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| Asıl Yazarlar: | , |
|---|---|
| Materyal Türü: | Recurso digital |
| Dil: | İngilizce |
| Baskı/Yayın Bilgisi: |
Zenodo
2025
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| Konular: | |
| Online Erişim: | https://doi.org/10.5281/zenodo.16918154 |
| Etiketler: |
Etiketle
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İçindekiler:
- <p><span lang="EN-US">The COVID-19 pandemic caused unprecedented disruptions in Philippine basic education, shifting instruction from face-to-face to modular learning. This study examined how these changes affected the academic performance of Grade 6 learners at Maximino S. Laurete Sr. Central School (MSLCS) across three phases: pre-pandemic, pandemic, and post-pandemic recovery. A descriptive quantitative design anchored on the Input-Process-Output (IPO) framework was employed. Final grades from 42 Grade 6 learners were traced from Grade 1 (pre-pandemic), Grades 2–3 (pandemic), and Grades 4–5 (post-pandemic). The Kruskal-Wallis H-test was used to compare performance across clusters (Satisfactory, Very Satisfactory, Outstanding). Significant variation was observed in the Satisfactory cluster (H = 12.85, df = 5, p = 0.025). Median grades declined during the pandemic (Year 2 = 83) but improved post-pandemic (Year 4 = 88). In contrast, the Very Satisfactory cluster (H = 8.46, p = 0.132) and Outstanding cluster (H = 9.08, p = 0.106) showed no statistically significant differences, with mean grades ranging narrowly from 85.21–87.57 and 87.33–92.67, respectively. Findings suggest that lower-performing learners were more vulnerable to modality shifts, while higher achievers maintained stability. Policy implications point to the need for equity-focused remediation, adaptive teaching strategies, and contingency planning. However, reliance on grade data alone limits the analysis, underscoring the importance of mixed-method approaches in future studies.</span></p>