Adapting to the New Normal: Exploring Innovative Approaches to

Teaching and Learning in Science Education

A Thesis Proposal
Presented to the
College of Graduate Studies
Palompon Institute of Technology
Palompon, Leyte

In Partial Fulfillment
of the Requirements for the Degree
Master of Arts in Education Major in Science
(MAEd-Science)

by

EMERLYN WENCESLAO JOSEPH

January 2024
 CHAPTER I

INTRODUCTION

Background of the Study

The landscape of education has undergone a profound transformation, leading to the

emergence of what is now widely referred to as the "New Normal." The education sector has

been particularly challenged to redefine its traditional practices, with educators and students

alike navigating the complexities of remote and hybrid learning environments. As we

collectively grapple with these unprecedented changes, it is crucial to examine their impact on

specific disciplines, and perhaps none more crucial than the field of science education.

The present education system in the Philippines has been greatly challenged by the

impacts of not only the pandemic but also the increasing phenomenon of climate change both in

the aspect of teaching and learningError: Reference source not found. It is noticeable that the

Department of Education under the administration of President Ferdinand Marcos Jr. pledges to

hasten the delivery of quality education by administering various learning activities to recover

the backlogs after the Covid-19 pandemic.

This research paper seeks to delve into the intricate dynamics of teaching and learning

in science education within the context of the New Normal. The transition to online and hybrid

modalities has introduced a myriad of challenges, from re-imagining hands-on laboratory

experiences to fostering meaningful engagement in virtual classrooms. Understanding and

addressing these challenges are imperative to ensure that the quality of science education
remains robust, innovative, and capable of preparing students for the demands of the 21st

century.

This research stems from the urgency to bridge the gap between the traditional

methods of science education and the evolving landscape of the New Normal. Scientific

education, which has traditionally thrived on interactive and experiential learning, now finds

itself at a crossroads, requiring educators to innovate and adapt. This paper aims to explore the

multifaceted aspects of this adaptation, investigating the effectiveness of various pedagogical

approaches, technological interventions, and novel methodologies employed to enhance the

science learning experience.

Moreover, the New Normal has accentuated existing disparities in access to

educational resources. This research will also shed light on the equity implications of the shift to

online and hybrid learning environments in science education. Understanding how different

demographics are impacted will inform strategies to ensure inclusivity and equal opportunities

for all students, regardless of their geographical location or socio-economic background.

Contributory to this low performance in science is the lack of facilities and laboratories, quality

of textbooks, shortage of classrooms, and shortage of teachers specialized in the field.

Before the pandemic, many schools were already barely coping because of insufficient

funding, high enrolment rates, and inadequate facilities. These problems are feared to magnify

with the current education setup or the new-normal brought by the CoViD-19 Pandemic. This

pandemic poses a significant challenge to the education system, here and abroad, due to the

abrupt changes needed to be embraced by the teachers, learners, and other stakeholders in the

academe (Mangansat, 2022).

 Through the collection and analysis of data from teachers and students from

educational institutions, this study will provide insights into the effectiveness of various teaching

and learning strategies in the new normal. The findings of this study will inform educators and

policymakers in developing improved approaches to science education that can be sustained even

beyond the pandemic.

From grade school to senior high school, Science and Mathematics are the constant

subjects that can be found. Considered as the two most challenging but exciting subjects, lessons

become more complex as one progresses to the next level. Teachers are also challenged to make

the Science and Math lessons exciting and engaging, considering that the subjects are

complicated by nature.

Science teachers are challenged to employ better methodologies and activities to make it

more interesting. Teaching Science, particularly in high school, is challenging because of the

more complicated theories. Aside from it, experiments have to be carefully planned and

prepared. In laboratories, Science teachers cannot do it alone because experiments may be

harmful. To ensure safety, laboratory assistants guide students in the experiment processes.

Preparing, discussing, and doing the experiments are the challenges that Science teachers

experience in teaching.

