Lala

Kalinga State University College of Education
Learning Recovery and Continuity Plan of Public

High Schools of Balbalan District
A Thesis Presented to the

Faculty of The College of Education Graduate Studies
Kalinga State University
In Partial Fulfilment
Of the Requirement for the Degree
Master of Arts in Education (MAED)
Major in Educational Management
2
VALERIE BALLADAO TANGDOL

June, 2023
ABSTRACT
VALERIE B. TANGDOL, June 2023. “LEARNING RECOVERY AND
CONTINUITY PLAN OF PUBLIC HIGH SCHOOL OF BALBALAN DISTRICT”
Adviser: ESMERLYN P. BAYANGAN, Ph.D.
The study aimed to look into the awareness and factors of
affecting the teachers, master teachers and school heads in the
learning recovery and continuity plan.
The study aimed to determine the level of awareness of the
learning recovery and continuity plan of public high schools
teachers of balbalan district, to determine the extent of factors
affecting the learning recovery and continuity plan of public
high schools’ teachers of the balbalan district; to develop a
school-based action plan for the learning recovery and continuity
plan of public high schools of balbalan district and present an
accomplishment report on the learning recovery and continuity
plan.
The questionnaire was used to gather data from public high
schools teachers, master teachers and school heads of Balbalan
district during the School Year 2022-2023.
The study used a descriptive quantitative method to
determine the level of awareness of the learning recovery and
continuity plan of public high schools teachers of balbalan

3
district, to determine the extent of factors affecting the
learning recovery and continuity plan of public high schools’
teachers of the balbalan district; to develop a school-based
action plan for the learning recovery and continuity plan of
public high schools of balbalan district and present an
accomplishment report on the learning recovery and continuity
plan.
The study used questionnaires lifted from the “DepEd-CAR
Memo Order 435, s. 2022- Regional Guidance through the Learning
Recovery and Continuity Plan for school year 2022-2023” and from
the study of Lilia P Peregrino, 2022, “Assessment of school
Learning Continuity Plan (LCP) implementation: Basis for policy
formulation”.
The finding revealed that challenges are present across
physical, mental and social domain but they are not
insurmountable. It prompts educators to recognize the unique
requirements of LSEN in each domain and to implement targeted
interventions that address the specific needs. The indicator
mental domain got the highest sub-area mean of 4.02 and physical
domain got the lowest sub-area mean of 2.75.
The findings recommend that it is crucial to develop and
implement interventions that enhance physical well-being.
Educators should explore adaptive approaches to physical

4
activities, consider assistive technologies to facilitate
movement and participation, and collaborate with specialists to
address specific physical challenges faced by LSEN.
The finding revealed that as to level of inclusive
practices of teachers handling learners with special educational
needs the physical, mental, and social domains, indicates that
all the inclusive practices were consistently practiced. The
indicator social domain got the highest sub-area mean of 4.28 and
physical domain obtain the lowest sub-area mean of 3.76
Educators emphasize that a significant challenge during the
implememtation of the inclusive practices of the teachers in
dealing with LSENs is the limited cooperation exhibited by
learners with special educational needs as ranked number 1 and
parent’s doesn’t cooperate has the lowest ranked.
.
5
ACKNOWLEDGEMENT
I would like to acknowledge and give my warmest
thanks to my adviser, Esmerlyn P. Bayangan Ph.D
for your patience, guidance, and support.
I have benefited greatly from your wealth of knowledge
and meticulous editing.
Thank you to my panelist, Dr. Sannadan, Dr. Adora,
Dr. Tuguic and Dr. Wangiwang who so generously
took time out of their schedules to participate
in my research and make this possible.
Your encouraging words and thoughtful
detailed feedback have been very important to me.

6
Thank you to the KSU library for the different resources
that I have used to support my study.
Thank you to my family for your endless support.
You have always stood behind me.
Thank you to Kalinga State University,
for you have made in order for me
to pursue a Master's degree.
DEDICATION
This study is wholeheartedly dedicated
to my beloved parents, who have been my source
of inspiration and gave me strength
when I thought of giving up,
who continually provide their moral,
spiritual, emotional, and financial support.
To my friends and classmates
who shared their words of advice and encouragement
to finish this study.

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And lastly, I dedicated this book to the Almighty God,
thank you for the guidance,strength, power of mind, protection
and skills and for giving me a healthy life.
All of these, I offer to you
Table Of Contents
Title Page ------------------------------------------ 1

Abstract -------------------------------------------- 2
Acknowledgement ------------------------------------- 3
Dedication ------------------------------------------ 4
Chapter I. Introduction
Background Of the Study -----------------------------9
Conceptual Framework----------------------------------14
Statement of the Objectives and Hypothesis------------18
Definition Of Terms ---------------------------------19
Significance of the Study ---------------------------22

