SCHOOLS’ LEVEL OF COMPLIANCE IN THE

IMPLEMENTATION OF FACE-TO-FACE MODE OF

LEARNING: THE CASE OF BOAC NORTH DISTRICT

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 10
Pages: 113-125
Document ID: 2023PEMJ838
DOI: 10.5281/zenodo.8089325
Manuscript Accepted: 2023-26-6
Psych Educ, 2023, 10: 113-125, Document ID:2023 PEMJ838, doi:10.5281/zenodo.8089325, ISSN 2822-4353
Research Article

Schools’ Level of Compliance in the Implementation of Face-to-Face

Mode of Learning: The Case of Boac North District
Mario Jose M. Medalla*, Julieta Q. Nabos
For affiliations and correspondence, see the last page.
Abstract
This study aimed to describe the compliance with the guidelines for school’s reopening in implementing face-to-
face learning modality of the schools in the District of Boac North. It answered questions relative to the level of
compliance of the school to the guidelines for the school opening using face-to-face modality in terms of General
Guidelines; on the prevention of COVID-19 and other infectious diseases and Monitoring and Evaluation, on the
issues and challenges experienced regarding the implementation of face-to-face classes; the coping strategies are
used to address the issues and challenges on the implementation of face-to-face classes and the enhanced
implementation framework/model to be proposed by on the results of the study.The study used mixed methods
of research or combined quantitative and qualitative methods. Sources of data or respondents included four
significant groups. They included 198 teachers, 4,061 learners, 19 barangay captains, and 19 Barangay Health
Workers in the District of Boac North. It reveals that the schools assessed as fully compliant with the general
guidelines of the opening of face- to- face learning modality in terms of alignment to BEDP. Lack of significant
difference between the compliance level of schools to DepEd Order 34 s 2022, and the designation of school
heads and school size only show that compliance to this provision is mandatory and standard across schools and
learning communities. Principals, Head Teachers, and Teacher-In-Charge managed the select schools subjected
to this study. Over all, the select schools under this investigation attained full compliance and adherence to the
salient guidelines and standards of implementation of face- to- face learning along the contexts of general
guidelines, on prevention of Covid-19 and other infectious diseases and monitoring and evaluation. Most of the
select schools under this study were seriously challenged by problems with limited health supplies and resources.
In general, most of the select schools were able to cope with the challenges of face- to- face learning through
sourcing out learning tools from reliable sources and strengthening collaboration with the stakeholders. The
provision of reinforcements, strategies and best practices in support of schools’ compliance to the standards of
implementation of face-to- face learning in consideration of general policies, health and safety, and evaluative
system direct the developed Enhanced Implementation Framework/Model.

Keywords: guidelines, coping strategies, face-to-face learning, level of compliance, implementation

framework, quantitative and qualitative methods

Introduction planning of the school reopening of face-to-face

COVID-19 brought tremendous effects not only on the
health of the people and educational institutions at all
levels all over the world. In the Philippines, the
teaching and learning process has dramatically shifted
from the traditional, face-to-face, teacher-centered to
distance, student-centered type of learning modalities
in order to stall the infection rate of the disease and in
response to the call for minimum health protocols by
the Department of Health (DOH) and Inter-Agency
Task Force (IATF) of the country. As the infection rate
slowly declined two years after the onslaught of the
pandemic results to the massive vaccination program,
the schools are now on the forefront of reopening
classes using the face-to-face mode of learning
delivery. Although this mode is synonymous to the
traditional method of teaching, those mentioned above
under the new normal has utmost consideration on the
health and wellbeing of learners and all other
stakeholders of learning.
Sarmiento et al. (2021) mentioned that a careful
classes ensures the safety of students and teachers.
They cited that the World Health Organization (WHO)
published a checklist to support school reopening and
the preparation for the possible resurgence of
COVID-19. The COVID-19 WHO guidelines and
protective measures are the bases of the checklist.;
physical distancing; use of masks in schools;
environmental cleaning and ventilation; and respecting
procedure for the isolation of all people with
symptoms.In like manner, joint efforts of the UNICEF,
WB, WFP, and UNHCR in 2020 penned a framework
for the reopening of schools. This framework includes
six key dimensions to assess the readiness and inform
planning, such policy, financing, safe operations,
learning, reaching the most marginalized, and well-
being and protection. The above agencies opined that
policy considerations and financial requirements
enable the environment that will support all other
dimensions. Safe operations are geared toward the
protection of the stakeholders of education, foremost
are the learners, and also consider the teachers, school
managers and staff, the parents, and all other members