A science teacher is considered intellectual, a nature lover, and interested in the world. It

takes a lot of training including involvement in experiments and travel to the most isolated and

dangerous places to be able to find more data leading to knowledge that can significantly impact

the world. However, teaching Science can be a very challenging task. They teach a subject that is

always considered difficult though interesting, is always challenging. However, with the right

curricular program, it will make sense, be easy, and be more enjoyable.

 An article concluded that the re-orientation of the curriculum toward student-

centeredness, in this case, positively affected student performance, learning experience, and

subject evaluation. In particular, student-centered techniques facilitated a robust social context

for learning and provided students with a common experiential framework from which to explore

the technical aspects of the curriculum (Barraket, 2005).

According to the 2017 World Economic Forum Executive Opinion Survey, the

Philippines ranked 76th out of 137 participating countries in math and science education

quality. It is also reported that the Philippines scored below average in East Asia Pacific on

international assessments such as in Programme for International Student Assessment

(PISA) and Trends in International Mathematics and Science Study (TIMSS). The result of

PISA 2018 showed significantly lower average score of 357 points among Filipino learners as

compared to the Organization for Economic Co-operation and Development (OECD) average of

489 points. Out of the six ASEAN countries that participated, the Philippines fared significantly

lower in scientific literacy.

The contemporary teacher education landscape highlights efforts to

advance professional learning as a prime contributor to effective teaching and

learning. These are seen to be at the core of improved teaching performance

which yields favorable results in forms of student achievement and

professional practice. Teachers are key drivers of research-based teaching

methods as they demonstrate theoretical underpinnings of principles and models

of successful teaching and learning processes. According to Darling Hammond et

al., (2017), achieving student competencies requires refined practices in

terms of teaching forms. As a profession, teaching entails continuous quest

for growth and learning (Bates & Morgan, 2018). Teachers’ professional

learning brings refined and enhanced approaches towards effective practice.

Along with these premises, this study aims to determine the preparations of the science

teachers in Calunangan National High School in terms of curriculum, methodology,

instructional materials, and assessment. It also identified the challenges, initiatives, and

opportunities in online teaching and learning that Science teachers experienced and realized.

Through this study, issues and concerns will be addressed through the initiatives that the Science

teachers will identify and the opportunities they see in teaching through online modality. In

addition, the online teaching and learning of Science will be enhanced through the experiences

and inputs of the Science teachers.

This research study is a critical step in ensuring that the next generation of learners are

equipped with the knowledge and skills necessary to address the complex scientific challenges of

the 21st century.

Framework of the Study

Conceptual Framework

INPUT PROCESS OUTPUT

1.Demographic Profile Flotation of Survey Enhanced Teaching

Questionnaire through and Learning Science
a. Age google forms. Retrieval of in New Normal
b. Gender the questionnaires from the
respondents
c. Section

2. Respondents’
attitude toward the
virtual teaching of
Science, technological
competence, and
access.

Figure 1: The types of classroom discipline and influences of classroom discipline in the
teaching learning process.

The researcher carried out the investigation in accordance with what the paradigm
revealed with the use of the IPO Model, also known as Input-Process-Output. Shows the input,
process and output used in this study. The input in this study is the age, gender and section and
respondents’ attitude toward the virtual teaching of Science, technological competence, and
access. The process in this study shows the floatation of the survey questionnaire and retrieval of
the questionnaires from the respondent. While the output includes the Enhanced Teaching and
Learning Science in New Normal. Due to the COVID-19 epidemic, which rendered the conduct
of traditional classroom instruction an improbable method for the continuing supply of
education, the educational system in the Philippines is progressively embracing the demand for
virtual teaching. Javier (2020) also talked about how the epidemic was the reason for the change
in the teaching approach. Teachers are now working and attending webinar training sessions to
learn about and explore e-learning technologies in response to this scenario, which is seen as an
effort to educate and capacitate them. Teachers for the new position they will shortly have,
which will be managing virtual classes. (De la Rama, J. et., al. 2020).

Statement of the Problem

This study aims to determine the Teaching and learning of Science in the new normal of

the grade 7 pupils of Merida District School (MDS) for the school year 2022-2023.

Specifically, the study seeks to answer the following questions:

1. What is the demographic profile of the respondents in terms of;

a. age;

b. gender; and

c. section?

