The growing use of herbal medicine Knowledge, attitudes and practices of

mothers in using herbal medicine this time of covid 19 pandemic

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Beginning in December 2019, a novel coronavirus disease, COVID-19,

also referred to as SARS-CoV-2, has caused an international outbreak of acute

respiratory illness. The rapid spread of COVID-19 was characterized as a

pandemic by the World Health Organization on 11 March 2020.

This pandemic has affected at least 177 countries, with approximately

154,000 fatalities [2]. Currently, there are no specific therapeutic agents for

this disease, due to its broad clinical spectrum. In the past, herbal medicine

has played an important role in controlling infectious diseases. Clinical

evidence from a range of studies of herbal medicine in the treatment of SARS

coronavirus (SARS-CoV) has shown significant results, and supported the idea

that herbal medicine has a beneficial effect in the treatment and prevention of

epidemic diseases [3]. A Cochrane systematic review reported that herbal

medicine combined with Western medicine may improve symptoms and quality

of life in SARS-CoV patients [4]. A recently conducted meta-analysis also

concluded that herbal medicine could reduce the infection rate of H1N1

influenza [5]

1
 Inspired by previous experience, herbal medicine is considered one of the

alternative approaches in the treatment of COVID-19. In China, the National

Health Commission has declared the use of herbal medicine combined with

Western medicine as a treatment for COVID-19, and has issued many

guidelines on herbal medicine-related therapy . To date, there is much clinical

evidence that reports favorable effects of the usage of herbal medicine in the

treatment of COVID-19. Several systematic reviews that included evidence from

case reports, case series, and observational studies have also been conducted,

to study the effectiveness of herbal medicine in the treatment of COVID-19 .

However, in the hierarchy of systematic reviews, reviews of randomized control

trials (RCTs) offer the highest level of evidence.

Background of the researcher

The researchers comprised of Bachelor of Science in Education – two

males and one female – all in their fourth year level in Wesleyan University –

Philippines. Each one has distinctive qualities in pursuing this qualitative

research study as being strong-willed, sharp-eyed and enthusiastic.

PROLOGUE

The researchers have varied opinion and perception regarding to what

type of participants they will be conducting their research. One member of the

group thought that the elders have more knowledge in using herbal medicines

abandoned children while the other two member wanted to have mothers to be

the subject of matter for the research. To act in accordance with each other’s

judgement and proposal, the researcher decided to cooperate with each other

2
thus doing regular brainstorming for the to finalize the inquiries. To finalize

their work, they decided that it would be better to study the The growing use of

herbal medicine Knowledge, attitudes and practices of mothers in using herbal

medicine this time of covid 19 pandemic.

EXPERIENCES

The researchers during the pandemic are afraid to go to doctors , fearing

that they will be assess as with COVID -19 , this is also happening in Brgy

_____ in which several mothers are resulting to the use of herbal medicines, as

observed the researcher believed that they would come up with a great

research.

Conceptual Framework

Today’s students are active learners rather than spectators. They view

themselves as participants in creating information and new ideas (Barkely,

E.F., Cross, K.P. and Howell Major, C. 2014.). Accordingly, twenty-first century

instruction is based on three pedagogical principles – personalization,

participation and productivity. This framework allows learning through

authentic real-world contexts, carrying out projects from beginning to end, and

solving problems as they arise, all of which constitute powerful learning

strategies. Forming working relationships with teachers and partners in the

community, and working collaboratively with peers will also contribute to

productive learning experiences for learners worldwide (Barron, B. and Darling-

Hammond, L. 2012).

3
 Above all, studies have found that learners are more successful at

acquiring new competencies when they build strong metacognitive abilities,

reflect objectively on new concepts learned, and integrate that information with

their existing knowledge and skills. The process of adapting new knowledge for

their own use and incorporating it into their existing conceptual frameworks

will support further learning. Once new learning is integrated into existing

‘ways of knowing’, this in turn nurtures creativity and originality and

establishes new cognitive habits. Critical thinking skills are also enhanced

(Darling-Hammond, 2011).

Research Paradigm

Live experiences of Mothers

Knowledge of use

Use of Herbal
Attitudes
Medicines

Practices

4
Figure 1: Research Paradigm

The above figure is the summary of the process of this research study

showing the primary variables of the study and the characteristics therein.

This also shows the framework used in the study.

STATEMENT OF THE PURPOSE

The purpose of this research is to gain an in-depth understanding of the

growing use of herbal medicine Knowledge, attitudes and practices of mothers

in using herbal medicine this time of covid 19 pandemic that informed this

understanding and will answer the following questions:

1. How may the profile of the respondents described in terms of:

1.1. age;

1.2. occupation;

1.3. monthly income; and

1.4. number of children?

2. How may the respondents describe their use of herbal medicine in this time

of pandemic in terms of their:

2.1. knowledge of use;

2.2. attitudes; and

2.3. practices?

SCOPE AND LIMITATIONS OF THE STUDY

5
 The participants of this study are selected mothers of Barangay Bangad

m Cabanatuan City . This study will use qualitative design with interpretative

phenomenological approach, there are ten (10)) participants . The following

criteria was used in selecting the participants; mother with 18-50 years old

and is willing to participate in the study. Moreover, this study is limited to

mother who are living in Barangay Bangad at least 5 years . The validity of this

study will be limited according to the participant’s culture, society, and

environment of their experiences. This study will only be conducted on

September to December , 2020.

