LIVED EXPERIENCES OF SENIOR HIGH SCHOOL SCIENCE TEACHERS IN

EXECUTING LEARNING LOSS RECOVERY

A Thesis Proposal Presented to

The Faculty of the Graduate Studies
Caraga State University

In Partial Fulfillment
of the requirements for the Degree
Master of Science Education with specialization in Biological Sciences

JOANA GRACE M. GARZON

FEBRUARY 2022
 TABLE OF CONTENTS
Page
TITLE PAGE i
TABLE OF CONTENTS ii
LIST OF TABLES iii
LIST OF FIGURES iv

CHAPTER

1 THE PROBLEM

Introduction 1

Theoretical Framework 3

Conceptual Framework 6

Statement of the Problem 8

Significance of the Study 9

Scope and Delimitation of the Study 11

Definition of Terms 11

2 REVIEW OF LITERATURE

COVID-19 Challenge to Continuity in Education 13

COVID-19 Challenge to Philippine Education 14

The Philippines Education Response to COVID-19 15

crisis: Challenges

Teacher's Response to Challenges: Coping 19

Assessment of Learning Gaps 22

The RAPID Framework 24

ii
ii
 3 THE RESEARCH METHODOLOGY

Research Design 29

Research Locale 29

Participants of the Study 31

Research Instrument 32

Data Gathering Procedure 32

Data Analysis 34

REFERENCES 35

APPENDICES

Research Questionnaire 41

CURRICULUM VITAE 45

ii
 LIST OF TABLE

Table Title Page

iii
 LIST OF FIGURES

Figure Page

1 Research Paradigm 7

2 RAPID Framework for Learning Recovery 27

and Acceleration

3 BCSHS Vicinity Map 30

iv
 CHAPTER I

THE PROBLEM AND ITS SCOPE

Introduction

Teachers have been reported to have the highest burnout level among

other industries in the United States according to Gallup Panel Workforce Study

conducted February 3-14, 2022 (Agrawal, 2022 June 8). This has been believed

to have worsened because of COVID-19. This scenario may have been true for

Filipino teachers too. Arnaldo (2022 August 28) in his article wrote that teachers

during the pandemic have faced struggles with their mental, physical, and

emotional life that resulted in burnout. Teachers said that they are exhausted,

stressed, overworked, and underpaid and still have to make adjustments to meet

the demands during the pandemic, and they have been adjusting since March

2020 (Arnaldo, 2022 August 28).

The pandemic disrupts the education sector worldwide which forces the tr

ansition from in-person learning to remote learning which resulted in a severe ed

ucational loss (World Bank, 2021 March 30). The educational crisis calls for an i

mmediate intervention to mitigate further devastation to learning. UNESCO, UNI

CEF, and the WORLD BANK even expressed their support for the safe return of i

n-person classes worldwide to recover losses in learning with careful considerati

on for learners' and teachers' welfare during the transition (World Bank Group, 20

21 March 30).

1
 In line with this, DepEd develops the learning recovery plan anchored on t

he RAPID framework of the World Bank as a guide to recovering learning loss an

d acceleration of learning.

At last, DepEd issued an order through DO no. 034, s. 2022 that

presented the school calendar of activities for 2022-2023. In this order, it emphas

ized the slow transition of the return of the 5 days of in-person classes from Augu

st 22, 2022, to October 31, 2022, and have fully resumed last November 3, 2022.

The return of the 5 days of in-person classes is not merely to continue edu

cation but to recover learning loss and accelerate learning to be able to catch up

with the expected learners learning trajectories. With all of these, teachers have t

he most challenging job in making this recovery and accelerating plan possible.

This has caused mixed reactions among teachers, as many are excited but many

are anxious too (Arnaldo, 2022 August 28).

Teachers are said to be the heartbeat of the learning recovery (Low, 2021

October 5). In a joint blog by Ding et al (2022 October 13) they point out that in

the learning recovery design and implementation it should be built on the

teachers perspective. Teachers must have a space where he/she can talk on the

issues relating to the learning recovery as they have the first hand experience

(Ding et al., 2022 October 13).

Currently, there are recommending strategies for recovering learning but n

one of the literature yet describes the teacher's first-hand experiences in the reco

very of learning. This means that although there are suggested strategies for lear

ning recovery, the challenges of the teachers as front liners in implementing this

2
very hard task are yet to be explored. Thus, the researcher aims to explore and d

etermine this gap through this current study.

Theoretical Framework

The pandemic caused disruptions in education in a way that no one imagi

ned. With the commitment to delivering the basic rights of education to learners,

countries all over the world shifted from the normal way of learning to remote lear

ning for learning must continue. After almost 2 school years of suspended in-

person classes, the Philippine Education System has slowly shifted to a return to

in-person classes to recover the loss of learning and bring back learners to their

supposed track in their learning trajectories. This is a new and not easy

challenge for teachers that could cause them stress.

This study is anchored on Lazarus' theory , Resilience Theory and

Humanistic Theory.

Understanding the processes of stress is explained through Lazarus'

theory on the Transactional Model of Stress and Coping (as cited in Studycoach,

2016). The model explains that a stimulus can only be defined as a stressor

when the person defines it as such. Thus, a stimulus must go through primary

appraisal first. In the primary appraisal, the person appraises the stimulus as

positive, neutral, or negative. If deem negative then the person will evaluate if the

situation is harmful, a threat, or a challenges. Then the perceived stress will

undergo a secondary appraisal, where the person evaluates his/her coping

abilities and available resources. If coping abilities and resources available are

enough then stress may be minimal, but if the threat or challenge is high and the

3
coping abilities and resources are insufficient, then stress is perceived as high

(Studycoach, 2016). The perceived stress will then trigger coping.

