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Submitted by:, leader: (last name, first name middle initial), members: (male to female, do this in alphabetical order), submitted to:, mrs. yasmine elaine s. maniti.

Marquez et al. (2020) discussed in their article that the pandemic impacted the poorest and developing countries such as the Philippines particularly their “more vulnerable” sectors such as education. This study looked into the readiness of the teachers for blended learning at Dr. Clemente N. Dayrit Sr. Memorial High School. Specifically, this study aimed to gauge teachers' preparedness in terms of Technical literacy, Digital Citizenship, Disposition, Blended Learning Activities, Blended Learning Assessment, Personalizing Instruction, Facilitating Student-Student Interactions, Facilitating Teacher- Student Interactions, Facilitating Student-Content Interactions, Implementing Blended Assessments, Evaluating and Reflecting, Managing the Blended Learning Environment, and Managing the Blended Learning Routines. The study also aimed to prepare the teachers for blended learning to assure the quality of basic education to take place.

This study utilized descriptive research design to identify the readiness of teachers in implementing blended learning, and employed survey tools to gather data, and analyze them quantitatively using frequencies, percentages, averages, or other statistical analyses to determine relationships. The participants of the study were the 48 junior high school teachers of Dr. Clemente N. Dayrit Sr. Memorial High School.

The results revealed that teachers have the logistical requirements necessary to execute the technology-abled aspect of blended learning. This is supported by the fact that they have gadgets and an internet connection, However, the teachers are “slightly ready” to implement blended learning, and a development plan is essential to fully prepare teachers for implementing this mode of learning. The participants will have a series of training that will let them familiarize key concepts and equip them with the necessary skills for blended learning with an emphasis on foundational knowledge (technical literacy, digital citizenship, and dispositions) to achieve a quality education once the said modality will be implemented.

Recommendation................................................................................. References

Appendix A. Researcher Spotlight......................................................... Appendices
Appendix B. Picture Perfect: Documenting The Journey...............................
Appendix C. Researcher Reflections: Sharing Experiences............................
Appendix D Lessons Learned: Unforgettable Moments................................
Appendix E. Gratitude Notes: Thanking Teachers and Co-Researchers............
Appendix F. Questionnaire
Appendix G. Proposed Letter Of Request To The Grade Level Chairperson ......
Appendix H. Declaration Of Anti-Plagiarism..........................................

Appendix H. Declaration Of Absence Of Conflict Of Interest..................................

Introduction.

Readiness of Teachers to Blended Learning: A Basis for Development Plan

On March 10, 2020, the local chief executive of Angeles City, Mayor Carmelo Lazatin, Jr., announced the suspension of classes in all levels in private and public schools to disinfect institutions of learning as a preventive undertaking against Covid-19 (Angeles City Information Office, 2020). Initially, the suspension was only until March 13, 2020; however, since then, students and teachers have facilitated learning at home because the virus started to penetrate the different borders of the country. Almost a year since the suspension of classes in the city, the local health department has recorded more than 12, cases of people infected, recovered and/or died of the latest coronavirus. Marquez et al. (2020) discussed in their article that the pandemic impacted the most the poor and developing countries such as the Philippines particularly their “more vulnerable” sectors such as education. To address the pressing concerns faced by the elementary, junior and senior high school learners and teachers, the Department of Education (DepEd) released DepEd Order number 012 series of 2020, which thoroughly discusses the learning continuity plan for school year 2020 – 2021. The department order specifically identifies the different learning delivery modalities, which include (a) face- to-face, (b) distance learning (modular, online or TV/radio-based instruction), (c) blended learning, and (d) homeschooling. Following the results of a survey conducted in July to September 2020, which reveals that majority of its learners (85%) preferred printed self-learning modules, Dr. Clemente N. Dayrit Sr.

