Maximino S. Laurete Sr. Central School Grade 6 Academic Performance Before, During, and After the COVID-19 Pandemic
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| Format: | Recurso digital |
| Language: | English |
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Zenodo
2025
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| _version_ | 1866902075504328704 |
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| author | Pano, Angel Rose Dagondon, Liezl Marie |
| author_facet | Pano, Angel Rose Dagondon, Liezl Marie |
| contents | <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> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_16918154 |
| institution | Zenodo |
| language | eng |
| publishDate | 2025 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Maximino S. Laurete Sr. Central School Grade 6 Academic Performance Before, During, and After the COVID-19 Pandemic Pano, Angel Rose Dagondon, Liezl Marie COVID-19 pandemic academic performance Grade 6 instructional transition learning recovery Philippines <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> |
| title | Maximino S. Laurete Sr. Central School Grade 6 Academic Performance Before, During, and After the COVID-19 Pandemic |
| topic | COVID-19 pandemic academic performance Grade 6 instructional transition learning recovery Philippines |
| url | https://doi.org/10.5281/zenodo.16918154 |