The problem-focused and emotion-focused coping by Lazarus and

Folkman explains that when a person faced stress, he/she is to face two tasks: to

solve the problem and to manage his/her emotion. These two tasks are known as

the two coping strategies: problem-focused and emotion-focused coping,

however the distinction between the two is not clear as some coping strategies

may serve both functions (as cited in Stanislawski, 2019).

Another theory considered in the study is the Resilience Theory. was

founded by Dr. Norman Garmezy, a clinical psychologist that aims to explore

resiliency in children (OptimistMinds, 2022). From then on, resilience has been

popular in social work research and had become a topic of interest in exploring

resilience in education. Moore (2019) describes resiliency as the ability to “surviv

e, recover, and thrive” in the face of adversity. In the debate on defining the natur

e of resilience, researchers agreed that its complex and may differ between pers

on, agency, culture, and society (Moore, 2019). Southwick et al (2014) also expla

in that a person may be more resilient at one point in his/her life or more resilient

at another aspect of his/her life (as cited in Moore, 2019).

Teachers when faced with changes that demand more than what

resources they have, just like the task to recover learning may become their

source of stress that would call for coping strategies. The key to effective coping

is to identify the right fit, and this will ensure teacher resilience.

4
 On the other hand, GU and Day (2013) defined teacher resilience as the

"capacity to manage the unavoidable uncertainties inherent in the realities of tea

ching" and to "maintain equilibrium and a sense of commitment and agency" (as

cited in Drew & Sosnowski, 2019). Interestingly, Drew and Sosnowski (2019) in t

heir emerging theory on teacher resilience the researcher described two opposite

factors, enabling and constraining factors. Examples of internal enabling factors

are the teacher's identity, sense of purpose, coping strategies, adaptability, growt

h mindset, etc while the external enabling factors are the positive school environ

ment, quality leadership, pre-service training, mentorship, and relationship within

and outside the school. On the other hand, the constraining internal factors are re

sistance to change, past trauma, fixed mindset, unwillingness to ask for help, and

ruminating on setbacks, while external factors are poor leadership, scrutiny, lack

of adequate preparation, and lack of mentorship, isolation, and challenging relati

onship. Efficacy is said to be the mediator of these factors, it can boost the enabli

ng factors or may do the opposite. The continuous interaction of these factors will

determine the outcome of a teacher's resiliency. A positive outcome will be retent

ion and agency while the opposite is burnout and/or attrition (Drew and Sosnows

ki, 2019). With this, it is said that teacher resilience is closely related to adaptive f

unctioning (Bowles & Arnup, 2016, as cited in Drew & Sosnowski, 2019). In

resilience, it is also important consider the Humanistic Theory by Carl Rogers'

which claimed that for a person to develop, they must be in a genuine

environment where they may openly express themselves, are heard and paid

5
attention to, are not misunderstood, and feel unreserved acceptance (McLeod,

2014).

With this, the teacher's challenges will be explored as they execute the

learning recovery plan and how they are coping.

Conceptual Framework

The disruption of education is a novel problem as well as the transition to r

ecovery after the prolonged closure of in-person classes. UNICEF (n.d.) states th

at learners learn less in distance learning compared to in-person learning. The cl

osure of in-person classes is believed to have caused setbacks in learning which

are yet to be determined by the Philippine Education system. As DepEd embarks

on the post-pandemic recovery anchored on the RAPID framework by the World

Bank.

The current study aims to explore the challenges experienced by teachers

in executing the learning recovery plan. The conceptual framework of the study

uses the Input-Process-Output (IPO) as shown in Figure 1. The inputs of the

study are the recovery plan framework, teachers challenges, and their coping. Th

e RAPID framework is a learning recovery program that utilized five policies of ac

tion. RAPID stands for the suggested five policies of actions for learning recovery

and acceleration: R for reaching every child and keeping them in school as a

prerequisite to the recovery if learning, A for Assessing learners learning

progress regularly, P for prioritizing fundamental skills in learning, and conceptual

pre-requisites, I for increased efficiency in instructions, and lastly D that stands

6
for developing psychosocial health and well-being (World Bank, the Bill & Melind

a Gates Foundation, FCDO, UNESCO, UNICEF, & USAID, 2022). The current

study recognizes that the task of recovering learning will not be so easy for

teachers. As teachers execute the learning recovery plan anchored in the RAPID

framework, teachers will face challenges, and the researcher is interested in

exploring these challenges encountered for each policy of action in the learning

recovery plan. And as teachers deals with the challenges it triggers coping

responses. The study recognizes that there are various coping strategies that are

classified into problem-focused, emotion-focused, and avoidance oriented. The

study believes that there was no better coping strategy but there is a fit coping

strategy for certain circumstances and these will be explored in this current

study.

All of these will be gathered via one-on-one interview from the

respondents and will be analyzed using Colaizzi’s Method of Qualitative Data

Analysis. The emerging themes resulting from the analysis of the data collected

will be the basis for the formulation of proposed intervention program as the

researcher targets a tailored fit intervention based on the participants' needs that

will support teachers' resiliency. These concepts are illustrated in Figure 1 and

further stipulated under the statements of the problem .

7
 INPUT PROCESS OUTPUT

RAPID Framewor
k

Interview
Challenges in lear
ning recovery Proposed
(Colaizzi’s descri Contextualized
ptive phenomen Intervention
Coping mechanis ology method) Program
m

Figure 1. The research paradigm of the study

8
Statement of the Problem

The study aims to describe and present the Senior High School Science T

eachers' lived experiences in executing learning loss recovery.

It specifically will seek to answer the following questions:

1. What are the experiences of the participants in executing the learning loss

recovery in terms of the RAPID framework in the following areas:

1.1 Reaching learners and keeping them in school

1.2 Assessing learners learning progress regularly,

1.3 Prioritize fundamental knowledge and skills

1.4 increasing efficiency of instruction

1.5 Developing psycho-social health and well-being

2. How did the participants cope with the challenges encountered in executing

recovering the learning loss ?