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Research Article
of government agencies.
The extreme radical changes in the traditional
teaching-learning system as an instantaneous, drastic
unplanned response to continuing with schooling
amidst the pandemic also opened the eyes of educators
to the importance of preparedness and carefully
planned transition to effectuate educational changes
and modifications in order to lessen the risks
detrimental to quality education. Dhawan (2020),
emphasized that high level of preparedness is needed
so that one can quickly adapt to changes. On the one
hand, Bajaj (2021) wrote that an effective reopening
strategy rests on an honest assessment of the on-
ground situation, student-centric policies, and effective
communication.
In the Philippines, full implementation of the in-school
classes for School Year 2022-2023 through DepEd
Order No. 34, s 2022, entitled The Activities in the
School Calendar for the School Year 2022-2023. The
DepEd recognizes that transition to full five-day
classes presents new stressors and challenges. The
Asia Society Philippines (n.d.) wrote that Philippine
education officials acknowledge that more issues will
inevitably surface as schools reopen and situations
arise at every level. It is true even in the Schools
Division of Marinduque.
Cushioning those mentioned above must be of utmost
importance to effectuate a positive and smooth
transition for the learners and teachers. These begin
with assessing the state of compliance of the schools to
the guidelines set forth by different agencies on the
reopening of schools and implementation of in-school
learning, including DepEd. In addition, assess ongoing
implementation in order to identify intervention
activities to make school operations more sustainable
and able to attain its target goals. The successful
assessments begin with probing how the reopening
was implemented and compliance with the frameworks
and guidelines standardized by state-wide school
administrators.It is on this premise that the present
researcher, a Teacher In-Charge of Agumayamayan
Elementary School for one and a half years and
presently at Pawa Elementary School, decided to
conduct this study in the District of Boac North,
Schools Division of Marinduque, 100 percent of which
are implementing face-to-face classes. The full
implementation of face-to-face embodied in the above
mentioned DepEd Order, where the conduct of face-to-
face classes is mandatory in order to ensure
educational recovery in the country. The DepEd Order
follows the Framework for Reopening of Schools by
U N I C E F / The Wo r ld Ban k / Wo r ld Fo od
Program/United Nations Refugee Agency and;
Checklist to support schools reopening and preparation
Medalla & Nabos
for COVID-19 resurgences or similar public health
crises of the World Health Organization. It also
follows the protocols set by the DOH and the IATF.
Research Questions
Generally, this study aimed to describe the compliance
with the guidelines for schools’ reopening in
implementing face-to-face learning modality of the
schools in the District of Boac North. Specifically, it
sought to answer to the following questions:
1. What is the demographic profile of the school in
terms of:
1.1 designation of School Head;
1.2location; and
1.3size?
2. What is the level of compliance of the school to the
guidelines for the school opening using face-to-face
modality:
2.1 General Guidelines
2.1.1. Preparation; for SY 2022-2023;
2.1.2. Basic; Education Development Plan (BEDP
(2030);
2.1.3. Learning; Recovery and Contingency Plan
(LRCP);
2.1.4. Classroom-Based; and System Assessments;
2.1.5. Curricular; and Co-curricular Activities;
2.1.6. PTA; Conferences and Cards Distribution;
2.1.7. Five-Day; Mid-Year Break;
2.1.8. General Assembly;
2.1.9. Christmas Break;
2.1.10. Remedial Classes;
2.2. On the prevention of COVID-19 and other
infectious diseases; and
2.3. Monitoring and Evaluation;
3. Is there a significant difference in the level of
compliance when grouped according to the school
profile?
4. What are the issues and challenges experienced
regarding the implementation of face-to-face classes of
the following stakeholders:
4.1Administrators;
4.2.Teachers;
4.3.Parents;
4.4.Students;
4.5. The Local Governments (Municipal and
Barangays); and
4.6. The Local Health Units?
5. What coping strategies address the issues and
challenges in the implementation of face-to-face
classes of the following stakeholders?
5.1Administrators;
5.2.Teachers;
5.3.Parents;
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Research Article