8
Chapter II Research Methodology
Research Methodology-------------------------------- 23
Research Design ------------------------------------ 23
Locale Of the Study -------------------------------- 23
Data Gathering Tool -------------------------------- 26
Validity and Reliability of Instrument-------------- 26
Data Gathering Procedure---------------------------- 27
Treatment of Data ---------------------------------- 27
Statistical Tools Used ----------------------------- 28
Chapter III. Presentation, Interpretation and Analysis of
Variance-------------------------------------- 30
Chapter IV. Summary of Findings, Conclusions, and
Recommendations
Summary of Findings ---------------------------------- 56
Conclusion ------------------------------------------- 58
Recommendations -------------------------------------- 59
References ------------------------------------------------ 61
Appendices------------------------------------------------- 65
Curriculum Vitea------------------------------------------- 72
9
Chapter I
Background of the Study
Education plays a pivotal role in our lives and paves the
way for us to reach our highest potential. Education helps a
person to get knowledge and improve confidence in life.
Schooling is one of the most affected aspects of human life
due to the coronavirus disease-2019 (COVID-19) pandemic. Since
the rise and threat of the pandemic, many countries worldwide
have temporarily decided to close schools, affecting millions of
students.
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According to a 2020 UN report, the COVID-19 pandemic has
created "the largest disruption to education systems around the
world, affecting 1.6 billion learners across 190 countries." As
schools across Europe and North America anticipate the start of
the term, the question has never been if they will return to
school but how they will continue shaping young minds in the 'new
normal. For those in countries already trapped in a cycle of
poverty in disaster and conflict zones, the current COVID-19
pandemic threatens to rob an entire generation of opportunity.
While countries are at different points in their COVID-19
infection rates worldwide, there are currently more than 1.2
billion children in 186 countries affected by school closures due
to the pandemic. In Denmark, children up to 11 return to
nurseries and schools after initially closing on March 12, but in
South Korea, students respond to roll calls from their teachers
online.
With this sudden shift away from the classroom in many parts
of the globe, some wonder whether the adoption of online learning
will continue to persist post-pandemic and how such a shift would
impact the worldwide education market.
The government's Department of Education (DepEd) has
developed a learning recovery plan framework to guide schools in
addressing learning gaps due to pandemic-related disruptions.

11
"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 everyone can catch up and
accelerate their learning," Education Secretary Leonor Magtolis
Briones said.
During the EduAksyon press conference on March 11, Assistant
Secretary for Curriculum and Instruction Alma Torio highlighted
that the proposed policy is anchored on learning remediation and
intervention, professional development, health, safety, and
wellness.
The Department of Education (DepEd) continues to support all
government efforts toward healing the nation by remaining
committed to delivering accessible, quality, liberating, and safe
basic education services amid these critical times. It expresses
oneness with the Filipino nation in its fight against COVID-19.
DepEd's "newfound purpose" of the Sulong EduKalidad campaign
is to move forward together as the education system prepares for
the "new normal." In this battle, actions are anchored on serving
the public and ensuring that the health and safety of the
learners, teachers, and personnel are prioritized in DepEd
policies and actions. This period of the new normal shall be
approached with patriotism, compassion, and sensitivity so that

12
the learning process will not be a burden for parents, children,
and teachers but a ray of hope amidst the crisis. DepEd calls on
the whole nation to preserve the "Bayanihan" spirit as it ensures
that the education of millions of Filipino learners will
continue.
As Covid-19 became a global health crisis in March 2020,
each country has implemented preventive measures in response to
the increase of COVID-19-infected individuals. The Department of
Education- Cordillera Administrative Region responded to the
challenges. It carried out significant strides in bridging access
to basic education to ensure that learning opportunities are
available for all.
While the COVID-19 pandemic has created an unprecedented
challenge for the educational system worldwide, it affects the
educational situation in Cordillera Administrative Region. Some
learners did not enroll due to difficulty in learning through
modular. Based on the focus group discussions conducted by the
regional office among the learners and parents, learners revealed
that the pandemic affected their mental, physical and social
health, which negatively impacted their academic performances.
Some parents fear facilitating their children's modular
activities since they have not completed their tertiary
education. Finally, COVID-19 has also brought a paradigm shift in

13
the teaching and assessment methodologies since classes were held
through online distance learning and a modular approach.
The pandemic brought much-needed attention to the importance
of education and educational technology continuity. Part of BE-
LCP (DO No. 020, s. 2020) initiated by DepEd-CAR includes the
adoption of multiple learning delivery modalities; the
development and quality assurance of learning resources. These
are uploaded to the DepEd-CAR website that teachers and learners
can access. The project HyTEQ is where teachers facilitate
learning by engaging learners through active participation using
digital devices in an online and synchronous modality.
Other agencies, stakeholders, partners and private
individuals have been steadfast in expressing their commitment
and support towards DepEd-CAR’s initiatives. To mention some,
Police Regional Office -Cordillera (PRO-COR) have been rendering
their services in the delivery of modules to the learner’s
residences while LGUs have donated tablets for the project HyTEQ.
Religious sectors have been providing psychosocial support among
the learners and private individuals have been providing
financial assistance to some learners belonging to the
marginalized sector.
With all these shared responsibilities and collective
efforts, DepEd-CAR has been dedicated to its role in monitoring

