Final Thesis
Final Thesis
Final Thesis
In Partial Fulfilment
Of the Requirement for the Degree
Master of Arts in Education (MAED)
Major in Educational Management
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plan.
plan.
Recovery and Continuity Plan for school year 2022-2023” and from
formulation”.
and Well-being got the highest mean of 3.33 and Conducting Phil-
Balbalan District was lifted from the “DepEd-CAR Memo Order 435,
ACKNOWLEDGEMENT
DEDICATION
Table Of Contents
Conceptual Framework----------------------------------14
Research Methodology-------------------------------- 23
Variance-------------------------------------- 30
Recommendations
Conclusion ------------------------------------------- 58
Recommendations -------------------------------------- 59
References ------------------------------------------------ 61
Appendices------------------------------------------------- 65
Curriculum Vitea------------------------------------------- 72
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Chapter I
students.
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the term, the question has never been if they will return to
school but how they will continue shaping young minds in the 'new
online.
With this sudden shift away from the classroom in many parts
"As more schools open their doors for physical learning, the
Briones said.
wellness.
the public and ensuring that the health and safety of the
and teachers but a ray of hope amidst the crisis. DepEd calls on
continue.
residences while LGUs have donated tablets for the project HyTEQ.
marginalized sector.
competencies are met and that all learners get quality learning
college.
DepEd CAR is in line with DepEd Order no. 34, s. 2022 focuses on
professional development.
Conceptual Framework
beliefs.”
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sensitive and robust enough to the call of the times. DepEd and
efficiency.
study.
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Moderator Variables
Teachers
Master Teachers
School Heads
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District.
district.
Definition of Terms
education system.
pandemic.
respondents.
health.
printed modules.
reading performance.
accordingly.
of learners.
their surroundings.
following:
learners.
Continuity Plan.
the desired competencies are met and to help learners get quality
Chapter II
Research Methodology
This chapter presents the research design, population of the
all in this chapter to carry out credibly the needed data to come
Research Design
The descriptive method will be used to determine the profile
which is 27.9%. This implies that there were more female who
males.
high schools.
Balbalan District was lifted from the “DepEd-CAR Memo Order 435,
interpreted.
Treatment of Data
Balbalan District.
scale.
1 1.00-1.66 Aware A
Statistical Tools
be gathered.
P = X x 100
N
Where: P = Percentage
X = Frequency
N = Total number of class
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ΣXW = WiFi
Fi
Where: XW = Weighted Mean
WiFi = Sum of the Frequency
Fi = Number of respondents/cases
Chapter 3
Balbalan District.
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District.
modalities.
5. Expansion of project HyTEQ and Virtual Classroom. 2.43 MA
related disruptions.
all.
From among the four areas (4), ‘key areas’ got the highest
according to their current needs and what the world needs in the
future.
schools are ready for face-to-face classes because all means were
exhausted to prepare all classrooms for the new school year. The
instruction delivery.
among all learners got the lowest mean, with 2.92 interpreted as
learning environments.
read just and catch-up after the pandemic. The school provided
the teachers got the highest mean of 2.87 describe as Much Aware.
the needs of the teachers got the second highest mean of 2.77
for improvement.
psychosocial health.
Continuity Plan obtain the lowest mean as shown by the area mean
students’ needs.
teachers.
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Position.
Teacher 2.69 3
as‘much aware’.
The teachers got the lowest mean of 2.69 but still described
of significance.
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classroom for the face to face just to cope with at the soonest
possible time.
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have had to take more stringent measures to ensure that they can
teachers as much affect that got the highest area mean of 2.75.
suffiecient such as the tablets needed for the project HyTEQ are
not enough for all the students in the senior high school and
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teachers will say that they teach kids how to use computer using
a chalkboard.
2.90 describe as much affect. The finding implies that the MELCs
competencies.
cannot read and write to teach their children how to read and
write.
teacher learning.
predictor for learning loss was not the hours of homework you got
relationship.”
dealing with student behavioral and mental health issues has been
affect.
Teacher 2.73 2
2.67.
