Republic of Philippines
Department of Education
ALANGILAN NATIONAL HIGH SCHOOL
Brgy. Alangilan, Bacolod City
Upskilling and Reskilling: The Interlink to The Paradigm Shift
School Year 2021 – 2022
I.
Context and Rationale
A few years ago, while the researcher was conducting a school-based in-service seminar
workshop, the researcher asked one of the participants, "Why are we in training?" and Mrs. Jane
Doe replied, “Twenty years of practicing the same teaching styles and approaches is still
effective today.”
Unexpectedly, COVID-19 hit the world and changed everything in an instant. The
educational system was not exempted to the negative consequences of the current pandemic. As
a result, schools were closed, and the students needed to adapt to the different learning
modalities since face-to-face interaction was strictly prohibited. The primary responsibility of the
educators temporarily shifted from delivering learning objectives to crafting learning materials
like modules, video tutorials, and audio recordings of the lessons. Hence, the Department of
Education exhausted all the efforts and utilized all resources possible in order to continuously
provide quality education in the midst of the worldwide health crisis.
So, the researcher asked herself again, “Are those teaching methodologies still effective
today?” Nowadays, the people are still suffering from COVID-19, the educational landscape has
been experiencing a paradigm shift as well. Distance education, online teaching, flexible classes,
and hybrid education are the terminologies that are coming to the surface in the teaching and
learning process. Although some private universities and selected state universities and colleges
had been implementing distance education, undeniably, most of the teachers in the public school
system are not familiar with the said hybrid education. Therefore, educators must be upskilled
and reskilled in order to become responsive to the current needs of the learners.
Using Manila or cartolina paper and permanent marker to create visual aids is no longer
applicable in times like this. PowerPoint presentation of the lessons is more effective and
efficient since it can be readily accessible both online and offline. It takes skill and practice to
produce a good presentation using PowerPoint or any other software or application available.
According to Cambridge Dictionary, as cited by a website called TalentGuard (2021),
“upskilling is the process of learning new skills or of teaching workers new skills. And reskilling
is the process of learning new skills so you can do a different job, or of training people to do a
different job. The World Economic Forum reported that over half of all employees or 54% will
require ‘significant’ reskilling by 2022.”
Both upskilling and reskilling should be considered as actions among educational
institutions to cater the urgent demands of the learners, to reduce the gap in teaching and
learning, and to advance the professional career paths of the teachers and other employees. With
the advances in technology, there are numerous accessible and flexible resources readily
available online. For example, the University of the Philippines - Open University has been
offering Massive Open Distance eLearning (MODeL), and they provide massive open online
courses (MOOCs) that are free for anyone to enroll. And TESDA Online Program (TOP) is a
web-based platform that gives MOOCs for the technical education and skills development of
Filipino workers. Other popular open distance e-learning providers are Microsoft, Canvas
Network, Coursera, CENTA, Cornerstone, ATD (Association for Talent Development, Common
Sense, and so on.
II.
Action Research Questions
At the end of this research, the proponent will answer the following research questions:
1. What is the level of the teachers’ awareness regarding Massive Open Online Courses
(MOOCs) and Open Educational Resources (OERs)?
2. What is the level of the teachers’ awareness about upskilling and reskilling?
3. What is the level of the teachers’ capacity to use and curate MOOCs and OERs?
4. What are the teachers’ experiences in taking MOOCs?
5. What are the teachers’ experiences in using and curating OERs?
6. What are the suggestions and recommendations of the teachers in utilizing MOOCs and
OERs?
III.
Proposed Innovation, Intervention, and Strategy
The researcher proposes the intervention program entitled “Self-Paced Upskilling and
Reskilling Using MOOCs and OERs.”
The proposed intervention and strategy are in the program designed appended in this
action research.
IV.
