Kalinga State University College of Education

Learning Recovery and Continuity Plan of Public

High Schools of Balbalan District

A Thesis Presented to the

Faculty of The College of Education Graduate Studies
Kalinga State University

In Partial Fulfilment
Of the Requirement for the Degree
Master of Arts in Education (MAED)
Major in Educational Management
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VALERIE BALLADAO TANGDOL

June, 2023
ABSTRACT

VALERIE B. TANGDOL, June 2023. “LEARNING RECOVERY AND

CONTINUITY PLAN OF PUBLIC HIGH SCHOOL OF BALBALAN DISTRICT”

Adviser: ESMERLYN P. BAYANGAN, Ph.D.

The study aimed to look into the awareness and factors of

affecting the teachers, master teachers and school heads in the

learning recovery and continuity plan.

The study aimed to determine the level of awareness of the

learning recovery and continuity plan of public high schools

teachers of balbalan district, to determine the extent of factors

affecting the learning recovery and continuity plan of public

high schools’ teachers of the balbalan district; to develop a

school-based action plan for the learning recovery and continuity

plan of public high schools of balbalan district and present an

accomplishment report on the learning recovery and continuity

plan.

The questionnaire was used to gather data from public high

schools teachers, master teachers and school heads of Balbalan

district during the School Year 2022-2023.

The study used a descriptive quantitative method to

determine the level of awareness of the learning recovery and

continuity plan of public high schools teachers of balbalan

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district, to determine the extent of factors affecting the

learning recovery and continuity plan of public high schools’

teachers of the balbalan district; to develop a school-based

action plan for the learning recovery and continuity plan of

public high schools of balbalan district and present an

accomplishment report on the learning recovery and continuity

plan.

The study used questionnaires lifted from the “DepEd-CAR

Memo Order 435, s. 2022- Regional Guidance through the Learning

Recovery and Continuity Plan for school year 2022-2023” and from

the study of Lilia P Peregrino, 2022, “Assessment of school

Learning Continuity Plan (LCP) implementation: Basis for policy

formulation”.

The finding revealed that challenges are present across

physical, mental and social domain but they are not

insurmountable. It prompts educators to recognize the unique

requirements of LSEN in each domain and to implement targeted

interventions that address the specific needs. The indicator

mental domain got the highest sub-area mean of 4.02 and physical

domain got the lowest sub-area mean of 2.75.

The findings recommend that it is crucial to develop and

implement interventions that enhance physical well-being.

Educators should explore adaptive approaches to physical

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activities, consider assistive technologies to facilitate

movement and participation, and collaborate with specialists to

address specific physical challenges faced by LSEN.

The finding revealed that as to level of inclusive

practices of teachers handling learners with special educational

needs the physical, mental, and social domains, indicates that

all the inclusive practices were consistently practiced. The

indicator social domain got the highest sub-area mean of 4.28 and

physical domain obtain the lowest sub-area mean of 3.76

Educators emphasize that a significant challenge during the

implememtation of the inclusive practices of the teachers in

dealing with LSENs is the limited cooperation exhibited by

learners with special educational needs as ranked number 1 and

parent’s doesn’t cooperate has the lowest ranked.

.
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ACKNOWLEDGEMENT

I would like to acknowledge and give my warmest

thanks to my adviser, Esmerlyn P. Bayangan Ph.D

for your patience, guidance, and support.

I have benefited greatly from your wealth of knowledge

and meticulous editing.

Thank you to my panelist, Dr. Sannadan, Dr. Adora,

Dr. Tuguic and Dr. Wangiwang who so generously

took time out of their schedules to participate

in my research and make this possible.

Your encouraging words and thoughtful

detailed feedback have been very important to me.

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Thank you to the KSU library for the different resources

that I have used to support my study.

Thank you to my family for your endless support.

You have always stood behind me.

Thank you to Kalinga State University,

for you have made in order for me

to pursue a Master's degree.

DEDICATION

This study is wholeheartedly dedicated

to my beloved parents, who have been my source

of inspiration and gave me strength

when I thought of giving up,

who continually provide their moral,

spiritual, emotional, and financial support.

To my friends and classmates

who shared their words of advice and encouragement

to finish this study.

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And lastly, I dedicated this book to the Almighty God,

thank you for the guidance,strength, power of mind, protection

and skills and for giving me a healthy life.

All of these, I offer to you

Table Of Contents

Title Page ------------------------------------------ 1

Abstract -------------------------------------------- 2
Acknowledgement ------------------------------------- 3
Dedication ------------------------------------------ 4
Chapter I. Introduction

Background Of the Study -----------------------------9

Conceptual Framework----------------------------------14

Statement of the Objectives and Hypothesis------------18

Definition Of Terms ---------------------------------19

Significance of the Study ---------------------------22

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Chapter II Research Methodology

Research Methodology-------------------------------- 23

Research Design ------------------------------------ 23

Locale Of the Study -------------------------------- 23

Data Gathering Tool -------------------------------- 26

Validity and Reliability of Instrument-------------- 26

Data Gathering Procedure---------------------------- 27

Treatment of Data ---------------------------------- 27

Statistical Tools Used ----------------------------- 28

Chapter III. Presentation, Interpretation and Analysis of

Variance-------------------------------------- 30

Chapter IV. Summary of Findings, Conclusions, and

Recommendations

Summary of Findings ---------------------------------- 56

Conclusion ------------------------------------------- 58

Recommendations -------------------------------------- 59

References ------------------------------------------------ 61

Appendices------------------------------------------------- 65

Curriculum Vitea------------------------------------------- 72
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Chapter I

Background of the Study

Education plays a pivotal role in our lives and paves the

way for us to reach our highest potential. Education helps a

person to get knowledge and improve confidence in life.

Schooling is one of the most affected aspects of human life

due to the coronavirus disease-2019 (COVID-19) pandemic. Since

the rise and threat of the pandemic, many countries worldwide

have temporarily decided to close schools, affecting millions of

students.
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According to a 2020 UN report, the COVID-19 pandemic has

created "the largest disruption to education systems around the

world, affecting 1.6 billion learners across 190 countries." As

schools across Europe and North America anticipate the start of

the term, the question has never been if they will return to

school but how they will continue shaping young minds in the 'new

normal. For those in countries already trapped in a cycle of

poverty in disaster and conflict zones, the current COVID-19

pandemic threatens to rob an entire generation of opportunity.

While countries are at different points in their COVID-19

infection rates worldwide, there are currently more than 1.2

billion children in 186 countries affected by school closures due

to the pandemic. In Denmark, children up to 11 return to

nurseries and schools after initially closing on March 12, but in

South Korea, students respond to roll calls from their teachers

online.

With this sudden shift away from the classroom in many parts

of the globe, some wonder whether the adoption of online learning

will continue to persist post-pandemic and how such a shift would

impact the worldwide education market.

The government's Department of Education (DepEd) has

developed a learning recovery plan framework to guide schools in

addressing learning gaps due to pandemic-related disruptions.

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"As more schools open their doors for physical learning, the

Department is currently crafting a learning recovery program as

part of our post-pandemic efforts. We have to ensure that our

interventions are effective so that everyone can catch up and

accelerate their learning," Education Secretary Leonor Magtolis

Briones said.

During the EduAksyon press conference on March 11, Assistant

Secretary for Curriculum and Instruction Alma Torio highlighted

that the proposed policy is anchored on learning remediation and

intervention, professional development, health, safety, and

wellness.

The Department of Education (DepEd) continues to support all

government efforts toward healing the nation by remaining

committed to delivering accessible, quality, liberating, and safe

basic education services amid these critical times. It expresses

oneness with the Filipino nation in its fight against COVID-19.

DepEd's "newfound purpose" of the Sulong EduKalidad campaign

is to move forward together as the education system prepares for

the "new normal." In this battle, actions are anchored on serving

the public and ensuring that the health and safety of the

learners, teachers, and personnel are prioritized in DepEd

policies and actions. This period of the new normal shall be

approached with patriotism, compassion, and sensitivity so that

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the learning process will not be a burden for parents, children,

and teachers but a ray of hope amidst the crisis. DepEd calls on

the whole nation to preserve the "Bayanihan" spirit as it ensures

that the education of millions of Filipino learners will

continue.