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and evaluating the learning delivery modalities being employed by
the school through the project RO on WHEELS and has implemented
necessary adjustments to suit the needs of the teachers and
learners in the various localities in the region. The equitable
allocation or resources has also been considered during the
monitoring and evaluation activities to ensure that the desired
competencies are met and that all learners get quality learning
that they so much deserve.
With the above initiates of DepEd-CAR, some learners still
needed to enroll, as revealed by the data on enrollment, due to
difficulty in learning through modular. The focus group
discussion results show that the pandemic caused a sudden
decrease in the learner's mental, physical, and social health,
leaving a negative mark on their academic performances. Other
parents also expressed their hesitation and fear in facilitating
learning through the modular activities of their children due to
their incapability to teach content have not having attended
college.
Further, with the above response to mitigate the situation,
the Learning Recovery and Continuity Plan (LRCP) prepared by the
DepEd CAR is in line with DepEd Order no. 34, s. 2022 focuses on
three key areas: Learning Remediation and Intervention; socio-

15
emotional Functioning, Mental Health, and Well-being; and teacher
professional development.
With this, the researcher attempts to assess the teachers,
master teachers, and school heads of Balbalan District of their
Learning Recovery and Continuity Plan.
Conceptual Framework
The Learning Recovery and Continuity Plan will seek to
address the gaps in the provisions of necessary 21st-century
skills and competencies and to recover learning loss/ poverty
brought about by the pandemic among Cordilleran learners.
In some of the previous linear models of teacher learning,
especially those considering features of learning activities in
isolation from individual and school contexts, change in belief
leads to change in practice leads to change in students
Desimone (2009). In others, change in practice leads to change
in students that then lead to change in belief Guskey (2002).
For example, Guskey (2002) asserts that “significant change in
teachers’ attitudes and beliefs occurs primarily after they
gain evidence of improvements in student learning. It is not
the professional development per se, but the experience of
successful implementation that changes teachers’ attitudes and
beliefs.”
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Further, the education system in the Philippines has been
sensitive and robust enough to the call of the times. DepEd and
CHED are instrumental in coping with these challenges,
primarily making pronouncements to continue learning despite
COVID-19. Convenient, flexible, and safe learning environments
are at the foreground of effective learning. Several modalities
are implemented, seeing the challenges brought by the pandemic
as a window to improve how entities from top to bottom think
about education. This is more so on how the government, most
importantly, implements permanent yet sustainable strategies to
minimize learning losses on the one hand and maximize learning
opportunities on the other hand while not compromising the
quality of education in anyhow.
Reopening schools must remain a top and urgent priority
globally to stem and reverse learning losses. Countries should
implement Learning Recovery Programs to ensure that students of
this generation attain at least the same competencies as the
previous generation. Programs must cover three critical lines
of action to recover learning: 1) consolidating the curriculum,
2) extending instructional time, and 3) improving learning
efficiency.
In terms of improving learning efficiency, techniques like
targeted instruction can help to learn recovery, which means

17
that teachers align instruction to the learning level of
students rather than an assumed starting point or curricular
expectation. Targeted instruction will require addressing the
learning data crisis by assessing students' learning levels.
The study's fundamental purpose is to Assess the Awareness
of the Learning Recovery and Continuity Plan of the Public High
School Teachers of Balbalan District for S.Y 2022-2023. It aims
to determine the level of awareness of the learning recovery
and continuity plan of the public high schools’ teachers of
Balbalan District. Extent of Factors Affecting the Awareness in
the learning recovery and continuity plan of public high
schools’ teachers of Balbalan District. Develop a school-based
action plan for the learning recovery and continuity plan of
the public high schools of Balbalan District and Present an
accomplishment report on learning recovery and continuity plan.
The study will be conducted in public secondary schools of
Balbalan District. The moderator variables are the school
heads, master teachers, and teachers teaching in public High
Schools at Balbalan District. Below is the paradigm of the
study.
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Independent Variables Dependent Variable
1. Determine the Level

of Awareness of the
Learning Recovery and
Continuity Plan of Continuity Plan of
Public High School Public High School of
Teachers of Balbalan Balbalan District for
District
2. Extent of Factors S.Y 2022-2023
Affecting the
Awareness on the
Continuity Plan of
Public Schools of
Western Balbalan
District
3. Develop A School-
based Action Plan for
the Learning Recovery
and Continuity Plan
of Public Schools of
Balbalan District
4. Present an
Accomplishment Report
on the Learning
Recovery and
Continuity Plan.
Moderator Variables
Teachers
Master Teachers
School Heads
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Figure 1. Paradigm of the Study
Statement of the Objectives and Hypothesis
The study is on the Learning Recovery and Continuity Plan
of Public High School of Balbalan District for S.Y 2022-2023.
Specifically, it will seek to answer the following:
1. Determine the Level of Awareness of the Learning Recovery
and Continuity Plan of Public High Schools Teachers of Balbalan
District.
1.1 to determine if there are significant differences in the
perceptions of the respondents on the level of awareness on the
learning recovery and continuity plan of public high school
teachers of Balbalan District along the moderator variables of
teachers, master teachers and school heads;
1.2 there are no significant differences in the perceptions
of the respondents on the level of awareness on the learning
recovery and continuity plan of public high schools’ teachers of
Balbalan district along the moderator variables;
2. To determine the extent of factors affecting the learning
recovery and continuity plan of public high schools’ teachers of
the Balbalan District;
2.1. To find if there are significant differences in the
perceptions of the respondents on the factors affecting the
learning recovery and continuity plan of public high school