Action Research Methods
a. Participants and/or other Sources of Data and Information
The participants of this action research are the selected teachers of Alangilan National
High School. Other sources of data and information are the previous action researches conducted
both locally and internationally which can be accessed online. The proponent will also utilize the
available school-based data and information which can help establish the number of participants
and their demographic profiles.
b. Data Gathering Methods
This action research will employ a quasi-experimental design. The term quasi means
“resembling.” Thus, quasi-experimental research is a research that resembles experimental study
but is not true experimental research. Although the independent variable is manipulated,
participants are not randomly assigned to conditions or orders of conditions (Cook & Campbell,
1979). The researcher will employ a pre-test and post-test to determine the teachers’ level of
awareness before and after the intervention. This action research will be conducted in the field of
education. This is to raise awareness among the educators and to upskill and reskill so that they
can respond to the call and the needs of the present unprecedented changes in the department.
c. Data Analysis Plan
In this action research, the independent variable is manipulated before the dependent
variable is measured; quasi-experimental research eliminates the directionality problem. But
because the participants are not randomly assigned – making it likely that there are other
differences between conditions – quasi-experimental research does not eliminate the problem of
confounding variables. In terms of internal validity, therefore, quasi-experiments are generally
somewhere between descriptive, correlational studies, and true experiments. (Posternak &
Miller, 2001)
In a pretest-posttest design, the dependent variable is measured once before the treatment
is implemented and once after it is implemented. The teachers’ level of awareness in the pre-test
will be compared and contrasted to their post-test scores. Interviews and anecdotal records will
be categorized using thematic approach. The intervention will be implemented before the posttest will be conducted.
V.
Action Research Work Plan and Timelines
“Upskilling and Reskilling: The Interlink to the Paradigm Shift”
September 2021 – August 2022
Work Plan and Timeline
Name of Activities
Identifying the teachers who will
voluntarily participate in the
action research
Date
Teachers Involved
September, 2020
Proponent and
Principal
Recognizing the teachers’ prior
knowledge or level of awareness
through pre-test
September, 2020
Conducting the “Self-Paced
Upskilling and Reskilling Using
MOOCs and OERs” intervention
program
Part 1
1st Quarter to
2nd Quarter
SY 2021-2022
Conducting the post-test,
Interview, and Focused-Group
Discussion
End of the 1st Quarter
and 2nd Quarter
Conducting the “Self-Paced
Upskilling and Reskilling Using
MOOCs and OERs” intervention
program
Part 2
3rd Quarter to
4th Quarter
SY 2021-2022
Conducting the post-test,
Interview, and Focused-Group
Discussion
End of the 3rd Quarter
and 4th Quarter
Proponent and
Selected teachers who
volunteered to
participate in the
action research
Proponent and
Selected teachers who
volunteered to
participate in the
action research
Proponent and
Selected teachers who
volunteered to
participate in the
action research
Proponent and
Selected teachers who
volunteered to
participate in the
action research
Proponent and
Selected teachers who
volunteered to
participate in the
action research
“Upskilling and Reskilling: The Interlink to the Paradigm Shift”
September 2021 – August 2022
INTERVENTION MATRIX
TIME
10:30am –
11:30am
11:30am12:00nn
1:00pm2:00pm
Month/Date
September
15, 2021
September
15, 2021
September
15, 2021
Flexible
Flexible
Activities
Identifying the selected teachers who will volunteer to
participate in the action research
Pre-Test: Teachers’ Level of Awareness
Orientation: MOOCs and OERs
Account Registration to a Learning Management
System/Microsoft, e-TESDA, EdTech, etc.
Course Enrolment and Completion
End of the First Semester
Flexible
Flexible
Post-Test, Interview, and FGD
Account Registration to a Learning Management
System/Microsoft, e-TESDA, EdTech, etc.
Course Enrolment and Completion
End of the Second Semester
VI.
Post-Test, Interview, and FGD
Cost Estimates
This action research will utilize the personal Internet connections of the participants and
the free data included in the SIM cards distributed by the Department of Education.
VII.
Plans for Dissemination and Utilization
With the help and approval of the principal, the proponent will disseminate the
information about the proposed intervention program through regular school meetings, via online
announcements using different available platforms like Facebook, sending SMS, and voice calls.
The proponent will coordinate to the different participants of this action research to
achieve the objectives and eventually becomes a help in the enhancement and development of
the teaching-learning process in the new normal of the educational system.
VIII. References
•
•
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•
•
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https://model.upou.edu.ph/
https://e-tesda.gov.ph/
https://learn.canvas.net/
https://education.microsoft.com/
https://degreedirectory.td.org/
https://www.coursera.org/
https://centa.org/
https://www.commonsense.org/
World Health Organization. (2020). Coronavirus disease (COVID-19) in the Philippines.
Retrieved from https://www.who.int/philippines/emergencies/covid-19-in-thephilippines
Department of Education. (2020). Suspension of Classes Due to COVID19. Retrieved from
https://www.deped.gov.ph/wpcontent/uploads/2020/04/AMOn_Suspension_of_Classes_due_to_COVID-19.pdf
Cook, T. D., & Campbell, D. T. (1979). Quasi-experimentation: Design & analysis issues in
field settings. Boston, MA: Houghton Mifflin.