2. What is the respondents’ attitude toward the virtual teaching of Science in terms of;

2.1. Technological;

2.2. Competence and

2.3. Access?

3. Is there a significant correlation between the respondents’ attitudes toward the virtual

teaching of Science, technological competence, and access?

4. Is there a significant difference between the respondents’ attitudes toward the virtual

teaching of Science, technological competence, and access?

Research Hypothesis:

H1=There is no significant correlation between the respondents’ attitudes toward the virtual

teaching of Science, technological competence, and access.

H2=There is no significant difference between the respondents’ attitudes toward the virtual

teaching of Science, technological competence, and access

Significance of Study

This study will determine the Teaching and learning of science in the new normal at

Merida District. This will be beneficial to the following:

Grade 7 Pupils - As respondents of the study, they will be able to appreciate the importance of

the lesson and understanding science in more complex equations and problems involving

scientific investigation. In addition, they will recognize how helpful it is to work with classmates

to understand better the concept their teacher taught. This is for them to master the basic

operation signs in solving scientific equations and related problems. They may also gain high

scores on tests related to the lesson. This will give them enough knowledge about the topic as

this skill is essential in high school science.

Teachers. It will benefit teachers, for they can use this as the basis for delivering the given

lesson to their learners. Moreover, they can incorporate the strategy in strengthening pupils'

mastery of a particular skill and enhancing their self-esteem towards speaking in an new normal

set up.
Parents/Guardian. It will benefit parents or guardians because they will be at ease teaching

science to their children. In addition, they will be assisting the teachers in teaching their children

about science in a new normal set up.

Schools of Merida District. This will be a great help for the schools since this will somehow

increase the school performance and the administration can plan for wider dissemination and

utilization of the strategy. The school head will take into consideration to include another

learning strategies on the monitoring of the delivery of the learning competencies.

DepEd- Leyte Division. The higher authorities will benefit from the study in a way that they can

use the results of the study as basis for program planning. The division can utilize the study and

can disseminate the strategy to different areas and wider scope.

Future Researchers. This will serve as their reference and may provide some guide to other

researchers who would like to conduct farther research to test the effectiveness of the study.

Definition of Terms

To further understand the terms used in this study, such definitions are provided

accordingly:

Access. The utilization of an access for its intended purpose, and includes all consequences or

characteristics of that process, including access volumes, type of access , access safety, time of

the access activity, and the effect of such access in learning.

New Normal. A current situation, social custom, that is different from what has been

experienced or done before but is expected to become usual or typical in the teaching and

learning process.

Science. The systematic study of the structure and behavior of the physical and natural world

through observation, experimentation, and the testing of theories against the evidence obtained.

Technological competence. The basis of knowledge, skills and abilities in technology. We can

improve the quality and effectiveness of our higher education system by introducing

international academic assessment standards.

Virtual Teaching/instruction. A method of teaching that is taught either entirely online or when

elements of face-to-face courses are taught online through learning management systems and

other educational tools and platforms. Virtual instruction also includes digitally transmitting

course materials to students.

CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher will give literature and studies relevant to the study

proposed. The review of related literature is divided into two parts, the conceptual literature and

research literature. This provides discussion on the contents of the studies as well as its

background which will give more understanding to the readers on what the study is about.

Conceptual Literature

Between Math and Science, it is Science that requires laboratory work. Students are

drawn more to Science because it involves a “real” application of theories learned in the

classroom. The nature of science education involves students in scientific investigation.

Scientific investigation includes the way thinking, attitude, and steps scientific activities to

obtain products and knowledge of science. Students should be able to integrate between skills,

knowledge and attitudes, to develop knowledge of conceptual understanding better. One of the

most important basic skills in scientific inquiry is the skill of the science process. Scientific

process skills are a set of skills used in conducting scientific activities, producing and using

scientific information, and problem solving. Such skills can be a character in student’s self if
they have the opportunity to do so in either learning or laboratory activities. The opportunity can

be given to students if the learning environment is arranged in such a way that they can engage in

science activities to improve their science process skills (Safaah, Muslim, & Liliawati, 2017).