3. Based from the emerging themes and insights gained , what contextualized int

ervention program maybe proposed ?

Significance of the Study

The study looked into the respondents' experiences in recovering and acc

elerating learning loss during the transition from remote learning to In-person Lea

rning which can be significant to the following:

Participants. The result of the study may benefit the respondents as the k

nowledge generated in it will serve as a basis for intervention to aid the responde

nts in the transition for an effective adaptation to change. Additionally, these may

9
help the informant reflect on their responses during the event, which they may dr

aw from it if future similar challenges occur.

Teachers. The result of the study may provide them with a picture of how

their colleagues deal with the challenges of the transition will aid them in creating

a self-care plan and mitigate unpleasant outcomes if similar future challenges oc

cur.

Education Administrators. The findings may be the basis for the adminis

tration to assist the teachers in the transition providing them with holistic care tow

ard resilience. Additionally, they may advocate for the teachers’ needs of policym

akers to ensure teachers' welfare.

Department of Education. The data will give first-hand information about

the teachers’ experiences as front liners in delivering education in this challengin

g time, which the department may use in creating policies and guidelines to bette

r support and boost enabling factors for teachers' resilience and successful transi

tion. The success of the teachers is the success of the department.

Internal and External Stakeholders. Creating a community of learning ta

kes a strong partnership between the school and stakeholders. The result of the

study will give the stakeholders a picture of the teachers' first-hand experience in

the transition and in recovering and accelerating learning that may serve as basel

ine data for the crafting of school policies that would create a positive environme

nt to support the teachers as prime movers of education in the transition towards

recovery after the pandemic.

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 Future Researchers. The result of the study will provide them the informa

tion on the teachers' experience in recovering and accelerating learning during th

e transition from remote learning to in-person learning that may be relevant to the

ir future research.

Scope and Delimitation

The study focuses on the in-depth experiences of teachers as they recove

r from learning loss and accelerate learning to catch up with the learners’ expecte

d grade level standards during the transition from remote learning to in-person le

arning. Furthermore, it aims to design interventions based on the needs that may

arise from the study. The study will be conducted in November-January or the 2

nd quarter of the School Year 2022-2023.

Definition of Terms

The following are terms defined operationally for a clear understanding of t

heir use in the study.

Accelerating learning. This refers to an ongoing instructional process by

which teachers engage in formative practices to improve learners’ access to and

mastery of grade-level standards.

In-person classes/learning. This is also called face-to-face learning in w

hich the mode of instruction is a physical interaction between the teacher and the

learner in the physical classroom/learning centers.

Learners. Learners refer to a person learning in school, a term used interc

hangeably with students.

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 Learning Trajectories. Learning trajectories showed the goals of learning

and the thinking and learning processes of learners expected at their grade level

s.

RAPID Framework. This is a contextually adapted learning recovering pro

gram developed to guide and support countries in helping learners back to their p

re-pandemic learning trajectories. This represents the 5 key policies of action na

mely: 1. Reach every child and keep them in school, 2. Assess learning levels re

gularly, 3. Prioritize teaching the fundamentals, 4. Increase the efficiency of instru

ction, including catch-up learning, and 5. Develop psycho-social health and well-

being (World Bank, the Bill & Melinda Gates Foundation, FCDO, UNESCO, UNIC

EF, & USAID, 2022)

Remote Learning/Distance Learning. This is a term used to describe the

delivery of learning where teachers and students are not physically interacting in

a physical classroom. Examples of the remote learning modality are Modular Dist

ance Learning, a learning modality where learners receive instruction through sel

f-learning modules in print or digital format. Online distance learning is a modality

where learners and teachers interact in a virtual environment.

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 CHAPTER 2

REVIEW OF LITERATURE

This section aims to explore the COVID-19 impacts on education, the reco

very plan, challenges faced by the teacher, and their coping mechanism through

the reviewed literature arranged per topic and as follows:

COVID-19 Challenge to Continuity in Education

COVID-19 is transmitted via droplet and short to long-range aerosol trans

mission depending on the setting. Indoors, crowded, and poorly ventilated area in

creases the risk of transmission as the infected aerosol can remain suspended in

the air for a more extended period and can travel farther than a meter distance

(WHO, 2021 December 23). The WHO emphasized that there are settings that in

crease the risk of transmission and are abbreviated into three C’s namely crowde

d places, close-contact settings, and confined and enclosed spaces with poor ve

ntilation (2021 December 23). These 3 C’s are present in classroom settings thus

face-to-face classes were suspended especially at the height of the COVID-19 o

utbreak. The threat greatly disrupted education in the middle of April 2022 affecti

ng 200 countries and 1.58 billion learners from primary to higher education, or 94

% of the learners worldwide (United Nations, 2022 August).

An article published in Worldbank.org (2020, July 9), mentioned that the th

reat of school closures will lead to learning loss, increased dropouts, magnify ine

qualities, and disrupts the economy’s educational demand and supply that in a lo

ng run will cost human capital and welfare. However, the article also mentioned t

13
hat this effect can be mitigated by supporting continuing education and overturnin

g the disaster into an opportunity.

In an attempt to continue education, Unicef (2020, September) presented

data to give a bigger picture of the conditions of various remote learning strategie

s: More than 90% of the countries worldwide adopted Broadcast based learning

and/or Internet-based learning, however only 60% of the countries adopt the mod

ality among pre-primary learners, while those that adopted the modality can only

reach a maximum of 69% learners, while 31% can’t be reached by broadcast and

/or internet because of insufficient technological facilities, 83% of the countries th

at utilized online learning but can only reach 25% of its learners. Television as th

e most accessible means can only reach 62% of learners, while 16% of the learn

ers can access radio-based learning. And sadly, 3 out of 4 learners globally who

can't access remote learning come from rural areas and are belonging to the poo

rest households. Because of this, UNICEF recommends to countries not rely on

a single remote learning strategy and those countries should prioritize expanding

access to the internet and other digital solutions to decrease “learning vulnerabilit

ies”.