school head, the teachers, the learners and parents, the

5.4.Students; barangay captains, and the barangay health workers
5.5. The Local Governments (Municipal and answered the survey questionnaire. Follow-up
Barangays); and interviews for these stakeholders made use of an
5.6. The Local Health Units? interview questionnaire. A prepared set of questions
guided the discussions with the focus group.
Methodology Survey questionnaire was the main instrument in this
study to evaluate the schools’ compliance with the
Research Design guidelines for implementing face-to-face classes.
Survey questionnaire uses Likert-scale and researcher-
The study made use of mixed methods of research. It made for school heads, teachers, students, and other
employed qualitative and quantitative research stakeholders following the provisions of the DepEd
methodologies as these are called for to answer the Order No. 34 s 2022. This has two parts with the
research problem. Quantitative methodology involves following contents: Part I consists of the Demographic
the specific problem statement that required statistical Profile of the Respondents; Part II deals with the
analyses of numerical data gathered from the study. compliance items on the General Guidelines,
The qualitative used data from the views and opinions Prevention of Covid-19 and Other Infectious Diseases,
of the respondents consisting of words and texts which and Monitoring and Evaluation; Part III comprises the
were subjected to analytic induction. The data
checklist of possible issues and challenges experienced
collection methods used interviews and survey
by the respondents in implementing face-to-face
questionnaires and follow-up focus groups. The study
classes; and Part IV concerns the checklist of possible
used the convergent-explanatory design where the
quantitative data gathered through a Likert-Type recommendations of respondents to enhance the
Survey Questionnaire was analyzed and interpreted, implementation of face-to-face classes.
followed by qualitative data gathered through
interviews and FGD (Fiscler, n.d.). Method used Data Gathering Procedures
showed the level of compliance of the schools to the
guidelines for the implementation of face-to-face The researcher sent the Public Schools District
classes.The study attempted to reveal the level of Supervisor the request letters seeking permission to
compliance of schools of the District of Boac, Division administer the study. After the approval, a request
of Marinduque, in implementing face-to-face classes. letter was also made and sent to the respondents to
Proposed implementation framework for face-to-face allow the researcher to gather the needed information.
classes in the District of Boac North used the gathered On the same manner, letter of invitation was sent to
data. members of the Focus Group Discussion. The sample
respondents at the Don Luis Hidalgo Memorial School
Research Locale (Central/Mega school) Central, Balimbing Elementary
School, Poctoy Elementary School, and Puyog
The study conducted in the Province of Marinduque,
Elementary School (Ilaya Zone /Medium and Small
includes the schools of the District of Boac North.
Schools, respectively), and Lupac-Tabigue Elementary
Research Instrument School, Maligaya Elementary School and Bantauyan
Elementary School (Riverside Zone./ Medium and
The process of designing and validating the research Small Schools, respectively) received the survey
instrument was rigorous. The researcher drafted the questionnaires. After which, the researcher collected
questions anchored on the Statement of the Problem. the filled-up questionnaires as soon as possible to
Then, the researcher sought help from his adviser, the retrieve all the forms. The interview with the sample
statistician, and experts from the DepEd District Office respondents from the schools mentioned above
and Marinduque State College to check the content, followed after they answered the questionnaire.FGD
validity, and reliability. There were several members also received a letter of invitation and
instruments used in the study – a Likert-type survey information of the topic, and the schedule of the
questionnaire, an interview questionnaire and a discussion. The discussion was recorded upon
questionnaire for the focus group discussion. The permission of the participants so that the present
researcher could review them later.

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Research Article
Results and Discussion
The Demographic Profile of the School in terms of
Designation of School Head, Location, and Size
The analytical system of the study started with the
identification of the demographic profile of the
selected schools in terms of designation of school
heads, location, and size. These profile data were
considered vital in examining the potential aspects that
define schools’ compliance level towards the standards
of resumption of school-based learning.
Table 1 shows the profile of selected schools in terms
of school head designation, location, and size.
Table 1. Profile of Schools
The data present that in terms of the school profile,
two schools located in the urban area and one school in
the rural areas are handled by the Principal.
Meanwhile, Head Teachers handle a school in the
urban and one school in the rural area. On the one
hand, Teachers-In-Charge handle a school from the
rural area and one school from the urban area. It only
implies that 42.86% or Principals handle three schools
while both 28.57% or Head Teacher and Teacher In-
Charge handle two schools respectively.
Regarding school location, schools from the urban
areas comprised 57.14%, while 42.86% belonged to
the schools in the rural areas. The majority of schools
subjected to this study are urban schools. It only
implies that urban schools have more significant and
broader access to opportunities and services aligned
with the opening and resumption of face- to- face
classes. This is due to the ease, convenience, and
sustainability of essential services that can support and
reinforce the preparatory systems, readiness measures,
Medalla & Nabos
and operations of the schools, along with the
resumption of the school-based learning system. The
ease of flow of essential services in urban schools are
attributed to the physical and demographic factors and
aspects such as transportation, the centrality of
location, availability of resources, and other significant
physical contributors to the urban school systems.
Furthermore, in terms of school size, 57.14% or four
schools fall into the small size category, while 27.57%
of two schools are considered medium in size.
However, 8.16% or one school is mega in size. In this
case, both small size and mega-size schools can access
equal opportunities to adhere and comply with the
standards of face-to-face learning modality due to the
veracity that face-to-face instruction is constant,
established, and sustainable in all schools and learning
communities regardless of the school size and even
population. Small-size and mega-size schools may
significantly differ in terms of the physical, structural,
and departmental aspects, components, and elements
such as total population of learners and staff or
quantity and quality of classrooms, school buildings
and facilities. But the fact remains that they contain
and hold the population of learners and school
populations that they need to serve and protect through
strict, rigid, and full-phase compliance and adherence
to salient standards and guidelines of face-to-face
learning modality. Thus, equality and balance in the
criteria and standards of adherence to both academic,
health-oriented, and social protocols and policies are
both faced and assumed by all schools regardless of
school size or population.
The Level of Compliance of the School to the
Guidelines, for the School Opening Using Face-to-
Face Modality in terms of General Guidelines, on
the Prevention of COVID-19 and Other Infectious
Diseases and Monitoring and Evaluation
The core of the analytical body of this study was the
assessment of the degree of compliance and adherence
of the selected schools to the general guidelines,
health-oriented and safety-related guidelines, and
evaluative standards and policies along the resumption
of face- to -face learning.
Table 2 presents the data on the level of compliance of
selected schools in the general guidelines for the
school opening of face-to-face learning modality in
terms of preparation.
The results showed that, in general, the selected
schools were fully compliant with the general
guidelines in preparing for face-to-face learning
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Research Article