SIGNIFICANCE OF THE STUDY

The researcher believes that the result of this study would benefit the

following:

To the Community. This research will promote in depth awareness

and provide further information regarding the use of herbal medicine.

To Education Students. This will be a significant aid to be consciously

aware and to have an insight of their individual perspective to further improve

the quality of care that they render.

To the Participants and their Family. This will provide enlightenment

and a sense of self-awareness as this study will highlight the physical,

emotional, social al experiences that the participants encountered. Thus giving

them opportunity to describe their personal experiences along their journey.

6
 To the Researcher. The outcomes of this study could be utilized as a

reference guide for future research and will play a significant role in supporting

education practices.

To the Educators. The results of this study will be able to contribute

into refining the quality of education and could assist student’s in becoming

more sensitive to lived experiences and determine how to translate this

understanding into practice.

DEFINITION OF TERMS

The following are the most commonly used terms in this study and is

conceptually and operationally defined as follows:

Coping Mechanism: “an adaptation to environmental stress that is

based on conscious or unconscious choice and that enhances control over

behavior or gives psychological comfort.” (Sincero, November 2012);

Dilemma: “a situation in which a difficult choice has to be made

between two or more alternatives, especially ones that are equally undesired.”

(Oxford Dictionaries, 2019).

Lived Experience. The term refers to the experiences of mothers who

uses herbal medicines in treating the members of their family

CHAPTER 2

7
 Review of Related Literature

Present Situation and use of Herbal Medicines

The lack of coronavirus cure and rapid increase of reported cases have

pushed many countries to turn to herbal medicine as a remedy for the

pandemic.Using herbs for illness isn’t a novel idea. For thousands of years,

herbs have been used to treat respiratory infections like the flu and

pneumonia. With different clinical trials underway, pharmaceutical companies

claim that a vaccine against COVID-19 will be made available as early as

September. This has made nations to look for an alternative cure in an attempt

to prevent more infection.

China

In China, where the coronavirus started, the Chinese government has

claimed that combining herbal medicine with conventional medicine has helped

the country deal with the outbreak.

China’s National Health Commission issued a document on treating

COVID-19 patients that included several herbal medicines claiming to relieve

symptoms like weakness and fever.

Chinese officials and state-run media claimed that alternative medicine

has been used to treat patients and health workers that contracted the deadly

virus. Zhong Nanshan, an epidemiologist, initially claimed that the government

tested the effectiveness of Chinese herbal medicines in curing the coronavirus –

a practice that has existed for centuries.

Madagascar

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 In Madagascar, President Andry Rajoelina endorsed a plant-based tonic

as a remedy for the novel coronavirus. Launched as Covid-Organics, it is

produced from the artemisia plant and other Malagasy plants, which is the

source of an ingredient used in a malaria treatment.

BBC claimed that the bottled herbal tea was tested on people fewer than

20 people. However, the president vouched for the tonic to be used a preventive

measure and said, “This herbal tea gives results in seven days. Schoolchildren

should be given this to drink… little by little throughout the day.”

India
India, the home of Ayurveda medicine – a Hindu system of medicine

based on herbal medicines and dietary restrictions, promotes alternative

medicine to “strengthen the immune system”.

Indian Prime Minister Narendra Modi’s strategy against the coronavirus

includes advising citizens to use traditional herbs. Modi has said people should

follow official guidance to use a particular herbal combination known as

“kadha” which will “increase immunity.”

India’s Ministry of Ayurveda, Yoga & Naturopathy, Unani, Siddha and

Homoeopathy (AYUSH) promotes traditional healing therapies and lists various

practices for boosting the immune system.

Philippines

The country’s Department of Science and Technology (DOST) is also

looking at the effectiveness of certain herbal medicines against COVID-19.

Presidential spokesperson Harry Roque said that Lagundi (Vitex negundo),

9
Virgin Coconut Oil, and Tawa-tawa (Euphorbia hirta) are currently being tested

to alleviate the symptoms of the coronavirus.

President Rodrigo Duterte waved a 50 million reward to anyone who will

find a cure to the coronavirus.

Herbal medicines have long been used to treat infections and viruses.

However, the World Health Organization (WHO) claimed that no official cure

(conventional or alternative) has been proven to fight against coronavirus.

Experts cautioned the public in using medicine without adequate scientific

basis.

Use of Herbal Medicines

The use of herbal medicines and phytonutrients or

nutraceuticalscontinues to expand rapidly across the world with many people

now resorting to these products for treatment of various health challenges in

different national healthcare settings (WHO, 2004).

This past decade has obviously witnessed a tremendous surge in

acceptance and public interest in natural therapies both in developing and

developed countries, with these herbal remedies being available not only in

drug stores, but now also in food stores and supermarkets. It is estimated that

up to four billion people (representing 80% of the world’s population) living in

the developing world rely on herbal medicinal products as a primary source of

healthcare and traditional medical practice which involves the use of herbs is

viewed as an integral part of the culture in those communities (Mukherjee,

2002; Bodeker et al., 2005; Bandaranayake,2006).

