pupils' critical thinking abilities. The
researchers claim that developing demanding
performance tasks across academic disciplines in
which students are presented with a predetermined
problem and encouraged to discover their answers
promotes critical thinking. The authors, however, give
just a tiny sample of performance tasks.

Methodology

The study utilized a quantitative research design

employing the descriptive-correlation method to
describe the teachers' instructional practices and their
relationship to the student's academic performance
during the new normal education setup in Sultan
Kudarat State University-Kalamansig Campus for the
First semester of the Academic Year 2021-2022.
The teachers' instructional practices relative to
The descriptive-correlation method was used to
promoting a flexible learning environment are
determine the relationship between the teacher's
presented in Table 1. As shown in the table, item 1-
instructional practices on the student's academic
the teachers orient the students on the new normal
performance, represented by their mean grades. The
educational scheme and promote the culture of
descriptive survey aimed to describe the teachers'
learning during the new normal was rated with the
instructional practices.
highest mean of 3.46, which was "highly observed" by
Ten (10) faculty members and one hundred twenty- the teachers. The next item with the highest mean of
nine (129) first-year education students of SKSU- 3.36 was interpreted as "observed" in items 9 and 10.
Kalamansig Campus took part in the study. A total of These items state that teachers use different platforms
one hundred thirty-nine (139) respondents took part in and models to aid the teaching-learning process, and
this research. The data were analyzed using Statistical they utilize flexible learning modalities to sustain the
Package for the Social Sciences (SPSS) Software V21 learning continuum during the new normal. Cortez
x64. Statistical tools used were the frequency and (2020) states that flexible learning promotes authentic
percentages counts, mean, and grand mean. Pearson- learning, active learning, and student autonomy. The
Product moment correlation coefficient was also next item that received the highest mean was number
utilized.

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Research Article

4- The teacher employs various approaches, strategies, platform design for learning challenges both the
and methods in teaching to sustain and aid the teachers and the students, leading to a sudden change
teaching-learning process in the new normal. The in the teaching-learning process. They also said the
teacher uses various strategies, methods, and shift to online learning needs teachers to transform
techniques to sustain the students' interest. These their practices into innovative and effective ones.
activities were utilized during the new normal so that
students could understand the topic easily using the Table 2. The Teachers’ Instructional Practices
flexible learning modality. The next item that received Relative to Instructional/Teaching Practices
a higher mean was number 5, with an "observed"
description. Item 5 was maintaining online classroom
management to promote learning environment
practices (3.29). This means that the teachers sustain
the online classroom management, present rules and
regulations for the smooth flow of online classes, and
ensure that the students are in order while using the
flexible learning modality.

Further, on item 6, the teacher employs a performance-

based approach to help students master and apply the
content in a real-world context. Salendab (2021) avers
that a performance-based approach allows students to
authentically demonstrate their knowledge and skills
using the flexible learning modality. Item 7- The
teacher utilizes authentic online teaching and
assessment to help students attain the lesson objectives
in the new normal was "observed" (31.4) by the The result of the analyses of the instructional/teaching
teachers. Authentic assessment in online classes may practices as a component of the teacher's instructional
help students learn real-world tasks. This would also practices is presented in Table 2.
help the students to perform in online classes
authentically. Based on these results, the general mean of the 10-item
statements was 3.16, which is interpreted as "Highly
Moreover, items that received the same mean rating Observed ."This finding implies that teachers play a
were numbers 2 and 3, with "observed" descriptions. significant role in shaping the holistic personality of
Item 2 was on providing consultation hours to address students, even in times of crisis. Also, the teacher
students' problems and challenges during the new employs various strategies, methods, and techniques to
normal (3.07). The teachers include consultation hours cater to students' demands and needs during the new
in their faculty workload to cater to students with normal setup. Teachers became prudent in selecting
scholastic clarifications and problems. They provided appropriate teaching strategies to deliver quality
a schedule beyond their working hours to cater to and education and attain the learning goals and objectives
address students' issues and challenges, while item 3 in a flexible learning environment. This finding
provides activities and initiatives to improve the supports the claim of Salendab (2021), who mentioned
students' mental health. This means that the teachers that there is no such thing as the best methodologies
included mental health programs in their lessons and that a teacher can employ. Thus, the teachers must be
provided psycho-social seminars conducted online in prudent and selective in the appropriate teaching
order to avoid mental health problems or issues. strategies to meet students' needs and demands and
attain the lesson's learning objectives. The specific per-
Generally, promoting a flexible learning environment item results indicated that two items (8 and 9) were
as teachers' practice was perceived as "observed" rated "Highly Observed" and had the same mean of
(3.24) Movchan S. (2018) claims that a learning 3.90. item 8- The teacher utilizes the flexible learning
setting is a diverse platform where students engage and approach, such as blended or hybrid learning. With this
interact with new skills. He also emphasized that finding, Tumapon (2020) believed that a new platform
promoting a positive learning environment will lead to design for learning challenges both the teachers and
positive outcomes. Thus, enhancing a good the students, leading to a sudden change in the
atmosphere for learning is the utmost practical side of teaching-learning process. They also said the
teaching. Tumapon (2020) believed that a new

