VARIOUS ISSUES AND CHALLENGES AMONG THE TRANSITIONAL EXPERIENCES OF GRADE 5 STUDENTS FROM MODULAR AND ONLINE LEARNING TO IN-PERSON CLASSES: BASIS FOR A PROPOSED ACTIVITY PLAN

Proponent: Benjamin Joseph B. Lomibao
Research Agenda
Category: Teaching and Learning
Topic: Modular and Online Learning to In-Person Classes
Office/School: Cataning Integrated School

The pandemic has significantly reshaped the educational landscape, necessitating the development of various learning opportunities that prioritize the safety and security of students while maintaining their educational advancement. This period of drastic change has highlighted numerous challenges and issues related to the adoption of different learning modalities, particularly for elementary learners. As face-to-face classes resumed in the school year 2022-2023, it became essential to explore the transitional experiences of these young learners to identify the specific challenges they encounter during this shift back to traditional classroom settings.

In response to the changing educational environment, the Department of Education (DepEd) mandated the resumption of face-to-face classes for all public and private schools starting November 2, 2022, as outlined in DepEd Order 34, Series of 2022. This directive emphasizes the need for effective implementation of the K to 12 curriculum while addressing the unique challenges posed by the pandemic. DepEd is committed to ensuring that educational delivery remains accessible, responsive, and of high quality, while also adhering to public health protocols. The policy framework provides essential guidance for schools in organizing curricular and co-curricular activities during the gradual transition to a full five-day in-person learning model.

The City Schools Division of Balanga is proactively implementing various programs and activities designed to facilitate the transition from online and modular learning to full in-person classes. This initiative aims to ensure that both teachers and students are well-equipped for this change, particularly in Grade 5. Despite the critical nature of this transitional phase, there has been limited research focusing on the specific issues and challenges faced by Grade 5 students as they navigate this significant shift. Understanding these transitional experiences is vital for identifying effective strategies that can support learners during this period.

The core focus of this study is to shed light on the transitional experiences of Grade 5 students, underscoring the importance of experiential learning within the context of in-person classes. Experiential learning, defined as the process of learning through hands-on experiences and reflective practice, enhances students’ ability to connect theoretical knowledge to real-world applications. This study aims to highlight the significance of valuing these transitional experiences, enabling educators to develop innovative approaches to address the identified challenges.