COVID-19 Challenge to Philippine Education

An article published by Childhope.org.ph points out how COVID-19 worse

ned the education crisis that the country had been experiencing even before the

pandemic. The article lists the top education issues in the country: 1. Quality edu

cation evident by the drop in learners' National Achievement Test (NAT) and Nati

onal Career Assessment Education (NCAE) performance, 2. Budget, compared t

14
o other ASEAN countries, the country’s education has the lowest budget allocatio

n, 3. Cost - “there is a big contrast in learning efforts across various social groups

because of the issue of money- having education as a status symbol” 4. The incr

easing numbers of Out of School Youth (OSY) as the pandemic strikes, 5. Misma

tch - a large number of people are” jobless or underpaid because of the mismatc

h between training and actual jobs”, 6. The social divide presents us with the reali

ty that “there is no fair learning access in the country”, and a lack of resources- a

“large-scale shortage in classrooms, teachers, and other tools to sustain sound le

arning”. With these issues, the country faced challenges, as it shifts to the new n

ormal education, among these, are poor internet signals, money to support the m

obile load and/or data, lack of gadgets, student’s struggles to focus on distance l

earning, parent’s lack of knowledge on their children’s lesson (Education issues i

n the Philippines: The ongoing struggle, 2021).

The Philippines Education Response to COVID-19 crisis: Challenges

The Basic Education Learning Continuity Plan (BE-LCP) is a package of e

ducational interventions that would respond to the challenges brought by COVID-

19. DepEd issued an order through DO 12, s. 2020 entitled “Adoption of the Basi

c Education Learning Continuity Plan for School Year 2020-2021 in light of the C

OVID-19 Public Health Emergency” aims to guide all schools and school commu

nities in the continuity of education amid the pandemic. The BE-LCP is guided by

the principles of protection of health, safety, and well-being of learners, teachers,

and personnel preventing further transmission of the virus, and ensuring personn

el's safe return to school or work stations considering community health standard

15
s and DepEd risk assessment, also ensuring continuity of K to 12 curricula by ma

king adjustments, and aligning learning materials, capacitating teachers and scho

ol leaders, as well as orienting learners parents and/or guardians, and provision

of multiple learning modalities, the plan must also be sensitive to issues and conc

erns of inequality and making the appropriate and best action, and link the plan b

etween quality education and into the future of education.

Based on the thorough assessment and analysis of the data collected by t

he department, learning modalities were recommended where schools can select

one or a combination of these modalities: face-to-face, distance learning, blende

d learning, and homeschooling. Distance learning has 3 types: 1. Modular distan

ce learning, 2. Online distance learning, and 3. TV/Radio-Based Instruction.

As the usual modality of learning abruptly transitioned to remote learning, t

eachers faced various challenges. In online learning delivery, internet connectivit

y is the most important consideration for the successful delivery of online distanc

e learning modality. However, at the time when the pandemic strikes the Philippin

es ranked the second slowest internet speed compared to other developing ASE

AN countries and ranked 110th among 139 countries worldwide (Porcalla, 2020

December 28). The internet speed had caused instability in internet connectivity

and an interrupted signal disrupts teachers' online distance learning delivery (Ca

ganan & Buenvinida,2021; Boholano & Jamon, 2021 March; Dayagbil et al., 2021

July 23; De Villa & Manalo, 2020 September). With online delivery, teachers nee

d to upgrade their technology devices that are compatible with the online applicat

ion. Some teachers have purchased new laptops, headphones, pen tablets, cam

16
eras, ring lights, etc. for their online classes (Arrieta et al., 2020) and these were

reported to have caused financial constraints among teachers (De Villa & Manalo,

2020 September). In addition, teachers need training for technology-driven learni

ng and new normal pedagogy (Boholano & Jamon, 2021 March; Arrieta et al., 20

20, De Villa & Manalo, 2020 September). Furthermore, creating technology-base

d instructional material is not that easy, as it requires time, knowledge and skills i

n technology, and creativity to make it more engaging to learners (Arrieta et al., 2

020).

On the other hand, teachers in the Modular Distance Learning (MDL) mod

ality faced unique challenges. In the study of Nacar and Camara (2021) among t

he five teachers at SDO-Alaminos City, respondents faced challenges in the deliv

ery of modules among learners living in far-flung and coastal areas where they h

ave to endure long walks, and/or ride boats. Because some of their learners have

no gadgets and access to the internet, constant communication and learners' pro

gress monitoring is a great challenge. Teachers have also identified learners that

lack school supplies, thus they make ways to provide learners with free paper, cr

ayons, pencils, and pens. In the same study, teachers also shared that an interru

ption of electricity and an unstable internet connection hampered their module pr

eparation (Nacar & Camara, 2021). The study of Castroverde and Acala (2021) a

nd Roman (2021) both identified that teachers faced challenges in the preparatio

n of modules. Castroverde and Acala (2021) state that the preparation of a modul

e is time-consuming with insufficient time and assistance in the reproduction, add

ed to this is the scarcity of supplies such as bond paper, printer, and ink for the m

17
odule replication. In the study by Agayon et al. (2022) and Roman (2021), a dela

y in the posting of modules from the regional and central offices will also mean a

delay in the creation of the Weekly Home Learning Plan and/or Learning Activity

Sheets (LAS) which further cause inconvenience to teachers because of the addi

tional workload. Adding to the challenges is that the images in the modules were

not visible because of repeated replication, as well as the presence of typographi

cal errors (2021). In several studies, teachers revealed that there were learners

who were late in claiming modules, and adding to the challenges in the distributio

n is that learners' contact numbers are inactive, and some don’t have phones and

/or internet access (Agayon et al., 2022; Castroverde & Acala, 2021). The retriev

al posed another problem, as learners failed to submit output on time, while som

e of the submitted outputs have incomplete answers while others had no answer

s at all. Others failed to write their names resulting in difficulty in the learner's ide

ntification, and not legible handwriting (Castroverde & Acala, 2021). Teachers als

o observed that some learners failed to comprehend module instruction, this may

be because of poor reading comprehension of the learner (Agayon et al., 2022).

