UNIVERSITY OF NUEVA CACERES

School of Graduate Studies

Center for Adult and Lifelong Learning

Master of Arts in Education (MAED)

Educational Leadership and Management (ELM)

CHALLENGES OF PRIMARY TEACHERS AND SCHOOL PRINCIPALS IN

IMPLEMENTING THE 8-WEEK CURRICULUM

GROUP 11

CINDY Q. MANSUETO

GENEVEVE B. RUFON

JESSAMIE C. BORJA

FIONA MAE B. PRADO

DIANA S. DOLOR

Dr. Jose A. Chavez Jr.

PROFESSOR
 ABSTRACT

The main goal of the Learning Recovery Program of

Department of Education Bicol Region was not only to bring

back the learners to school but to organize effective

remedial learning, support learners’ well-being, train

teachers, fill digital divides and equip the young learners

with the skills that they need to learn. The 8-week

curriculum for Grades 1 to 3 as part of the department’s

learning recovery program, plays a vital role in improving

and developing the literacy and numeracy skills of the

learners. Thus, this study is anchored to the learning

recovery program, it is also important to address the

challenges encountered by the school principals and primary

teachers in implementing the program.

Purposive sampling was used in conducting the study.

The data utilized through a survey questionnaire to identify

the level of readiness of school, students and teachers. The

respondents were given Webinar to improve their teaching

strategies under 8-week curriculum.

The findings revealed that there are several factors

that must adhere in the implementation of the program such

as reproduction of worksheets, learning materials, and

manipulatives used by students and many others. This shows

that some of educational resources for this program are not

yet available.

The teachers will smoothly and easily implement the

program if they were given ample time to construct all

essential resources for each learning center of the 8-week

curriculum.
 INTRODUCTION

The occurrence of pandemic created an impact in all

aspects of our lives. All daily activities came to a halt,

including work and education. All establishments were closed

and banned from operation except for the food industry,

energy industry, and medical fields. The almost two-year of

preventing the spread of Covid 19, Education suffered a

great loss. The educational system and institutions are

affected by the issue badly as classroom activities are

stopped due to nationwide closure. Though the government

provided solutions to continue the learning of the students

even at home, the result was not so good.

The Department of Education expanded the face-to-face

classes which begun on August 22 in the School year 2022-

2023. As part of the progressive face-to-face classes, the

department develop a learning recovery plan to guide schools

in addressing the learning gaps brought by pandemic.

“As more schools open their doors 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 interventions are effective so that

anyone can catch up and accelerate their learning”,

Education Secretary Leonor Magtolis,2022.

 The Department of Education Bicol Region’s Learning

Recovery Program, dubbed” Recovering for Academic

Achievement by Improving Instruction through Sustainable

Evidence-Based Learning Programs(RAISE), a three-year

learning scheme conceptualized to help the learners catch up

and accelerate their education after two years of learning

disruption due to Covid 19 pandemic. The learning recovery

program was composed of three Phases that will be

implemented in three consecutive years, beginning this year

and will end in year 2024.The 8-week curriculum for Grades

one to three is part of the learning recovery program of the

Department of Education.

The training for the Key 1 teachers was conducted a

week before the opening of classes. Before the

implementation of the program, lots of problem arises.

Teachers who were involved in the implementation of the

program faces challenges.

The goal of this study is to determine the level of

readiness of School Principals and primary teachers in

implementing the 8-week curriculum and to give intervention

improving their teaching strategies.

RELATED LITERATURE

The Department of Education-Bicol (DepEd-5) announced

on that more than 200 eearly-gradeteachers and program

officials from the Bicol Region are now undergoing

orientation and training on the learning recovery curriculum

for the school year 2022-2023.

The regional training of trainers (RTOT) for the 13

division training teams, who will take the lead in cascading

the curriculum to all early grade teachers, is now being

expedited, according to Mayflor Marie Jumamil, a

spokesperson for DepEd-5.

Jumamil said when asked if it was a part of getting

ready for face-to-face classes: "We can say yes since in the

learning recovery plan (LRP), F2F modalities of learning are

also considered.

Additionally, she mentioned the F2F transition period

prior to its full adoption in November.