10
 The use of herbal remedies has also been widely embraced in many

developed countries with complementary and alternative medicines (CAMs) now

becoming mainstream in the UK and the rest of Europe, as well as in North

America and Australia (Committee on the Use of Complementary, and

Alternative Medicine by the American Public, Board on Health Promotion, and

Disease Prevention, Institute of Medicine, 2005;Calapai, 2008;Braun et al.,

2010;Anquez-Traxler, 2011). In fact, while places like the UK have a historical

tradition of using herbal medicines (Nissen, 2010), the use is also widespread

and well established in some other European countries (Calapai, 2008). In

these developed countries, the most important among many other reasons for

seeking herbal therapy is the belief that it will promote healthier living. Herbal

medicines are, therefore, often viewed as a balanced and moderate approach to

healing and individuals who use them as home remedies and over-the-counter

drugs spend huge amount of money (in excess of billions of dollars) on herbal

products. This explains in part the reason sales of herbal medicines are

booming and represents a substantial proportion of the global drug market

(Roberts and Tyler, 1997; Blumenthal et al., 1998;WHO, 2002a; Kong et al.,

2003; Pal and Shukla, 2003;WHO, 2005a;Bandaranayake, 2006).

As the global use of herbal medicinal products continues to grow and

many more new products are introduced into the market, public health issues,

and concerns surrounding their safety are also increasingly recognized.

Although some herbal medicines have promising potential and are widely used,

many of them remain untested and their use also not monitored. This makes

11
knowledge of their potential adverse effects very limited and identification of

the safest and most effective therapies as well as the promotion of their rational

use more difficult (WHO, 2002b). It is also common knowledge that the safety

of most herbal products is further compromised by lack of suitable quality

controls, inadequate labeling, and the absence of appropriate patient

information (Raynor et al., 2011). It has become essential, therefore, to furnish

the general public including healthcare professionals with adequate

information to facilitate better understanding of the risks associated with the

use of these products and to ensure that all medicines are safe and of suitable

quality. Discussion in this review is limited to toxicity-related issues and major

safety concerns arising from the use of herbal medicines as well as factors

promoting them. Some important challenges associated with effective

monitoring of safety of these herbal remedies are also highlighted with a view to

helping refocus relevant regulatory agencies on the need for effectiveness and

ensuring adequate protection of public health and promoting safety.

FACTORS RESPONSIBLE FOR INCREASED PATRONAGE AND SELF-

plant extracts containing several constituents which are often generally

believed to work together synergistically. The recent resurgence of public

interest in herbal remedies has been attributed to several factors some of

which include (i) various claims on the efficacy or effectiveness of plant

medicines, (ii) preference of consumers for natural therapies and a greater

12
interest in alternative medicines, (iii) erroneous belief that herbal products are

superior to manufactured products, (iv) dissatisfaction with the results from

orthodox pharmaceuticals and the belief that herbal medicines might be

effective in the treatment of certain diseases where conventional therapies and

medicines have proven to be ineffective or inadequate, (v) high cost and side

effects of most modern drugs, (vi) improvements in the quality, efficacy, and

safety of herbal medicines with the development of science and technology, (vii)

patients’ belief that their physicians have not properly identified the problem;

hence the feeling that herbal remedies are another option, and (viii) a

movement toward self-medication (Bandaranayake, 2006).

The increasing utilization of herbs for self-medication by patients or

individuals is also attributed to a number of other reasons such as (i) patients

being uncomfortable about discussing their medical problems and fear lack of

confidentiality in handling their health information, (ii) fear of possible

misdiagnosis and wrong treatment by patients with non-specific symptoms or

general malaise, and (iii) lack of time to see a physician; this is usually a

reason where prior visit did not yield any positive experience (Studdert et al.,

1998). Furthermore, patients’ freedom of choice of a practitioner is also

encouraging their utilization of alternative treatments and herbal remedies,

although many select herbal medicines from a deductive approach based on

anecdotal information, that is, “it worked for my friend or relative” (Parle and

Bansal, 2006).

13
 So also, because of the influence of religion and greater level of spiritual

consciousness, many individuals tend to be increasingly disposed to accepting

therapeutic value of a treatment based on faith or intuition rather than

scientific reasoning (Astin, 1998;Zeil, 1999). Herbal medicines, therefore,

become particularly alluring when the body’s natural capacity for self-repair,

given appropriate conditions, is emphasized (Parle and Bansal, 2006).

In addition to all these above-mentioned factors, the marketing strategies

and efforts by various manufacturers of herbal medicines and their sales

representatives have seriously projected these products into greater limelight.

Various advertisements in the mass media including television and radio

programmes have significantly increased consumers’ awareness and given the

herbal products undue respectability and credibility (Brevort, 1998;Parle and

Bansal, 2006). These advertisements are carefully presented to attract the

different age groups of people that exist in the society.

Children are encouraged to use herbs for their nutritional values to

facilitate normal or healthy growth and development; young persons for their

euphoric effects, supply essential ingredients to help them cope with daily

stress and to prevent or slow the onset of aging; older persons for their anti-

aging or rejuvenating effects and women for slimming and beauty enhancing

effects (Parle and Bansal, 2006).

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 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents related literature and studies to the present

research work. These serve as frame of reference for this study.

Foreign Literature

The 21st society makes great demands on its members on its rapidly

development and ever-changing political, cultural, social, economic and

technological situations.

The above stated premises are the reasons why we need to adapt the

educational system to the needs of the times. The 21 st-century community

should support 21st-century skills with best practices across an education

system, including curriculum, pedagogy, and teacher preparation and teacher

development.