20
teachers of Balbalan District along the moderator variables of
teachers, master teachers and school heads.
2.2. There are no significant differences in the
respondents' perceptions on the factors affecting the learning
recovery and continuity plan of public schools’ teachers of
Balbalan district along the moderator variables.
3. To develop a school-based action plan for the learning
recovery and continuity plan of public high schools of Balbalan
district.
4. Present an Accomplishment Report on the Learning Recovery
and Continuity Plan.
Definition of Terms
For better understanding of the study, the following terms
used are hereby operationally defined to ensure understanding
among the readers.
BE-LCP. Basic Education Learning Continuity Plan which is
the result of consultations with partners and advisers,
legislators, executives and directors, teachers, parents,
learners, and the general public.
Continuity Plan. A framework to guide schools in addressing
learning gaps due to the pandemic-related disruptions.
Department of Education. The lead agency of the
government in implementing and overseeing the country’s

21
education system.
DepEd-CAR Memo Order 435, s. 2022. Refers to the regional
guidance through the learning recovery and continuity plan for
school year 2022-2023 to address the gaps brought by the COVID-19
pandemic.
Grade Level. Refers to the grade level of the student
respondents.
New normal. A state where mode of delivery in education
is modified due to the effect COVID-19 pandemic.
DOH. Acronym for Department of Health. The lead agency of
the government in implementing and overseeing the country’s
health.
Modular Learning. A state where students learn through
printed modules.
Phil IRI. Philippine Informal Reading Inventory which is a
classroom-based assessment tool to measure and describe learners
reading performance.
Project HyTEQ. Hybrid Learning using Technology with Equity
and Quality where teachers facilitate learning by engaging
learners through active participation using digital devices in an
online and offline modality.

22
Virtual classroom. Refers to where teachers facilitate
learning by engaging learners through active participation using
digital devices in an online and synchronous modality.
Blended Learning Modality. Refers to a learning delivery
that combines face-to-face with a mix of online distance learning
and modular distance learning.
PPA – Acronym for Plans, Programs and Activities. It refers
to the plans and programs of the Department of Education to track
and measure learner’s progress and to adjust instruction
accordingly.
Reading Recovery Plan. Refers to one-on-one intervention
program used with the lowest scoring readers.
LSA. Refers to qualified individuals who will work together
in collaboration with teachers and contribute to the provision of
learning opportunities that promote achievement and progression
of learners.
Environment. A Space in which students feel safe and
supported in their pursuit of knowledge, as well as inspired by
their surroundings.
RO on WHEELS Program. It is where the DepEd-CAR monitor and
evaluate the learning modalities being employed by the school
Quality assurance. It focused on providing confidence that
quality requirements are fulfilled.

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Significance of the Study
The result of the study will be significant for the
following:
DepEd Administrators. This study will serve as a basis for
the policymakers of the DepEd in formulating learning delivery
modalities being employed to suit the needs of the teachers and
learners.
Future Researchers. This study will be a valuable reference
for future research studies regarding Learning Recovery and
Continuity Plan.
Researcher. This piece will serve as a guide to develop
measures or equip the researcher's knowledge to encourage the
awareness of Learning Recovery and Continuity Plan.
School Principals. The study intends to open their eyes to
opportunities to help teachers to be more equip to ensure that
the desired competencies are met and to help learners get quality
learning that they so much deserve. In addition, the study
findings could contribute to the policymakers' training and
professional development of teachers.
Teachers. This research is beneficial for teachers to
organize effective remedial learning.

24
Students. The study will indirectly benefit pupils/students,
as it aims to identify and address the learning
Chapter II
Research Methodology
This chapter presents the research design, population of the
study, data-gathering tool, validity and reliability of the
instrument, data gathering procedure, and statistical tools are
all in this chapter to carry out credibly the needed data to come
up with fruitful results.
Research Design
The descriptive method will be used to determine the profile
of respondents; to determine the level of awareness on the
learning recovery and continuity plan, extent the factors
affecting the awareness in the learning recovery and continuity
plan. It will also compare the respondents' perceptions of the
level of awareness and factors affecting their awareness along
the moderator variables.
The data will be described, analyzed, and interpreted
through this method.
Locale and Population of the Study
The study looked into the Learning Recovery and Continuity
Plan of Public High School of Balbalan District for S.Y 2022-2023

25
The respondents of the study will be the public high school
teachers of Balbalan District for S.Y. 2022-2023,
Table 1 presents the population of the study.
Table 1. Population of the study as to Sex

Sex Frequency Percentage Rank
Male 17 27.9% 2
Female 44 72% 1
Total 61 100%
The table shows that there is a total of 61 respondents. It
can be seen on the table that the female respondents have a
total of 44 or 72%, while the male respondents had 17
which is 27.9%. This implies that there were more female who
participated in the survey compared to the males. This is
because the females were mostly in the teaching field than
males.
Table 2 presents the population of the study as to School