Science education is one of the most important subjects in school due to its relevance to

students’ lives and the universally applicable problem-solving and critical thinking skills it uses

and develops. These are lifelong skills that allow students to generate ideas, weigh decisions

intelligently and even understand the evidence behind public policy-making. Teaching

technological literacy, critical thinking and problem solving through science education gives

students the skills and knowledge they need to succeed in school and beyond.

Science education aims to develop scientific literacy among learners that will prepare

them to be informed and participative citizens who are able to make judgments and decisions

regarding applications of scientific knowledge that may have social, health, or environmental

impacts. The science curriculum recognizes the place of science and technology in everyday

human affairs. It integrates science and technology in the social, economic, personal and ethical

aspects of life. The science curriculum promotes a strong link between science and technology,

including indigenous technology, thus preserving our country’s cultural heritage. The K to 12

science curriculum is learner-centered and inquiry-based, emphasizing the use of evidence in

constructing explanations. Concepts and skills in Life Sciences, Physics, Chemistry, and Earth

Sciences are presented with increasing levels of complexity from one grade level to another in

spiral progression, thus paving the way to a deeper understanding of core concepts. The

integration across science topics and other disciplines will lead to a meaningful understanding of

concepts and its application to real-life situations (Deped Science Curriculum, 2016).
 Science education is about teaching and learning that involves students in inquiry based

investigations in which they interact with their teachers and peers; establish connections between

their current knowledge of science and scientific understandings; apply science concepts to new

questions; engage in problem solving, planning, reasoning from evidence, and group discussions;

and experience an active approach to learning science (Contant et al., 2018).

Teachers’ Attitude toward virtual teaching

Teachers have always been the key agents in the utilization of any reform-based

innovations (e.g., online or virtual teaching, distance education, flexible learning). According to

Semerci and Aydin (2018), attitude can be defined as an element that guides the behavior of an

individual in line with his feelings and thoughts. In addition, attitude has come to be considered

as the level of positive or negative effect related with a specific object or belief.

Huang and Liaw (2005) argues that the positive attitudes of teachers towards their

competence in using computers will affect how they deliver knowledge to the students.

In the study of Keeton (2004), he found out that teachers have positive attitudes towards

the online instructional resources that they use for which they believe is significant in creating an

online environment that stimulates learning to the students. In his quantitative study that

employed online surveys and supplemented by short phone interviews, Gasaymeh (2009)

examined the attitudes toward internet-based distance education by the faculty members from

two Jordanian public universities. The researcher also explored the relationship between the

faculty members’ attitudes toward internet-based distance education and their perceptions of

their level of computer and internet access, their readiness for time commitments required for

internet based distance education, level of institutional support, their level of computer and

internet skills, and their perceived value of internet-based distance education. Results indicated
that faculty members tended to have moderately favorable attitudes toward internet-based

distance education.

In their non-experimental study using a survey-technique that aimed to analyze the

attitudes toward Information and Communication Technologies (ICT) among 867 university

professors in Spain, GuillenGamez and Mayorga-Fernandez (2020) found that despite having a

great responsibility to train students in digital technologies based on their continual growth,

university professors have an average attitude on the use of ICT. To a large extent, this attitude

determines how they make use of ICT in the teaching-learning process given that the more

positive the attitude towards the use of ICT, the more efficient will be the use of such

technology.

Khine (2001) found a significant relationship between the attitudes of teachers and the

use of computer instructional materials. These educational resources should be relevant in

providing lessons through virtual teaching.

On the other hand, Kumar and Kumar (2003) posited that the positive attitude of teachers

towards the use of computers in providing lessons depends strongly on the years of teaching

experience of the participants.