As Covid-19 became a global health crisis in March 2020,

each country has implemented preventive measures in response to

the increase of COVID-19-infected individuals. The Department of

Education- Cordillera Administrative Region responded to the

challenges. It carried out significant strides in bridging access

to basic education to ensure that learning opportunities are

available for all.

While the COVID-19 pandemic has created an unprecedented

challenge for the educational system worldwide, it affects the

educational situation in Cordillera Administrative Region. Some

learners did not enroll due to difficulty in learning through

modular. Based on the focus group discussions conducted by the

regional office among the learners and parents, learners revealed

that the pandemic affected their mental, physical and social

health, which negatively impacted their academic performances.

Some parents fear facilitating their children's modular

activities since they have not completed their tertiary

education. Finally, COVID-19 has also brought a paradigm shift in

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the teaching and assessment methodologies since classes were held

through online distance learning and a modular approach.

The pandemic brought much-needed attention to the importance

of education and educational technology continuity. Part of BE-

LCP (DO No. 020, s. 2020) initiated by DepEd-CAR includes the

adoption of multiple learning delivery modalities; the

development and quality assurance of learning resources. These

are uploaded to the DepEd-CAR website that teachers and learners

can access. The project HyTEQ is where teachers facilitate

learning by engaging learners through active participation using

digital devices in an online and synchronous modality.

Other agencies, stakeholders, partners and private

individuals have been steadfast in expressing their commitment

and support towards DepEd-CAR’s initiatives. To mention some,

Police Regional Office -Cordillera (PRO-COR) have been rendering

their services in the delivery of modules to the learner’s

residences while LGUs have donated tablets for the project HyTEQ.

Religious sectors have been providing psychosocial support among

the learners and private individuals have been providing

financial assistance to some learners belonging to the

marginalized sector.

With all these shared responsibilities and collective

efforts, DepEd-CAR has been dedicated to its role in monitoring

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and evaluating the learning delivery modalities being employed by

the school through the project RO on WHEELS and has implemented

necessary adjustments to suit the needs of the teachers and

learners in the various localities in the region. The equitable

allocation or resources has also been considered during the

monitoring and evaluation activities to ensure that the desired

competencies are met and that all learners get quality learning

that they so much deserve.

With the above initiates of DepEd-CAR, some learners still

needed to enroll, as revealed by the data on enrollment, due to

difficulty in learning through modular. The focus group

discussion results show that the pandemic caused a sudden

decrease in the learner's mental, physical, and social health,

leaving a negative mark on their academic performances. Other

parents also expressed their hesitation and fear in facilitating

learning through the modular activities of their children due to

their incapability to teach content have not having attended

college.

Further, with the above response to mitigate the situation,

the Learning Recovery and Continuity Plan (LRCP) prepared by the

DepEd CAR is in line with DepEd Order no. 34, s. 2022 focuses on

three key areas: Learning Remediation and Intervention; socio-

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emotional Functioning, Mental Health, and Well-being; and teacher

professional development.

With this, the researcher attempts to assess the teachers,

master teachers, and school heads of Balbalan District of their

Learning Recovery and Continuity Plan.

Conceptual Framework

The Learning Recovery and Continuity Plan will seek to

address the gaps in the provisions of necessary 21st-century

skills and competencies and to recover learning loss/ poverty

brought about by the pandemic among Cordilleran learners.

In some of the previous linear models of teacher learning,

especially those considering features of learning activities in

isolation from individual and school contexts, change in belief

leads to change in practice leads to change in students

Desimone (2009). In others, change in practice leads to change

in students that then lead to change in belief Guskey (2002).

For example, Guskey (2002) asserts that “significant change in

teachers’ attitudes and beliefs occurs primarily after they

gain evidence of improvements in student learning. It is not

the professional development per se, but the experience of

successful implementation that changes teachers’ attitudes and

beliefs.”
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Further, the education system in the Philippines has been

sensitive and robust enough to the call of the times. DepEd and

CHED are instrumental in coping with these challenges,

primarily making pronouncements to continue learning despite

COVID-19. Convenient, flexible, and safe learning environments

are at the foreground of effective learning. Several modalities

are implemented, seeing the challenges brought by the pandemic

as a window to improve how entities from top to bottom think

about education. This is more so on how the government, most

importantly, implements permanent yet sustainable strategies to

minimize learning losses on the one hand and maximize learning

opportunities on the other hand while not compromising the

quality of education in anyhow.

Reopening schools must remain a top and urgent priority

globally to stem and reverse learning losses. Countries should

implement Learning Recovery Programs to ensure that students of

this generation attain at least the same competencies as the

previous generation. Programs must cover three critical lines

of action to recover learning: 1) consolidating the curriculum,

2) extending instructional time, and 3) improving learning

efficiency.

In terms of improving learning efficiency, techniques like

targeted instruction can help to learn recovery, which means

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that teachers align instruction to the learning level of

students rather than an assumed starting point or curricular

expectation. Targeted instruction will require addressing the

learning data crisis by assessing students' learning levels.

The study's fundamental purpose is to Assess the Awareness

of the Learning Recovery and Continuity Plan of the Public High

School Teachers of Balbalan District for S.Y 2022-2023. It aims

to determine the level of awareness of the learning recovery

and continuity plan of the public high schools’ teachers of

Balbalan District. Extent of Factors Affecting the Awareness in

the learning recovery and continuity plan of public high

schools’ teachers of Balbalan District. Develop a school-based

action plan for the learning recovery and continuity plan of

the public high schools of Balbalan District and Present an

accomplishment report on learning recovery and continuity plan.

The study will be conducted in public secondary schools of

Balbalan District. The moderator variables are the school

heads, master teachers, and teachers teaching in public High

Schools at Balbalan District. Below is the paradigm of the

study.
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Independent Variables Dependent Variable

1. Determine the Level

of Awareness of the
Learning Recovery and
Learning Recovery and
Continuity Plan of Continuity Plan of
Public High School Public High School of
Teachers of Balbalan Balbalan District for
District
2. Extent of Factors S.Y 2022-2023
Affecting the
Awareness on the
Learning Recovery and
Continuity Plan of
Public Schools of
Western Balbalan
District
3. Develop A School-
based Action Plan for
the Learning Recovery
and Continuity Plan
of Public Schools of
Balbalan District
4. Present an
Accomplishment Report
on the Learning
Recovery and
Continuity Plan.

Moderator Variables
Teachers
Master Teachers
School Heads
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Figure 1. Paradigm of the Study

Statement of the Objectives and Hypothesis

The study is on the Learning Recovery and Continuity Plan

of Public High School of Balbalan District for S.Y 2022-2023.

Specifically, it will seek to answer the following:

1. Determine the Level of Awareness of the Learning Recovery

and Continuity Plan of Public High Schools Teachers of Balbalan

District.

1.1 to determine if there are significant differences in the

perceptions of the respondents on the level of awareness on the

learning recovery and continuity plan of public high school

teachers of Balbalan District along the moderator variables of

teachers, master teachers and school heads;

1.2 there are no significant differences in the perceptions

of the respondents on the level of awareness on the learning

recovery and continuity plan of public high schools’ teachers of

Balbalan district along the moderator variables;

2. To determine the extent of factors affecting the learning

recovery and continuity plan of public high schools’ teachers of

the Balbalan District;

2.1. To find if there are significant differences in the

perceptions of the respondents on the factors affecting the

learning recovery and continuity plan of public high school

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teachers of Balbalan District along the moderator variables of

teachers, master teachers and school heads.

2.2. There are no significant differences in the

respondents' perceptions on the factors affecting the learning

recovery and continuity plan of public schools’ teachers of

Balbalan district along the moderator variables.

3. To develop a school-based action plan for the learning

recovery and continuity plan of public high schools of Balbalan

district.

4. Present an Accomplishment Report on the Learning Recovery

and Continuity Plan.