According to Lagata, the RTOT is intended to produce skilled

resource people who would be in charge of instructing and

supporting teachers in the various teaching methodologies

for Mathematics, Mother Tongue, English, and Filipino as

part of the contextualized curriculum.

 DepEd Bicol's 8-Week Learning Recovery Curriculum is a

key component of the region's learning recovery plan, and it

is intended to give trainers the skills necessary to assist

the effective use of the learning resources.

The "Recovering for Academic Achievement by Improving

Instruction through Sustainable Evidence-Based Learning

Programs (RAISE)" Learning Recovery Program (LRP) for DepEd

Bicol is a three-year learning program designed to help

students catch up and advance their education following a

two-year disruption in learning caused by the coronavirus

disease (Covid-19) health crisis.

After two years of disruption owing to the coronavirus

epidemic, the Department of Education in the Bicol region

has developed a three-year learning plan to assist students

in catching up.

At the Don Servillano Platon Memorial National High

School in Sta. Ana, the learning recovery plan (LRP) for the

area was unveiled. Cruz is located in Tinambac, Camarines

Sur.

The DepEd stated that the plan will place more emphasis

on the reading and numeracy abilities of the students who

were impacted by lockdowns and a self-learning approach

during the pandemic.

 As classes for the 2022–2023 school year start on

August 22, the objective is to not only get students back in

the classroom, but also to organize efficient remedial

learning, promote their well-being, and prepare teachers.

Best Practices for Learning Loss Recovery - Hanover

Research, December 2020, A district- or school-wide high-

dosage, one-on-one tutoring program is one of the most cost-

efficient ways to improve academic performance and learning

recovery. Of all educational interventions, one-on-one

tutoring multiple times weekly for students struggling in

reading and math shows the largest educational performance

improvement effect sizes. Although one-on-one tutoring costs

several thousand dollars per student annually, districts can

defray costs through grants, community partnerships, and

Title I funds for tutorial programs.

Sustaining Learning Loss Recovery - Hanover Research,

July 2021, Districts should build principals' instructional

leadership skills to plan, implement, and monitor recovery

strategies. School principals should receive training and

individualized coaching to help them build shared leadership

and develop a culture of equity and continuous improvement.

Districts should also build a pipeline to support new and

aspiring principals.
 Assisting teachers to support learning recovery - Elnaz

Kashefpakdel, August 2021, With teachers charged with much

of the work for recovery in our schools and classrooms, we

should reflect on what we are asking them to do. The

evidence is clear, the ask is great. Both the REA and

policy/grey literature analyses agree. Teachers will be

required to help students using a range of methods,

including catch-up programmes, accelerated education

programmes, remedial learning programmes and condensed

curricula. They will also need to combine this new and

complex response to individual learning needs with support

for the mental health and wellbeing recovery of learners –

and there will be an urgent need to tailor all of this to

meet the complex needs of a range of disadvantaged and

vulnerable leaners.

RELATED STUDIES

Based on this knowledge, educational research on

embodied learning has investigated teaching models where the

learning task is supported by, e.g., congruent bodily

movements instead of only listening or observing in order to

reinforce the learning process (Macedonia, 2019; Skulmowski

& Rey, 2018). In fact, embodied learning does not

necessarily involve bodily engagement of the learner’s own

body; in addition to, e.g., gesturing and enactment,

learning activities can also include watching animations or

other seated interactions related to the content (Agostinho

et al., 2015; Dubé & McEwen, 2015; Pouw et al., 2016). In a

recent review by Skulmowski and Rey (2018), different types

of embodied learning models were discussed with an

educational focus, and a 2 × 2 grid taxonomy was designed

with the following dimensions: task integration (incidental

vs integrated) and bodily engagement (low vs high).

According to Skulmowski and Rey, congruence between the

learning task and bodily engagement is the primary key to

enhanced performance, while the level of bodily engagement

may have a lesser degree of influence (Skulmowski & Rey,

2018). A study by Wellsby and Pexman (2019) investigated

whether the degree of sensorimotor experience modulates 5-

year-old children’s word learning (Wellsby & Pexman, 2019).