The study of Gasaymeh (2009) established significant positive correlation between

faculty members’ attitudes toward internet-based distance education and four independent

variables: (a) computer and internet access; (b) time commitments; (c) computer and internet

skills; and (d) perceived value. Meanwhile, there was a negative correlation between faculty

members’ attitudes toward internet-based distance education and their provided institutional

support.
 According to Cortez (2020), in the pandemic crisis globally, e-learning and blended

learning is the plan for the new normal education system, and it depends on the needs of the

students. However, teachers developing more effectively online lessons even the situation is

challenging and stressful using synchronous learning to discuss online meeting using google

meet and zoom and asynchronous that provides materials, tests, and assignments that can be

accessed anytime for the online learning solutions (Hew, Jia, Gonda, & Shuiru, 2020).

The study of Santos,Gilbert, et.al.,(2020 ) found out that Science teachers prepared well

for online teaching and learning despite not knowing the path to be traversed. They prepared

professionally by attending webinars, studying various online platforms, and identifying non-

negotiable competencies. On the other hand, they did personal preparations by strengthening

their technological resources and capabilities. Their internet connection must be strengthened

and laptops must be upgraded to meet the requirements of virtual teaching and learning. In terms

of curriculum, it was modified and only the most essential learning competencies will be

covered.

Certainly, to a great extent, attitude is a determining factor with respect to the success and

failure of any educational practice and policy. From the survey of literature, different variables

were claimed to influence the attitude toward virtual teaching. Thus, in this study, the factors

technological competence and access of the respondents were accounted to determine whether

they are significantly associated with the teachers’ attitude toward the virtual teaching of

Science.
 CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the researcher will explain every aspect used in the research method. The

research methodology used is research design, brief description of locale, respondents that will

be utilized in the study and ways of getting the population and sample, the questionnaires used,

the procedure in gathering the data, the ethical considerations, and the technique in analyzing the

data.

Research design and method

This study made use of a descriptive-quantitative-correlational research design. A

descriptive-correlational research methods using 5 points Likert scale will be used in order to

rate the respondents’ attitude toward the virtual teaching of Science, technological competence,

and access.

Research Instrument:
 The researchers will draft the self-made questionnaire through google forms for

comments and suggestions by the thesis adviser and validated by 1-2 experts regarding to the

content. The suggestions will have served as the guidelines for revision of the questionnaire.

Prior to the conduct of the study, the researchers will send a letter to Ms. Jonna F. Joson for

approval the researcher administered the instruments to the target respondents. The quantitative

research methods using Likert scale will be used in order to rate the acceptance of electronic

payment systems in the Power School of Technology. The survey questionnaire will be divided

into three sections. The permission form is the initial section in which the researchers formally

requests the respondents' voluntary involvement in the study. The second section is for the

profile, in which responders will be asked about them. The third section examines the

respondents’ attitude toward the virtual teaching of Science, next is a significant correlation

between the respondents’ attitudes toward the virtual teaching of Science, technological

competence, and access and lastly, significant difference between the respondents’ attitudes

toward the virtual teaching of Science, technological competence, and access in relation to the

three mentioned variables.

Research Environment

The study will be conducted in Merida District particularly in Calunangan National High

School where the researcher is currently teaching. The school offers junior high and General

Academics Strand for senior high school. The study was planned to be conducted in Grade 7 -

Emerald with 52 students. It is 23.8 kilometers from the City of Ormoc. The place can be

reached through riding a motorcycle, multicub, bus, an e-trike and other transport vehicles.
Respondents:

To obtain the sample population, the researchers will employ a sampling procedure. Total

Enumeration Sampling s a type of purposive sampling technique where you choose to examine

the entire population (i.e., the total population) that have a particular set of characteristics. In

sampling, units are the things that make up the population. The characteristics of the

respondents are Grade 7, Enrolled in Calunangan National High School. Researchers seek to

conduct a small-scale initial survey because they are unsure about the target audience's views,

beliefs, and values.

Data Gathering Procedures

After the research was approved, gathering of data follows. The researcher will ask

permission from the dean of the Palompon Institute of Technology for the conduct of the study.

