Social Science Teachers’ Instructional and Assessment Challenges in the New Normal

Abstract

The study aimed to explore the instructional and assessment challenges experienced by social science teachers in higher education institutions in the new normal, particularly in the Cordillera Administrative Region (CAR) in the Philippines. The study used the research and development (R&D) methodology and underwent three stages, namely the planning, design, and analysis stages. The researcher utilized one research instrument in the form of a survey checklist as a tool for gathering data for the study. The majority of respondents were young, with one to five years of teaching experience, and the number of years in service was a determinant of having designations. Teachers experienced instructional challenges due to the pandemic, such as the delivery of content and the use of technology. To address these challenges, schools need to improve their learning management system (LMS) and assess performance tasks. Assessment challenges include preparing assessment tasks and identifying assessment criteria. It is in the implementation and authenticity of assessment results that teachers find it difficult to decide on the final grade. Age is negatively correlated with instructional challenges, while age is positively correlated with difficulty in time management and adjusting to the demands of students with special needs. The number of years in service and academic rank are linked to difficulty finding activities that fit the student's level, while academic rank is associated with faster assessment forms. This research shows how important it is to give teachers the right training and opportunities for professional growth, as well as the technical infrastructure and support they need to use technology effectively for instructional delivery and assessment purposes.