modality with a grand mean of 4.35 or fully compliant.
This full compliance level of the selected schools to
the general guidelines in preparing for face-to-face
instruction can be justified by the more vital
collaboration of schools with the communities, local
government units, and multi-sectoral partners along
with the strict and rigid observance and practice of the
standards of safety during the resumption of face to
face learning. The schools and learning communities
have m anag ed to su stain co nn ection and
communication systems with the multi-sectoral
partners who are most cognizant and knowledgeable of
the essentialities of policy compliance with the safe
and secured resumption of the school-based learning
systems. With these collaborative and comprehensive
partnerships, schools are correctly oriented and
equipped with the information, data, and knowledge of
the best practices and services to support in integrating
safety measures in the resumption of school-based
learning systems.
mean of 3.12 or moderately compliant. This was the
identified most minor practice, although still rated
moderately compliant due to the veracity of scarcity or
limitations in the availability of physical resources and
facilities in schools and learning communities. In
general, the resumption of face-to-face classes can be
implemented and pursued even without too much
access to resources and facilities since face-to-face
learning is purely academic and educational in
functions and nature. It implies that face-to-face
learning is sustained by schools, without much
prioritizing the school facilities.
Table 2. Level of Compliance of the School in
Preparation of Face-to-Face Classes

The leading response under the preparation for school

opening of face-to-face learning was the initiative to
make the activities such as school enrolment, Brigada
Eskwela, and Oplan Balik Eskwela conducted before
the opening of schools, with the highest mean of 4.74
or fully compliant. This practice was leading in
compliance with the general guidelines because
enrolment, Brigada Eskwela, and Oplan Balik Eskwela
are three of the constant, standard, and established
school-based practices and systems towards ensuring
overall readiness, capacities, and preparations of
schools for the opening of classes. Moreover, the
prevalence of these three significant preparatory
practices explained by the scenario and veracity that
each of these systems deals with the specific and
concrete objective or advocacy that supports the
opening of classes. School enrolment fosters learners’
readiness, at the same time, Brigada Eskwela ensures
the physical and structural readiness of schools and Table 3 shows the data on the level of compliance of
learning communities in terms of buildings, schools with the general guidelines of the opening of
classrooms, facilities, and resources. On the other face-to-face learning modality in terms of alignment to
hand, Oplan Balik Eskwela attributes to the constant BEDP and LRCP.
functions of promoting the academic and educational
readiness of the learners and school population. Thus, It showed that, in general, the schools were fully
it attests that with these established functions of the compliant with the general guidelines of the opening
three significant practices, considering that these are of face-to-face learning modality in terms of alignment
to BEDP with a grand mean of 4.42 or fully compliant
highly included and integrated into the general
and also assessed as fully compliant in LRCP with a
guidelines of compliance with the face-to-face learning
composite mean of 4.35 or fully compliant. It implies
system.
that the BEDP and LRCP both serve as the guiding
However, the most minor response was the claim that framework and foundation for the adherence of
there were inspections, tools, or any additional schools and learning communities towards the salient
requirement to reopening schools and to implement standards and policies supporting the resumption of
five-day in-person classes, which obtained the lowest face-to-face learning. It can also justify that the

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selected schools have a higher level of compliance Table 3. Level of Compliance of the School for Face-
towards these guiding frameworks not only because to-Face Classes (BEDP & LRCP)
these plans and frameworks are mandatory. It is more
because both of these frameworks set clear goals,
objectives, and missions that the schools need to
follow to attain efficiency and success in the
implementation of the resumption of the school-based
learning system. School leaders, teachers, and
professionals are cognizant that adherence to the
standards of BEDP and LRCP helps them to equip
with legal basis, common knowledge, and operational
and procedural knowledge entailed to ensure the
readiness, resilience, and productivity of their schools
along the entry towards the education transition in the
face-to-face learning system.