Affiliation.
Table 2. Population of the Frequency Percentage Rank

study as to School Affiliation.
School
Balbalan Agro- Industrial High
30 49.42% 1
School
Balbalan National High School 12 19.7% 2.5
Western Kalinga National High
12 19.7% 2.5
School
Eastern Balbalan National High
7 11.5% 3
School
Total 61 100%
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As glean from the table, the Balbalan Agro Industrial High
School has the highest respondents with 30 or 49.42%, followed by
Balbalan National High School and Western Kalinga National High
School with 12 or 19.7%. while Eastern Balbalan National High
School have 7 or 11.5% respondents. The finding indicates that
there are more respondents in Balbalan Agro- Industrial High
School because it is an established school catering hundred of
students from different barangays in Balbalan and Pasil
Municipality. Also, it has extension in Poswoy, Balbalan while
Eastern Balbalan National High School have less respondents
because it is newly nationalized high school after separated by
its mother school Balbalan Agro-Industrial High School.
Table 3 presents the population of the as to Position.
Table 3. Population of the study as to Position

Position Frequency Percentage Rank
Teacher 50 82.0 1
Master Teacher 5 8.2 3
School Head 6 9.8 2
Total 61 100
The table shows that 50 or 82% are classroom teachers, 5 or
8.2% are master teachers and 6 or 9.8% are school heads
participated in the study.
The finding indicates that promotional opportunities is
limited. One reason is that the qualifications for these
positions has high standards such as finishing at least a masters

27
degree, attendance to seminars and the accomplishment that you
have such as innovation, research, authorship, income generating
project and community involvement.
Data Gathering Tool
The questionnaire was the basic tool for gathering the
needed data from the respondents. The questionnaire was divided
into the following parts: Part I gathered the information on the
profile of the respondents. Part II gathered data on the Level of
Awareness of the Learning Recovery and Continuity Plan of Public
High Schools Teachers of Balbalan District. Part III gathered
data to extent the factors affecting the awareness in the
learning recovery and continuity plan of Balbalan District public
high schools.
Validity and Reliability of Instruments
The indicators on the level of awareness on the learning
recovery and continuity plan of public high school teachers of
Balbalan District was lifted from the “DepEd-CAR Memo Order 435,
s. 2022- Regional Guidance through the Learning Recovery and
Continuity Plan for school year 2022-2023”.

28
The indicators extent of factors affecting the awareness on
the learning recovery and continuity plan of public high school
teachers was lifted from the study of Lilia P Peregrino, 2022,
“Assessment of school Learning Continuity Plan (LCP)
implementation: Basis for policy formulation”. Hence, the
instrument is deemed valid and reliable.
Data Gathering Procedure
The researcher secured permission from the School Division
Superintendent and the school heads in writing before
administering the questionnaires to the respondents. The
researcher personally administer the questionnaires to the
respondents and immediately retrieved to analyzed and
interpreted.
Treatment of Data
To quantify the relationship of the responses along the
variables, the five-point Linkert Scale has been used on the
extent of awareness of public high school teachers of the
Balbalan District.
Responses for each item of the indicator used the following
scale.
Arbitrary Limit Equivalent Symbol

Value Description
3 2.34-3.00 Much Aware MA

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2 1.67-2.33 Moderately Aware MoA
1 1.00-1.66 Aware A
With regards to the extent of factors affecting the
awareness of the public high school teachers, the following
scale was been used:
Arbitrary Limit Equivalent Symbol

Value Description
3 2.34-3.00 Much Affect MA
2 1.67-2.33 Moderately Affect MoA
1 1.00-1.66 Less Affect LA
Statistical Tools
The following statistical tools has been used in the study
in order to have an exact interpretation of the data that will
be gathered.
Frequency. The number of the respondents falling into a
single class in a statistical survey of the variation of
specified characteristics, and this was used to describe the
teacher respondents’ demographic.
Percentage and ranking. This was used to quantify the
number of respondents. The formula is:
P = X x 100
N
Where: P = Percentage
X = Frequency
N = Total number of class
30
Weighted Mean. This was used to describe the level of the
assessment of awareness and factors affecting in the awareness
of public high school teachers of the Balbalan District by
using the formula:
ΣXW = WiFi
Fi
Where: XW = Weighted Mean
WiFi = Sum of the Frequency
Fi = Number of respondents/cases
One-way Analysis of Variance (ANOVA). The Statistical
Package for Social Sciences (SPSS) was used to determine
whether there are significant differences in the perceptions of
teachers, master teachers, and school heads on the level of
awareness on the learning recovery and continuity plan, extent
of factors affecting the learning recovery and continuity plan,
develop a school-based action plan of the learning recovery and
continuity plan of public schools of Balbalan District and
present an accomplishment report on the learning recovery and
continuity plan. Based on the result of the ANOVA, the null
hypothesis is accepted if the F-ratio is lower than the F
significant value at .05 level of significance. On the other
hand, the null hypothesis will be rejected if the F-ratio is
higher than the F-tabular value at .05 level of significance

31
Chapter 3
PRESENTATION, INTERPRETATION AND ANALYSIS OF FINDINGS
This chapter presents the results and findings of the study.
It also discusses the interpretation of the findings on the
Learning Recovery and Continuity Plan of Public High Schools of
Balbalan District.
32
Extent of the Level of Awareness of the Learning Recovery and