Definition of Terms

For better understanding of the study, the following terms

used are hereby operationally defined to ensure understanding

among the readers.

BE-LCP. Basic Education Learning Continuity Plan which is

the result of consultations with partners and advisers,

legislators, executives and directors, teachers, parents,

learners, and the general public.

Continuity Plan. A framework to guide schools in addressing

learning gaps due to the pandemic-related disruptions.

Department of Education. The lead agency of the

government in implementing and overseeing the country’s

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education system.

DepEd-CAR Memo Order 435, s. 2022. Refers to the regional

guidance through the learning recovery and continuity plan for

school year 2022-2023 to address the gaps brought by the COVID-19

pandemic.

Grade Level. Refers to the grade level of the student

respondents.

New normal. A state where mode of delivery in education

is modified due to the effect COVID-19 pandemic.

DOH. Acronym for Department of Health. The lead agency of

the government in implementing and overseeing the country’s

health.

Modular Learning. A state where students learn through

printed modules.

Phil IRI. Philippine Informal Reading Inventory which is a

classroom-based assessment tool to measure and describe learners

reading performance.

Project HyTEQ. Hybrid Learning using Technology with Equity

and Quality where teachers facilitate learning by engaging

learners through active participation using digital devices in an

online and offline modality.

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Virtual classroom. Refers to where teachers facilitate

learning by engaging learners through active participation using

digital devices in an online and synchronous modality.

Blended Learning Modality. Refers to a learning delivery

that combines face-to-face with a mix of online distance learning

and modular distance learning.

PPA – Acronym for Plans, Programs and Activities. It refers

to the plans and programs of the Department of Education to track

and measure learner’s progress and to adjust instruction

accordingly.

Reading Recovery Plan. Refers to one-on-one intervention

program used with the lowest scoring readers.

LSA. Refers to qualified individuals who will work together

in collaboration with teachers and contribute to the provision of

learning opportunities that promote achievement and progression

of learners.

Environment. A Space in which students feel safe and

supported in their pursuit of knowledge, as well as inspired by

their surroundings.

RO on WHEELS Program. It is where the DepEd-CAR monitor and

evaluate the learning modalities being employed by the school

Quality assurance. It focused on providing confidence that

quality requirements are fulfilled.

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Significance of the Study

The result of the study will be significant for the

following:

DepEd Administrators. This study will serve as a basis for

the policymakers of the DepEd in formulating learning delivery

modalities being employed to suit the needs of the teachers and

learners.

Future Researchers. This study will be a valuable reference

for future research studies regarding Learning Recovery and

Continuity Plan.

Researcher. This piece will serve as a guide to develop

measures or equip the researcher's knowledge to encourage the

awareness of Learning Recovery and Continuity Plan.

School Principals. The study intends to open their eyes to

opportunities to help teachers to be more equip to ensure that

the desired competencies are met and to help learners get quality

learning that they so much deserve. In addition, the study

findings could contribute to the policymakers' training and

professional development of teachers.

Teachers. This research is beneficial for teachers to

organize effective remedial learning.

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Students. The study will indirectly benefit pupils/students,

as it aims to identify and address the learning

Chapter II

Research Methodology
This chapter presents the research design, population of the

study, data-gathering tool, validity and reliability of the

instrument, data gathering procedure, and statistical tools are

all in this chapter to carry out credibly the needed data to come

up with fruitful results.

Research Design
The descriptive method will be used to determine the profile

of respondents; to determine the level of awareness on the

learning recovery and continuity plan, extent the factors

affecting the awareness in the learning recovery and continuity

plan. It will also compare the respondents' perceptions of the

level of awareness and factors affecting their awareness along

the moderator variables.

The data will be described, analyzed, and interpreted

through this method.

Locale and Population of the Study

The study looked into the Learning Recovery and Continuity

Plan of Public High School of Balbalan District for S.Y 2022-2023

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The respondents of the study will be the public high school

teachers of Balbalan District for S.Y. 2022-2023,

Table 1 presents the population of the study.

Table 1. Population of the study as to Sex

Sex Frequency Percentage Rank
Male 17 27.9% 2
Female 44 72% 1
Total 61 100%

The table shows that there is a total of 61 respondents. It

can be seen on the table that the female respondents have a

total of 44 or 72%, while the male respondents had 17

which is 27.9%. This implies that there were more female who

participated in the survey compared to the males. This is

because the females were mostly in the teaching field than

males.

Table 2 presents the population of the study as to School

Affiliation.

Table 2. Population of the Frequency Percentage Rank

study as to School Affiliation.
School
Balbalan Agro- Industrial High
30 49.42% 1
School
Balbalan National High School 12 19.7% 2.5
Western Kalinga National High
12 19.7% 2.5
School
Eastern Balbalan National High
7 11.5% 3
School
Total 61 100%
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As glean from the table, the Balbalan Agro Industrial High

School has the highest respondents with 30 or 49.42%, followed by

Balbalan National High School and Western Kalinga National High

School with 12 or 19.7%. while Eastern Balbalan National High

School have 7 or 11.5% respondents. The finding indicates that

there are more respondents in Balbalan Agro- Industrial High

School because it is an established school catering hundred of

students from different barangays in Balbalan and Pasil

Municipality. Also, it has extension in Poswoy, Balbalan while

Eastern Balbalan National High School have less respondents

because it is newly nationalized high school after separated by

its mother school Balbalan Agro-Industrial High School.

Table 3 presents the population of the as to Position.

Table 3. Population of the study as to Position

Position Frequency Percentage Rank
Teacher 50 82.0 1
Master Teacher 5 8.2 3
School Head 6 9.8 2
Total 61 100

The table shows that 50 or 82% are classroom teachers, 5 or

8.2% are master teachers and 6 or 9.8% are school heads

participated in the study.

The finding indicates that promotional opportunities is

limited. One reason is that the qualifications for these

positions has high standards such as finishing at least a masters

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degree, attendance to seminars and the accomplishment that you

have such as innovation, research, authorship, income generating

project and community involvement.

Data Gathering Tool

The questionnaire was the basic tool for gathering the

needed data from the respondents. The questionnaire was divided

into the following parts: Part I gathered the information on the

profile of the respondents. Part II gathered data on the Level of

Awareness of the Learning Recovery and Continuity Plan of Public

High Schools Teachers of Balbalan District. Part III gathered

data to extent the factors affecting the awareness in the

learning recovery and continuity plan of Balbalan District public

high schools.

Validity and Reliability of Instruments

The indicators on the level of awareness on the learning

recovery and continuity plan of public high school teachers of

Balbalan District was lifted from the “DepEd-CAR Memo Order 435,

s. 2022- Regional Guidance through the Learning Recovery and

Continuity Plan for school year 2022-2023”.

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The indicators extent of factors affecting the awareness on

the learning recovery and continuity plan of public high school

teachers was lifted from the study of Lilia P Peregrino, 2022,

“Assessment of school Learning Continuity Plan (LCP)

implementation: Basis for policy formulation”. Hence, the

instrument is deemed valid and reliable.

Data Gathering Procedure

The researcher secured permission from the School Division

Superintendent and the school heads in writing before

administering the questionnaires to the respondents. The

researcher personally administer the questionnaires to the

respondents and immediately retrieved to analyzed and

interpreted.

Treatment of Data

To quantify the relationship of the responses along the

variables, the five-point Linkert Scale has been used on the

extent of awareness of public high school teachers of the

Balbalan District.

Responses for each item of the indicator used the following

scale.

Arbitrary Limit Equivalent Symbol

Value Description

3 2.34-3.00 Much Aware MA

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2 1.67-2.33 Moderately Aware MoA

1 1.00-1.66 Aware A

With regards to the extent of factors affecting the

awareness of the public high school teachers, the following

scale was been used:

Arbitrary Limit Equivalent Symbol

Value Description

3 2.34-3.00 Much Affect MA

2 1.67-2.33 Moderately Affect MoA

1 1.00-1.66 Less Affect LA

Statistical Tools

The following statistical tools has been used in the study

in order to have an exact interpretation of the data that will

be gathered.

