Open AccessA PHENOMENOLOGICAL STUDY ON THE EXPERIENCES OF SCHOOL HEADS, TEACHERS AND LEARNERS ON A MAKESHIFT CLASSROOM: ACCOUNTS ON BENEFITS, DRAWBACKS, AND INSIGHTS
Author(s) -
Herrick O. Agustin,
Ronald S. Decano
Publication year - 2021
Publication title -
epra international journal of environmental, economics, commerce and educational management
Language(s) - English
Resource type - Journals
ISSN - 2348-814X
DOI - 10.36713/epra8868
Subject(s) - psychology , nonprobability sampling , pedagogy , mathematics education , interpretative phenomenological analysis , perspective (graphical) , face (sociological concept) , information and communications technology , qualitative research , sociology , computer science , population , social science , demography , artificial intelligence , world wide web
This phenomenological-cross sectional study navigates the views of school heads, teachers, and learners in Kapalong East District. This phenomenological study aims to describe and understand the experiences of school heads, teachers, and learners in makeshift classrooms. This perspective encourages educators, families, and schools to understand that learners develop and learn new skills and knowledge by reacting to their environment. Five school heads, five teachers, and five learners participated in the in-depth interview and focus group discussion, selected through the purposive sampling technique. The experiences of the school heads resulted in nine major themes, which include: the makeshift classroom is not safe and conducive to learners; the makeshift classroom is an immediate solution to lack of classrooms; a big challenge to face; accepting the situation; providing support and motivation to teachers; involvement of stakeholders in the improvement of classrooms; making use of available resources, and provision of the concrete classroom. Nine major themes also emerged for teacher-participants: the makeshift classroom is not conducive and not secured; teachers used varied teaching styles; a challenge to take; integrating different strategies in teaching; motivating one’s self to do the best; being positive despite the present situation; needs for support from DepEd; integration of Information and Communication Technology (ICT) in teaching. Eight major themes revealed from learner-participants: not conducive to learning; willingness to learn; the desire to have a concrete and spacious classroom; determination to study; classroom cleanliness; learners should give their best to succeed, and government should provide additional concrete classroom. These results imply that having a good environment for learning can affect learners’ learning, particularly and the quality of education in general. The results of this study are critical to school heads, teachers, learners, and stakeholders in promoting better education. KEYWORDS - education, views of school heads, teachers and learners on makeshift classrooms, school heads, teachers and learners, qualitative-phenomenological research, cross-sectional analysis