The National Teachers Association acknowledges the need for and the

importance of 21st –century skills within the context of education and

advocates for the education community to support 21 st-century skills

consistent with best practices across a preK-16 educational system. Consider,

for example, the goals of each; education reform focuses on fostering deep

content knowledge through active intellectual engagement and emulating

disciplinary practices and thinking and 21 st–century skills focus on developing

15
broadly applicable capacities, habits of mind, preparing knowledge for a new

economy (Jossey-Bass/John Wiley & Sons.(2014)).

Good teaching is not replaced by technology, but rather enhanced by it.

Much of the language of today’s learners evolves from rapidly changing

technology, and it is important to keep abreast of how your students are

learning and communicating. While specific content of our teaching may

remain stable (the physiology of blood flowing from the heart through the aorta

has remained unchanged), how we organize, present, or disseminate that

content continually evolves. Some content remains in books or texts, but other

forms, such as blogs, Podcasts, and free streaming videos, provide unlimited

access to medical knowledge and viewpoints. Becoming aware of available new

technologies and how they are being used in medical education is the key to

understanding how current learners are interacting with content (Bates, A.W.

2011).

Education for the 21st Century In these examples, there is perhaps a

clue to what the future of education might become. Given the rapid

developments in broadband, it seems that it is most likely that in a decade’s

time education of a pre-professional nature will be a new form of partnership

between schools and the community. The teacher will be responsible for the

pedagogical format and content, whereas the community will provide, by way of

demonstration, access and expertise, the necessary relevance, content and

practical experience. If this is to be a successful model, it would require a

change in the way in which the community is funded so that its activities in

16
this area are appropriately regulated, funded and given incentives. In turn, this

leads to a consideration of a further set of resources whose place in the future

needs to be better considered. These are the community facilities such as

museums and centers, in which pupils should be allowed access not just to

“show-and-tell” demonstrations but to practical experimental opportunities

which invigorate and support their learning. Again, given the speed with which

is changing, these resources may become a much more integral part of the

formal education process. There are many opportunities here, and the key

issue will be to experiment appropriately with these new approaches with

proper assessment processes in place to identify which new paradigms are

effective and those which are not (Hershey, Penn., 2011).

Many Millennial Learners identify themselves as successful in multi-

tasking and believe in the merits of their skills. Today’s teachers can play an

important role in debunking the myth that learning can be accomplished

successfully while simultaneously juggling multiple other activities. Retention,

recall, understanding, analysis, and engagement all fail when one is faced with

multiple competing streams of information and stimulation. The attributes of

successful learning – including focus, engagement and attention – in

conjunction with critical evaluation of material, need to be emphasized and

encouraged.

Technology is omnipresent and temptations for distraction inundate our

current learners. Faculty can help learners avoid the temptation to shop on the

Internet, send a few text messages, or read the latest headlines during their

17
teaching or morning rounds. Specific suggestions to limit multi-tasking and

encourage focus include (Beetham, H. and Sharpe, R. (eds). 2013).

Many Millennial Learners were raised by so-called ‘‘helicopter’’ parents

who hovered nearby, making themselves available to assist with any type of

need or challenge. As a result, some Millennial may arrive at graduate and

professional schools more comfortable asking for or expecting support when

faced with difficulties or challenges rather than solving problems on their own.

Data also suggests Millennial Learners are more anxious in new learning

situations, which may result in a preference for more structured learning

environments (Ben-David Kolikant, Y. 2010).

Local Literature

The quality of education in the Philippine schools is greatly influenced by

the quality of teachers. Students’ interest in is directly linked to the quality of

teaching as well as learning interactions provided by their teachers. Interviews

with students who excelled in reveal that they were greatly inspired by teachers

who engaged them in tasks that enabled them to inquire and solve problems.

Has a rapidly changing knowledge base and expanding relevance to

society. Teachers must pursue opportunities to build their understanding of

how students with varied interests, abilities, and experiences can be supported

18
and guided. Subsequently, students may be able to make sense clearly out of

scientific ideas. These ideas can be linked to real-life situations. Furthermore,

teachers must have the chance to conduct research in regard to teaching and

learning, and to share the results of their studies with their colleagues.

teachers who manage to develop students’ skills in searching for answers to

questions about materials and phenomena in the environment, and those who

empower their students to grow to become informed decision makers in society,

are considered effective teachers. These teachers are also able to evaluate their

own practice and use these insights to develop challenging learner-centered

experiences. In effect, a committed teacher should be reflective, collaborative,

and a lifelong learner (Ricardo, 2011).

There are many constraints facing education in Philippine schools:

shortage of qualified teachers, lack of quality textbooks, inadequate equipment,

large classes, lack of support from administrators, and many others. However,

the Core and Technical Working Groups for this project decided that the

framework for teacher education should pay attention to problems that will

address ways to improve or raise the quality of teaching practices, and

personal attributes (Santos, 2015)

Teaching through the transmission approach is still predominant. In this

approach, the teacher manages the learning and passes onto learners the

knowledge and skills, treating them as ‘empty vessels which the teacher fills’.

There is evidence that transmission approach to learning, especially in

elementary school, may be contributing to the lack of interest in that is now

19
widespread among elementary and secondary schools students across the

country. The low percentage of students venturing into -related careers in

tertiary education can be attributed to the poor quality of teaching in many

Philippine secondary schools. For many years, learner-centered classes have

been found effective in developing students’ critical and creative thinking skills.

The approach is based on the philosophy that students learn best when they

hear, see, and manipulate variables (also referred to as interactive learning).