Frequency. The number of the respondents falling into a

single class in a statistical survey of the variation of

specified characteristics, and this was used to describe the

teacher respondents’ demographic.

Percentage and ranking. This was used to quantify the

number of respondents. The formula is:

P = X x 100
N
Where: P = Percentage
X = Frequency
N = Total number of class
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Weighted Mean. This was used to describe the level of the

assessment of awareness and factors affecting in the awareness

of public high school teachers of the Balbalan District by

using the formula:

ΣXW = WiFi
Fi
Where: XW = Weighted Mean
WiFi = Sum of the Frequency
Fi = Number of respondents/cases

One-way Analysis of Variance (ANOVA). The Statistical

Package for Social Sciences (SPSS) was used to determine

whether there are significant differences in the perceptions of

teachers, master teachers, and school heads on the level of

awareness on the learning recovery and continuity plan, extent

of factors affecting the learning recovery and continuity plan,

develop a school-based action plan of the learning recovery and

continuity plan of public schools of Balbalan District and

present an accomplishment report on the learning recovery and

continuity plan. Based on the result of the ANOVA, the null

hypothesis is accepted if the F-ratio is lower than the F

significant value at .05 level of significance. On the other

hand, the null hypothesis will be rejected if the F-ratio is

higher than the F-tabular value at .05 level of significance

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Chapter 3

PRESENTATION, INTERPRETATION AND ANALYSIS OF FINDINGS

This chapter presents the results and findings of the study.

It also discusses the interpretation of the findings on the

Learning Recovery and Continuity Plan of Public High Schools of

Balbalan District.
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Extent of the Level of Awareness of the Learning Recovery and

Continuity Plan of Public High Schools Teachers of Balbalan
District.

Table 4 presents the responses of the respondents on the

extent of the Level of Awareness of the Learning Recovery and

Continuity Plan of Public High Schools Teachers of Balbalan

District.

Table 4. Extent of the Level of Awareness of the Learning

Recovery and Continuity Plan of Public High Schools Teachers of
Balbalan District.
Mean D
Indicators
A. Objectives
1. Bringing all Cordilleran learners back to school 2.75 MA
and to organize effective remedial learning.
2. Protecting the health, safety and well-being of 2.93 MA
learners, teachers and personnel.
3. Ensuring that learning gaps are identified and 2.92 MA
addressed among all learners.
Area Mean 2.86 MA
B. Key Areas
1. Learning Remediation and Intervention 2.90 MA
2. Socio-emotional functioning 2.84 MA
3. Mental Health and Well-being 3.33 MA
4. Professional Development 2.70 MA
Area Mean 2.94 MA

C. Intervention and Action

1. Profiling and Clustering of learners based on 2.51 MA
academic needs.
2. Providing appropriate remediation and 2.69 MA
intervention Plans, Programs and Activities
according to the needs of the learners.
3. Implementing possible maximum number of days of 2.65 MA
in-person classes.
4. Implementing appropriate blended learning 2.67 MA
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33

modalities.
5. Expansion of project HyTEQ and Virtual Classroom. 2.43 MA

6. Identifying priority competency that must be 2.74 MA

taught.
7. Development of contextualized assessment tool 2.72 MA
(RAT, Project Smart, etc.)
8. Conducting Phil-IRI. 2.41 MA
9. Reviewing students’ performance data and 2.74 MA
determine the gaps in learners’ mastery of
competency.
10. Intensifying use of reading intervention 2.74 MA
programs.
11. Developing reading recovery plan. 2.57 MA
12. Providing appropriate co-curricular activities 2.59 MA
that improve socio-emotional functioning mental
health and well-being.
13. Forge partnership with service providers for 2.46 MA
improvement of socio-emotional functioning mental
health and well-being.
14. Help struggling learners through voluntary 2.74 MA
assistance of component classmates or peers
15. Provide additional LSA to learners with 2.67 MA
disabilities and who do not have responsible
household members.
16. Organize functional School Emergency Response 2.76 MA
and Planning Team
17. Conduct training-workshop of teachers on 2.75 MA
pedagogy of teaching in the new normal.
18. Conduct training needs assessment of teachers. 2.77 MA

19. Conduct professional development according to 2.87 MA

the needs of the teachers.
Area Mean 2.66 MA
D. Monitoring and Evaluation
1. Monitoring and Evaluation of the School 2.67 MA
Division Office by the Regional Office through
the RO on WHEELS program.
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2. Use of contextualized Regional Field and 2.66 MA

Technical Assistance Team monitoring and
Evaluation tool.
3. Review of results by the Field Technical and 2.65 MA
Quality Assurance Division for continuous
improvement and accessible reference.

Area Mean 2.65 MA

Total Average Weighted Mean 2.72 MA

The table reveals that the level of awareness on the

learning recovery and continuity plan is much aware as shown by

the computed total average weighted mean of 2.72.

The finding implies that amidst the challenges in the new

normal, teachers were able to adapt educational strategies and

class assessments applicable to 21st century learners while

teaching remotely.It further indicates their awareness that the

LRP is to help fill learning gaps in schools due to pandemic-

related disruptions.

The framework of the LRP or learning intervention enhance

reading problem solving, conduct regular home visits, conduct

distance learning, develop literacy at home or in the community,

and utilize parent or guardian volunteer teachers, develop

appropriate assessment tasks and resources during the pandemic.

There is an emphasis on professional development of teachers to

adapt to the new educational structure.It is a perfect time to

plan and use time to do the best for the learners.

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The findings supports the DepEd's vision and mission that

declares that the country protects and promotes the

right of all Filipinos to quality education at all levels and

takes appropriate measures to make such education accessible to

all.

Further, the study reinforce Soterio (2022) that education

must continue despite the health crisis. He further states that

it also demonstrates the ability of teachers to make basic

education available despite the crisis.

From among the four areas (4), ‘key areas’ got the highest

average mean of 2.94 or much aware.

The finding suggests that to teachers, Teachers Professional

Development is a route to enhance and upgrade their knowledge and

skills and professional growth, with teaching as a life-long

learning process. Pre- Covid-19 TPD programs included initiatives

on content, pedagogy and technology, action learning, graduate

studies, leadership and management, and action research. During

the pandemic, teachers were exposed to webinars and training on

online teaching and learning, technological capacity, and mental

health. Regardless of age and years of teaching experience,

teachers have a mindset to grow in the profession and be better

educators. They want to unlearn the old, and relearn new

knowledge and skills because they want their students to learn

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according to their current needs and what the world needs in the

future.

The finding corroborates with Ancho (2021) that Covid-19

pandemic has posed various challenges particularly in the

education sector where the ‘new normal’ experience is all about

online interaction and distance learning. As the health protocols

enforce physical distancing measures, actual and personal

interaction and engagements are limited. As teacher professional

development (TPD) becomes a melting pot of best practices and

strategies that work, teachers receive a perspective that helps

them create their own professional vision.

Mental Health and Well-being obtain the highest mean 0f

3.33 describe as Much Aware. The finding implies that Health is

created and lived by the respondents within the settings of their

everyday life; where they learn, work, play and love.

Given that schools are institutions in which large numbers

of children live out much of their everyday lives, schools are in

a powerful position to promote wellbeing at a cosietal level and

infuse wellbeing principles into school curricula and cultures.

Further, psychosocial functioning is infused into schools to

promote student wellbeing.

Professional Development obtain the lowest mean of 2.70

describe as Much Aware. The finding implies that teachers were

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informed and given the opportunity to go for professional growth

such as attendance to seminars and the like.

The finding corroborate with the Department of Education in

the Philippines wherein they issued a DepEd Professional

Development (PD) Priorities for Teachers and School Leaders for

SY 2020-2023 which supports the realization of the Department’s

goal of continuous upskilling and reskilling of teachers and

school leaders that will result in better learning outcomes.

The second highest area mean is ‘objectives’. The teachers

perceived the it as much aware as shown by the area mean of 2.86.

The finding indicates that their was an orientation conducted to

discuss the purpose of the LRCP.