and teaching experiences by addressing the “negative” aspects of the traditional teaching-learning approach. How to blend? Since blended learning has been defined in many ways, teachers are given much liberty to design their teaching-learning environment. However, for the sake of the current study, the definition provided by the Department of Education in its Learning Continuity Plan is adopted that is, blended learning being a combination of face-to-face and other learning modalities. Stacey and Gerbic (2008) enumerated several factors to warrant the success of blended learning; one of them concerns institutional factors. This is similar to the suggestion of Turpin (2018) on “organizational readiness” which must also support the requirements of online teaching. Included in this institutional consideration are the teachers who will actually implement. This study focused on the teachers’ readiness to implement this blended learning. The results of the study can be viewed in light of the Individual Plan for Professional Development (IPPD) of the teachers for academic year 2020 – 2021. In summary, the IPPD reveals high level of capability in key pedagogical areas such as content knowledge, use of ICT, and learner-centered culture, among others. Figure 1 highlights the conceptual framework of the current study. As input, responses derived from the questionnaire were subjected to data analysis, particularly obtaining the mean. Based on the results from the data analysis, a development plan was proposed relative to the teachers’ readiness to implement blended learning. Input Process Output Results from the questionnaire Review of Individual Plan for Professional

Development 

Data analysis  development plan fora proposed.

teachers’ readiness to blended learning

Figure 1. Conceptual Framework Research Questions

How may the teachers' readiness in blended learning approach be described in terms of:

1 Primary Technological equipment available; 1.1 Mobile/cellular phone; 1.1 Laptop/netbook; 1.1 Personal Computer; 1.1 Others 1 Primary Internet connection used 1.2 DSL; 1.2 Cable; 1.2 Fiber; 1.2 Fixed wireless; and 1.2 Cellular data;

How may the teachers' readiness in blended learning delivery modality be described in terms of: 2 Technical Literacy; 2 Digital Citizenship; 2 Dispositions; 2 Planning Blended Activities; 2 Planning Blended Assessments; 2 Personalizing Instruction; 2 Facilitating Student-Student Interaction; 2 Facilitating Teacher-Student Interaction; 2 Facilitating Student-Content Interactions; 2 Blended Assessments; and 2 and Reflecting 2 the Blended Learning Environment

The preparedness of teachers to implement this teaching methodology will likewise impact the students. Hence, in peripheral, students will also benefit from the results and succeeding course of action drawn from this action research. The current research study sought to characterize the readiness of the junior high school teachers of Dr. Clemente N. Dayrit Sr. Memorial High School for school year 2020 – 2021. It specifically delved on the readiness aspect based on the constructs developed by Graham et al. in 2019. These constructs include (1) Technical Literacy, (2) Digital Citizenship, (3) Dispositions, (4) Planning Blended Activities, (5) Planning Blended Assessments, (6) Personalizing Instruction, (7) Facilitating Student-Student Interaction, (8) Facilitating Teacher-Student Interaction, (9) Facilitating Student-Content Interactions, (10) Implementing Blended Assessments, (11) Evaluating and Reflecting, (12) Managing the Blended Learning Environment, and (13) Managing Blended Learning Routines. The researcher presupposed that the teachers involved in the study already possessed the content knowledge on blended learning; thus, this research gauged the teachers’ readiness to implement blended learning. Furthermore, the study was conducted at Dr. Clemente N. Dayrit Sr. Memorial High School during the school year 2020 – 2021. For an effective and secure data collection, the researcher used an online survey questionnaire. Only the data gathered from the teachers were used to draw conclusions and make recommendations. Method Type of Research This study utilized descriptive research design to identify the readiness of teachers in implementing blended learning. According to Nassaji (2015), this type of research aims “to describe a phenomenon and its characteristics”, providing response on what rather than how or why something has occurred or exists. This research employed survey tools to gather data, and analyzed them quantitatively using frequencies, percentages, averages, or other statistical analyses to determine relationships. This is