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Research Article

shift to online learning needs teachers to transform Table 3. The Teachers’ Instructional Practices
their practices into innovative and effective ones. Relative to Assessment Practices

Further, item 10- The teacher utilizes a modular

learning approach, such as the online and offline
module during the new normal was rated "Highly
Observed" by the teachers (4.00). This suggests that
teachers, to mitigate the spread of the COVID-19
virus, utilize modular approaches such as online and
offline modules. The modular approach allows
students to master a particular concept at their own
pace (Salendab, 2020). Also, item 5- The teacher uses
various alternative assessment tools allowing students
to perform in a real-life context was rated "Highly
Observed" (3.95). Moreover, item 4- which
encourages students to participate actively in flexible
learning modalities, was "Highly Observed" by the
teachers. On educational innovations, respondents
perceived item 6- the adaptation of the newest
educational trends and paradigm shifts in teaching to
sustain the pedagogy during the new normal- as
"highly observed" (3.91) by the teacher-respondents.
As seen in table 3, assessment practices have 10 items
Also, to supplement the online teaching-learning
that describe the teacher's practices at the Sultan
process, the teacher engages with various Kudarat State University-Kalamansig Campus. Item 5-
webinars/seminars and online conferences to adapt to The teacher uses various alternative assessment tools
the new educational scheme (item 7). This is reflected that allow students to perform in a real-life context and
by the mean score of 3.80, described as "highly received the highest mean score of 3.89 among the 10
observed." items described as "Highly Observed ."The finding
suggests that the teachers employ various alternative
Moreover, item 1- The teacher utilizes various
assessment tools to cater to the needs and demands of
strategies and approaches in flexible learning was the students. The alternative tools as a form of
“highly observed” (3.60) by the teachers. School Drug assessment may allow students to demonstrate their
Education and Road Aware (2013) believes that the knowledge and skills in a context. The next item with
teacher is fostered to employ their professionalism to the highest mean of 3.78, which had a description of
examine the best strategies and choose the most "Highly Observed," was item number 9. It stated that
appropriate to meet the needs of the learners and the teacher measures students' performance
impart the essential content. In addition, adapting authentically using criteria. This means that teachers
instructional strategies to deliver learning is for the do not just only measure students' performance
teachers to apply in their teaching. objectively but also subjectively. This further means
that the teacher uses a rubric that may serve as a guide
In addition, item 2- The teacher uses outcome-based in evaluating students' performance in flexible
education in flexible learning to allow students to learning.
participate actively in a real-life situation. With this
shift to the new normal, from the four corners of the Further, the result indicates that item 2 accurately
classroom to the borders of virtual reality, every measures the students' performance using criteria
educational institution must examine the effectiveness during flexible learning. The mean score rating of 3.68
of online learning in providing students with a high- was interpreted as "Highly Observed," which implies
quality, outcomes-based education (Basilaia & that the teacher systematically follows the guidelines
Kvavadze, 2020). in performing the identified alternative assessment,
which may also formulate the criteria to measure
Finally, in employing various assessment tools to help students' tasks authentically. According to Salendab
students master the content of the lesson, the (2021), goals and criteria help students understand
respondents rated it “highly observed” (3.49) by the what and why they will learn, enabling them to
teachers.