The finding corroborates with Cruz (2022) that the public

schools are ready for face-to-face classes because all means were

exhausted to prepare all classrooms for the new school year. The

teachers underwent training so that they would be able to adopt

different learning modalities and technology tools for their

instruction delivery.

Protecting the health, safety, and well-being of learners,

teachers, and personnel obtained the highest mean of 2.93,

described as much aware. The finding indicates that schools

follow directives from the higher offices that vaccination is not

mandatory but is highly encouraged. The school intensifies all

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measures in mitigating the spread of the virus through various

relevant training, orientation, and policy-making, among others.

Ensuring that learning gaps are identified and addressed

among all learners got the lowest mean, with 2.92 interpreted as

much aware. The finding implies that school districts and

teachers did Phil-IRI Assessment Tool that describes students

reading performance which help teachers design and provide

appropriate reading instruction for the students. The tool is to

identify the learners from grade 7 who can read. Further,

teachers do Test Item Analysis inorder to identify the least

mastered competency to provide intervention. Teachers did their

best to protect their students and provide suitable distance

learning environments.

The finding supports McKinsey (2021) that the impact of the

pandemic on K–12 learning left students an average of five months

behind in mathematics and four months behind in reading by the

end of the 2020-2021 school year. He further states that pre-

existing educational inequities were widened, as low-income

schools with fewer resources felt the effects of this

transformation the most.

In the second half of the 2021-2022 school year, the

teachers now realize the long-lasting effects that learning gaps

have had on the students—and it is important to help bring them

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back up to speed as well as to the teachers since making changes

to a learning environment affects both students and educators.

The Intervention and Action in the Learning Recovery and

Continuity Plan were perceived by the respondents as much aware

as shown by the area mean of 2.66. The finding suggests that

teachers tailored and sustained their support to help learners

read just and catch-up after the pandemic. The school provided

support support and meet the enormous challenges of the months

ahead. Incorporation of digital technologies to teach

foundational skills complement teachers’ efforts in the classroom

and prepared children for future digital instruction.

The finding supports Bank (2021) that disruptions to

education systems over the past year have already driven

substantial losses and inequalities in learning. All the efforts

to provide remote instruction are laudable, but this has been a

very poor substitute for in-person learning.

Conduct professional development according to the needs of

the teachers got the highest mean of 2.87 describe as Much Aware.

The finding implies a professional development plan is

adapted that suit the needs of the respondents regardless of

where they are on their teaching journey. However, some of the

respondents prefer to engage in subject-specific training.

Moreover, it is important for schools to invest in developing

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their teachers, however it takes time and commitment to embed a

development culture in a school.

Conduct training needs assessment of teacher according to

the needs of the teachers got the second highest mean of 2.77

describe as Much Aware.

The findings implies that teachers needs were identified and

were addressed by the school heads. The most common form of

teacher evaluation is through classroom observations by

principals and sometimes with supervisors. The assessment is

designed to help the respondents self-identify areas for

improvement and helps school and district leaders evaluate areas

for improvement.

Conducting Phil-IRI got the lowest mean of 2.41 but

perceived as much aware. The finding suggests that the language

teachers conducts the Phil-IRI. Teachers were able to identify

the non readers for remediation.

Forge partnership with service providers for improvement of

socio-emotional functioning mental health and well-being obtain

the second lowest mean of 2.46 describe as much aware.

The finding implies that the realities of the new normal

which includes working from home, lack of physical contact with

other family members, friends, and colleagues, and the home-based

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learning of children can have impacts to a person’s mental and

psychosocial health.

The Monitoring and Evaluation in the Learning Recovery and

Continuity Plan obtain the lowest mean as shown by the area mean

of 2.65 describe as much aware

The finding implies that DepEd do monitoring and evaluation

through school visitation and by implementing the use of

standardize test which is the Division Assessment Tool (DAT) and

Regional Assessment Tool (RAT)to identify the least learned

competency and what will be the intervention done by the teacher.

Learning assessment, gathering and evaluating information on what

students understand, know, and can do will help educators

identify the learning needs of their students and help

policymakers target resources within and across schools. It can

create a baseline upon which recovery efforts can build and be

monitored against. Most importantly, understanding students’

learning levels will allow teachers to adjust instruction to meet

students’ needs.

Monitoring and Evaluation of the School Division Office by

the Regional Office through the RO on WHEELS program got the

highest mean of 2.67 describe as much aware.

The finding indicates that the RO on WHEELS program of the

Department of Education came to Balbalan through the Regional

 Kalinga State University College of Education
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Director to visit the project HyTEQ in preparation for its

launching. Balbalan Agro- Industrial High School is also

identified to be pilot schools for the implementation of the said

project. The program provides technical assistance and support

to the Balbalan teachers.

Review of results by the Field Technical and Quality

Assurance Division for continuous improvement and accessible

reference got the lowest mean of 2.65 describe as much aware.

The finding implies that during the pandemic where classes

were on distance learning, teachers were assigned to every

barangay for learners to clarify lessons/activities about their

lessons. Further, teachers do home visitation to learners who

have difficulty in doing their modules. It further indicates that

DepEd intensified its reading interventions, regular home visits

and follow-ups, implemented physical and virtual study

groups/buddy systems, established literacy at home and in the

community, tap the services of parent or guardian teacher-

volunteers, and develop appropriate assessment tasks and

resources. Meanwhile, physical and online learning action cell

sessions, adaptive teaching strategies and classroom assessments,

and a shift from the traditional approach to tailored

acceleration was adopted for the professional development of

teachers.
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Level of Awareness of the Learning Recovery and Continuity Plan

of Public High Schools Teachers of Balbalan District.

Variable of Position. Table 13 presents the Extent of the

Level of Awareness of the Learning Recovery and Continuity Plan

of Public High Schools Teachers of Balbalan District as to

Position.

Table 7. Extent of the Level of Awareness of the Learning

Recovery and Continuity Plan of Public High Schools Teachers of
Balbalan District as to Position.
Position Mean Rank

Teacher 2.69 3

Master Teacher 2.82 2

School Head 2.87 1

Total Average Weighted Mean(TAWN) 2.79

The table reveals that the respondents perceived the level

of awareness of the learning recovery and continuity plan as to

position as ‘much aware’ as shown by the computed total average

weighted mean of 2.79.

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The school heads got a highest mean of 2.87 described

as‘much aware’.

The findings indicate that the school heads of Balbalan are

aware and updated of the LRCP through attendance in seminars and

orientations conducted by the Division of Kalinga.

This is in consonant with the DepEd’s vision of producing

“Filipinos who passionately love their country and whose values

and competencies enable them to realize their full potential and

contribute meaningfully to building the nation.”

School heads, as stewards of schools, play a crucial role in

ensuring an enabling and supportive environment for effective

teaching and learning. Through their quality leadership and

management, the Department of Education (DepEd) can develop

quality teachers and “holistic learners who are steeped in

values, equipped with 21st-century skills, and able to propel the

country to development and progress.

The teachers got the lowest mean of 2.69 but still described

as ‘much aware’. The finding implies that despite the many

challenges encountered by the teachers such lack of

resources/training, time management, incentive, classroom

management, lack of career development opportunities and teaching

style, teachers have the courage to overcome these challenges

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bravely by setting positive and achievable expectations, giving

them the time to rest and recover.

The finding corroborate with the study of (David, 2019) that

every public school teacher has a regular full-time teaching load

and is mandated to devote a maximum of six hours of actual

classroom instruction a day, under the Magna Carta for Public

School Teachers. In reality, however, several additional

administrative or student support roles are assigned to each

teacher. These include paperwork on seminars and trainings they

are tasked to attend and additional designations in line with

student guidance, budget, disaster

response, and health. Teachers are likewise expected to

participate in the implementation of various government programs,

such as mass immunizations, community mapping, conditional cash

transfer, deworming, feeding, population census, antidrug,

election, among others.