the ideal research design for the current study because it describes the teachers’ readiness to blended learning. Respondents All 48 junior high school teachers of Dr. Clemente N. Dayrit Sr. Memorial High School served as respondents of the study. Sampling Method The study employed total population. This sampling method was used since the number of population was relatively small. Total population sampling is a type of purposive sampling where the whole population of interest (i., a group whose members all share a given characteristic) is studied (Glen, 2018). Instrument The main instrument used in gathering data was a questionnaire, which combined researcher- constructed items and adopted items developed by Graham, et al. in 2019. The first set of items describes the teachers’ logistical readiness; that is, their possession of appropriate gadgets and internet connectivity, which are essential in blended learning. Graham and his colleagues derived readiness items after an extensive process involving review of existing literature and series of validations. A sample of the questionnaire is found as an attachment. Data Collection Procedure Following the employment total population sampling, the researcher provided every respondent a questionnaire. The questionnaire was subjected to validation from three experts in terms of content and face validity. Furthermore, it also underwent pilot testing to further ensure its validity and reliability. To avoid the risk of the spread of the current virus, the questionnaire was encoded in a Google doc to be answered by the teachers online. The respondents were given a week as the maximum duration of completing the questionnaire. All questionnaires were retrieved after the given period and were reviewed for their proper accomplishment. Questionnaires, which were not properly or completely accomplished,

The weighted mean was used to determine the average readiness of the respondents to blended learning in each criterion. The overall mean was also determined to identify the overall readiness of the respondents to blended learning. The four -point Likert scale used to identify the descriptive interpretation of the computed weighted mean of each criterion and the overall mean. Responses were also analyzed to determine the readiness of teachers to blended learning at Dr. Clemente N. Dayrit Sr. Memorial High School. The table below shows the four-point Likert scale used to identify the descriptive interpretation of the computed weighted mean of each criterion and the overall mean. Adjectival Rating / Interpretation Weight Mean Range Ready 4 4-3. Slightly Ready 3 3-2. Slightly Not Ready 2 2-1. Not Ready 1 1-0.

Results Table 1 reveals that majority of the teacher-respondents (77%) would use laptop/netbook as their primary gadget should blended learning be implemented. Others would use mobile/cellular phones (15%), and personal computers (8%). Table 1 Primary Technological equipment available Gadget Number Percentage Personal Computer 4 8% Mobile/ Cellular Phone 7 15% Laptop/Netbook 37 77% None 0 0 Total 48 100%

Table 2 indicates the specific type of internet connection to be used by the teachers in implementing blended learning. Majority of them (48%) would use the fast and reliable fiber optics connection while the others would use fixed wireless (19%), cellular data (15%), DSL (5%), and cable (4%). Table 2 Primary Internet connection used Internet Connection Number Percentage Fixed Wireless 9 19% Cellular Data 7 15% DSL 5 10% Cable 4 8% Fiber Optics 23 48% Total 48 100%

Table 3 shows the level of readiness of the teachers to implement blended learning. All constructs of readiness received a mean score around 3, which speaks of being “slightly ready”. This gives an over- all impression of teachers being “slightly ready” in implementing the mode of learning at hand. Table 3 reveals the levels of readiness of the teachers in the implementation of blended learning. The table lists down the different constructs of readiness. These specific constructs can be further categorized into major constructs which are the essential skills relative to implementation of blended learning. Technical literacy, digital citizenship, and disposition are grouped under the heading foundational knowledge, skills and dispositions. Blended learning activities and assessment fall under instructional planning. Personalizing instruction, facilitating student-student, teacher-student, student- content interactions are classified as instructional methods and strategies. Implementing blended assessments and evaluating and reflecting relate to assessment and evaluation. Managing the blended learning environment and learning routines are tantamount to management. Table 3 Teachers' Level of Readiness in blended learning delivery modality Constructs Mean Description

with built-in speakers and camera, wireless and bluetooth connectivity, keyboard, optical or wireless mouse, and headset, while 2-in-1 tablet PC or those with convertible or detachable keyboard with 1. GHz base clock speed, 4GB memory, 10 inches screen size, with internal storage of 32 GB, with built-in speakers and camera, wireless and bluetooth connectivity, keyboard, optical or wireless mouse, and headset. A tablet’s processor should be quadcore 1 GHz, with 2GB memory, 8 inches screen, 32 GB storage, with front and rear camera, Android 9 operating system, and with wifi and bluetooth. Smartphones should have Octa-core 2 GHz as processor, with 2GB memory, 6 inches screen, 32 GB storage, with front and rear camera, Android 8 operating system, and with wifi and bluetooth.

