Author

Lean Pedroso Baño*
Northeastern College, Santiago City, Isabela, Philippines

Abstract

The integration of online resources in education has become increasingly prevalent, significantly influencing teaching practices in language instruction, particularly in Filipino subject teaching. However, there remains a limited understanding of how these resources affect teaching practices and the specific challenges faced by Filipino teachers in public secondary schools. This study examined the perceived effect of online resources on the teaching practices of 20 Filipino subject teachers in public national high schools in Tuguegarao City using a mixed-methods descriptive design. Data were collected through questionnaires, interviews, and observations, and analyzed using percentage and weighted mean. Findings revealed that teachers strongly experience challenges in instructional resources (4.92), curriculum rigidity (4.31), and classroom management (4.59), while interventions such as multimedia use and administrative support were highly effective (4.82). The study recommends strengthening resource provision, curriculum flexibility, and institutional support to enhance teaching effectiveness and student engagement.

Keywords: Online resources, Filipino teaching, instructional challenges, teaching practices, educational interventions.

*Corresponding author
DOI: http://doi.org/10.69651/PIJHSS05021176

Recommended citation:
Baño, L. P. (2026). Online resources and teaching practices in Filipino language education: A mixed-methods study. Pantao (International Journal of the Humanities and Social Sciences) 5 (2), 4641-4648. http://doi.org/10.69651/PIJHSS05021176

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