Table 8. Summary of the ANOVA on the Extent of the Level of

Awareness of the Learning Recovery and Continuity Plan of Public
High Schools Teachers of Balbalan District as to Position.
Source of Variance Sum of Degree Mean F-Ratio
Squares of Squares
Freedom
Position 0.227 2 0.1133 F=1.60
Residuals 4.116 58 0.0710 P=0.211
Decision: Accept Ho/ Not Significant

The table shows that the computed P-critical value of 0.211

of significance.
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This means that there are no significant differences in the

perception of the respondents on the level of awareness of the

learning recovery and continuity plan as to position.

The null hypothesis which states that there are no

significant differences on the level of awareness of the learning

recovery and continuity plan is therefore, accepted.

Factors Affecting the Awareness on the Learning Recovery and

Continuity Plan.

Table 9 presents the responses of the responses on the

Factors Affecting the Awareness on the Learning Recovery and

Continuity Plan of Public Schools.

Table 9. Factors Affecting the Awareness on the Learning Recovery

and Continuity Plan of Public Schools.
Mean D
Indicators
A. School-Related Factors
1. Provision of gadgets for project HyTEQ. 2.61 MA
2. List of priority competencies. 2.90 MA
3. Availability of general profile of learners and 2.79 MA
academic needs.
4. Learning resources such as textbooks, 2.64 MA
multimedia, etc.
5. Functional School Emergency Response and 2.70 MA
planning team.
2.84 MA
6. Implementation of health protocols such as hand
washing facilities, thermal scanners, etc.
7. Others;
Area Mean 2.75 MA
B. Teacher-Related Factors
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1. Knowledge of appropriate remediation and 2.80 MA

intervention PPAs.
2. Knowledge of standard assessment result. 2.64 MA
3. Experience on the implementation of the project 2.44 MA
HyTEQ and virtual classroom.
4. Awareness on reading-recovery plans. 2.66 MA
5. Faculty readiness. 2.72 MA
6. Training on Learning Recovery and Continuity 2.61 MA
Plan
7. Others;
Area Mean 2.65 MA
C. Community-Related Factors
1. Orientation on Learning Recovery and Continuity 2.61 MA
Plan.
2. Educational status of parents. 2.90 MA
3. Communication and support given to school. 2.79 MA
4. Socio-economic status of stakeholders. 2.62 MA
5. Partnership with identified stakeholders. 2.82 MA
6. Well-organized and active PTA. 2.79 MA
7. Supportive LGU 2.75 MA
8. Others;
Area Mean 2.75 MA
Total Average Weighted Mean 2.72 MA

The table reveals that the factors affecting the awareness

on the learning recovery and continuity plan is much aware as

shown by the computed total average weighted mean of 2.72 or much

affect. This implies that the disruption of COVID-19 in the

educational system is of great magnitude that schools in Balbalan

prepare all the needed requirement such as wash facilities and

disinfectant area, 1 meter distant of every learner inside the

classroom for the face to face just to cope with at the soonest

possible time.
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The findings corroborate Magsambol(2020), that there is

a clear divide between those who canand cannot afford the

resources required to access the new education platform. With the

DepEd's mantra of "no child left behind," the general state of

children in the public-school system sends a message of

inequality. Learning,on the other hand,cannot be terminated in

order to drive the economy. As a result, education institutions

have had to take more stringent measures to ensure that they can

continue to operate despite the looming threat.

Kasrekar(2020)sees one of the main issues as the conduct of

classes despite the closure order because face-to-face classes

are more likely to spread disease, the most feasible solution is

online teaching and modular learning. According to Tanhueco-

Tumapon(2020)this new learning system presents a challenge to

both teachers and pupils because it introduces them to something

new. In the midst of the pandemic, this necessitates a‘adopt

quickly' response to the new normal in education and learning.

The school-related factors affecting the awareness on the

learning recovery and continuity plan were perceived by the

teachers as much affect that got the highest area mean of 2.75.

The finding implies that the learning resources is not

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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junior high school wherein only the Technical and Vocational

Education Department uses it because they have less students.

Also,not all schools in Balbalan have internet connection.

The finding corroborates Cadeno (2018) that lack of

computers in far-flung areas is still one of the main challenges

faced in pushing digital literacy. The challenge is definitely

access, in city centers we may not feel that there is barrier to

access because we have hardware, you also have connectivity but

on far flung areas, from Department of Education that some

teachers will say that they teach kids how to use computer using

a chalkboard.

List of priority competencies obtain the highest mean of

2.90 describe as much affect. The finding implies that the MELCs

enable the Balbalan teachers to focus instruction to the most

essential and indispensable competencies that the learners must

acquire. Despite the challenges in learning delivery.

Based on the overall draft referred to by DepEd as the

general shaping papers, one of the new features of the 2022

curriculum would be the “focus on big ideas” to address key

findings in DepEd’s study showing that its overcrowded and

congested content hampered learners from fully grasping and

understanding different concepts however the results show that

only a few teachers reported having adequate time to teach all

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learning competencies, adding that typically, only less than 20

percent of the teachers reported they had enough time to teach

all the required learning competencies in a quarter. Some

learning areas, almost half of the teachers did not have

sufficient time to teach even half the number of learning

competencies.

Provision of gadgets for project HyTEQ got the lowest mean

of 2.61 describe as much affect.

The finding implies gadgets were provided but limited. Only

Balbalan Agro Industrial High School implemented this project.

Learners with no access to the internet may now cope up with

their learning modalities thru the new project designed for

schools in the far flung areas in the Cordillera region. There

were many challenges of the learning modalities particularly

modular and online distance learning being implemented in the

different schools this COVID pandemic. Such challenges are the

region’s poor state of internet connectivity, limited access to

learning resources, high cost of printed self-learning modules,

difficulties in distribution, retrieval and disposal of used

modules, among others.

The community-related factors affecting the awareness on

the learning recovery and continuity plan were perceived by the

teachers as much affect as shown by the area mean of 2.75.

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The finding corroborates with Saavedra (2022) that all-out

support of parents is a crucial element in the government's

effort to recover the learning losses especially in reading of

elementary pupils due to the Covid-19 pandemic. Although there

were teachers who conducted home visits to their pupils at the

height of the pandemic, those were not enough.

Educational status of parents obtain the highest mean of

2.90 describe as much affect.

The finding implies that parental involvement in education

is a multi-dimensional concept that encompasses a wide variety of

parental practices and behaviours in terms of students’ education

and learning processes. It can be challenging for parents who

cannot read and write to teach their children how to read and

write.

According to a study by the National Bureau of Economic

Research, children of parents who cannot read are more likely to

struggle with reading themselves. Illiteracy can impact an

individual’s opportunities to fully participate in a democratic

society. It can also impact future generations and our society.

Orientation on Learning Recovery and Continuity Plan obtain

the lowest mean of 2.61 describe as much affect. This implies

more than 200 early grade teachers and education program

officials undergwent orientation and training on the learning

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recovery curriculum for the school year 2022-2023, according to

the Department of Education-Bicol, however, the extent of the

conceptualisation of change within the literature on teacher

professional development is problematic and lacking in guidance

for assessing change outcomes.

Richardson and Placier (2001) point out that, “Radically

different approaches to the concept of change have been used” in

the teaching. A primary consideration for our own model then is

how to conceptualise and consider changes that result from

teacher learning.

The teacher-related factors affecting the awareness on the

learning recovery and continuity plan were perceived by the

teachers as much affect with an area mean of 2.65.

The finding support Andreas Schleicher, Director for

Education and Skills at the OECD,(n.d)that, “The most important

predictor for learning loss was not the hours of homework you got

or the access to technology, it was actually that student-teacher

relationship.”

The finding further corroborate with Khan Academy,(2022)

dealing with student behavioral and mental health issues has been

many teachers’ biggest barrier to addressing unfinished learning.

The study of Khan Academy states that an overwhelming majority

(84 percent) of teachers agree that mastery learning can help

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address unfinished learning, but only a small majority (53

percent) use mastery learning in their classrooms. These means

that mastery learning means knowing which skills a student has

mastered and not mastered, providing feedback on what students

got wrong and why, offering as many opportunities as needed for

students to demonstrate mastery, and continuing to provide

instruction until a skill is mastered.