Results indicated that there was no effect in learning

condition on children’s word recognition accuracy. The

authors explain this by the lack of congruency between

sensorimotor experience children received and the

information to be learned. This empathizes the importance of

congruency between learning task and embodiment. However,

high bodily engagement has not only been linked to learning

gains but also the risk of cognitive overload (e.g., Ruiter

et al., 2015), and some researchers suggest thereby a medium

degree of interactivity to be best suited for increasing

learning outcome (Kalet et al., 2012).

Previous studies on children of 6–9 years old have shown

that in both second language learning (Macedonia & Knösche,

2011; Mavilidi et al., 2015), mathematics (Beck et al.,

2016; Goldin-Meadow et al., 1999), and letter recognition

(Damsgaard et al., 2020), learning strategies integrating

congruent bodily movements advanced academic performance

(Macedonia, 2019). Mavilidi et al. (2015) demonstrated that

children 4–5 years of age performing whole-body movements

while learning new foreign words reached higher learning

outcomes compared to children who used gestures or no bodily

movements. This finding implies that whole-body movements

may be more beneficial for word learning compared to part-

body movements. However, in an acute study with 7-year-olds

by Damsgaard and colleagues, a 10-min fine motor–enriched

training (i.e., using hands and fingers) for distinguishing

the letters b and d had a greater positive effect compared

to gross motor-enriched training (i.e., using arms) and

training without bodily movements (Damsgaard et al., 2020).

Both studies suggest that the effect of integrated bodily

movements may depend on the motor modality used. Other

studies on the acquisition and development of reading and

spelling skills have investigated bodily integration such as

embodying letters (Botha & Africa, 2020) and walking the

outline of a letter (Bara & Bonneton-Botté, 2017). The study

by Botha and Africa (2020) investigated the effect of a

perceptual-motor intervention for 6–7-year-old children

delivered for 60 min twice a week over a period of 12 weeks.

The study found that the perceptual-motor intervention was

effective and reported a significant improvement in reading

and spelling skills. Bara and Bonneton-Botté (2017)

investigated the impact of a visuomotor intervention of 6

weeks, with six 45-min sessions for 5-year-olds’ cursive

letter knowledge. They found a greater improvement in letter

recognition following the visuomotor intervention, compared

to a visual-only intervention.

SEED 2021 - Salesian Education & Evangelization in

Don Bosco Technical Institute of Makati. A learning

Continuity Plan in the School Year of 2020-2021. The

purpose of this LCP is to present the holistic programs

of the institution from curricular to pastoral.

Reproduction No. 205, S. 2022 - Submission Of School

Learning Recovery And Continuity Plan (LRCP) Of Public

And Private Schools For Sy 2022-2023 To Sy 2024-2025

 RO3 Plan for 2022 – 2028 , DepEd Region III launches

its Regional Education Development Plan for 2022-2028 and

Learning Recovery and Continuity Plan through the BRIDGES

RO3 Flagship Programs.

DepED CL launches Educ Dev’t, Learning Recovery

Plans,Carlo Lorenzo Datu , Published on July 29,2022

Under its REDP, the agency ultimately seeks to achieve the

target of having all learners in Central Luzon to be able to

develop and improve their foundational skills for lifelong

learning and full participation in society by 2028.

RM No. 435, s. 2022, Published on August 25,2022 Regional

Guidance Through the Learning Recovery and Continuity Plan

(LRCP) for School Year 2022-2023 in Cordillera

administrative Region.

STATEMENT OF THE PROBLEM

The study aims to determine the challenges of School

Principals and Primary teachers in the implementation of the

8-Week Curriculum in selected elementary schools of Pasacao

district. More specifically, it aims to answer the following

questions:
1. What is the level of readiness of school principal and

primary teachers in the implementation of the 8-week

Curriculum along with?

a. School Preparedness

b. Students’ Welfare

c. Teachers’ Preparedness

2. What intervention can implement to sustain the

successful implementation of the 8-Week Curriculum?

3. What are the effects of the intervention to the primary

teachers in the implementation of the 8-Week

Curriculum?

