This document discusses issues and problems related to instruction. It begins by defining instruction and noting that its definition can vary based on interpretation. It then lists several issues and problems related to school instruction, including difficulties adapting innovations, lack of support staff, and pressure from 21st century learning demands. Issues specific to classroom and online instruction are also outlined, such as boredom, technical problems, lack of engagement, and security issues. Elements of effective instruction like motivation and feedback are presented. The document concludes by discussing approaches to instructional improvement including assessing program relevance, planning improvements, implementation, and evaluation.

1. ISSUES AND PROBLEMS
RELATED
TO
INSTRUCTION
VENUS C. DENIEGA
Presenter

2. The Definition
The definition of instruction is subjective. Its
is based on the purpose or interpretation whether
social, or educational.
Instruction is how curriculum is delivered. It is the
implementation of teaching according to academic
curriculum (Wilson,2005).
The term Instruction is derived from the late
English word instruccioun meaning to provide
direction (Random, 2016).

3. The Definition
Instruction is detailed information telling how
something should be done, operated or
assembled.(Merriam –Webster Dictionary)
Instruction is the creation and implementation of
purposely developed plans for guiding the process by
which learners gain knowledge and understanding, and
developed skills, attitudes, appreciations and
values(UNESCO).

5. Instruction is a central sub-system of the total
educational system, and administering and
improving the instructional program in an important
domain of responsibility for school principals
(Kenneth E. McIntyre).
The success or lack of success of that curriculum
primarily lies in the hands of the classroom teacher.
A teacher’s curriculum- translation role is the key to
the effectiveness of any curriculum (Rubin).

6. Issues and Problems Related to School
1. Difficulties of some teachers to adapt innovations and
strategies adapted by the system.
2. School culture that hinders the organizational change of
administration that affects the learning environment.
3. Those teachers hesitate to undergo continuous educational
development for professional growth.
4. Too much ancillary works.
5. Lack of support staff.

7. Issues and Problems Related to School Instructions
6. Pressure on the challenge of 21st century learning.
7. Confronted with issues which they are not trained.
8. Uncooperative, no commitment and poor quality of
teaching staff.
9. Lack of instructional facilities.
10. Difficulty to adjust to the demands of now normal scheme.

8. Issues and Problems Related to School Instructions
11. Delayed delivery of instructions due to communication
gap.

10. Issues and Problems Related to Classroom
Instructions
(Modular Distance Learning)
1. Self-studying
2. Poor internet
3. Lack of sleep and time to answer all the modules due
to the great number of activities, distractions and lack
of focus
4. Parents have become learners.
5. Poor performance
6. Boredom

11. Issues and Problems Related to Classroom
Instructions
(Major Issues Facing Online Instruction)
1. Boredom
Several E-learning courses consist of never-
ending texts or have multiple-choice questions that
fail to engage students often get bored, and this lack
of engagement and motivation is one of the main
reasons for e-learning courses failure.

12. 2. Technical Issues
Not all students are texts-savvy or has access to
high bandwidth or the strong internet connection
that online courses require.
Compatibility issues that add a layer of difficulty
that lead to students’ frustration, reduces
engagement and interest, the learning experience
gets interrupted, and they probably abandon the
course.

13. 3. Gadgets Shortage
Not every teacher or students has gadgets to
use. Many of them share their laptops, mobile
devices and computers with their parents or siblings
to keep up with their remote work.

14. 4. Digital Literacy
The requirement of technical proficiency which
includes the ability to login, participate successfully in
classes, submit schoolwork, and communicate with
teachers and classmates.
Some does not know how to operate basic program
or fix basic computer problem. This requires technical
proficiency to enable students to manage their
assignments and courseware in an organized manner
without facing any challenge.

15. 5. Virtual classroom engagement
Lack of human contact, absence of a teacher and inability
to discuss problems.
Some students do not find virtual classroom as
engaging like a traditional one.
6. Security Issues
Online platforms have been a fertile prey to cyber
crime.
7. Self-Motivation
Not all manage to stay motivated throughout the
course.