Various types of internet connectivity can be used for online learning. A Digital Subscriber Line (DSL) is a type of fixed wireline broadband internet that travels along existing copper telephone lines. A cable is a type of broadband that allows one to access the internet through copper coaxial cable TV lines instead of using copper wire telephone lines. Fiber optics is another type of broadband that allows one to access the internet through flexible glass wires rather than copper lines or cables. Instead of using telephone and cable networks, wireless networks use a modem to pick up radio frequency or internet signals from cell towers then distributes the connection to any location under its network coverage. Cellular data is a kind of connection that is specifically provided by telecommunications companies such as Smart, and Globe. As for the readiness of teachers, Graham, et al. (2019) noted that teachers must possess the necessary skills of traditional and online teaching to effectively implement blended learning. Generally speaking, teachers at Dr. Clemente N. Dayrit Sr. Memorial High School are ready to a certain extent to implement blended learning. However, further improvement should be given to equip and/or recalibrate their foundational skill sets necessary to efficiently and effectively handle blended classes. It is very essential for teachers to have the technological competencies mandated by this non-traditional mode of teaching. Following the Technological Pedagogical and Content Knowledge (TPACK) framework, technological knowledge is the essential “understanding and mastery of information technology for

information processing, communication, and problem solving” (Koehler & Mishra, 2009). Greene, Yu, and Copeland (2014) as cited by Tang and Chew (2016) identify digital literacy as having the ability to search, manage, scrutinize, and integrate information. Dispositions are the core values, beliefs, and attitudes that influence teaching. However, attention must also be given to other constructs to further prepare the teachers in implementing blended learning. Proposed Development Plan Following the findings of the study, this development plan is being proposed. A development plan highlights learning goals and action plans which contribute to the professional development of teachers (Körkkö et al., 2020). The proposed development plan targets the realization of the following objectives: to familiarize the participants with key concepts about blended learning; to equip the participants with the necessary skills for blended learning with emphasis on foundational knowledge (technical literacy, digital citizenship, and dispositions); and to assess the prospect of adopting blended learning in Dr. Clemente N. Dayrit Sr. Memorial High School. Furthermore, the plan focuses on key topics which address the following questions: What is blended learning?; What are the essential skills to effectively implement blended learning?; How to develop technical literacy for blended learning?; How to be digital citizen for blended learning?; What are the dispositions necessary for blended learning?; How to facilitate activities and assessment in blended learning?; How to facilitate personalized instruction in blended learning?; How to facilitate student-student, teacher-student, student-content interactions in blended learning?; How to effectively manage blended learning? The plan involves the school principal, school leaders, all junior high school teachers, and invited speakers and facilitators. Furthermore, it features a series of trainings and workshops, which can be conducted face-to-face or online. Should the school decide to implement blended learning, one school year should be devoted in preparing the teachers who will actually use the learning modality.

The content of the proposed plan can be integrated in the Individual Plan for Professional

Angeles City Information Office [City Information Office]. (2020, December 21). Staying true to his promise of having “no Angeleños children left behind when it comes to education,” Mayor Carmelo “Pogi” Lazatin, Jr. [Post]. Facebook. facebook/LungsodNgAngeles/posts/ Bryman, A. & Bell, E. (2007) “Business Research Methods”, 2nd edition. Oxford University Press. Briones, L. M. (2020, June 19). Adoption of the Basic Education Learning Continuity Plan for School Year 2020-2021 in light with Covid-19 Public Health Emergency [Memorandum]. Department of Education. deped.gov/wp-content/uploads/2020/06/DO_s2020_012-1.pdf Cheung, D., Ng, D., & Hattie, J. (2000). The simplex structure of teachers’ stages of concern about implementing a new curriculum. Canadian and International Education, 29(1), 87-103. Cheung, D. & Wong, H. W. (2002). Measuring teachers beliefs about alternative curriculum designs. Curriculum Journal, 13 (2), 225-248. Department of Education (2022). Adoption of the Basic Education Learning Continuity Plan for