SCOPE AND DELIMITATION

The research study focused on the challenges of Primary

teachers and School Principals in the implementation of the

8-week curriculum in the selected upland school of Pasacao

District. Through a survey questionnaire, the researcher

will identify the level of readiness of School Principals

and Primary teachers in the implementation of 8-week

Curriculum. The respondents of this study were the 15 Key 1

teachers and 5 School Principals of Compra Elementary

School, Salvacion Elementary School, San Antonio Elementary

School, Tilnac Elementary School and Tinalmud Elementary

School of Pasacao District.

 Due to distance and limited time, the research will

only focus on the challenges of School principals and

Primary teachers of the five upland elementary schools of

Pasacao district. Only these selected schools were chosen as

the respondents and does not guarantee that the result of

this study will be the same to other schools.

SIGNIFICANCE OF THE STUDY

This study was conducted to determine the challenges

of the School Principals and Primary teachers of the five

selected upland Elementary schools of Pasacao District in

implementing the 8-week curriculum. The results of this

study would be useful to the following:

Department of Education.Findings of this study could be used

by the Department of Education to determine and address the

challenges that the school, school administrators and

teachers encountered in the implementation of the 8-week

curriculum.

School Administrators. Findings of this study could be used

as feedback for school administrators to help the teachers

in the implementation of the 8-week curriculum.

Key 1 Teachers. Findings of this study could be used by the

Key 1 teachers in improving their lesson delivery and

develop peer relationship in constructing instructional

materials.

FRAMEWORKS

Sustaining Learning
Recovery-

Hanover Research
July 2021

Assisting
Best Practices for
teachers to
Learning Loss
support learning
Recovery
Recovery
Hanover Research  Elnaz Kashefpakdel
Decemmber 2020  August 2021
Challenges of
Primary Techers and
School Principal in
Implementing the 8-
Week Curriculum

Figure 1. Theoretical Framework

INPUT PROCESS OUTPUT

-School -Survey -LAC Session

Readiness in through
Implementing -Administering WEBINAR
8-Week the
Curriculum. Questionnaire -Peer in
making
- Possible -Analysis of Instructional
data gathered Materials
Intervention
 Figure 2. Conceptual Framework

METHODOLOGY

This study aimed to identify the level of readiness of

teachers in implementing the 8-week curriculum. Moreover,

this study aims to determine the intervention/plan to

sustain the success of 8-week curriculum. This will present

the research design, the data collection procedure, and how

the data was analyzed to produce valid and reliable results.

METHODOLOGY AND RESEARCH DESIGN :

  The researchers want to identify the level of readiness

of the far-flung teachers of Pasacao District. Also, the

researchers want to determine what intervention/plan can be

propose or suggest to sustain the success in the

implementation of the 8-week curriculum. That being said,

the researchers prepared survey questions to be disseminated

to the intended group of respondents to achieve the

objectives of this study. Quantitative research provides the

benefit of being able to respond to a survey on an

individual basis. They are effective at gathering data and

drawing conclusions quickly have ethical advantages.

POPULATION AND SAMPLE SELECTION

The researchers selected their respondents using a non-

probability sampling method, specifically purposive and

convenience sampling. Purposive sampling, also known as

judgmental, selective, or subjective sampling, is a non-

probability sampling method in which researchers choose

members of the population to participate in their surveys

based on their own judgment. In this study, it will be the

15 elementary teachers from Compra Elementary School, San

Antonio Elementary School, Salvacion Elementary School,

Tinalmud Elementary School and Tilnac Elementary School of

Pasacao District.

DATA ANALYSIS

The responses to survey questionnaire gathered from the

15 Primary teachers and 5 School Principals of selected

elementary schools of Pasacao district were statistically

examined. The researchers used the Weighted Mean method to

determine the level of readiness of School principals and

primary teachers in implementing the 8-week Curriculum along

with; school preparedness, students’ welfare and teachers’

readiness. The formula used is:

The The tables below are used to interpret the measures

that identify the level of readiness of School principals

and primary teachers in implementing the 8-week Curriculum

along with; school preparedness, students’ welfare and

teachers’ readiness.