Consequently, the method by which learning occurs is oftentimes experiential.

For many years, training programs zeroed in on the use of practical work

approach (PWA) to teaching and learning. This approach requires teachers to

use hands-on and minds-on activities to stimulate students’ curiosity and

imagination. In a learner-centered classroom, the teacher’s role is to facilitate

cognitive growth by utilizing the interest and unique needs of students as a

guide to meaningful learning. Students’ learning is then evaluated based on

predetermined and developmentally oriented objectives. Sadly, teacher-

centered classes still prevail in many Philippine schools. Lacking in content

and pedagogical skills suitable for teaching, many teachers turn to lecturing

instead of providing students with engaging and challenging activities that

enable the latter to develop creative ideas. Oftentimes, teaching is still

textbook-based and, more often than not, concepts are not relevant to daily life

or the community.

Synthesis of Review of Related Literature

20
 The literature cited in this study shows the teachers should act as it

should be , how the teachers as according to bates ( 2011) that good teaching

is not replaced by technology, but rather enhanced by it. , therefore seasoned

teachers is much given importance in it . however in the works of Santos(2015)

further emphasize that he quality of education in the Philippine schools is

greatly influenced by the quality of teachers. Students’ interest in is directly

linked to the quality of teaching as well as learning interactions provided by

their teachers, thus not only traditional or seasoned teachers is not needed in

the education system but rather a new breed of teachers like millennials

teachers should be mixed in the educational system to further add knowledge

in the young today as based on their interest

Foreign Studies

Expectations of the outcomes of education in the 21st century

increasingly focus on higher order thinking of synthesis, analysis and

evaluation. Yet school education is still dominated by lower level cognitive

demands—in particular recall. The argument is that the failure to transform

education for the needs of the 21st century is a consequence of a lack of a good

model of scientific reasoning and a body of expertise about how to assess such

higher order cognitive competencies.

Planning and implementing successful classroom instruction for concept

learning is a demanding task for teachers, requiring several kinds of

21
knowledge: content knowledge, pedagogy knowledge, and knowledge of inquiry.

Together this knowledge is the Pedagogical Content Knowledge of Instruction.

Teacher education programs routinely include content courses where

knowledge of is assessed. Much less attention has been given to the

assessment of knowledge pertaining to the pedagogies of content instruction as

typically taught in teaching methods courses. Our assessment items are for

this purpose. Each item begins with a classroom teaching design followed by a

question asking either for an evaluation of what was done in the vignette or

preference for what should be done. Although the items were designed with

formative assessment in mind, sets of items can also be compiled for

summative or research purposes, with versions for different subjects and grade

levels. The instruments can be used to identify teaching orientations and

pedagogical content knowledge of instruction (Brown-Martin, G. 2014).

Matters. Almost no one disagrees. Agreement on how is taught, the

curriculum designed, the method used, and the measure of literacy achieved is

quite another matter. Almost everyone has an opinion or suggestion. This

compilation provides references and resources that highlight methods,

curricula, standards, and strategies that promote learning in the nation’s

elementary, middle, and secondary schools. Many of the books and resources

list activities and projects designed to engage and capture the imagination of

the K-12 student. Some provide incentives and novel ideas for teachers,

methods of integrating standards into the classroom, or new ways of making

cross-curriculum connections. Other materials seek to inspire and enthuses

22
both teacher and student, to encourage further study and/or careers in the s,

or to advance literacy through the school into the community. Special attention

has been given to digital literacy, inquiry, and the importance of STEM

education to the nation's future (Buckingham, D. 2017).

Educators in the early 21st century are facing a myriad of issues.

Indeed, students in the United States still lag behind students in other nations

in achievement, particularly European and Asian countries (National Center for

Education Statistics, 2013).

Some of the complex issues in the field of education include the

availability of appropriate textbooks and classroom resources; the preparation

and training of teachers (including both pre-service training and in-service

professional development); political and religious opposition to cutting-edge

instruction; the need to meet standards and to prepare students for

standardized examinations; and the dramatically increasing use of the internet

as a source of information(Bull, A. and Gilbert, J. 2012.).

The modern learner has to sift through a lot of information. That means

higher level thinking skills like analysis and evaluation are necessary just

to reduce all the noise and establish the credibility of information.

There is also the matter of utility. Evaluating information depends as

much on context and circumstance as it does the nature of the data itself.

(http:/www.teachthought.com/wp-content/uploads/2013/06/21 st-century-

pedagogies.jpg).

23
As more and more K-12 schools across the country adopt 21st century learning

techniques, educators, administrators and parents are demanding to see hard

evidence that such methods actually increase students' academic success -

particularly on standardized tests. After all, the pressure to perform on

standardized tests is enormous. These scores often determine whether or not a

student graduates, teachers retain their positions or a school's doors remain

open. Given the risks, it is tempting for educators to stick to more traditional,

lecture-based approaches that impart a high amount of information during

each lesson in a passive way. However, recent research suggests that the

project-based and student-centered approaches of 21st century learning can

positively impact students' scores on standardized tests.