Many Balbalan teachers may have suffered trauma from

pandemic-related issues, and they have experienced burnout from

the stressful tasks of ensuring learning continuity during school

closures and dealing with learning losses as schools reopened.

But despite of this issues, teachers were committed to ensure

that students learn. Learning recovery is simply not possible

without supporting teachers. Keishia Thorpe, winner of the Global

Teacher Prize 2021 states that “Teachers are students’ greatest

resource. Not the building, not the computers,”.

Knowledge of appropriate remediation and intervention PPAs

obtain the highest mean of 2.80 describe as much affect.

The finding suggest that remediation and intervention can be

challenging for teachers as it requires them to identify the

specific needs of each student and tailor their teaching methods

accordingly. Teachers faced difficulties in addressing parental

expectations and issues. In addition, students with learning

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difficulties require clear and concise instructions. As mandated,

a learner who receives a grade lower than 75 in any subject must

be given an intervention through remediation and must pass the

said remedial classes for promotion to the next grade level.

Alternatively, schools require the learners to attend make-up

classes during the school year.

Experience on the implementation of the project HyTEQ and

virtual classroom got the lowest mean of 2.44 describe as much

affect.

The finding implies that only Balbalan Agro- Industrial High

School experience the implementation of these project HyTEQ in

which the project’s components include delivery of stable

internet connectivity, gadgets (tablet) for learner

beneficiaries, audio – video devices and other ICT equipment for

teacher implementer, provision of training to teachers for

learning delivery and for school heads for project monitoring,

and internet load for project beneficiaries. The provision of

hybrid or blended learning to ensure the delivery of quality

learning is the way of the new normal.

Variable of Position. Table 12 presents the extent of

Factors Affecting the Awareness on the learning recovery and

continuity plan as to Position.

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Table 12. Extent of the Factors affecting the awareness on the

learning recovery and continuity plan as to Position.
Position Mean Rank

Teacher 2.73 2

Master Teacher 2.52 3

School Head 2.81 1

Total Average Weighted Mean(TAWN) 2.67

The table reveals that the respondents perceived the level

of awareness of the factors affecting the awareness on the

learning recovery and continuity plan as to position were ‘much

affect’ as shown by the computed total average weighted mean of

2.67.

The table also shows that respondents who are school heads

got a highest mean of 2.81 describe as‘much affect’.

The findings indicate that school heads in Balbalan are the

most affected because they are the one to look for remedies and

coordinate with different stakeholders in order to provide the

needs of school through the School Based Management (SBM) fave

the way for the schools to become independent and attract

stakeholders to meet the needs of each schools in the country.

This challenging role of the Schoolheads inspire them to invite

and meet the parents in the community as well as government

officials, business sectors and private individuals to support

the programs and projects of the schools that will lead to the
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school improvement. Applying the new system introduced by the

Department of Education, Schoolheads develop their capacity to

tap human resources to achieve high level of performances. Thru

the continuous implementation of these practices, our goal of

achieving quality education is at hand and School Principals are

expected to be the “Prime Movers” of this endeavor.

The finding corroborates with Manaseh (2016) that

Instructional leadership is an educational leadership that

focuses on the core responsibility of a school, namely teaching

and learning, by defining the school vision, mission and goals,

managing the instructional programme and promoting the school

climate (Hoy & Miskel, 2008). King (2002)asserted that the role

of an instructional leader differs from that of a traditional

school administrator in a number of meaningful ways: whereas the

conventional head of school spends majority of his/her time

dealing strictly with administrative duties, the head of school

who is an instructional leader is charged with redefining his/her

role to become the primary learner in a community striving for

excellence in education. As such, it becomes the head of school’s

responsibility to work with teachers to manage the instructional

programme. Instructional leaders know what is happening in the

classrooms and develop the capacities of their staff by building

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on their strengths and reducing their weaknesses (Spillane &

Zuberi, 2009)

Master teachers also got the lowest mean of 2.52 but still

described as ‘much affect’. Master teachers are in-charged in the

instructional education among fellow classroom teachers. They are

in-charged of the checking of teacher’s lesson plan, observe and

assess fellow teachers through Classroom Observation Teaching,

and conduct classroom research annually. Their position really

affects their awareness on the on the learning recovery and

continuity plan.

The finding corroborate with the study of (Mc.Clean,

2015)that the establishment of a post called the Master Teacher

would provide the opportunity for the expert teacher to be

remunerated at a level commensurate with the post of principal.

The “master teacher” would serve as mentor, facilitator,

curriculum specialist, collaborator and

advocate for professional development and other vital policies

within the educational institution. According to White (June,

1991) the master teacher shall be maintained in the classroom and

shall not be assigned duties of an administrator. This provision

shall not prohibit the master teacher from serving as an

evaluator.
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Table 13. Summary of the ANOVA on the Extent of the Factors

affecting the awareness on the learning recovery and continuity
plan as to Position.
Source of Variance Sum of Degree Mean F-Ratio
Squares of Squares
Freedom
Position 0.255 2 0.1277 F=1.43
Residuals 5.169 58 0.0891 P=0.247
Decision: Accept Ho/ Not Significant

The table shows that the computed P-critical value of 0.247

of significance. This means that there is no significant

differences in the perception of the respondents on factors

affecting the awareness on the learning recovery and continuity

plan as to position.

The null hypothesis which states that there are no

significant differences on factors affescting the awareness on

the learning recovery and continuity plan, is therefore,

accepted.
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Chapter IV

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings,conclusions

and recommendationsof the study.

This descriptive research determined the Learning Recovery

and Continuity Plan of Public High Schools of Balbalan

District.

Summary of Findings

Level of Awareness of the Learning

Recovery and Continuity Plan

The level of awareness of the learning recovery and

continuity plan was ‘Much Aware’ with a computed total average

weighted mean of 2.72.

The key areas in the learning recovery got the highest area

mean of 2.94 or describe as much aware. Mental Health and Well-

being got the highest of 3.33 and Professional Development otain

the lowest mean of 2.70.

Followed by its objectives with an area mean of 2.86 or

describe as much aware. The indicators in the learning recovery

and continuity plan, Protecting the health, safety and well-being

of learners, teachers and personnel got the highest mean of 2.93

 Kalinga State University College of Education
60

and to organize effective remedial learnin got the lowest mean of

2.75.

Its intervention and action with an area mean of 2. 66 or

describe as much aware. The indicators in the learning recovery

and continuity plan, Conduct professional development according

to the needs of the teachers obtain the highest mean of 2.87 and

conductiong Phil-IRI got the lowest mean of 2.41.

Monitoring and evaluation with an area mean of 2.65 or much

aware. Monitoring and Evaluation of the School Division Office by

the Regional Office through the RO on WHEELS program obtain the

highest mean of 2.67 and Review of results by the Field Technical

and Quality Assurance Division for continuous improvement and

accessible reference obtain the lowest mean of 2.65

Extent of Factors Affecting the Awareness on the

learning recovery and continuity plan.

The extent of factors affecting the learning recovery and

continuity plan got a TAWM of 2.72, perceived as much affect.

The school-related factors was rank first with the area mean

of 2.75 or describe as much affect. The indicator in List of

priority competencies got the highest mean of 2.90 and Learning

resources such as textbooks, multimedia, etc. got the lowest mean

of 2.64.
 Kalinga State University College of Education
61

Then secondly the community-related factors with an area mean

of 2.75 or describe as much affect. The indicator Educational

status of parents got the highest mean of 2.90 and Orientation on

Learning Recovery and Continuity Plan got the lowest mean of

2.61.

Lastly, teacher-related factors with an area mean of 2.65 or

describe as much affect.The indicator in Teacher-Related Factors,

Knowledge of appropriate remediation and intervention PPAs got

the highest mean of 2.80 and Experience on the implementation of

the project HyTEQ and virtual classroom got the lowest mean of

2.44.

Conclusions

Based from the mentioned findings, the following are

therefore concluded:

The level of awareness of the learning

recovery and continuity plan.

The level of awareness of the learning recovery and

continuity plan was accepted as to moderator variables.