Then, when the approval will be given, the researcher will now ask the District Supervisor of

Merida District to conduct the study in the said learning institution. The District Supervisor will

then send a letter requesting permission to conduct the study to the office of the Schools Division

Superintendent Sir Manuel P. Albaño, Ph.D., CESO V. in the DepEd-Leyte Division. When the

Schools Division Superintendent grants permission to carry out the study, the researcher and

principal will meet with the next authority to seek authorization to carry out the study. The

researcher will employ the distribution of the survey forms through contacting students through

survey questionnaires that are implementing it in order for clear communication with the subjects

and to be able to ensure that all subjects have taken the survey questionnaire. The survey

questionnaires will be taken by the respondent whenever it is convenient for them and may last

for 2-3 days. The implementation of strategy will last for 2 weeks with 1 hour per session. After

the selection of the respondents, the researcher will arrange special time when to conduct the test
that will not disturb classes. The researcher created the survey questionnaire based on the values

and views of the students. The survey questionnaire's content was validated by a research expert,

who determined that the questionnaire was appropriate for distribution to assess and answer the

current research study.

RESEARCH INSTRUMENT

The researcher will draft the self-made questionnaire through google forms for comments

and suggestions by the thesis adviser and validated by 1-2 experts regarding to the content. The

suggestions will have served as the guidelines for revision of the questionnaire. Prior to the

conduct of the study, the researchers will send a letter to Manuel P. Albaño, Ph.D., CESO V. in

the DepEd-Leyte Division for approval the researcher administered the instruments to the target

respondents. The quantitative research methods using Likert scale will be used in order to rate

the to determine the Teaching and learning of Science in the new normal of the grade 7 pupils of

Merida District School (MDS) for the school year 2022-2023.. The survey questionnaire will be

divided into three sections. The permission form is the initial section in which the researchers

formally requests the respondents' voluntary involvement in the study. The second section is for

the profile, in which responders will be asked about them. The third section examines the

acceptability of e-payment systems in relation to the three mentioned variables.

Statistical Treatment of Data:

 After the data was collected from the questionnaire, it was then compiled, analyzed, and

tallied using a computer to establish the correct evaluation of the results and to easily determine

the difference of each data from one another.

The data was analyzed using the following statistical tools:

1. Frequency Distribution. It was used to provide a visual representation that displays

the number of observations within a particular test. Both graphical and tabular format of

frequency distribution will be used to easily present the data gathered. Simple Percentage. To

analyze and interpret the demographic profile variables, the percentage will be computed using

the following formula:

P = (100)

Where:

P = Percentage

F = Frequency

N = number of respondents

2. Weighted Mean. The central value of each variable will be calculated using this

statistical method. The following formula will be used (Calmorin, 2007):

WM =

Where:

WM = Weighted Mean

= Sum of the product of the frequency and rating scale

 = Sum of all the frequency

3. Multiple Regression. To find significant correlation between the respondents’ attitudes

toward the virtual teaching of Science, technological competence, and access.

4. ANOVA. To find the significant difference between the respondents’ attitudes toward the

virtual teaching of Science, technological competence, and access

5. Ranking. After applying the appropriate statistical treatment to every data, it will then be

ranked in an ascending manner to show which response is answered the most by the

respondents.

6. Likert Scale. The Likert Scale has been used to determine the spending behavior of the

respondents with respondents’ attitudes toward the virtual teaching of Science, technological

competence, and access.

Point Scoring Scale Verbal Interpretation

5 4.21 - 5.00 Strongly Agree

4 3.41 - 4.20 Agree

3 2.61 - 3.40 Neutral

2 1.81 - 2.60 Disagree

1 1.00 - 1.80 Strongly Disagree

References

Pineda, J. (2023). How the Philippines education sector fared amid post-pandemic
challenges. https://pia.gov.ph/features/2023/07/25/how-the-ph-education-sector-fared-amid-
post-pandemic-challenges. Retrieved