Table 1. Measures to identify the School Readiness for the

Delivery of the 8 Week Curriculum

LEGEND RANGE

NO 1.00 – 1.49

NOT USUALLY 1.50 – 2.49

MOSTLY 2.50 – 3.49

YES 3.50 – 4.00

The table above was utilized by the researchers to

identify the school readiness for the delivery of 8-week

curriculum. This will indicate thatif the weighted mean

score falls between 1.00-1.49 it will imply no, 1.50-2.49

as not usually, 2.50-3.49 as mostly and 3.50-4.00 as yes.

Table 2. Measures to identify the Student welfare in the

administration of 8-week curriculum

LEGEND RANGE

NO 1.00 – 1.49

NOT USUALLY 1.50 – 2.49

MOSTLY 2.50 – 3.49

YES 3.50 – 4.00

 The table above was utilized by the researchers to

identify the students’ welfare in the administration of 8-

week curriculum . This will indicate that if the weighted

mean score falls between 1.00-1.49 it will imply no, 1.50-

2.49 as not usually, 2.50-3.49 as mostly and 3.50-4.00 as

yes.

Table 3. Measures to identify the Teachers’ Readiness in the

implementation of this new curriculum.

LEGEND RANGE

NO 1.00 – 1.49

NOT USUALLY 1.50 – 2.49

The

table MOSTLY 2.50 – 3.49 above

was
YES 3.50 – 4.00
utilized by the researchers to identify the teachers’

readiness in the implementation of this new curriculum. This

will indicate that if the weighted mean score falls between

1.00-1.49 it will imply no, 1.50-2.49 as not usually, 2.50-

3.49 as mostly and 3.50-4.00 as yes.

RESULT AND DISCUSSION

In order to respond to the research question posed by

this study, this covers the analysis and interpretation of

the data that was gathered.

RESULT PRESENTATION AND DISCUSSION

The School Preparedness

Table 1. School Readiness for the Delivery of the 8 Week

Curriculum
 SCHOOL PREPAREDNESS WEIGHTED RANK VERBAL
MEAN DESCRIPTION
Conducted Parent’s Orientation 4 1 YES
Collaboration of Teaching and 3.87 2 YES
Stakeholders
The School are well resourced for 3 7 MOSTLY
the teaching of 8 week
curriculum
The School Principal’s recognizes 3.87 2 YES
the importance of 8 week
curriculum
The School principal had their 3.75 3 YES
full support in implementation of
this new curriculum.
The Learning Center activities 3.43 4 MOSTLY
and materials are aligned with
the targeted skills in the Lesson
Map.
Key Stage 1 Teachers were 3.75 3 YES
properly oriented and guided
The Learning Manipulatives are 3 7 MOSTLY
easy to reproduce
The Teachers are well equipped 3.06 5 YES
with the learning materials
needed Discipline problems are
well handled
The School is a calm but busy 3.56 6 YES
learning environment
OVERALL WEIGHTED MEAN : 3.46 - MOSTLY

LEGEND RANGE
NO 1.00 – 1.49
NOT USUALLY 1.50 – 2.49
MOSTLY 2.50 – 3.49
YES 3.50 – 4.00

Table 1 shows the different challenges encountered

during the implementation of the 8-week curriculum,

 specifically how the school preparedness of the far-flung

school in Pasacao District goes. With an overall weighted

mean of 3.46, statistics imply that most of the respondents

have responded positively to the implementation of this new

curriculum. As a result, conducted parent orientation

received the highest score of all indicators (4). This may

indicate that the respondent prioritized disseminating the

information first to their stakeholders before beginning the

implementation. On the other hand, the schools that are well

resourced for the teaching of an 8-week curriculum got the

lowest score on this first part of the survey questionnaire

(3).

Table 2. Student welfare in the administration of 8-week

curriculum
STUDENT’S WELFARE WEIGHTED RANK VERBAL
MEAN DESCRIPTION
The students are comfortable with 3.31 5 MOSTLY
the new set up of classroom
environment.
The students has equitable 3.87 3 YES
opportunities to learn
The students has freedom to 3.56 4 YES
express their interest in
learning.
Students are encouraged to 3.93 2 YES
participate in Literary and
Numeracy activities
This 8 week Curriculum provides 4 1 YES
range of student’s welfare in
developmental and remedial
intervention.
OVERALL WEIGHTED MEAN : 3.73 - YES

LEGEND RANGE
NO 1.00 – 1.49
NOT USUALLY 1.50 – 2.49
MOSTLY 2.50 – 3.49
YES 3.50 – 4.00

This 8-week curriculum provides a range of student

welfare in developmental and remedial intervention,

according to Table 2 and has the highest score among the

indicators (4), followed by Students were encouraged to

participate in literary and numeracy activities (3.93).