There are no significant differences in the perceptions of

the respondents in the level of awareness of the learning

recovery and continuity plan learning recovery and continuity

plan of Public High Schools of Balbalan District as to the

moderator variables.
 Kalinga State University College of Education
62

The extent of factors affecting the learning

recovery and continuity plan.

The extent of factors affecting the learning recovery and

continuity plan of Public High Schools of Balbalan District as to

the moderator variables is accepted.

There are no significant differences in the perceptions of

the respondents on the factors affecting the learning recovery

and continuity plan of Public High Schools of Balbalan District

as to the moderator variables.

Recommendations

Based from the findings and conclusions made in the study,

it is recommended that:

1. The Department of Education shall allocate an additional

budget for facilities and equipment needed for online distance

learning modalities such the Project HyTEQ.

2. Teachers should formulate a suitable plan and continue to

implement sufficient strategies to meet the demand for new

normal education.

3. Parents are encouraged to collaborate with the teachers to

keep track of learner’s everyday activities and provide

strategic intervention to monitor learners' progress.

 Kalinga State University College of Education
63

4. Stakeholders work with the teachers in addressing the issues

and concerns they face as they shift to the new normal teaching

practices by providing support and resources to help teachers

adapt to the new teaching methods and technologies. For

example, the Department of Education in the Philippines

launched DepEd Teaches during the mid-year In-service Training

(INSET) Week to assist teachers in the new normal brought by

the COVID-19 pandemic.

5. Send teachers to attend training and skills development

webinars to maintain deliver quality education successfully.

6. Parents'/Guardians' support to educate children first at

home should be encouraged so that they will be guided properly.

They should follow up the assessment result and the learning

performance of learners at home by creating reliable

communication channels between school and home to communicate

with families about school programs and student progress.

 Kalinga State University College of Education
64

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Appendices

LETTER TO THE AUTHORITY

Republic of the Philippines

Cordillera Administrative Region
Tabuk City, Kalinga Province

December 2022

AMADOR D. GARCIA SR., Ph.D CESO VI

Schools Division Superintendent
Division of Kalinga

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.
 Kalinga State University College of Education
69

In this regard, she wishes to seek your permission to allow

her to conduct the research study entitled “Learning Recovery
and Continuity Plan of Public High School of Balbalan District
for S.Y 2023-2024: in partial fulfillment for the requirement
for the degree Master of Arts in Education.
Your favorable action on this request is highly appreciated.
Thank you very much.

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

AMANTE E. ULEP JR.

Principal I
Balbalan Agro- Industrial High School

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.
 Kalinga State University College of Education
70

In this regard, may I ask permission to your school,

Balbalan Agro- Industrial High School, to allow me to conduct
my research study entitled “Learning Recovery and Continuity
Plan of Public High Schools of Balbalan District for S.Y 2022-
2023: in partial fulfillment of the requirement for the degree
Master of Arts in Education.
Thank you very much and more power.

Respectfully yours,

VALERIE BALLADAO TANGDOL

Student Researcher

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

January 11, 2023

Dear Respondents,
The undersigned is currently enrolled at the College of
Education, Kalinga State University, Bulanao, Tabuk City, for
the Master of Arts in Education major in Educational
Management.
 Kalinga State University College of Education
71

As such, the undersigned asks for your cooperation by

completing this study questionnaire as accurately & honestly as
possible by checking (√) the box corresponding to your
response. Your answer will be used for research purposes to
assess the “Learning Recovery and Continuity Plan of Public
High School of Balbalan District for S.Y 2022-2023: in partial
fulfillment for the requirement for the degree Master of Arts
in Education.

Be assured that any identity and answers will be treated in

the strictest of confidence.
Thank you very much for your kind support and cooperation.

Respectfully yours,

VALERIE BALLADAO TANGDOL

Student Researcher

Republic of the Philippines

Cordillera Administrative Region
KALINGA STATE UNIVERSITY
Bulanao, Tabuk City, Kalinga

Survey Questionnaire

Part 1. Personal Profile

 Kalinga State University College of Education
72

Name: _________________________
Optional
Sex:

Male

Female

School Affiliation:

Balbalan Agro- Industrial High School

Balbalan National High School

Western Kalinga National High School

Eastern Kalinga National High School

Position:

Teacher

Master Teacher

School Head

Part II. The Level of Awareness on the Learning Recovery and

Continuity Plan

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
 Kalinga State University College of Education
73

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
 Kalinga State University College of Education
74

activities that improve socio-emotional

functioning mental health and well-being.
32. Forge partnership with service providers for
improvement of socio-emotional functioning
mental health and well-being.
33. Help struggling learners through voluntary
assistance of component classmates or peers
34. Provide additional LSA to learners with
disabilities and who do not have responsible
household members.
35. Organize functional School Emergency
Response and Planning Team
36. Conduct training-workshop of teachers on
pedagogy of teaching in the new normal.
37. Conduct training needs assessment of
teachers.
38. Conduct professional development according
to the needs of the teachers.
H. Monitoring and Evaluation
4. Monitoring and Evaluation of the School
Division Office by the Regional Office
through the RO on WHEELS program.
5. Use of contextualized Regional Field and
Technical Assistance Team monitoring and
Evaluation tool.
6. Review of results by the Field Technical and
Quality Assurance Division for continuous
improvement and accessible reference.

Part III. The Extent of Factors Affecting the Awareness on the

learning recovery and continuity plan

Direction. Put an (/) mark on below the number that applies to

you. Use the legend below as guide.

Legend

3 Much Affect MA
2 Moderately Affect MoA
1 Less Affect LA
 Kalinga State University College of Education
75

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
 Kalinga State University College of Education
76

Name :Valerie B. Tangdol

Date of Birth :October 6, 1998

Place of birth :Balantoy, Balbalan, Kalinga

Gender :Female

Name of Mother : Necia B. Tangdol

Name of Father : Anthony L. Tangdol

Civil Status : Single

Address :Balantoy, Balbalan, Kalinga

Occupation :Teaching

Religion Free Believers in Christ

Fellowship Incorporated

EDUCATIONAL BACKGROUND:

Elementary :Balantoy Elementary School

Balantoy, Balbalan, Kalinga

Secondary BalbalanAgro-Industrial School

Balantoy, Balbalan, Kalinga

Tertiary Cagayan State University

Tuguegarao City, Cagayan

Bachelor in Technical Teacher

Education
Major: Food Service and Mngt.

WORK EXPERIENCES:

2020-2021 :LSA Teacher

Balbalan, Agro-Industrial School
Balantoy, Balbalan, Kalinga
2021-2022 :Teacher II
Asibanglan National High School
Pinukpuk, Kalinga
 Kalinga State University College of Education
77

2022-Present :Teacher II
:Balbalan Agro-Industrial High
School
Balbalan, Kalinga
SEMINAR/TRAINING:

Bread and Pastry Production NCII

TESDA

Trainer's Methodology Level 1

Cherwai Schools of Skills

Division Teacher’s Induction

Department of Education-Kalinga

Upskilling of TLE/TVL Teacher’s in Development/ QA of DAT

Department of Education-Kalinga

Roll-out on the Policy Guidelines on Provisions of Educational

Programs and Services for Learners with Difficulties in the K-
12 Basic Education Programs
Department of Education-Kalinga

Digitalization of SLMs in SPED-IE

Department of Education-Kalinga

Action Research Training- Workshop for Teachers

Department of Education-Kalinga

Convergence with Stakeholders

Department of Education-Kalinga

Online Seminar Write-Shop on Action and Basic Research for

Teachers
Department of Education-Kalinga

Blended Training- Workshop on Learning Management System Course

Packages Digitalization and Quality Assurance for Quarter 1
Department of Education-CAR

Workshop on the Development of Multimedia Resources Using

Graphic Design, Interactive Creation and Educational Technology
in TLE
Department of Education-Kalinga

RECOGNITIONS:
 Kalinga State University College of Education
78

LMS COURSE PACKAGE DEVELOPER

National TVET Trainer- BPP
Assessor – BPP NC II