Proponent: Elena V. Almario
Research Agenda
Category: Teaching and Learning
Subject: Filipino
Office/School: CID Schools Division Office of
Balanga City

The existing health issues on Covid-19 all over the world strike all aspects of life. One of the many aspects that pandemic brought is the agony in the part of education because the way that learners can do is to grasp the learning delivery modalities either modular or online to carry out the mandated Basic Education- Learning Continuity Plan (BE-LCP) program. Education should never be stopped and must also be prioritized. But learners are affected as to how they can embrace the calibrated strategies to attain the
most essential learning competencies with the assistance of their parents. The implementing modalities for both modular and online are not just the battle of the teachers in delivering education amidst pandemics but the major apprehension is on the part of the learners.

To address the increased stress and anxiety among students, the Department of Education (DepEd) has released memorandum OUCI-2020-307, supporting measures for ‘Academic Ease.’ This directive is intended to ease the academic pressure on students by allowing schools to designate specific activities within Self Learning Modules (SLMs) or Learning Activity Sheets (LAS) as optional for the first quarter. The suggestion also encourages the exploration of interdisciplinary integration, especially in grade levels where multiple subject teachers handle different parts of the curriculum. These measures are crafted to empower students and assist educators in dealing with the challenges presented by the new normal in the teaching and learning process
throughout the academic year.

Building upon the preceding context, this research seeks to delve into the
ramifications of subject integration in Filipino subjects within the current educational milieu. The study draws on the concept of Integrative Learning, as articulated by Huber, Hutchings, and Gale (2005), which involves connecting skills and knowledge from diverse sources, applying them in various settings, considering contradictory points of view, and understanding issues contextually. Specifically, during the second grading period of the pandemic school year, the Filipino subject is integrated with Araling Panlipunan (AP), Edukasyon sa Pagpapakatao (ESP), and Music, Arts, Physical
Education, and Health (MAPEH) to streamline learning activities for Grade 7 students.

This integration not only assesses the performance tasks of learners through a unified approach but also employs distinct rubrics across the subjects involved. By focusing on the impact of subject integration, this study aims to contribute valuable insights into academic loads and overall well-being among Grade 7 students in two public secondary schools, namely the City of Balanga National High School (COBNHS) and Bataan National High School (BNHS-JHS) within the Division of the City of Balanga.