16. 8. No practical Knowledge
Online learning have some limitations; not every subject
can be mastered. Some subjects require practice that was
neglected and focused solely on theoretical content and
external lessons.
Students do not get to practice, and the learning process
does not give the desired outcome.
9. Course Quality
Many students get frustrated after discovering that they
can have independent learning.
10. Adjustment of Online Courses for Differently-abled Students
Differently-abled has to face a double problem, increasing
the chances of falling behind.

17. Issues and Problems Related to Classroom Instructions
(Issues on Face to Face Instruction)
1. Large Class size
2. Mixed-ability and Mixed–age Classes
3. Teaching Students with Learning Disability
4. Out-of-Pocket Classroom spending
5. Lack of administrative Support
6. Health and wellness.

19. Elements of Instruction
1. Motivate the learners
2. Explain what is to be learn
3. Recall previous knowledge
4. Present the material to be learned
5. Provide Guidance for learning
6. Active involvement
7. Provide feedback
8. Testing

20. THE SYSTEM APPROACH TO INSTRUCTIONAL
IMPROVEMENT
1. Identifying the problem
2. Determining solution requirements and
alternatives
3. Choosing a solution strategy from alternatives
4. Implementing the solution strategy
5. Determining performance effectiveness

21. Four Major Phases of Instructional Change
1st Phase
Assessing program relevance- necessitates the
examination of the existing instructional program with both
cultural demands and the needs of the learner in mind.
2nd Phase
Planning program improvements-entails the
identification of needed changes and competency in
choosing the program modifications and alterations that
will satisfy particular needs.

22. 3rd Phase
Implementation of selected program improvements-
entails careful attention to motivating others, particularly
the staff, to change; that is to accept, internalized, and
behave in accordance with the program plan.
4th Phase
Evaluation of program change- attention is given to
the types of measure appropriate for evaluating the
outcomes of the change.

24. Competencies in Instructional Improvement
Phase I. Assessing Program Relevance
1. The principal studies and interprets the trends in the society
that demand curricular change.
2. The principal delineates the general trends of learners that
are basic to the instructional program.
3. The principal directs the assessment of the needs of
learners that are unique to the school and community.
4. The principal integrates the goals and objectives of the
schools with the needs of the learners.
5. The principal conducts a formal assessment of the
adequacy of the current program for meeting of objectives.

25. Phase II. Planning Program Improvements
6. The principal examines and interprets alternative
programs, procedures, and structures for improving the
instructional program.
7. The principal utilizes research and information in
formulating viable alternatives for change.
8. The principal involves others in the development of
instructional alternatives.

26. Competencies in Instructional Improvement
Phase III. Implementing Program Improvements
9. The principal allocates and assigns the staff to accomplish
instructional goals.
10. The principal inventories, acquires, and assigns the
materials, equipment, and facilities to accomplish instructional
goals.
11. The principal explains the instructional change to parents
and the community.

27. Competencies in Instructional Improvement
Phase IV. Evaluating Program Change
12. The principal examines and recommends
instrumentation for evaluating program processes and
outcomes.
13. The principal collects, organizes, and interprets data
concerning as compared with the previous performance of
students.
14. The principal certificates the viability of the program or
initiates subsequent change in the newly established
instructional program.

28. References:
Aquino, G.(1985). Educational Administration. Theory and Practice. Rex Bookstore
Bennis, W. (1989). On Becoming a leader. Reading, MA: Addison-Wesley.
https://edtechreview.in/e-learning/4513-major-challenges-facing-online-education
https://blog.youragora.com/5-common-classroom-challenges-you-shoul-never-ignore
https://uwaterloo.ca/centre-for-teaching-excellence/resources/educational-technology-
solutions/instructional-challenges-survey
https://www.readandspell.com/types-of-learning-difficulties
https://teaching-resources/engaging-students/problem-based-learning
https://www.tandfonline.com>. The Principal as Instructional Leader.