While respondents scored the lowest was students were the

most at ease with the new classroom setup.(3.31), the

students have the freedom to express their interest in

learning; this score may be the result of (3.56), which is

relatively close to the students' having equitable

opportunities to learn (3.87). The majority of respondents

appear to have positively perceived that students' wellbeing

is one of this new curriculum's top concerns, based on the

overall weighted mean (3.73).

Table 3. The Teachers Readiness during the implementation of

this new curriculum.
TEACHER READINESS WEIGHTED RANK VERBAL
MEAN DESCRIPTION
I conducted Pre- assessment 4 1 YES
I used downloaded videos and 3.93 2 YES
printing materials
I conduct class remedial for slow 4 1 YES
learners
I have clear understanding of the 3.75 4 YES
goals and objectives in 8 week
curriculum.
I used instructional materials 3.56 6 YES
(like flashcard, tarpapel, video
clips, etc.) in delivering my
lesson
I used different types of seating 3.62 5 YES
arrangement depending on the type
of activity learners are assigned
to
I have a positive outlook in 3.87 3 YES
conducting 8 week curriculum
OVERALL WEIGHTED MEAN : 3.81 - YES

LEGEND RANGE
NO 1.00 – 1.49
NOT USUALLY 1.50 – 2.49
MOSTLY 2.50 – 3.49
YES 3.50 – 4.00

Table 3 revealed that the teachers conducted pre-

assessment and I conducted class remedial for slow learners,

which got the highest score (4), followed by downloading

videos and printing materials (3.93). In contrast, I used

instructional materials (like flashcards, a tarpaulin, video

clips, etc.) in delivering my lesson and received the lowest

rating among the seven indicators (3.56). I used different

types of seating arrangements depending on the type of

activity learners were assigned to (3.62) and was nearly

closed to the I have a clear understanding of the goals and

objectives in an 8-week curriculum (3.75) and I have a

positive outlook in conducting an 8-week curriculum, which

has (3.87).

NOTE:

The study's conclusions showed that several factors

must be taken into account in order to achieve holistic

development during the implementation of the Department of

Education's Learning Recovery Plan in the Bicol Region. This

underlined the fact that it is still challenging to

reproduce worksheets, learning materials, and manipulatives

used by students, such as play-dough puzzles, alphabet

tiles, letter dice, marungko flashcards, playing cards,

learning links, and many others. This shows that there

aren't many educational resources available for this

program. The implementation procedure would be smoothly and

easily if the teachers were given enough time to create all

of the essential resources for each learning center for this

8-Week Curriculum
 SUMMARY OF FINDINGS AND CONCLUSION

Although teachers' readiness to the New 8-

Week Learning recovery plan, the results demonstrated

that teachers are enthusiastic about the new set up

in the teaching-learning process under the 8 Week

Learning Recovery Plan. Acceptance of this new set up

in the classroom demonstrates that twenty-first

century teachers in the field are open to new ideas

and trends in instruction. Uses of different

materials in teaching such as televisions, real

objects different instructional materials can be used

to attract more students, provide more knowledge,

encourage active classroom participation, simplify

concepts, make things easier, and can boast the

confidence of the learners as well as the teachers in

catering the New 8-Week Recovery learning plan. This

was in line with the teachers' eagerness to adopt and

to fulfill the objectives of this learning plan to

cater the learning gaps brought by the pandemic.

Teachers’ ability to cope up with this

program by the department is really a big help to

fill the learning gaps that the learners encountered.

It may be argued that teachers with strong motivation

and abilities to patch the gaps in Education is a big

help for the success of this program. Teachers thrive

on constant improvement and change, due to the fact

that as the time passes, strategies of teaching also

change and teachers should meet the learning needs of

students who were much affected by the pandemic and

whose learning gaps needs to be cater and must be

given an attention. Also, tools and equipment will

create a more engaging and effective learning

environment for both teachers and students.