Continuity Plan of Public High Schools Teachers of Balbalan
District.
Table 4 presents the responses of the respondents on the
extent of the Level of Awareness of the Learning Recovery and
Continuity Plan of Public High Schools Teachers of Balbalan
District.
Table 4. Extent of the Level of Awareness of the Learning

Recovery and Continuity Plan of Public High Schools Teachers of
Balbalan District.
Mean D
Indicators
A. Objectives
1. Bringing all Cordilleran learners back to school 2.75 MA
and to organize effective remedial learning.
2. Protecting the health, safety and well-being of 2.93 MA
learners, teachers and personnel.
3. Ensuring that learning gaps are identified and 2.92 MA
addressed among all learners.
Area Mean 2.86 MA
B. Key Areas
1. Learning Remediation and Intervention 2.90 MA
2. Socio-emotional functioning 2.84 MA
3. Mental Health and Well-being 3.33 MA
4. Professional Development 2.70 MA
Area Mean 2.94 MA
C. Intervention and Action

1. Profiling and Clustering of learners based on 2.51 MA
academic needs.
2. Providing appropriate remediation and 2.69 MA
intervention Plans, Programs and Activities
according to the needs of the learners.
3. Implementing possible maximum number of days of 2.65 MA
in-person classes.
4. Implementing appropriate blended learning 2.67 MA
33
modalities.
5. Expansion of project HyTEQ and Virtual Classroom. 2.43 MA
6. Identifying priority competency that must be 2.74 MA

taught.
7. Development of contextualized assessment tool 2.72 MA
(RAT, Project Smart, etc.)
8. Conducting Phil-IRI. 2.41 MA
9. Reviewing students’ performance data and 2.74 MA
determine the gaps in learners’ mastery of
competency.
10. Intensifying use of reading intervention 2.74 MA
programs.
11. Developing reading recovery plan. 2.57 MA
12. Providing appropriate co-curricular activities 2.59 MA
that improve socio-emotional functioning mental
health and well-being.
13. Forge partnership with service providers for 2.46 MA
improvement of socio-emotional functioning mental
health and well-being.
14. Help struggling learners through voluntary 2.74 MA
assistance of component classmates or peers
15. Provide additional LSA to learners with 2.67 MA
disabilities and who do not have responsible
household members.
16. Organize functional School Emergency Response 2.76 MA
and Planning Team
17. Conduct training-workshop of teachers on 2.75 MA
pedagogy of teaching in the new normal.
18. Conduct training needs assessment of teachers. 2.77 MA
19. Conduct professional development according to 2.87 MA

the needs of the teachers.
Area Mean 2.66 MA
D. Monitoring and Evaluation
1. Monitoring and Evaluation of the School 2.67 MA
Division Office by the Regional Office through
the RO on WHEELS program.
34
2. Use of contextualized Regional Field and 2.66 MA

Technical Assistance Team monitoring and
Evaluation tool.
3. Review of results by the Field Technical and 2.65 MA
Quality Assurance Division for continuous
improvement and accessible reference.
Area Mean 2.65 MA

Total Average Weighted Mean 2.72 MA
The table reveals that the level of awareness on the
learning recovery and continuity plan is much aware as shown by
the computed total average weighted mean of 2.72.
The finding implies that amidst the challenges in the new
normal, teachers were able to adapt educational strategies and
class assessments applicable to 21st century learners while
teaching remotely.It further indicates their awareness that the
LRP is to help fill learning gaps in schools due to pandemic-
related disruptions.
The framework of the LRP or learning intervention enhance
reading problem solving, conduct regular home visits, conduct
distance learning, develop literacy at home or in the community,
and utilize parent or guardian volunteer teachers, develop
appropriate assessment tasks and resources during the pandemic.
There is an emphasis on professional development of teachers to
adapt to the new educational structure.It is a perfect time to
plan and use time to do the best for the learners.

35
The findings supports the DepEd's vision and mission that
declares that the country protects and promotes the
right of all Filipinos to quality education at all levels and
takes appropriate measures to make such education accessible to
all.
Further, the study reinforce Soterio (2022) that education
must continue despite the health crisis. He further states that
it also demonstrates the ability of teachers to make basic
education available despite the crisis.
From among the four areas (4), ‘key areas’ got the highest
average mean of 2.94 or much aware.
The finding suggests that to teachers, Teachers Professional
Development is a route to enhance and upgrade their knowledge and
skills and professional growth, with teaching as a life-long
learning process. Pre- Covid-19 TPD programs included initiatives
on content, pedagogy and technology, action learning, graduate
studies, leadership and management, and action research. During
the pandemic, teachers were exposed to webinars and training on
online teaching and learning, technological capacity, and mental
health. Regardless of age and years of teaching experience,
teachers have a mindset to grow in the profession and be better
educators. They want to unlearn the old, and relearn new
knowledge and skills because they want their students to learn