Posternak, M. A., & Miller, I. (2001). Untreated short-term course of major depression: A metaanalysis of studies using outcomes from studies using wait-list control groups. Journal of
Affective Disorders, 66, 139–146.
Eysenck, H. J. (1952). The effects of psychotherapy: An evaluation. Journal of Consulting
Psychology, 16, 319–324.
Smith, M. L., Glass, G. V., & Miller, T. I. (1980). The benefits of psychotherapy. Baltimore,
MD: Johns Hopkins University Press.
APPROVAL SHEET
This Action Research Proposal entitled “Upskilling and Reskilling: The
Interlink to The Paradigm Shift” has been prepared by
MARION J. TALIMODAO, LPT, MAEd
Teacher II, Proponent
Reviewed by:
VENERANDA P. ORTOÑO
Master Teacher I/Officer-in-Charge
Office of the Principal - II
JOJI LINAUGO
P&R
Recommending Approval:
GREGORIO C. MOYANI JR., Ph.D.
T&D (Chief/Chair)
APPROVED:
GLADYS AMYLAINE D. SALES, CESO IV
Schools Division Superintendent
ANNEX 1: Research Proposal Application Form and Endorsement of
Immediate Supervisor (Please fill-out completely)
A. RESEARCH INFORMATION
RESEARCH TITLE (Done/Already conducted study is not allowed for funding under
BERF)
“Upskilling and Reskilling: The Interlink to The Paradigm Shift”
SHORT DESCRIPTION OF THE RESEARCH/STUDY
As part of the collaborative effort between the Department of Education and its workforce,
Alangilan National High School will conduct the “Upskilling and Reskilling: The Interlink to
The Paradigm Shift.” It will be implemented for the current School Year 2021-2022.
The overall emphasis of the said program is on the teachers’ upskilling and reskilling.
This program is an immediate response to the needs of the educational system in the midst
of the pandemic that we are undergoing. It is also one of the Strands in the Philippine
Performance Standards for Teachers (PPST).
RESEARCH CATEGORY
RESEARCH AGENDA CATEGORY/THEME
o School
o Teaching and Learning
o Action Research
RESEARCH AGENDA/TOPIC
o Upskilling and Reskilling, MOOCs, and OERs
FUND SOURCE: Personal Funds
TOTAL AMOUNT
AMOUNT: Not Applicable
Not Applicable
Indicate also if proponent will use personal funds
*amount requested should be proportionate to the study being conducted, subject to liquidation process
as per government accounting rules and regulations.
B. PROPONENT/S INFORMATION (Maximum of 3 Proponents per Study and 1
Study Only per Year should be submitted)
Note: Previous researcher/s with unfinished study/research will not be accepted/
recommended for further evaluation by the RRC and TWC
LEAD PROPONENT/INDIVIDUAL PROPONENT
LAST NAME:
FIRST NAME:
MIDDLE NAME:
TALIMODAO
MARION
JAVISON
BIRTHDATE (MM/DD/YYYY) SEX:
POSITION / DESIG NATION:
JULY 28, 1987
FEMALE
TEACHER II
REGION / DIVISION / SCHOOL (whichever is applicable)
School Level: ALANGILAN NATIONAL HIGH SCHOOL-DIVISION OF BACOLOD CITY
CONTACT NUMBER 1:
CONTACT NUMBER 2: EMAIL ADDRESS:
marion.talimodao001@deped.gov.ph
0947-420-6213
EDUCATIONAL
ATTAINMENT (DEGREE
TITLE)
034-700-9111
TITLE OF THESIS / RELATED RESEARCH PROJECT?
“ENHANCED READING SKILLS THROUGH
REFORMATIVE READING PROGRAM FOR THE GRADE
7 STUDENTS”
MASTER OF ARTS IN EDUCATION MAJOR IN ENGLISH
SIGNATURE OF PROPONENT:
IMMEDIATE SUPERVISOR'S CONFORME
I hereby endorse the attached research proposal. I certify that the proponent/s has/have the
capacity to implement a research study without compromising his/her office functions.
VENERANDA P. ORTOÑO
MASTER TEACHER I/OFFICER-IN-CHARGE
OFFICE OF THE PRINCIPAL - II
Date: