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Zarraga Central Elementary School


The descriptive-qualitative study determined the experiences and activities of schools from distance learning mode to face-to-face classes as bases for learning recovery. It was found out that internal stakeholders encountered issues on reading and numeracy skills, lack of learning resources, many educational changes, stakeholders’ support, and psychological and health issues, while external stakeholders encountered issues on internet online services, lack of close supervision, issues on reading and numeracy skills, numerous things to address, health issues, and lack of facilities. The activities that were done by internal stakeholders during the transition from distance learning mode to face-to-face classes were: holding literacy and numeracy programs, conducting meetings, orientation, and simulation activities; providing support and conducting psychosocial activities; working hand in hand; and conducting home visitation, while the external stakeholders provided support, promoted mental wellness and sports activities, worked hand in hand, and provided budget.

Keywords: Experiences, Activities, Transition, Distance Learning Mode, Face-to-Face Classes, Learning Recovery



Background of the Study

The COVID-19 pandemic has brought many challenges and problems, not only in the Philippines but throughout the world. Specifically, the life-threatening viral catastrophe greatly impacted local schools and the educational system. It has changed education for learners of all ages all over the world. Shifting from face-to-face classes to modular learning was a big challenge for the education sector, which resulted to adjustments to the prevailing situation. The Department of Education has implemented different modalities in distance learning depending on the suitability and availability of the learning mode applicable to both learners and location.

The Department of Education has made every effort to provide high-quality instruction in spite of shifts, difficulties, and the threat posed by COVID-19 (The Department of education Mission). Through various adopted modalities, the Department of Education was able to uphold its purpose of protecting and promoting every Filipino's right to a quality and fair education from the start of the 2020 up to school year 2022. With the development of vaccines against COVID–19, the education sector slowly shifted back to its routine in schools. With this development school administrators, directors of schools, teachers, parents, learnerss in particular had to adapt to the new standard of education, which included face-to-face instruction only in limited settings, distance learning, and in-person instruction.

The transition of classes from modular learning to face-to-face caused numerous challenges, which appeared and emerged towards full implementation. One problem that caught the attention of internal and external stakeholders was the literacy and numeracy skills of learners. The two years of modular learning have harmed learners' literacy and numeracy skills instead of advancing their education, particularly for those who already required assistance with reading and counting before to the pandemic. Learners’ academic performance decreased after the implementation of Modular Distance Learning (MDL) according to the findings of Dargo and Dimas (2021).If left unaddressed, this developed into a significant issue that would lower the caliber of learners that schools produced.

The study attempted to determine the activities and experiences of both internal and external stakeholders and how they were able to carry out their duties despite the challenges brought about by the pandemic, as well as the activities they initiated and engaged in to cope with the problems and challenges they were facing in educating learners in the new normal of education.

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