(www.schooloutfitters.com/september 21, 2017/9:23 am)

In addition to the ageing of the teaching workforce, some countries

experience high rates of attrition among new teachers and a shortage of quality

teachers in high-demand subject areas and disadvantaged schools. There is

also concern about attracting high-achieving and motivated candidates into

teacher education programs and the lowering of qualification requirements in

the certification and licensing of new teachers. Issues such as these have an

impact on the quality of the resulting teaching workforce that is tasked with

improving student outcomes. For example, the ageing of the teacher workforce

entails the loss of experienced teachers through retirement. High attrition rates

among new teachers is costly to the system and may prompt education

authorities to fill teacher shortages by lowering qualification requirements for

24
the certification of new teachers or by assigning teachers to teach subjects or

grades for which they were not trained. In such cases, the quality of the

teaching workforce is negatively affected. As research has shown, teacher

quality is an important factor in determining gains in student achievement,

even after accounting for prior student learning and family background

characteristics. Predictors of teacher quality have typically included factors

such as class size, certification, type of qualification, degrees earned, or years

of experience. Another, less studied, indicator of teacher quality is the

pedagogical knowledge of teachers. Pedagogical knowledge refers to the

specialized knowledge of teachers for creating effective teaching and learning

environments for all students.

The potential of the learning s to inform the pedagogical knowledge of

teachers and, hence, to improve pedagogical practice is significant. Our study

asks, do teachers sufficiently incorporate this new knowledge in their practice?

The policy imperative for the teaching and learning of 21st century skills, such

as problem-solving, collaboration, communication, and creativity, might entail

a re-skilling of the current teacher workforce and upgrading of the knowledge

base of the teaching profession. Our study asks, do teachers have the relevant

knowledge for teaching 21st century skills? To address these questions, we are

developing a survey to profile the knowledge base of teachers and the

knowledge dynamics in the teaching profession. This document has been

prepared to serve as a background report for the project and aims to

25
summarize the research literature related to the key questions addressed by

the study.

Teachers as Learning Specialists, we view teaching as a knowledge-rich

profession with teachers as ‘learning specialists.’ As professionals in their field,

teachers can be expected to process and evaluate new knowledge relevant for

their core professional practice and to regularly update their knowledge base to

improve their practice and to meet new teaching demands. By investigating the

knowledge underlying effective teaching and learning, we are studying how to

improve teacher quality. Teacher quality itself is an important factor in

determining gains in student achievement. In fact, the main motive for

investigating teacher knowledge is to improve student outcomes. On the other

hand, to improve teacher quality, it is crucial to understand what teacher

professionalism involves. Thus, this study focuses on teacher knowledge as a

key factor in teacher professionalism. In other words, the two main themes

underlying the study of teacher knowledge are improving student outcomes

and teacher professionalism.  How to recognize an expert teacher? What does

teacher professionalism involve? Literature highlights many features that

characterize expert teachers, which include extensive pedagogical content

knowledge, better problem solving strategies, better adaptation for diverse

learners, better decision making, better perception of classroom events, greater

sensitivity to context, and greater respect for students. Several studies stress

the importance of the knowledge teachers hold, highlighting that in addition to

assimilating academic knowledge, student teachers also need to incorporate

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knowledge derived from experiential and practical experiences in the

classroom. Research also shows that variations in ‘opportunities to learn’ in

teacher preparation are related to differences in student achievement: teachers

from countries that are top performers tend to have more opportunities to learn

content, pedagogical content and general pedagogy. While teacher knowledge is

certainly a component of teacher professionalism, professional competence

involves more than just knowledge. Skills, attitudes, and motivational variables

also contribute to the mastery of teaching and learning. Butcher, N. and

Hoosen, S.( 2014) proposed a model that identifies cognitive abilities and

affective-motivational characteristics as the two main components of teachers’

professional competence. Figure 1: Professional competence of teachers

Adapted from Butcher, N. and Hoosen, S. (2014) Teachers’ Pedagogical

Knowledge and the Teaching Profession How does Teacher Knowledge Influence

Student Outcomes? Research on the impact of teacher knowledge on student

learning outcomes is scarce and the few studies that exist have focused on

pedagogical content knowledge or content knowledge. Evidence is beginning to

show the following implications: Implications Study Better content knowledge

of teachers → Higher student achievement Mathematics teachers Better

pedagogical content knowledge → Higher student achievement Mathematics

teachers Pedagogical content knowledge has more impact on student

achievement than content knowledge; Only pedagogical content knowledge

seems to have an impact on the quality of instruction Higher general

pedagogical/psychological knowledge → Higher quality of instruction according

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to student perception (e.g. Higher cognitive activation, better instructional

pacing, better student-teacher relationships)

Only one study on teachers Based on Carneiro, R. 2017. Whereas there

is a long history of discussion and debate around the connection between

teacher knowledge and quality instruction, there is a lack of empirical research

testing this hypothesis or even connecting knowledge to student learning.

The studies reviewed show that while much research is still needed to

fully support this relationship, as well to test a cross-cultural conceptualization

of general pedagogical knowledge, research thus far is beginning to show that

teachers’ general pedagogical knowledge is relevant to understanding quality

teaching as understood by its impact on student learning outcomes. Teachers’

Knowledge Base Conceptualizing teacher knowledge is a complex issue that

involves understanding key underlying phenomena such as the process of

teaching and learning, the concept of knowledge, as well as the way teachers’

knowledge is put into action in the classroom.

At other times, we know that we have a particular thinking skill, but

domain knowledge is necessary if we are to use it. For example, a student

might have learned that "thinking scientifically" requires understanding the

importance of anomalous results in an experiment. If you're surprised by the

results of an experiment, that suggests that your hypothesis was wrong and

the data are telling you something interesting. But to be surprised, you must

make a prediction in the first place—and you can only generate a prediction if

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you understand the domain in which you are working. Thus, without content

knowledge we often cannot use thinking skills properly and effectively.

