Online Instruction and Assessment Instruments in Philippine School Oman
Abstract
This quantitative-descriptive study examined the level of educator compliance with online teaching standards and the utilization of assessment instruments in online instruction at a Philippine basic education school in Muscat, Oman during School Year 2020-2021. Using total enumeration, 25 educators from preschool/primary, intermediate, junior high school, senior high school, and school administration participated. Data were gathered through a validated Google Forms questionnaire adapted from the National Standards for Quality Online Teaching and were analyzed using frequency counts, percentages, weighted means, and correlation tests at the 0.05 level of significance. Results showed that most respondents were 31-40 years old (48%), female (76%), master's degree holders (68%), and had two years or less of online teaching experience (100%). Educators reported a high level of compliance with online teaching standards (overall weighted mean = 4.23), with Assessment and Measurement receiving the highest mean (4.37) and Diverse Instruction the lowest (4.01). Assessment-instrument utilization was also high and interpreted as often used (overall weighted mean = 4.16), with Community Building highest (4.30) and Assessment and Measurement lowest (3.99). Significant relationships were found between selected profile variables and particular online teaching standards, especially age, years of work experience in Oman, and relevant online teaching and assessment training. The findings suggest that educators adapted effectively to emergency online teaching but require sustained professional development in differentiated online instruction, learner engagement, and systematic online assessment practices.
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Copyright (c) 2026 Gamaliel Nacor
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