School Year 2020-2021 in Light of the Covid-19 Public Health Emergency. Memorandum Order No. 12. Glen, S. (2018). The Total Population Sampling. From StatisticHowTo. statisticshowto/total-population-sampling/ Graham, C., Borup, J., Pulham, E. & Larsen, R. (2019). K–12 Blended Teaching Readiness: Model and Instrument Development. Journal of Research on Technology in Education. 51. 1-18. 10.1080/15391523.2019. Greene, J, Yu, S. & Copeland, D. (2014) Measuring Critical Components of Digital Literacy and their Relationships with Learning. Computers & Education, Vol. 76, pp. 55 69.‐ Kenney, J., & Newcombe, E. (2011). Adopting A Blended Learning Approach: Challenges Encountered and Lessons Learned in an Action Research Study. Access. Journal of Asynchronous Learning Network, Volume 15: Issue 1, 40-49. files.eric.ed/fulltext/EJ918218.pdf

Khan, A. O., et al. (2012). Study of Blended Learning Process in Education Context. I.J Education and Computer Science. 9. 23-29. 10.5815/ijmecs.2012.09. Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1). citejournal/volume- 9/issue-1-09/general/what-is-technological-pedagogicalcontent-knowledge Körkkö, Minna & Kotilainen, Marja-Riitta & Toljamo, Sanna & Turunen, Tuija. (2020). Developing teacher in-service education through a professional development plan: Modelling the process. European Journal of Teacher Education. 10.1080/02619768.2020. Marquez, L. et al. (2020). Education and Covid-19: Experiences and Insights from a Developing Country. Access: Contemporary Issues in Education, 40(1), 84-90. pesaagora/wp- content/uploads/2020/12/ACCESSAV40N1_084 McCombes, S. (2021, February 25). An introduction to sampling methods. Scribbr. scribbr/methodology/sampling-methods/ Meneses, M. G. (2017). Stages of Concerns of Junior High School English Teachers Towards K- Curriculum: A Basis for Development Program [Unpublished master’s thesis]. Angeles University Foundation Nassaji, H. (2015). Qualitative and descriptive research: Data type versus data analysis. Language Teaching Research, 19 (2), 129–132. doi/10.1177/ Stacey, E. & Gerbic, P. (2008) Success Factors in Blended Learning. Ascilite 2008 Melbourne. Tang C M and Chaw L Y, “Digital Literacy: A Prerequisite for Effective Learning in a Blended Learning Environment?” The Electronic Journal of e Learning Volume 14 Issue 1 2016, (pp54 65)‐ ‐ Turpin, C. (2018). Blended Learning And Its Effect On Student Achievement: An Action Research Study. (Doctoral dissertation). Retrieved from scholarcommons.sc/etd/ Van Driel, J. H., Verloop, N., & de Vos, W. (1998). Developing science teachers’ pedagogical content knowledge. Journal of Research in Science Teaching, 35(6), 673-695.

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How to Choose a Research Paper Title with Examples

What is a research paper title and why does it matter?

A research title summarizes the aim and purpose of your research study. Making a title for your research is one of the most important decisions when writing an article to publish in journals. The research title is the first thing that journal editors and reviewers see when they look at your paper and the only piece of information that fellow researchers will see in a database or search engine query. Good titles that are concise and contain all the relevant terms have been shown to increase citation counts and Altmetric scores .

Therefore, when you title research work, make sure it captures all of the relevant aspects of your study, including the specific topic and problem being investigated. It also should present these elements in a way that is accessible and will captivate readers. Follow these steps to learn how to make a good research title for your work.

How to Make a Research Paper Title in 5 Steps

You might wonder how you are supposed to pick a title from all the content that your manuscript contains—how are you supposed to choose? What will make your research paper title come up in search engines and what will make the people in your field read it?

In a nutshell, your research title should accurately capture what you have done, it should sound interesting to the people who work on the same or a similar topic, and it should contain the important title keywords that other researchers use when looking for literature in databases. To make the title writing process as simple as possible, we have broken it down into 5 simple steps.

Step 1: Answer some key questions about your research paper

What does your paper seek to answer and what does it accomplish? Try to answer these questions as briefly as possible. You can create these questions by going through each section of your paper and finding the MOST relevant information to make a research title.

Step 2: Identify research study keywords

Now that you have answers to your research questions, find the most important parts of these responses and make these your study keywords. Note that you should only choose the most important terms for your keywords–journals usually request anywhere from 3 to 8 keywords maximum.

