The COVID-19 pandemic created the most significant disruption of education systems in human history, affecting nearly 1.6 billion learners in more than 200 countries (Pokhrel & Chhetri, 2021). This descriptive-inferential study evaluated the best practices implemented by mega schools in three city divisions in the province of Albay during the COVID-19 pandemic. The study explored the challenges met by the respondents in implementing distance learning through time management, technology, learning modality, and connectivity, tested the group's agreements, and evaluated the best practices. The findings show that respondents have different degrees of difficulty with each variable. Challenges cannot be ranked, as their effect on each respondent is subjective. There was a record of the agreement among the school divisions; mega schools have different best teaching practices in delivering distance learning. Teachers modified their teaching strategies and methods of instruction to suit their learners' needs per the school guidelines and policies.
Nevertheless, they rated the blended teaching modality as the best learning model during the crisis. Therefore, all matters considered, mega schools should equip teachers, provide a contextualized teaching and learning plan, and intensify home visits to enhance the best practices. Furthermore, flexible learning classrooms can be used during disasters to ensure teaching and learning continuity. Hence, this study.
Keywords: Mega Schools, Flexible distance learning theory, descriptive-inferential method, Hybrid learning, Albay Province, Philippines
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