The results emphasized that in terms of alignment to

BEDP, the leading response was the claim that the
implementation of the K-12 curriculum happened
amidst the challenges posed by COVID-19, with the
highest mean of 4.47 or fully compliant. It only
implies that the selected schools adhered to the
curriculum standards despite the crisis through the aid,
guidance, and direction set by the BEDP as the legal
guiding framework of the schools. It attested that
compliance with the curriculum standards set and
defined by BEDP also serves as one of the salient and
valuable coping mechanisms and interventions of the
selected schools under study to deal with the issues,
hurdles, disruptions, and problems posed by the
pandemic crisis against the education system. It is due
to the veracity that the BEDP helps to clarify and
specify the beneficial strategies, measures, and
practices that enable the schools to cope with the
educational and social challenges posed by the health
crisis and predicament.
Meanwhile, regarding the compliance to LRCP, the
leading indicator was viewed in terms of implementing
a contextualized set of strategies and interventions in
the area of learning remediation and intervention, with
the highest mean of 4.45 or fully compliant. It was the
identified leading practice in adherence to LRCP due
to the functionality of the contextualized strategies and
interventions to make learning recovery instruction,
lessons, and instructional activities more relevant,
meaningful, and comprehensible for the learners. The
comprehensibility of contextualized strategies lies in
integrating localized aspects from the community, life-
relevant scenarios, and instructional contents and
meanings that adapt to the learners’ experiences. The
suitability of contextualized strategies for learning
recovery instruction also lies in the relevance of the
strategies to the needs of the learners.
Table 4 presents the results on the level of compliance
of the selected schools to the guidelines for the school
opening of face-to-face learning in terms of classroom-
based and system assessment and curricular and co-
curricular activities.
The findings revealed that in terms of the compliance
with the guidelines on classroom-based and system
assessment, the selected schools attained a composite
mean of 4.43, interpreted as fully compliant. In terms
of guidelines on curricular and co-curricular activities,
the selected schools attained a composite mean of
4.04, interpreted as highly compliant. It implies that
the high level of compliance of schools on curricular
and co-curricular activities during the resumption of
face-to-face learning only shows the degree of
academic and non-academic resiliency of the schools
in coping with the demands of school-based learning
in the context of the implementation of curricular and
beyond curricular endeavor, activities, and programs.
It implies that despite the challenges and adverse
experiences, and disruptions posed by the pandemic,
the schools can still resume normal, and established
conventional curricular and co-curricular programs for
the benefit of the learners. It only shows and attests to
the veracity that schools and learning communities can
still manage and sustain these curricular and beyond-
curricular advocacies in an uncompromised manner
and system due to the collaborative support services

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Table 4. Level of Compliance in the Opening of Face-

to-Face Classes (Classroom-Based and System
Assessment & Curricular and Co-curricular Activities)
and systems between school leaders and professionals,
and stakeholders.

Moreover, it showed that in terms of classroom-based

and system assessment, the leading practice of the
selected schools was daily formative/ summative/
periodic tests, with the highest mean of 4.64
interpreted as fully compliant. It only implies that the
conduct of formative, summative, or periodic tests is a
significant assessment practice due to the time-tested
and proven roles and functions of these forms of
learning assessment tools and systems in serving the
needs of learners. It only shows that these forms of
assessment attributes with specificity, directness,
precision, and clarity in terms of the provision of
concrete and realistic outcomes of learning assessment
of the learners. Moreover, these results are justified by
the reality that teachers possess and attain ample and
established training programs and services that honed
their competence and expertise in the utilization,
administration, and management of these assessment
systems, hence, a high level of compliance on
assessment guidelines was definitely attestable among
the respondents of this study.

On the other hand, regarding curricular and co-

curricular activities, the leading practice was ensuring
that celebrations and observances provided by law
The data showed that, in general, the selected schools
were reasonably integrated into curricular activities
were fully compliant with the guidelines for the school
and did not comprise the required number of school
opening of face-to-face learning modality in terms of
days, with the highest mean of 4.36 or fully compliant.
PTA Conference and card distribution, Five-yay mid-
It implies that the full compliance of schools towards
year break, Conduct of LAC, General assembly,
celebrations and observances is justified by the reality
Christmas break, with a composite mean of 4.60,
that these events and milestones are irreplaceable and
interpreted as fully compliant. These results imply that
cannot be altered even in the presence of a serious
schools and learning communities have a high level of
crisis that affects education system. This is due to the
compliance towards these cited activities and practices
fact that these celebrations are standard educational
because these are highly time-tested, standard, and
practices and events that play indispensable
indispensable in the education system. The
connections and contributions to the curricular and
indispensability of these activities and practices lie in
beyond the curricular framework and foundation of
the reality that all these intend, design, and equip for
schools and learning communities.
specific and essential goals and objectives in support
of the learners and learning communities. The PTA
Table 5 presents the results on the level of
conferences and general assemblies serve to sustain
compliance of the selected schools to the guidelines
communication with parents even during or after a
for the opening of face-to-face learning in terms of
crisis. Card distribution is for transparency purposes in
PTA conference and card distribution, Five-day mid-
supporting the learning assessment system for the
year break, the conduct of Learning Action Cell,
learners. On the other hand, even academic breaks and
General assembly, and Christmas break.
holidays are for special purposes, especially in terms
of fostering opportunities for rest and recuperation
among learners, school professionals, and the

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population; at the same time, for the aim of
recognizing national and cultural systems and practices
of the nation.
The data revealed that the highest level of compliance
was identified among schools in terms of Christmas
break observed beginning December 19, 2022, until
January 4, 2023, with the highest mean of 4.72 or fully
compliant. It was the highest or leading practice due to
the indispensability of observing holidays for
recuperative and revitalization purposes of learners,
schools, and learning communities.
However, the least compliance was viewed in the
conduct of LAC at least once a month to improve
teaching and learning, with the lowest mean of 4.43,
but still interpreted as fully compliant. It was the most
minor practice due to the fact that LAC sessions have
limitations in the number of sessions, and frequency of
training per school year. However, the selected schools
have full compliance with the guidelines of LAC due
to the vitality and indispensability of LAC in
supporting the enhancement of the pedagogical and
professional knowledge, competence, and expertise of
teachers to cope with the demands of the resumption
of the face-to-face learning system.
compliant. Meanwhile, the schools were assessed as
fully compliant with the guidelines in terms of
monitoring and evaluation, with a composite mean of
4.57, interpreted as fully compliant.
Moreover, in terms of guidelines for the prevention of
Covid-19 and other infectious diseases, the leading
practice was ensuring that windows and doors are open
in the classroom to allow ventilation, with the highest
mean of 4.79 or fully compliant. On the other hand, in
terms of guidelines on monitoring and evaluation, the
leading practice was the initiative of the Schools
Division Office to monitor the compliance of the
school with the provisions on the number of school
days, with the highest mean of 4.61 or fully compliant.
Table 6. Level of Compliance of the School for the
Opening of Face-to-Face Classes (Prevention of
COVID-19 and Other Infectious Diseases, Monitoring
and Evaluation)

Table 5. Level of Compliance of the School for the

Face-to-Face Learning Classes (PTA Conference and
card distribution, Five-day Mid-year Break, Conduct
of LAC, Gen. Assembly, Christmas Break)

Table 7 reveals the data on the summary of the

Table 6 contains the data on the level of compliance of
the school to the guidelines for the school opening of
face-to-face learning modality in terms of prevention
of COVID-19 and other infectious diseases,
monitoring, and evaluation.
The findings showed that the selected schools were
assessed as fully compliant with the guidelines in
terms of prevention of Covid-19 and other infectious
diseases, with a composite mean of 4.50 or fully
schools' compliance level to the guidelines for the
school opening of face-to-face learning modality.
The results showed that, in general, the selected
schools were fully compliant with the guidelines for
the school opening of face-to-face learning modality,
with a composite mean of 4.51 interpreted as fully
compliant. It only implies that the selected schools
subjected to this study were assessed to have full
readiness, preparations, and capacities to adhere to the
standards and policies set in line with the
implementation of face-to-face classes and resumption