36
according to their current needs and what the world needs in the
future.
The finding corroborates with Ancho (2021) that Covid-19
pandemic has posed various challenges particularly in the
education sector where the ‘new normal’ experience is all about
online interaction and distance learning. As the health protocols
enforce physical distancing measures, actual and personal
interaction and engagements are limited. As teacher professional
development (TPD) becomes a melting pot of best practices and
strategies that work, teachers receive a perspective that helps
them create their own professional vision.
Mental Health and Well-being obtain the highest mean 0f
3.33 describe as Much Aware. The finding implies that Health is
created and lived by the respondents within the settings of their
everyday life; where they learn, work, play and love.
Given that schools are institutions in which large numbers
of children live out much of their everyday lives, schools are in
a powerful position to promote wellbeing at a cosietal level and
infuse wellbeing principles into school curricula and cultures.
Further, psychosocial functioning is infused into schools to
promote student wellbeing.
Professional Development obtain the lowest mean of 2.70
describe as Much Aware. The finding implies that teachers were

37
informed and given the opportunity to go for professional growth
such as attendance to seminars and the like.
The finding corroborate with the Department of Education in
the Philippines wherein they issued a DepEd Professional
Development (PD) Priorities for Teachers and School Leaders for
SY 2020-2023 which supports the realization of the Department’s
goal of continuous upskilling and reskilling of teachers and
school leaders that will result in better learning outcomes.
The second highest area mean is ‘objectives’. The teachers
perceived the it as much aware as shown by the area mean of 2.86.
The finding indicates that their was an orientation conducted to
discuss the purpose of the LRCP.
The finding corroborates with Cruz (2022) that the public
schools are ready for face-to-face classes because all means were
exhausted to prepare all classrooms for the new school year. The
teachers underwent training so that they would be able to adopt
different learning modalities and technology tools for their
instruction delivery.
Protecting the health, safety, and well-being of learners,
teachers, and personnel obtained the highest mean of 2.93,
described as much aware. The finding indicates that schools
follow directives from the higher offices that vaccination is not
mandatory but is highly encouraged. The school intensifies all

38
measures in mitigating the spread of the virus through various
relevant training, orientation, and policy-making, among others.
Ensuring that learning gaps are identified and addressed
among all learners got the lowest mean, with 2.92 interpreted as
much aware. The finding implies that school districts and
teachers did Phil-IRI Assessment Tool that describes students
reading performance which help teachers design and provide
appropriate reading instruction for the students. The tool is to
identify the learners from grade 7 who can read. Further,
teachers do Test Item Analysis inorder to identify the least
mastered competency to provide intervention. Teachers did their
best to protect their students and provide suitable distance
learning environments.
The finding supports McKinsey (2021) that the impact of the
pandemic on K–12 learning left students an average of five months
behind in mathematics and four months behind in reading by the
end of the 2020-2021 school year. He further states that pre-
existing educational inequities were widened, as low-income
schools with fewer resources felt the effects of this
transformation the most.
In the second half of the 2021-2022 school year, the
teachers now realize the long-lasting effects that learning gaps
have had on the students—and it is important to help bring them

39
back up to speed as well as to the teachers since making changes
to a learning environment affects both students and educators.
The Intervention and Action in the Learning Recovery and
Continuity Plan were perceived by the respondents as much aware
as shown by the area mean of 2.66. The finding suggests that
teachers tailored and sustained their support to help learners
read just and catch-up after the pandemic. The school provided
support support and meet the enormous challenges of the months
ahead. Incorporation of digital technologies to teach
foundational skills complement teachers’ efforts in the classroom
and prepared children for future digital instruction.
The finding supports Bank (2021) that disruptions to
education systems over the past year have already driven
substantial losses and inequalities in learning. All the efforts
to provide remote instruction are laudable, but this has been a
very poor substitute for in-person learning.
Conduct professional development according to the needs of
the teachers got the highest mean of 2.87 describe as Much Aware.
The finding implies a professional development plan is
adapted that suit the needs of the respondents regardless of
where they are on their teaching journey. However, some of the
respondents prefer to engage in subject-specific training.
Moreover, it is important for schools to invest in developing

40
their teachers, however it takes time and commitment to embed a
development culture in a school.
Conduct training needs assessment of teacher according to
the needs of the teachers got the second highest mean of 2.77
describe as Much Aware.
The findings implies that teachers needs were identified and
were addressed by the school heads. The most common form of
teacher evaluation is through classroom observations by
principals and sometimes with supervisors. The assessment is
designed to help the respondents self-identify areas for
improvement and helps school and district leaders evaluate areas
for improvement.
Conducting Phil-IRI got the lowest mean of 2.41 but
perceived as much aware. The finding suggests that the language
teachers conducts the Phil-IRI. Teachers were able to identify
the non readers for remediation.
Forge partnership with service providers for improvement of
socio-emotional functioning mental health and well-being obtain
the second lowest mean of 2.46 describe as much aware.
The finding implies that the realities of the new normal
which includes working from home, lack of physical contact with
other family members, friends, and colleagues, and the home-based