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Research Article

participate actively in what may otherwise be a passive predetermined problem and encouraged to discover
learning process. When a new topic is taught, students their answers promotes critical thinking.
must communicate their objectives, requirements, and
criteria to obtain quality findings and notes. Table 4. The Distribution of the Students’ Grades in
GE 702 (Purposive Communication)
On the other hand, the mean of item 8 was 3.66,
described as "Highly Observed," which means that the
teachers embrace the assessment pedagogy and
method in the new normal. Also rated "Highly
Observed" (3.45) was item 7- The teacher provides
assessment tools to develop higher-order thinking
skills of the students in the new normal, and item 10-
The teacher uses various assessment tools such as
formative and summative to measure if lesson
objectives were attained or not. This shows that the
teacher uses tools that develop critical thinking and
other assessment types to measure whether the lesson
Table 4 displays the distribution of the student's grades
objectives were accurately met. Also, the respondents
in GE702. As displayed, there was one (1) student, or
perceived item 1- The teacher utilizes various online
0.77 percent, whose average grade ranged from 75-77
assessment tools to evaluate students' performance on
(3.0) with an equivalent description of "passing
assessment practice as "Observed" (3.39) by the
."Forty-two (42) or 32.55 percent of the students had
teachers. These findings imply that teachers use
an average grade ranging from 78-80 (2.75) (Passing).
various online assessment tools to measure students'
Thirteen (13), or 10.07 percent, had an average grade
performance during the new normal. Students were
ranging from 81-83 (2.50), (Average) while fifty-two
allowed to enhance their skills and competencies using
(52), or 40.31 percent of the students, had an average
online assessment tools.
grade ranging from 84-86 (2.25) (Average). The
remaining 16.27 percent or twenty-one (21) students
Moreover, HEIs have always been a rich source of
got an average grade ranging from 87-89 (2.0) (Above
highly skilled and professional workers, equipping
Average). The highest grade obtained was eighty-eight
them with the required competencies to practice their
(88), while the lowest was seventy-five (75). The
profession. These may be the primary reasons that
calculated mean grade was 82.71, described as
justify the results of item number 3- the teachers
"Average."
employ performance-based assessment or PBAT to
measure students' performance authentically, Which is
Table 5. The Distribution of the Students’ Grades in
"Observed" (3.28) by the teachers and item 4 on
GE 704 (Science, Technology, and Society)
attending webinars/seminars related to the new
assessment scheme in the new normal was rated
"Observed" and received the mean score of 3.25. Item
7 states that the teacher provides performance tasks for
each cognitive domain. This provision of performance
tasks was "Observed" by the teachers. This finding
indicates that the teachers conduct regular performance
assessment in flexible learning that reveals how well
students have learned from teachers.

Generally, the mean of 3.48 of all the items in

assessment practices was described as "Highly
Observed" by the teachers. This finding implies that
the teachers in flexible learning provide various
conventional and unconventional assessment tools to
achieve the lesson objectives and meet the demands
and needs of the students. This finding supports the
finding of Larsson (2017), who cited that developing
demanding performance tasks across academic
disciplines in which students are presented with a