Janna Marie Pineda

[1]. Akrim. (2020). Kesiapan Pendidikan Islam di Indonesia Dalam Menghadapi

Masa New Normal. Book Chapter: Covid-19 & Kampus Merdeka di Era
New Normal. UMSU Press, Medan.
[2]. Barraket, J. (2005). Teaching research method using a student-centred
approach?. Critical reflections on practice. Journal of University Teaching & Learning
Practice, 2(2) 65-74.
[3]. Bismala, L. (2020). Keberhasilan E-Learning: Faktor Sistem dan Karakteristik
Pengguna. Book Chapter: Covid-19 & Kampus Merdeka di Era New
Normal. UMSU Press, Medan.
[4]. Contant, T. L., Tweed, A. L., Bass, J. E., & Carin, A. A. (2018). Teaching
inquiry through inquiry-based instruction. New York, NY: Pearson.
[5]. Department of Education. (2016). K to 12 Curriculum Guide Science
(Grade 3 to Grade 10). https://www.deped.gov.ph/wp-
content/uploads/2019/01/Science-CG_withtagged-sci-
equipment_revised.pdf.
[6]. Dianto. (2020). Mewujudkan Kebhinekaan Era New Normal di Perguruan
Tinggi. Book Chapter: Covid-19 & Kampus Merdeka di Era New Normal.
UMSU Press, Medan.
[7]. De la Rama, J., Sabasales, M., Antonio, A., Ricohermoso, C., Torres, J., Devanadera, A.,
& Alieto, E. (2020). Virtual Teaching as the 'New Norm’: Analyzing Science Teachers’
Attitude toward Online Teaching, Technological Competence and Access . International
Journal of Advanced Science and Technology
[8]. Gasaymeh, A.M.M. (2009). A study of faculty attitudes toward internet-
based distance education: A survey of two Jordanian public universities
(Unpublished doctoral dissertation). Ohio University. USA.
[9]. Guillen-Gamez, F.D. & Mayorga-Fernandez, M. (2020). Identification of
variables that predict teachers’ attitudes toward ICT in higher education for
teaching and research. A study with regression. Sustainability, 12, 1-14.
[10]. Harfiani, R. (2020). Pandemi Covid-19 Menurut Perspektif Organisasi Islam
di Indonesia. Book Chapter: New Normal, Kajian Multidisiplin. Link: https://b-
ok.asia/book/5779542/c2699e
[11]. Huang, H. M. & Liaw, S. S. (2005). Exploring user’s attitudes and intentions
toward the web as a survey tool. Computers in Human Behavior, 21(5),
729-743.
[12]. Khine, M. S. (2001). Attitudes toward computers among teacher
education students in Brunei Darussalam. International Journal of
Instructional Media, 28(2), 147-153.
[12]. Li, C., Lalani, F." The COVID-19 Pandemic has Changed Education
Forever: This is how. "
https://www.weforum.org/agenda/2020/04/coronavirus- edu cation-global-
covid19-online-digital-learning/. (accessed May 23, 2020).

[13] Muchinsky, Paul M. (2012). Inovasi Pendidikan Suatu Analisis Terhadap

Industrial and Organizational Psychology, 53 (9).
https://doi.org/10.1017/CB0978110741524.004.

[14] Nasution, R. (2020). Media Sosial Sebagai Transfer Knowledge di Masa

Pandemi Covid-19. Book Chapter: Covid-19 & Kampus Merdeka di Era New
Normal. UMSU Press, Medan

[15] Ribbe, Elisa and María-José Bezanilla (2013). “Scaffolding learner

autonomy in online university courses.” Digital Education Review 24, 98- 113.

[16] Safaah, E. S., Muslim, M., & Liliawati, W. (2017). Teaching science process
skills by using the 5-stage learning cycle in junior high school. Journal of Physics:
Conference Series, 895, 1-6.

[17] Santos,Gilbert A.(2020).Teaching Science in The New Normal: Understanding

The Experiences of Junior High School Science Teachers.Jurnal Pendidikan MIPA21
(2), 2020, 146-162.
[18] Semerci, A., & Aydin, M.K. (2018). Examining High School Teachers’
Attitudes towards ICT Use in Education. Int. J. Progress. Educ., 14, 93–105.

[19] Somblingo, R., & Ricohermoso, C. (2019). First language and second
language proficiency: A case of Bisaya learners. Science International
(Lahore), 31(3), 473-475.

[20] Wanstreet, Constance E. (2006). “Interaction in online learning environments:

A review of the literature.” The Quarterly Review of Distance Education 7(4), 339-411.