Regardless of the modality, teacher respondents of the above study claim

ed to have a great challenge in the evaluation of learners' output. Because of the

limitation of face-to-face interaction, teachers are skeptical about the learner's ac

ademic honesty, teachers expressed that they have no assurance that learners d

on’t commit cheating and plagiarism (Agayon et al., 2022; Castroverde & Acala,

2021; Arrieta et al., 2020; De Villa & Manalo, 2020). Monitoring learners' progres

s and giving prompt feedback was one of the common challenges that emerged i

18
n the reviewed literature. Communication constraints thus limit lesson delivery, m

onitoring, and feedback (Agayan et al., 2022; Dela Cruz, 2022; Caganan & Buen

vinida, 2021; Castroverde & Alcala, 2021; Roman, 2021).

Despite the above-mentioned challenges, the studies also presented the t

eachers' resiliency and ability to cope in innovative, creative ways (Boholano & J

amon, 2021; Castroverde & Acala, 2021; Arrieta et al.,2020) to deliver education

for all learners fueled by their dedication and commitment to upholding the Educa

tion Department’s purpose of delivering education to all (Nacar & Camara, 2021).

Teacher's Coping Mechanism

Teachers when faced with changes that demand more than what they

have, just like the task to recover learning may become their source of stress that

would call for coping strategies. The key to effective coping is to identify the right

fit, and this will ensure teacher resilience.

The study by Castroverde and Acala (2021) revealed that although teache

rs faced varied challenges in modular distance learning, they were able to cope

with the challenges by accepting and embracing the challenges brought by COVI

D-19, staying positive that everything will be done, time management, engage in

activities that capacitate oneself, always have an alternative, innovate strategies,

and received support from colleagues and immediate supervisor.

The above-mentioned study showcase teachers' exercise of their adaptive

expertise. Adaptive expertise as defined by Grotzer, Forshaw, and Gonzales (20

21) is “an ability to think flexibly, adapt to varied contexts, and gain new understa

ndings”. In addition, Crawford et al. (2005) identify unique characteristics of adapt

19
ive expertise: 1. the ability to apply knowledge when faced with a new problem a

s well as recognize that certain rules and principles don’t apply to a certain proble

m anymore, 2. Flexibility, and 3. the ability to invent new ways to solve unique or

new problems. Despite the novel situation, teachers were able to perform their du

ties with efficiency and creativity. The constructed meaning of their experience al

so showed teacher resilience. Gu and Day (2013) defined teacher resilience as t

he “capacity to manage the unavoidable uncertainties inherent in the realities of t

eaching” and to “maintain equilibrium and a sense of commitment and agency” (a

s cited in Drew & Sosnowski, 2019).

Yet, Drew and Sosnowski (2019) in their emerging theory on teacher resili

ence described the two opposing factors in teachers' resilience: the enabling and

constraining factors. The two opposing results in coping were also observable in

other coping models.

The problem-focused and emotion-focused coping by Lazarus and

Folkman (1984) explains that when a person faced stress, he/she is to face two

tasks: to solve the problem and to manage his/her emotion. These two tasks are

known as the two coping strategies: problem-focused and emotion-focused

coping, however the distinction between the two is not clear as some coping

strategies may serve both functions (as cited in Stanislawski, 2019).

Carver et al. (1998) proposed 13 dimensions of coping where 5 of which

are subdimensions of problem-focused coping: active coping, planning,

suppression of competing activities, restraint coping, and seeking social support

for instrumental reasons. The other 5 belong to emotion-focused coping: seeking

20
social support for emotional reasons, positive reinterpretation and growth,

acceptance, denial, and turning to religion, while the remaining 3 coping

strategies are considered "less useful", the focus on and venting of emotions,

behavioral disengagement, and mental disengagement (as cited by Stanislawski,

2019). Carver et al. emphasized that certain coping strategies should not be

treated better than other coping but rather the coping that best fit the

circumstances (as cited by Macintyre et al., 2020).

Parker and Endler (1992) introduced three coping styles: 1. problem-

focused coping which is task-oriented, 2. Emotion-focused coping which is

person-oriented, and 3. Avoidance-oriented which involves both task-oriented

(distraction) and person-oriented (social diversion) strategies (as cited by

Stanislawski, 2019).

Stanislawski (2019) integrates the above three concepts of coping into

one circumplex model of coping styles known as the Coping Circumplex Model

(CCM). The CCM model showcases the bipolar dimension of coping. This shows

that when an individual is faced with a stressful situation, he/she is faced with two

tasks to solve the problem and regulate his/her emotion represented as the two d

imensions: problem coping and emotional coping. These two dimensions are con

nected with other dimensions where other coping strategies are located. And sinc

e this model is bipolar it means that an individual may face the problem or avoid t

he problem, he/she may positively cope with his/her emotion or may cope negati

vely. In between this scenario, an individual may cope with the problem efficiently

or may fail does feel helpless, or he/she may be focused on the problem while de

21
veloping a negative emotional coping or may result in having fun to avoid the pro

blem.

A poll conducted among public teachers in the United States revealed that

55% of them are ready to leave their profession because of burnout brought on b

y COVID-19 (Edelman, 2022 February 2). In the Philippines, there were no officia

l reports on teachers quitting their job but in a survey done by Sprout Solutions, t

here was a 179% increase in voluntary resignation during the pandemic across al

l industries (Arayata, 2022 February 17).

As the education sector is preparing for the recovery of learning, teachers

are again faced with new challenges as they perform this hard task of recovering

the loss of learning caused by the suspension of in-person learning because of th

e pandemic.