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Research Article

Table 5 shows the distribution of the student's grades meet current educational problems and needs. It may
in GE704. As seen in this table, there were seven (7)
also impact student learning or achievement.
students, or 5.42 percent, whose average grades ranged
from 75-76 (3.0), described as "Passing ."Twenty-
Meanwhile, there was a significant relationship
eight (28) or 21.70 percent of the students had an
average grade ranging from 78-80 (2.75), described as between the teachers' instructional practices and the
"Passing ."Fifty-six (56), or 43.41 percent of the student's performance in GE704. This was manifested
students, had an average grade ranging from81-83 by the computed r-value of 0.263, described as
(2.5), described as "Average," while twenty-three (23), significant. This further means that it fails to accept the
or 17.82 percent of the students, had an average grade hypothesis stating that there is no significant
ranging from 84-86 (2.25), described as "Average relationship between the teachers' instructional and the
."The 5.42 percent or seven (7) students got an average student's performance in GE704. This also means that
grade ranging from 87-89 (2.0), described as "Above the teachers’ instructional practices may positively
Average ."None of the students got an average grade impact or affect the student's performance in GE704.
of 90-92 (1.75). The other 5.42 percent, or seven (7) The higher the instructional practices, the higher the
students, got an average grade ranging from 93-95 students' mean grades. The more strategies or methods
(1.5), described as "Very Good," while the remaining the teachers employ, the better the student's
0.77 percent, or one (1) student, got an average grade performance. Darling-Hammond (2010) cited that
ranging from 96-98 (1.25), described as "Very Good using various strategies will enhance learning delivery
."The highest grade obtained was ninety-seven (97), and strengthen instructors' pedagogical knowledge and
while the lowest was seventy-five (75). The mean skills, enabling them to meet current educational
grade was 82.58 (2.5), described as "Average." problems and needs. It may also impact student
learning or achievement.
Table 6. The Correlation between the Teachers’
Instructional Practices and the Students’ Performance
in GE 702 and GE 704 Conclusion

Based on the findings of this study, the following

conclusions have been drawn: (1) Teachers manifested
their instructional practices in the new normal
education set up, such as promoting a flexible learning
environment practices, instructional/teaching practices,
and assessment practices. (2) The students'
performance in GE 702, represented by their mean
grade, was "Average."(3) Also, the student's
As gleaned in this table, instructional practices versus
performance in GE704, represented by their mean
the mean grade of the student, the computed r-value
grade, was "Average." (4) Regarding its relationship,
are 0.058. This value indicates that there is no
the teachers' instructional practices do not have a
significant relationship between the instructional
significant relationship with the student's performance
practices and the mean grades of students in GE 702.
in GE 702. (5) The teachers' instructional practices
This further implies that the teachers' instructional
significantly correlate with the student's performance
practices in the new normal education setup have
in GE 704.
nothing to do with the student's performance in
GE702. This also implies that the hypothesis stating Based on the conclusion, the following are the
that there is no significant relationship between the recommendations: (1) The university should continue
teachers' instructional practices and the student's to improve its instruction program even in times of
performance in GE702 is accepted. Moreover, it educational crisis through faculty development and
suggests that the teachers should stress out or enhance training, acquiring adequate resources and materials
their instructional practices and use various strategies for instruction, attuning teaching methodologies and
or methods during the new normal setup to enhance strategies on the rapid pace of development of
students' performance or achievement. Darling- information technology, and providing needed
Hammond (2010) cited that various strategies will administrative support. (2) The teachers should utilize
enhance learning delivery and strengthen instructors' various teaching strategies and methods during the
pedagogical knowledge and skills, enabling them to new normal setup to enhance students' performance.
(3) The university should design a monitoring and
implementing strategy for the sustainability of

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teachers’ instructional practices during the new https://doi.org/10.1016/j.%20tsc.2018.02.008

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like the demographic profile of the teachers, trends in Accreditation of Private Higher Education Institutions (PHEIs) in
the teaching-learning process, technologies in Region XII. Turkish Journal of Computer and Mathematics
Education Vol, 12(13), 194-202.
teaching, coping mechanisms of teachers, and
instructional leadership potential of the teachers. Salendab, F. A., & Dapitanb, Y. C. (2021). Effectiveness of
Performance-Based Assessment Tools (PBATs) and the Students’
Academic Performance. Turkish Journal of Computer and
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