The table also shows that respondents who are school heads
most affected because they are the one to look for remedies and
the programs and projects of the schools that will lead to the
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climate (Hoy & Miskel, 2008). King (2002)asserted that the role
Zuberi, 2009)
Master teachers also got the lowest mean of 2.52 but still
continuity plan.
evaluator.
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plan as to position.
accepted.
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Chapter IV
District.
Summary of Findings
The key areas in the learning recovery got the highest area
2.75.
to the needs of the teachers obtain the highest mean of 2.87 and
The school-related factors was rank first with the area mean
of 2.64.
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2.61.
the project HyTEQ and virtual classroom got the lowest mean of
2.44.
Conclusions
therefore concluded:
moderator variables.
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Recommendations
it is recommended that:
normal education.
and concerns they face as they shift to the new normal teaching
References
Ancho, I. V. (2021, September). Filipino Teacher Professional
Development in the New Normal. Retrieved from
https://www.researchgate.net/publication/355166057_Filipino_
Teacher_Professional_Development_in_the_New_Normal
Bank, T. W. (2021, March 30). Mission: Recovering Education in
2021. Retrieved from
https://www.worldbank.org/en/topic/education/brief/mission-
recovering-education-in-2021
Bank, T. W. (2022, February). Accelerating Learning Recovery.
Retrieved from
https://thedocs.worldbank.org/en/doc/fef386979aedccbfe3aa9c5
2312a90e2-0200022022/original/Recovery-updated-2-10-2022-
2.pdf
Cadeno, K. V. (2018, February 28). Digital literacy in far-flung
areas still a challenge. Retrieved from
https://www.sunstar.com.ph/article/1500566/Davao/Local-
News/Digital-literacy-in-far-flung-areas-still-a-challenge
CARE. (2020, September 20). Back to school around the world
amidst a pandemic. Retrieved from
https://reliefweb.int/report/world/back-school-around-world-
amidst-pandemic
Cruz, A. R. (2022, August 31). Slowly but surely, schools are
ready for face-to-face classes. Retrieved from
Kalinga State University College of Education
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https://businessmirror.com.ph/2022/08/31/slowly-but-surely-
schools-areready-for-face-to-face-classes/
David, C. C. (2019, February). Pressures on public school
teachers . Retrieved from
https://pidswebs.pids.gov.ph/CDN/PUBLICATIONS/pidspn1901.pdf
DepEd. (2020, July 11). DepEd prepares Self-Learning Modules for
education’s new normal. . Retrieved from
https://www.deped.gov.ph/2020/07/02/deped-prepares-self-
learning-modules-for-educations-new-normal/.
Deped. (2020, 12 15). Official Statement on the Pilot
Implementation of Limited Face-to-Face Classes, 2020.
Retrieved from https://www.deped.gov.ph/official-statement-
on-the-pilot-implementation-of-limited-face-to-face-
classes/.
DepEd. (2022, March 29). Retrieved from DepEd develops learning
recovery plan as more schools conduct face-to-face classes:
https://www.deped.gov.ph/2022/03/29/deped-develops-learning-
recovery-plan-as-more-schools-conduct-face-to-face-classes/
Deped. (2022, February 2). On the expansion phase of limited
face-to-face classes. Retrieved from
https://www.deped.gov.ph/2022/02/02/on-the-expansion-phase-
of-limited-face-to-face-classes/
DepEd-CAR. (2022, August 24). Regional Guidance through the
Learning Recovery and Continuity Plan (LRCP) for School
Year 2022-2023. Retrieved from rm_no._435_s._2022.pdf
Education, N. G. (2020, June 25). Synchronous learning. Retrieved
from
https://education.nsw.gov.au/teaching-and-learning/learning-
from-home/teaching-at-home/teaching-and-learning-cycle/
delivering-learning/synchronous-learning
Forum, W. E. (2020, April 29). The COVID-19 pandemic has changed
education forever. Retrieved from
https://www.weforum.org/agenda/2020/04/coronavirus-
education-global-covid19-online-digital-learning
Henderson, N. (2022, November 2). What Is Resiliency and Why Is
it So Important? | Resiliency in Action. . Retrieved from
https://www.resiliency.com/what-is-resiliency/
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Appendices
December 2022
Ma’am:
The undersigned is currently enrolled at the College of
Graduate Studies, Kalinga State University, Bulanao, Tabuk
City, for the Master of Arts in Education major in Educational
Management.