 IMPLICATIONS

This study’s conclusions showed that several

factors must be taken into account in order to achieve

holistic development during the implementation of the

Department of Education’s 8 -Week Learning Recovery Plan in

the Bicol Region. This showed the fact that it is

challenging to reproduce worksheets, learning materials, and

manipulatives used by students, such as play-dough puzzles,

alphabet tiles, letter dice, marungko flashcards, playing

cards, learning links, and many others. This shows that

there aren't many educational resources available for this

program. This study foreseen that even with the greater

enthusiastic teacher is still it is very hard for them to

fulfill the call of 8-Week Learning Recovery plan of Bicol.

The implementation procedure would be smoothly and easily if

the teachers were given enough time to create all of the

essential resources for each learning center for this 8-Week

Curriculum.

RECOMMENDATIONS

The Department of Education should increase

their engagement in utilizing advanced support in

assisting teachers by compelling School Heads to

conduct a variety of courses to improve teachers'

knowledge and skills in conducting the 8-Week

Recovery Learning Plan in the teaching-learning

process during their annual in-service training. This

study revealed that teachers have positive attitudes

towards the implementation of 8-Week Learning

Recovery Plan, as well as the willingness in

integrating newly introduced methods of teaching. The

School Head can form a group of teachers who would be

in charge of developing and ensuring the quality of

various teaching materials made by the teaching

personnel. Moreover, the Department should also

provide teachers with sufficient training in making

different learning materials suited in the

implementation of 8-Week Learning Recovery Plan.

Furthermore, the Department must provide a faster

internet connection and the various materials needed

for the development of various lessons. As a result,

teachers will become more equipped and ready in the

next year implementation of 8-Week Learning Recovery

plan that aims to fill the gaps in education, and

their use of different materials will be more

innovative, maximizing the potential of students.

 Despite the fact that the project time frame did

not allow for a complete discussion of how to

facilitate the 8-Week Learning Recovery Plan,

researchers made recommendations for future training

and seminar on making instructional materials that is

suited under the implementation of 8-Week Learning

Recovery Plan. The current researchers propose that

more work be done to expound on the effectiveness of

research. It also suggests that the effectiveness of

application be assessed further. This study revealed

that teachers are still developing their skills in

the usage of new strategies of bringing the gap in

education brought by the pandemic. Future researchers

may come up with a methodology where they will

hypothesize what underlying factors that hinders them

be equipped with all the materials need for the

success of the 8-Week Learning Recovery Plan.

Furthermore, they can create more trainings and

seminar that will develop the creativity of the

teachers on how to make the 8-Week recovery plan more

effective and the Departments also need to supply the

necessary materials that is needed under the

implementation of 8-Wekk Learning plan.

 The result of this study showed that

teachers are still developing their skills and

strategies on the success of the 8-Week learning Plan

in Bicol. This may imply that teachers are currently

struggling to utilize the effectivity of 8-week

learning plan in the teaching and learning process.

This may hinder their creativity in utilizing the

true essence of this plan as well as maximizing its

potentials for the general benefit of the learners.

Additionally, the current researchers found out

during their fieldwork that teachers are using low-

performance gadgets, limiting the use of ICT in

education that are also9 beneficial in the progress

of this 8-Week learning plan. Furthermore, for both

school heads, teachers and students, slow internet

access or without the internet access of some school

located in far flung area of Pasacao District remains

a barrier to better result of this 8-Week Learning

Plan.

To address the needs of teachers in

acquiring more knowledge in the implementation of

this recovery plan under Deped Bicol they create such

training that only focused is on the materials need

in the learning plan and creating more quality video

lessons, the current researchers suggest that more

training and workshops should be provided by school

heads and other DepEd officials to hone teachers’

skills also in digital skills. Additionally, for the

improvement of their future implementation of 8 Week

Learning plan for the next 2 yrs., it is advisable

for teachers to keep listening, reading and watching

topics related to how they make their learnings a

100% grade ready, pay attention to criticism, learn

how to make video lesson or be creative in making

learning materials that will help stimulate their

listeners' ears and eyes which will surely add

improvement to their learnings.

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