Local Studies

According to the partnership for 21st century skills the 21st century

skills are subdivided into four major categories and one of it is the learning

skills also called as the innovative skills. This includes creative thinking skills,

critical thinking skills, collaborative skills and communicative skills. They

define these learning skills are essential in preparing students to a more and

more complex life and work environment in the 21st century. Corpuz (2013)

said that a creative thinker manifest the following: Awareness, Curiosity,

Imagination, Fluency, Flexibility, Originality, Elaboration and Perseverance.

She added that awareness is the ability to notice the attributes of things in

environment to build knowledge base on the beginning of all other forms of

creative thinking.

Several researches were conducted to measure and developed creative

thinking among students. Gonzales (2015) found that adopting critical thinking

tasks centered on cooperative learning strategies helps improve social

relationships among team member students. Similarly, Diaz (2013) found that

there was a difference with statistical significance among the averages of the

academic achievement as well as the skills of creative thinking of the two

groups. Researches made mentioned on the possible interventions that can

enhance and elevate creative thinking skills among students. One thing

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common among the researches, is the fact that acquiring creative thinking

skills is essential among students in this contemporary era of global

competition and education. Another sub category in learning skills is the

critical thinking skills. Santos (2013) said that critical thinking includes

verification, analysis and interpretation. De Chavez (2014) shows the

importance of developing critical thinking among students in the new era of

teaching. They found out that instruction in critical thinking is becoming

exceedingly important because it allows individuals to gain a more complex

understanding of information they encounter and promotes good decision

making and problem-solving. Luna (2011) researched on the impact of using

explicit instruction on developing critical thinking skills among students.

Research shows that students receiving explicit instruction showed much

larger gains than those in the imbedded instruction group. Cruz (2013) stated

that communication skills can be either verbal or non-verbal. Since words are

the source of understanding through communication it is beneficial that the

students has the ability to make use of the words meaningfully and applied it

to communicate with each other.

Synthesis of the Study

The different studies conducted here and in abroad further discuss the

teaching styles of the seasoned and millennial teachers encompasses the

eagerness and hardship of both teachers , the experiences of the seasoned

teachers that helps a lot in determining the different learning styles of the

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pupils or students and their way of handling it makes for the millennial

teachers to move on and will not experienced the way the seasoned teachers

experienced , from this millennial teachers can create a new trend of teaching

and knows well how to handle the new breed of pupils. The study as based on

the research conducted by the researchers justified the needs of new trend of

teaching as some studies shows that millennial teachers and seasoned

teachers are cooperating in one way to make the learners achieve the

knowledge and skills they need in this modern day of education.

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 CHAPTER 3
METHODOLOGY
This chapter describes the research method, population, sampling

procedure, instrumentation and statistical design used in the study.

Research Design
Descriptive-phenomenological method will be used in this study, where

information will be gathered by means of presenting possible existing

condition. It involves data gathering to answer the questions concerning the

topic under study (Alceso, 2011). Interview can be useful when a researcher

wants to collect data about phenomenon that cannot be directly observed.

The descriptive survey method will be instrumental in the determination and

description lived experiences of people who believe in folk healing.

Instrumentation
Interview is the primary tool in gathering data. The researchers will be

using an interview guide when conducting the interview to the respondents.

This interview guide will include questions which will probe answers to the

questions of the study.

Sampling Procedure
The researchers will determine the respondents of the study through

snow balling.

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 The respondents came from Barangay Bangad Cabanatuan in Nueva

Ecija and found by the researchers through random way and snowballing.

The researchers used this criteria in searching for respondents such as:

Community person who believe in herbal .

Participants of the Study

medicines. The researchers determined the total number of the respondents in

a purposive way.

INCLUSION AND EXCLUSION CRITERIA

INCLUSION EXCLUSION
• Mothers 18-50 years old • Young mothers
• Religious people who are
• People who has a lot of banned in using herbal
experience in herbal
medicines use .

Data Gathering Tool

The researcher will use unstructured interview and observation as the

main tool in data gathering. The subjects will have freedom in sharing their

stories without any constraints when this type of tool will be utilized. The

interview will be about the experiences of mothers who use herbal medicines

during the time of pandemic.

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Data Gathering Procedure

The following techniques will be utilized in gathering the data:

1. In-depth Interview: is a qualitative research technique that involves

conducting intensive individual interviews with a small number of

respondents to explore their perspectives on an idea, program, or

situation. This study involves conducting thorough one-on-one

interviews with the respondents explore their experiences as a nurse

entrepreneurs.

2. Memoing: is the act of recording reflective notes about what the

researcher (fieldworker, data coder, and/or analyst) is learning from the

data. The study will use memoing in data gathering. It is an act of

recording reflective notes about what the researchers will learn from the

data they have gathered.

3. Validation: is a process of confirming that an existing program of

study or a newly designed one can continue or commence operation. This

will be done through having another assembly or meeting with the

participants after the data processing. The validation of data is

equivalent to the accuracy of results.

Before the interview the researchers will explain to the participants the

purpose of the study that will provide clarity to the participants and

encouraged them to cooperate in the process of the study. When the

participants give their consent to participate in this study, the researchers will

start to collect information through interview.