Assessment of Learning Gaps

The DepEd officials conducted studies to have a clear picture of the educa

tional loss or gaps brought about by the pandemic. In an interview conducted by

Lena on June 30, 2022, the Regional Director of Region 6, Ramir B. Uytico that t

hey have conducted a contextualized assessment of learning gaps that will serve

as the basis for the conduct of necessary intervention to address learning gaps.

The Schools Division Superintendent of Guimaras Roselyn Palcat said that they

did a Comprehensive Rapid Literacy Assessment using their region's unified num

eracy test, and the result revealed that 34% of Kindergarten learners have poor s

kills in the knowledge of the alphabet, 32% of Grade 1-3 have poor word recogni

22
tion, and 20% of Grade 4-6 learners have poor comprehension skills (Lena, 2020

June 30).

Because of these gaps, the Department of Education is preparing the Lear

ning Recovery Plan with the inclusion of expanding the face-to-face classes, For

mer Education Secretary Leonor M. Briones said “As more schools open their do

ors 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 interve

ntions are effective so that everyone can catch up and accelerate their learning.”

At present, the Department of Education issued DepEd Order no. 034, s. 2

022 entitled “School Calendar and Activities for School Year 2022-2023 signed b

y the new DepEd Secretary Sara Z. Duterte which states the resumption of 5-day

in-person classes. In this order, all schools are to be given time for the slow trans

ition from the previous school year's distance learning modality to 5 days of in-pe

rson classes from August 22, 2022, to October 31, 2022. On November 3, 2022,

all schools are expected to have transitioned to the 5-day in-person classes exce

pt for those who used the Alternative Delivery Modes (ADM).

The literature review presented the teachers' challenges in the delivery of

distance learning modalities during the pandemic. As Philippine education embar

ks on the post-COVID learning recovery plan, it exposed an opportunity to explor

e the teachers' experience in recovering the learning loss and accelerating learni

ng during the transition from remote learning to face-to-face learning as the 5-day

s in-person classes reopen. The awaited transition of the learning modalities aim

s at a greater goal of not just continuing learning but also recovering learning loss

23
and accelerating learning at learners’ desired grade level. Ms. Audrey Azoulay,

Director-General of UNESCO, Mr. Guy Ryder, Director-General of the

International Labor Organizations, Ms. Henrietta H. Fore, Executive Director of

UNICEF, and Mr. David Edwards, General Secretary of Education International

in their joint message said “Now is the time to recognize the exceptional role of

teachers play and to empower them with training, professional development,

support and working conditions they need to deploy their talent. Education

recovery will be successful if it is conducted hand-in-hand with teachers-giving

them voice and space to participate in decision-making” (as cited by Low, 2021

October 5). Attainment of this goal poses a great challenge to teachers, understa

nding the extent of these experiences supports the need for research.

The RAPID Framework

The Mission Recovering Education 2021 allows the collaboration of

UNESCO, UNICEF, and the World Bank in designing a contextualized learning r

ecovery plan called the RAPID Framework (UNICEF, 2022) (see Figure 2).

The RAPID framework showcases the 5 policies of action for education re

covery. The first policy of action is to reach learners and to keep them in school.

The school closures resulted in a large learning disparity which implies that in rec

overing learning bringing them back to school is a must and keeping them in sch

ool is a priority. The framework suggested strategies to promote learners’ return

to school and these are 1. To reopen the school and keep it open, 2. Intensify ba

ck-to-school campaign, 3. Set up a mechanism to promptly identify learners at ris

k of dropping out, 4. Involving learners’ families in their education, and 4. Remov

24
e school fees that may hinder learners’ re-enrolment or inform them of any availa

ble scholarship or cash assistance for poor families.

The second policy of action is the assessment of the learner’s learning lev

el. To promote learning recovery, a diagnosis of learners’ current learning level is

very essential for appropriate instructional intervention. Assessment may be don

e at 2 levels, the system level or the national or regional level assessment, and th

e classroom level. Assessment of learning losses at all levels will inform policyma

kers and teachers about the actual learning needs for appropriate intervention an

d provision of needed support.

The third policy is prioritizing the fundamental skills and conceptual prereq

uisites. The framework suggests a modification of the curriculum to address the c

urrent learning level of the students prioritizing the basic skills in literacy and num

eracy, and pre-requisite concepts for a particular subject matter. To make it possi

ble, these are the suggested strategies, 1. Devote more time to foundational skill

s like literacy and numeracy, 2. Focus on key competencies, restructured duplica

tion of content, and integrate topics, 3. Keep updated learning objectives and out

comes as well as learning materials, guides, and evaluation rubrics, and 4. Allow

s flexibility to adjust teaching plans and meet students’ actual needs.

The fourth policy of action is to increase the efficiency of instruction throug

h the five-evidenced-based approaches namely: 1. Targeted instruction, 2. Self-g

uided learning programs, 3. Structured pedagogy, 4. Expanding learning time, an

d 5. Tutoring.

25
 To effectively deliver these, teachers need support. They should be capaci

tated in any of the five mentioned approaches coupled with the provision of need

ed materials and technological support. A mechanism to mitigate teachers’ burno

ut must be in place as well as programs to enhance the teachers’ intrinsic motivat

ion that will help them build educational resilience.

Lastly, the development of psycho-social health and well-being for teacher

s and learners is the fifth policy of action. Strategies are 1. Provision of Mental H

ealth and Psychosocial Support (MHPSS) like setting up helplines, psycho-social

intervention, capacity building for teachers in providing MHPSS to learners, and s

upports for teachers’ well-being, 2. Strengthen school-based nutrition and feedin

g programs, 3. Safe learning environments, and 3. Strengthened Water, Sanitatio

n, and Hygiene (WASH) in schools.