Step 3: Research title writing: use these keywords

“We employed a case study of 60 liver transplant patients around the US aged 20-50 years to assess how waiting list volume affects the outcomes of liver transplantation in patients; results indicate a positive correlation between increased waiting list volume and negative prognosis after the transplant procedure.”

The sentence above is clearly much too long for a research paper title. This is why you will trim and polish your title in the next two steps.

Step 4: Create a working research paper title

To create a working title, remove elements that make it a complete “sentence” but keep everything that is important to what the study is about. Delete all unnecessary and redundant words that are not central to the study or that researchers would most likely not use in a database search.

“ We employed a case study of 60 liver transplant patients around the US aged 20-50 years to assess how the waiting list volume affects the outcome of liver transplantation in patients ; results indicate a positive correlation between increased waiting list volume and a negative prognosis after transplant procedure ”

Now shift some words around for proper syntax and rephrase it a bit to shorten the length and make it leaner and more natural. What you are left with is:

“A case study of 60 liver transplant patients around the US aged 20-50 years assessing the impact of waiting list volume on outcome of transplantation and showing a positive correlation between increased waiting list volume and a negative prognosis” (Word Count: 38)

This text is getting closer to what we want in a research title, which is just the most important information. But note that the word count for this working title is still 38 words, whereas the average length of published journal article titles is 16 words or fewer. Therefore, we should eliminate some words and phrases that are not essential to this title.

Step 5: Remove any nonessential words and phrases from your title

Because the number of patients studied and the exact outcome are not the most essential parts of this paper, remove these elements first:

“A case study of 60 liver transplant patients around the US aged 20-50 years assessing the impact of waiting list volume on outcomes of transplantation and showing a positive correlation between increased waiting list volume and a negative prognosis” (Word Count: 19)

In addition, the methods used in a study are not usually the most searched-for keywords in databases and represent additional details that you may want to remove to make your title leaner. So what is left is:

“Assessing the impact of waiting list volume on outcome and prognosis in liver transplantation patients” (Word Count: 15)

In this final version of the title, one can immediately recognize the subject and what objectives the study aims to achieve. Note that the most important terms appear at the beginning and end of the title: “Assessing,” which is the main action of the study, is placed at the beginning; and “liver transplantation patients,” the specific subject of the study, is placed at the end.

This will aid significantly in your research paper title being found in search engines and database queries, which means that a lot more researchers will be able to locate your article once it is published. In fact, a 2014 review of more than 150,000 papers submitted to the UK’s Research Excellence Framework (REF) database found the style of a paper’s title impacted the number of citations it would typically receive. In most disciplines, articles with shorter, more concise titles yielded more citations.

Adding a Research Paper Subtitle

If your title might require a subtitle to provide more immediate details about your methodology or sample, you can do this by adding this information after a colon:

“ : a case study of US adult patients ages 20-25”

If we abide strictly by our word count rule this may not be necessary or recommended. But every journal has its own standard formatting and style guidelines for research paper titles, so it is a good idea to be aware of the specific journal author instructions , not just when you write the manuscript but also to decide how to create a good title for it.

Research Paper Title Examples

The title examples in the following table illustrate how a title can be interesting but incomplete, complete by uninteresting, complete and interesting but too informal in tone, or some other combination of these. A good research paper title should meet all the requirements in the four columns below.

Tips on Formulating a Good Research Paper Title

In addition to the steps given above, there are a few other important things you want to keep in mind when it comes to how to write a research paper title, regarding formatting, word count, and content:

Write the title after you’ve written your paper and abstract
Include all of the essential terms in your paper
Keep it short and to the point (~16 words or fewer)
Avoid unnecessary jargon and abbreviations
Use keywords that capture the content of your paper
Never include a period at the end—your title is NOT a sentence

Research Paper Writing Resources

We hope this article has been helpful in teaching you how to craft your research paper title. But you might still want to dig deeper into different journal title formats and categories that might be more suitable for specific article types or need help with writing a cover letter for your manuscript submission.

In addition to getting English proofreading services , including paper editing services , before submission to journals, be sure to visit our academic resources papers. Here you can find dozens of articles on manuscript writing, from drafting an outline to finding a target journal to submit to.