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 During the interview, the researchers will ask questions in a manner they

will understand for the researchers to gather sufficient and accurate data. Also

the researchers will welcome the question and clarifications of the participants

regarding the questions in the interview. The researchers will assure the

participants that confidentiality of the shared information will be maintained.

Data Management and Analysis

After every interview, the researchers will start transcribing file and

secluded all the answers in different columns to itemize the answer of the

participant so that transcribing will be easy and data gathered will be easily

explained.

The researchers will also clusters similar responses. The participant’s

responses will be carefully studied in order to formulate theme and sub-themes

that will help to explore the relationship among the theme.

The researcher will incorporate new data that emerge to have an

exhaustive description of phenomenon. The outcome of analysis will be

presented in a conceptual map where the theme and also sub theme will be

presented.

Collaizzi’s Method. The researchers utilized this method to identify

meaningful information and organize it into themes or categories. The

approach follows seven data analysis steps:

1. Transcribing all the subject’s descriptions. In this section of the

analysis process, participant narrative are transcribed from the audio-

tape interviews held with each individual. According to Collaizzi’s

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 (1978a) process, the narratives do not need to be transcribed

verbatim, as long as the essence of what the participant was

communicating is caught in the transcription. Individual

transcriptions of interview are then validated by the respective

participant.

2. Extracting significant statements. (Statements that directly relate to

the phenomenon under investigation)

Any statements in the participants’ narrative that relate directly to the

phenomenon under investigation are considered significant.

Significant statements are extracted from each of the narrative and

numbered. The significant statements are numerically entered into a

list that is an assemblage of all significant statement.

3. Creating formulated meanings. In this stage of analysis, recommends

that the researcher attempts to formulate more general restatements

or meanings for each significant statement extracted from the

participant’s narratives.

4. Aggregating formulated meanings into theme clusters.

Collaizzi’s (1978a) suggests that the researchers assign or organize

formulated meaning into groups of similar type. In the other

words, the formulated meanings are grouped into the theme

clusters. That is some statements may relate to, for example, faith

while other statements relate to self-awareness and so on.

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 5. Developing an exhaustive description (that is, a comprehensive

description of the experience as articulated by the participants).

An exhaustive description is developed through a synthesis of all

theme cluster and associated formulate meanings explicated by the

researcher.

6. Identifying the fundamental structure of the phenomenon as it is

revealed by explication through a rigorous analysis of the exhaustive

description of the phenomenon.

7. Returning to participants for validation.

A follow-up appointment is made between the researcher and each

participant for the purpose of validating the essence of the

phenomenon with participants. Any alterations are made according to

participant feedback to ensure their intended meaning is conveyed in

the fundamental structured of the phenomenon. Integration of

additional information provided by the participants for inclusion into

the final description of the phenomenon occurs at this point.

Ethical Consideration

The participants of this study will be informed of why the study shall be

conducted.

Ethical beneficence. The researchers will make sure that the study will do

well for the participants and will cause them no harm.

Self-determination. The participants of this study will not coerce from

participating. They will be allow to choose not to take part in the study or

37
decide to drop out any time. Also, they can decide to take part without any

pressure and ask questions at any time regarding all the aspect of this study.

Informed consent. The researchers will obtain informed consent from the

participants in order to prove that they did not become part of their study

against will.

Confidentiality and anonymity. The researchers will ensures the participant

privacy at all times by means of using code name for the respective

participants and not disclosing the information obtain to those who are not

involved in the study.

Establishing Trustworthiness of Data

Credibility,

an especially important aspect of trustworthiness, is achieved to the

extent that the research methods engender confidence in the truth of the data

and in the researchers’ interpretations of data (Polit and Beck, 2008).

The credibility of our study will be attained through the proper data

collection. We will use a tape recorder and take down notes during the

interview. So when we documented the data, the exact response of the

participants will be conducted. And we will set aside our biases to focus on the

participants responses. We will allow the participants to verbalize the positive

and negative opinions to get more information. We will also conduct a preview

to evaluate our data if there are corrections. We will conduct follow-up

interview for validation and in care that participants want to add information.

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Dependability, refers to evidence that is consistent and stable (Polit and Beck,

2014).

Dependability will be achieved through proper selection of participants.

We will use purposive sampling with criteria to select the right participants in

our study. We will use the phenomenological method to obtain substantial

information from our participants. In our analysis of data, often we gathered

the data we read and reviewed to formulate themes and patterns. We will go

back to the participants for them to evaluate if our interpretations of data are

same as them.

Confirmability, is in some senses the idea that the researcher has remained

neutral in data analysis and interpretation. It is based upon the notion that the

researcher needs to demonstrate that the results could be and at times even

should be confirmed corroborated by others (Major & Baden, 2012).

Confirmability will be established by ensuring that all interpretation

and conclusion of data gathered are directly from the participants. We will also

keep the records of the interview to have a basis in the interpretation and can

be used in the evaluation.

Transferability, refers to the idea that findings may be applicable in similar

situations. While transferability generally is considered the responsibility of the

one who wishes to apply the results into new contexts, the researcher is

generally expected to have provided sufficient information about context and

assumptions to determine whether the research is transferrable (Major &

Baden, 2012).

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 We will collect sufficient and detailed description of data in context

and reports them with sufficient detail and precision to allow judgment. We will

also make our study understandable in using terms that all readers can

comprehend.

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