The above-mentioned five policies of action are what constitute the RAPID

framework on which the BELRCP for SY 2022-2023 of the Department of Educati

on is anchored. This framework gives the researcher an overview of the

26
(Source: World Bank, the Bill & Melinda Gates Foundation, FCDO, UNESCO, UN
ICEF, & USAID, 2022)

Figure 2. RAPID Framework for Learning Recovery and Acceleration

activities in which the school and teachers engaged as the new school year open

s with a unique goal of recovering learning loss and closing the gap of learning di

sparity.

The above literature provides the researcher with a perspective on the cur

rent situation of the study.

27
 Substantiate literature with related studies/lit for each policy of RAPID.

Arrange lit/studies under RAPID for each of the 5 policies

CHAPTER 3

RESEARCH METHODOLOGY

This chapter describes the research design, the setting of the study, the p

articipants and its sampling, the research instrument, the data gathering, and the

data analysis .

Research Design

28
 The study is a phenomenological type of qualitative research design.The

phenomenological study aims at understanding peoples lived experiences. The

purpose of the current study is to describe, understand, and analyze the in-depth

meaning of the experiences of the respondents in the execution of learning loss

recovery.

Research Locale

The study will be conducted at Bayugan City Senior High School (BCSHS),

the only stand-alone school in the province of Agusan del Sur. It is located along

the PAN-Philippine Highway in Barangay Fili just half a kilometer away from Fili E

lementary School and 2 kilometers away from Lope A. Asis Gymnasium and Bay

ugan City Hall.

29
 Figure 3. BCSHS Vicinity Ma

Population and Participants of the Study

Introduce the population first followed by the participants

The participants of the study will be the science teachers in senior high sc

hools that are currently teaching science subjects at the time of data collection.

Sampling Design

You will use purposive sampling design and state the criteria

The sampling will be a consecutive sampling where the researcher chooses a sin

gle person willing to participate in the study and analyze the data collected before

proceeding to the next respondent. The determining factor of the sufficiency of th

e sample size will depend on the saturation point of the analyzed data.

The ethical considerations will be placed after subtopic statistical

treatment The researcher will protect the informants from harm. Informants that w

ill exhibit emotional responses during the interview will be allowed to vent their e

motions and lighten their feelings but they will be debriefed, restoring them to the

30
state of emotion before the conduct of the interview to mitigate any effect on the

m in the future.

The researcher will use therapeutic communication techniques throughout

the interview to prevent any psychological harm.

The researcher will ensure that the respondents know the content of the in

formed consent, by explaining the purpose of the study, the method of the data c

ollection and how will it be used, he/she knows that the participation is entirely vo

luntary and if he/she wishes to terminate the participation, it will be terminated wit

hout any consequences before the respondents will make any decision. The signi

ng of the informed consent will be the respondent’s own decision.

The recorded files of the interview will be for academic purposes only. It wi

ll be kept and will never be disclosed to anyone and can only be accessed by the

researcher alone. Additionally, the researcher will protect the respondent’s confid

entiality by using code names instead of the respondent’s real name.

The researcher shall convey the truthfulness of the information about the s

tudy and will ensure its systematic conduct to uphold a trustworthy result.

Research Instrument

The pre-constructed questionnaire will be designed to explore the

participants’ experiences in the execution of learning recovery which anchored

on the (5) policy of actions in the Learning Recovery Plan known as RAPID. The

questions are categorized according to the five policy of actions in the RAPID

framework and each category is composed of 4 questions that would describe

respondents experience, challenges, coping, and the support needed in the

31
execution of a specific task. The last and concluding question for the interview

aims at discovering the respondents insight gain in the recovery of learning loss.

Three (3) research experts from the academe community will cross-check

the constructed interview questions to ensure validity. HOW WAS ITS

RELIABILITY TESTED

Data Gathering Procedure

The researcher will ensure a systematic process in the collection of data.

The researcher will first secure permission from the Department of Education Ba

yugan City Division to conduct the study and gather relevant data about the resp

ondents. After this, the researcher will respectfully ask the respondents to particip

ate in the study and secure informed consent before the conduct of the interview

utilizing the pre-constructed questions. The interview will be recorded depending

on the respondent’s approval to record the interview. The pre-constructed questi

ons are flexible enough to allow the researcher to make follow-up questions conc

erning the participant’s responses.

Each interview shall take an average of 50 minutes and the researcher will

summarize and review the informant's responses as a means to clarify any uncle

ar answers or correct any misunderstanding on the data collected during the inter

view.

After the interview, the researcher will listen to the recorded interview four

times before transcribing it verbatim. The researcher will then simultaneously re-r

32
ead the transcript while listening to the recorded interview to ensure accuracy. Th

e researcher will then identify significant statements from the transcript, extract th

em, and organized them in the data matrix before proceeding to the next respond

ent. A pre-test interview for at least 2 respondents will allow the researcher to ch

eck the level of questions and make reflections for necessary enhancement to im

prove the interview. Upon reaching the saturation point the researcher will then a

dd another two informants to ensure that the data collected is sufficient. Debriefin

g will be conducted after every interview to ensure the welfare of the respondents

during the process.

Data Analysis

Thematic analysis will be applied to analyze the data collected from the

research instrument and will use the seven steps of data analysis by Colaizzi (19

78) as cited by Morrow, Rodriguez, and King (2015) and these are as follows: St

ep 1. The researcher will reread the transcript multiple times while simultaneousl

y listening to the recorded interview as well as obtaining the general sense of the

respondent’s answer; Step 2. The researcher will then identify the significant stat

ements and extract them on a data matrix and will be assigned codes; Step 3. O

ut of the extracted significant statements, the researcher will formulate the meani

ng of the statements and each formulated meaning will also be assigned a code.