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of the school-based learning system. It showed that the
selected schools completely comply with the overall
guidelines as to general policies and standards, health-
oriented measures and policies, and evaluative
guidelines involved during the education transition
into the school-based learning system. The full
readiness of schools was attributed to the collaborative
social support services and systems established and
fostered by the schools and the internal and external
school partners and contributors. The overall support
services drawn from these sectors aided, guided, and
reinforced the selected schools in attaining success in
terms of compliance and meeting the salient standards
in implementing the transition period of education into
face-to-face instruction.
The findings also showed that the highest level of
compliance with the guidelines was viewed in terms of
Christmas break, with the highest mean of 4.72,
interpreted as fully compliant. The second leading
level of compliance was viewed as a Five-Day Mid-
Year Break, with a mean of 4.68, interpreted as fully
compliant. It implies that the academic and holiday
breaks assumed the highest compliance level of
schools because these breaks are constant and standard
events across the education systems. Moreover, these
breaks are also strictly guided and imposed by the
legal mandates and policies set and defined by both
local and national government units; hence, these are
formal events and are highly irrevocable.
However, the lowest level of compliance among
schools was reflected in implementing curricular and
co-curricular activities, with the lowest mean of 4.04,
interpreted as highly compliant. Adherence to these
curricular and co-curricular activities and events
assumed the least Level of compliance, but still
interpreted as fully compliant among the selected
schools. It was the least adherence due to the several
adjustments, disruptions, issues, problems, and
challenges faced and assumed by the selected schools
as adverse effects and consequences of the past
pandemic crisis and due to the sudden and major
challenges faced during the resumption of face-to-face
classes. The selected schools were fully adhered to
curricular and co-curricular events and standards as
these are highly constant, established, and foundational
in the education systems.
Medalla & Nabos
Table 7. Summary Table of the Level of Compliance of
the School for the Opening of Face-to-Face Classes
Differences in Assessments Among the School
Head’s Designation, School Size, and Location
Table 8 shows the difference in the level of
compliance to DepEd Order 34, s. 2022; when the
schools’ category depends on the designation of school
heads and school size, is not statistically significant (p
= .557, .811 > 0.05) at 0.05 significance level.
However, there is a notable difference on the level of
compliance when grouped according to the location of
schools (p = 0.029 < 0.05). The existence of
significant difference tells us that the Level of
compliance to DepEd Order No. 34, s. 2022 vary
significantly between urban and rural location.
It only implies that the lack of significant difference
between the level of compliance of schools to DepEd
Order 34 s 2022; and the designation of school heads
and school size only shows that compliance to this
provision is mandatory and standard across schools
and learning communities. All schools, regardless of
the positions of their school leaders and the size of the
school are mandated, entrusted, and expected to adhere
to the policies, guidelines, and practices set and
prescribed under this provision. The school head’s
designation is not at all a factor to hinder or impede
the schools’ adherence to this provision, instead,
school leaders are even more committed and persistent
to comply with this mandate. Even the school size
does not affect the Level of compliance to this DepEd
Order because school size is only a structural and
physical aspect that has no connection at all to the
system of adherence to this mandate.
However, the results of the study showing the
significant difference between the Level of compliance
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Research Article
and the location of the school imply that urban and
rural schools face unique and distinctive sets of
physical and geographical aspects that affect their
access to basic services. Basic services access
significantly differs between schools in central
locations with good transportation and structural
systems and schools in far-flung areas with severe
transportation and communication problems due to
distance. The compliance level between urban and
rural schools may significantly differ in ease, speed,
and convenience of reaching and attaining basic
services that can support the schools in implementing
measures and practices adapted to the provisions of
such DepEd Order.
Table 8. Difference on the Level of Compliance to
DepEd Order No. 34, s. 2022 when Grouped
According to School Profile
The Issues and Challenges Experienced Regarding
the Implementation of Face-To-Face Classes
In order to substantiate the study, the researcher also
determined and delved into the issues and challenges
faced by the schools and respondents along the
resumption of face-to-face learning as viewed by the
different groups of stakeholders.
Table 9 contains the data on the issues and challenges
faced by the schools in implementing face-to-face
classes as experienced by the stakeholders.
The results showed that the leading issue or challenge
in implementing of face-to-face classes, as
experienced by the stakeholders, was in terms of
scarcity of health supplies which ranked as first. It was
the greatest challenge due to the veracity that schools
and learning communities mostly set with higher
priorities on academic and educational supplies and
materials, and not on health supplies. Although,
schools have allotments and provisions on health
supplies and resources, still these are secondary
priorities only, compared to instructional supplies.
When the pandemic crisis struck, the schools and
learning communities, access to health supplies and
resources became an evident, unexpected problem and
challenge.
Medalla & Nabos
The second leading challenges were that the school
lacks education resources and equipment and that the
school was not able to open the face-to-face classes
earlier than the prescribed date in DO; No.34 s.2022
(Guidelines on the School Calendar and Activities for
the SY; 2022-2023), which both ranked as second.
These two were the other leading and severe
challenges due to the adverse disruptions posed by the
pandemic crisis. Schools were caught unprepared and
less ready to respond to the pandemic crisis due to
limited opportunities to maintain and enhance the
readiness of school resources.
However, the least among the cited challenges was the
low proficiency level of students due to the effect of
Modular Distance Learning Modality, which ranked
10th. It was the least identified challenge primarily due
to the adverse effects of temporary school closures and
lack of face-to-face instruction during the height of the
global health crisis and lockdowns. It was also
justified by the scenario that evaluating the proficiency
and performance levels of the students was less
attainable during the peak of the pandemic crisis, due
to the temporary postponement of the standardized
academic assessment, specifically the periodical test. It
was difficult for schools and learning communities to
assess the competency levels of learners and to detect
and diagnose specific learning difficulties during the
distance learning system and in the early phase of
resumption of the face-to-face learning system.
Table 9. Issues and Challenges Experienced in the
Implementation of Face-to-Face Classes
Coping Strategies Used to Address the Issues and
Challenges of The Implementation of Face-To-Face
Classes of the Stakeholders
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Research Article

