Effectiveness of Project HOGWARTS on Grade 10 Science Students Based on Kaizen Principle
Claude Zephrix D. Ariston | Jonalyn S. Guerrero
Abstract:
The COVID-19 pandemic has profoundly disrupted educational systems worldwide, compelling educators
to adapt swiftly to remote and hybrid teaching modalities. This study explores the lived experiences of secondary
school teachers during this unprecedented period, employing Interpretative Phenomenological Analysis (IPA) to
delve into their personal narratives. Through in-depth interviews with 15 educators, several salient themes emerged:
educators encountered significant challenges in transitioning to and managing remote and hybrid learning
environments; while students demonstrated adaptability and a willingness to engage with new learning modalities,
teachers also observed a pervasive decline in student motivation and increased distractions attributed to electronic
devices; and teachers faced difficulties in fostering authentic student engagement, contending with issues such as
verifying the originality of student work, limited parental support, and persistent internet connectivity problems.
These findings underscore the multifaceted challenges educators faced in the "new normal" and highlight the
imperative for targeted support mechanisms to bolster both teaching efficacy and student learning outcomes in
evolving educational landscapes.
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