For any translation, the researcher shall confirm the accuracy and appropriatene

ss of the translation to an English Instructor. Steps 1 to 3 will be done before inter

viewing the next respondent. After reaching the desired number of respondents,

33
step 4 will proceed; Step 4. The researcher will then collate the formulated meani

ngs according to the similarity of the idea in which themes and cluster themes will

be drawn; Step 5 to 6 is when the findings of the study will be consolidated into a

n exhaustive description to create a structure of the phenomenon for the informa

nts to read. And finally, Step 7 is when the respondents will confirm the validity of

the descriptive findings of their experiences.

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39
You have so many references not found inside the manuscript. Please review
and affix to the citations you used

APPENDICES

RESEARCH QUESTIONNAIRE

Dear Respondent,

The interview questions focus on exploring the experiences and

challenges you have during the execution of learning recovery. In addition, it
wants to seek how you dealt with the challenges you’ve encountered.
Furthermore, it also aims to discover the insights gained during the learning
recovery as well as the support you think you will need to better assist you in
executing this difficult task.
Your honest responses are greatly valued. Thank you for your
cooperation.

Researcher

Name (Optional):___________________________________________________

Interview Guide Questionnaire :

Directions: Share your lived experiences in the execution of the RAPID

framework in recovering learning loss.

PART I. The RAPID Framework

1. REACHING LEARNERS AND KEEPING THEM IN SCHOOL

A. What are the activities you’ve engaged in reaching learners during

this period of learning recovery?

40
________________________________________________________________
________________________________________________________________
________________________________________________________________

B. What are the challenges you’ve experienced in promoting learners

return in school and in keeping them in school?
________________________________________________________________
________________________________________________________________
________________________________________________________________

C. How did you dealt with the challenges?

________________________________________________________________
________________________________________________________________
________________________________________________________________

D. What help or support would you need to perform this task?

________________________________________________________________
________________________________________________________________
________________________________________________________________

2. ASSESSING LEARNING LOSS

A. Please describe the assessment methods utilized in assessing

learning loss/needs, and progress in learning during this period of learning
recovery?
________________________________________________________________
________________________________________________________________
________________________________________________________________

B. What are the challenges you’ve experienced in the assessment of

learning loss and recovery of learning?
________________________________________________________________
________________________________________________________________
________________________________________________________________

C. How did you dealt with the challenges?

________________________________________________________________
________________________________________________________________
________________________________________________________________

41
 D. What help or support would you need to perform this task?
________________________________________________________________
________________________________________________________________
________________________________________________________________

3. PRIORITIZATION OF FUNDAMENTAL KNOWLEDGE AND SKILLS

A. Please describe the strategies done in modifying instruction to

address the learning gaps, just as recalling fundamental knowledge and
prerequisite concepts necessary to catch up with the current learning level?
________________________________________________________________
________________________________________________________________
________________________________________________________________

B. What are the challenges you’ve experienced in prioritizing the

fundamental knowledge and skills to catch up with learners current learning
level?
________________________________________________________________
________________________________________________________________
________________________________________________________________

C. How did you dealt with the challenges?

________________________________________________________________
________________________________________________________________
________________________________________________________________

D. What help or support would you need to perform this task?

________________________________________________________________
________________________________________________________________
________________________________________________________________

4. INCREASED EFFICIENCY OF INSTRUCTION

A. Please describe the teaching approaches used in delivering your

instruction to address the learning gaps?
________________________________________________________________
________________________________________________________________
________________________________________________________________

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 B. What are the challenges you’ve experienced in the efficiency of
instruction that aims to address the learning gaps?
________________________________________________________________
________________________________________________________________
________________________________________________________________

C. How did you dealt with the challenges?

________________________________________________________________
________________________________________________________________
________________________________________________________________

D. What help or support would you need to perform this task?

________________________________________________________________
________________________________________________________________
________________________________________________________________
5. DEVELOPING PSYCHO-SOCIAL HEALTH AND WELL-BEING

A. How was your health and well-being since the start of the resumption of
in-person classes? How about your learners health and well-being as observed
in class?
________________________________________________________________
________________________________________________________________
_______________________________________________________________

B. Are there problems that challenge your health and well-being in this
period of recovering learning loss?
________________________________________________________________
________________________________________________________________
________________________________________________________________

C. How did you dealt with the challenges?

________________________________________________________________
________________________________________________________________
________________________________________________________________

D. What help or support would you need to ensure teachers and learners
health and well-being?

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________________________________________________________________
________________________________________________________________
________________________________________________________________

6. What significant insights did you gain in the execution of learning loss

recovery plan ?

________________________________________________________________
________________________________________________________________
________________________________________________________________

Thank you very much for your time!

CURRICULUM VITAE

PERSONAL PROFILE

Married Name: JOANA GRACE M. GARZON

Address: : Purok 23, Barangay Poblacion, Bayugan City

Birthdate : October 10, 1987

Citizenship : Filipino

Religion : Seventh-Day Adventist

EDUCATIONAL BACKGROUND

Graduate : Masters of Science Education with specialization in

Biological Science

Caraga State University

Ampayon, Butuan City

44
 2018-Present

Diploma for Science Teaching (Not completed)

University of the Philippines-Open University

Second Semester SY 2016-2017

Professional Education Units

Colegio de Caraga, Inc.

First Semester SY 2014-2015

Tertiary : Bachelor of Science in Nursing

Mountain View College

Valencia City, Bukidnon

2004-2008

Secondary : Bayugan National Comprehensive High School

Narra Avenue, Bayugan City

2000-2004

Elementary : Bayugan SDA Elementary School

Narra Avenue, Bayugan City

1994-2000

ELIGIBILITY

LICENSURE EXAMINATION FOR TEACHERS

Date of Exam: March 29, 2015

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 PHILIPPINE NURSES LICENSURE EXAMINATION

Date of Exam: June 1 and 2, 2008

WORK EXPERIENCE

Senior High School Teacher II

Bayugan City Senior High School (Stand-Alone)

Fili, Bayugan City

2019-Present

Senior High School Teacher I

Noli National High School

Noli, Bayugan City

2016-2019

46