As a response to the problems and challenges faced by even in times of crisis, including the use of online or
schools during compliance with the implementation of virtual learning assessment and partnership with the
face-to-face classes, the study also delved, and the parents in school-home collaboration on diagnosing
coping mechanisms and strategies of schools toward learners’ competencies.
these challenges.
Table 10. Coping Strategies Used to Address the
Table 10 clarifies the data on the coping strategies of Issues and Challenges on The Implementation of Face-
the selected schools towards issues and challenges in To-Face Classes of the Stakeholders
face-to-face learning. The data showed that the leading
identified coping strategies were the harvest of
instructional materials and other learning resources
from reliable sources and tapping potential
stakeholders to support the schools’ program on the
implementation of face-to-face classes, which both
ranked as first. It implies that the selected schools
could attain effective management of coping
mechanisms concerning access to learning materials
and resources and drawing support services from
stakeholders. This attributed to the collaborative
systems and practices established and fostered by the
schools and learning communities with the internal
and external school partners and stakeholders,
including the distribution and administration of
learning materials to the learners and in conducting
sustainable communication system between school
professionals and parents in terms of collective efforts
to address issues and challenges along distance
learning and during the initial phases of transition into
the school-based learning system.

The second leading identified coping strategy in face-

to-face learning was the initiative to diagnose the
pupils’ proficiency. This was also an identified
primary coping mechanism despite the temporary
postponement of the standardized learning assessment
during the height of the pandemic crisis. The schools
faced serious hurdles and limitations in the
opportunities and practices to assess, track, analyze,
and monitor the Level of mastery of skills and
competencies and the overall performance of the
learners. Moreover, the lack of face-to-face instruction
also contributed to the limitations and barriers against
diagnosing learners’ proficiency and learning
c o m p e t en c ie s . Due to the su s ta in ed and
uncompromised efforts, initiatives, and collaborative
support services, the schools and their partners from
the community were still able to manage the adoption
of alternative means of sustaining learning assessment
through the distribution and administration of teacher-
made assessment tools to the homes and communities
with the aid, guidance, and support from local
community leaders and stakeholders. This coping
strategy deals with sustained efforts, practices, and
endeavors of the teachers to employ a variety of means
to evaluate and monitor the teachers’ performances
Conclusion
Based on the study findings, the following were the
derived conclusions: (1) Majority of the selected
schools subjected to this study are managed by the
principals and urban schools and are mostly small
schools and medium size schools. (2) Overall, the
selected schools under this investigation attained full
compliance and adherence to the salient guidelines and
standards of implementation of face-to-face learning
along the contexts of general guidelines, on the
prevention of Covid-19 and other infectious diseases
and monitoring and evaluation. (3) All schools,
regardless of the positions of their school leaders and
the size of the school, are mandated, entrusted, and
expected to adhere to the policies, guidelines and
practices set and prescribed under this provision.
School heads’ designation is not at all a factor to
hinder or impede the schools’ adherence to this
provision, instead, school leaders are even more
committed and persistent to comply with this mandate.
(4) Most of the selected schools under this study were
seriously challenged by problems with limited health
supplies and resources. (5) In general, most of the
selected schools coped with the challenges of face-to-
face learning by sourcing learning tools from reliable

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Psych Educ, 2023, 10: 113-125, Document ID:2023 PEMJ838, doi:10.5281/zenodo.8089325, ISSN 2822-4353
Research Article
sources and strengthening collaboration with the
stakeholders. (6) The developed Enhanced
Implementation Framework/Model helped towards
providing reinforcements, strategies, and best practices
in support of schools’ compliance to the standards of
implementation of face-to-face learning in
consideration of general policies, health and safety,
and evaluative system.
In line with the findings and conclusions of the Study,
the r e s e a r c h e r p r o p o s e d the f o l l o w i n g
recommendations: (1) Further studies on related topics
or problems on the compliance level to face-to-face
learning may also include profile variates on total
enrolment, total faculty and staff, and available ICTs
and disaster readiness tools. (2)The general guidelines
and policies on the adherence to the implementation of
face-to-face learning can be aligned and adapted to the
provisions or core components of SBM to make it
more responsive to the needs of schools during the
education transition. (3) Schools need to tap more
stakeholders and collaborate with more multi-sectoral
partners and volunteers to augment school resources
that can further support academic and health-oriented
services. (4) Conduct and organize more collaborative
training programs on coping strategies, mechanisms,
and best practices, and interventions in addressing
challenges during face-to-face learning. (5) The
developed Enhanced Implementation Framework can
be presented in training videos or training materials to
enhance its functionality.
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Affiliations and Corresponding Information
Mario Jose M. Medalla
Pawa Elementary School
Department of Education - Philippines
Julieta Q. Nabos, PhD
Marinduque State College - Philippines
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