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Respectfully yours,
JIRAH B. GA-ANO
Student Researcher
NOTED BY:
BRENDA B. LUMINES, MST
Dean, College of Education
APPROVED:
NATIVIDAD
Schools Division Superintendent
Republic of the Philippines
Cordillera Administrative Region
Kalinga Division, Tabuk City
Kalinga
January 9, 2023
Sir;
Greetings!
The undersigned is currently enrolled at the College of
Graduate Studies, Kalinga State University, Bulanao, Tabuk
City, for the Master of Arts in Education major in Educational
Management.
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Respectfully yours,
NOTED BY:
ESMERLYN P. BAYANGAN, Ph.D.
Adviser
APPROVED:
__________________________
School Principal
LETTER TO RESPONDENTS
Republic of the Philippines
Cordillera Administrative Region
Kalinga Province
City of Tabuk
Respectfully yours,
Survey Questionnaire
Name: _________________________
Optional
Sex:
Male
Female
School Affiliation:
Position:
Teacher
Master Teacher
School Head
Direction: Put an (/) mark below the number that best describe
your responses. Use the legend below as guide.
Legend
3 Much Aware MA
2 Moderately Aware MoA
1 Aware A
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MA MoA A
Indicators
(3) (2) (1)
E. Objectives
4. Bringing all Cordilleran learners back to
school and to organize effective remedial
learning.
5. Protecting the health, safety and well-being
of learners, teachers and personnel.
6. Ensuring that learning gaps are identified and
addressed among all learners.
F. Key Areas
5. Learning Remediation and Intervention
6. Socio-emotional functioning
7. Mental Health and Well-being
8. Professional Development
G. Intervention and Action
20. Profiling and Clustering of learners based
on academic needs.
21. Providing appropriate remediation and
intervention Plans, Programs and Activities
according to the needs of the learners.
22. Implementing possible maximum number of days
of in-person classes.
23. Implementing appropriate blended learning
modalities.
24. Expansion of project HyTEQ and Virtual
Classroom.
25. Identifying priority competency that must be
taught.
26. Development of contextualized assessment
tool (RAT, Project Smart, etc.)
27. Conducting Phil-IRI.
28. Reviewing students’ performance data and
determine the gaps in learners’ mastery of
competency.
29. Intensifying use of reading intervention
programs.
30. Developing reading recovery plan.
31. Providing appropriate co-curricular
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Legend
3 Much Affect MA
2 Moderately Affect MoA
1 Less Affect LA
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MA MoA LA
Indicators
(3) (2) (1)
A. School-Related Factors
8. Provision of gadgets for project HyTEQ.
9. List of priority competencies.
10. Availability of general profile of learners
and academic needs.
11. Learning resources such as textbooks,
multimedia, etc.
12. Functional School Emergency Response and
planning team.
13. Implementation of health protocols such as
hand washing facilities, thermal scanners, etc.
14. Others;
B. Teacher-Related Factors
8. Knowledge of appropriate remediation and
intervention PPAs.
9. Knowledge of standard assessment result.
10. Experience on the implementation of the
project HyTEQ and virtual classroom.
11. Awareness on reading-recovery plans.
12. Faculty readiness.
13. Training on Learning Recovery and Continuity
Plan
14. Others;
C. Community-Related Factors
9. Orientation on Learning Recovery and Continuity
Plan.
10. Educational status of parents.
11. Communication and support given to school.
12. Socio-economic status of stakeholders.
13. Partnership with identified stakeholders.
14. Well-organized and active PTA.
15. Supportive LGU
16. Others;
CURRICULUM VITAE
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Gender :Female
Occupation :Teaching
EDUCATIONAL BACKGROUND:
WORK EXPERIENCES:
2022-Present :Teacher II
:Balbalan Agro-Industrial High
School
Balbalan, Kalinga
SEMINAR/TRAINING:
RECOGNITIONS:
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