41
learning of children can have impacts to a person’s mental and
psychosocial health.
The Monitoring and Evaluation in the Learning Recovery and
Continuity Plan obtain the lowest mean as shown by the area mean
of 2.65 describe as much aware
The finding implies that DepEd do monitoring and evaluation
through school visitation and by implementing the use of
standardize test which is the Division Assessment Tool (DAT) and
Regional Assessment Tool (RAT)to identify the least learned
competency and what will be the intervention done by the teacher.
Learning assessment, gathering and evaluating information on what
students understand, know, and can do will help educators
identify the learning needs of their students and help
policymakers target resources within and across schools. It can
create a baseline upon which recovery efforts can build and be
monitored against. Most importantly, understanding students’
learning levels will allow teachers to adjust instruction to meet
students’ needs.
Monitoring and Evaluation of the School Division Office by
the Regional Office through the RO on WHEELS program got the
highest mean of 2.67 describe as much aware.
The finding indicates that the RO on WHEELS program of the
Department of Education came to Balbalan through the Regional

42
Director to visit the project HyTEQ in preparation for its
launching. Balbalan Agro- Industrial High School is also
identified to be pilot schools for the implementation of the said
project. The program provides technical assistance and support
to the Balbalan teachers.
Review of results by the Field Technical and Quality
Assurance Division for continuous improvement and accessible
reference got the lowest mean of 2.65 describe as much aware.
The finding implies that during the pandemic where classes
were on distance learning, teachers were assigned to every
barangay for learners to clarify lessons/activities about their
lessons. Further, teachers do home visitation to learners who
have difficulty in doing their modules. It further indicates that
DepEd intensified its reading interventions, regular home visits
and follow-ups, implemented physical and virtual study
groups/buddy systems, established literacy at home and in the
community, tap the services of parent or guardian teacher-
volunteers, and develop appropriate assessment tasks and
resources. Meanwhile, physical and online learning action cell
sessions, adaptive teaching strategies and classroom assessments,
and a shift from the traditional approach to tailored
acceleration was adopted for the professional development of
teachers.
43
Level of Awareness of the Learning Recovery and Continuity Plan

of Public High Schools Teachers of Balbalan District.
Variable of Position. Table 13 presents the Extent of the
Level of Awareness of the Learning Recovery and Continuity Plan
of Public High Schools Teachers of Balbalan District as to
Position.
Table 7. Extent of the Level of Awareness of the Learning

Recovery and Continuity Plan of Public High Schools Teachers of
Balbalan District as to Position.
Position Mean Rank
Teacher 2.69 3
Master Teacher 2.82 2
School Head 2.87 1
Total Average Weighted Mean(TAWN) 2.79
The table reveals that the respondents perceived the level
of awareness of the learning recovery and continuity plan as to
position as ‘much aware’ as shown by the computed total average
weighted mean of 2.79.

44
The school heads got a highest mean of 2.87 described
as‘much aware’.
The findings indicate that the school heads of Balbalan are
aware and updated of the LRCP through attendance in seminars and
orientations conducted by the Division of Kalinga.
This is in consonant with the DepEd’s vision of producing
“Filipinos who passionately love their country and whose values
and competencies enable them to realize their full potential and
contribute meaningfully to building the nation.”
School heads, as stewards of schools, play a crucial role in
ensuring an enabling and supportive environment for effective
teaching and learning. Through their quality leadership and
management, the Department of Education (DepEd) can develop
quality teachers and “holistic learners who are steeped in
values, equipped with 21st-century skills, and able to propel the
country to development and progress.
The teachers got the lowest mean of 2.69 but still described
as ‘much aware’. The finding implies that despite the many
challenges encountered by the teachers such lack of
resources/training, time management, incentive, classroom
management, lack of career development opportunities and teaching
style, teachers have the courage to overcome these challenges

45
bravely by setting positive and achievable expectations, giving
them the time to rest and recover.
The finding corroborate with the study of (David, 2019) that
every public school teacher has a regular full-time teaching load
and is mandated to devote a maximum of six hours of actual
classroom instruction a day, under the Magna Carta for Public
School Teachers. In reality, however, several additional
administrative or student support roles are assigned to each
teacher. These include paperwork on seminars and trainings they
are tasked to attend and additional designations in line with
student guidance, budget, disaster
response, and health. Teachers are likewise expected to
participate in the implementation of various government programs,
such as mass immunizations, community mapping, conditional cash
transfer, deworming, feeding, population census, antidrug,
election, among others.
Table 8. Summary of the ANOVA on the Extent of the Level of

Awareness of the Learning Recovery and Continuity Plan of Public
High Schools Teachers of Balbalan District as to Position.
Source of Variance Sum of Degree Mean F-Ratio
Squares of Squares
Freedom
Position 0.227 2 0.1133 F=1.60
Residuals 4.116 58 0.0710 P=0.211
Decision: Accept Ho/ Not Significant
The table shows that the computed P-critical value of 0.211
of significance.
46
This means that there are no significant differences in the
perception of the respondents on the level of awareness of the
learning recovery and continuity plan as to position.
The null hypothesis which states that there are no
significant differences on the level of awareness of the learning
recovery and continuity plan is therefore, accepted.
Factors Affecting the Awareness on the Learning Recovery and

Continuity Plan.
Table 9 presents the responses of the responses on the
Factors Affecting the Awareness on the Learning Recovery and
Continuity Plan of Public Schools.
Table 9. Factors Affecting the Awareness on the Learning Recovery

and Continuity Plan of Public Schools.
Mean D
Indicators
A. School-Related Factors
1. Provision of gadgets for project HyTEQ. 2.61 MA
2. List of priority competencies. 2.90 MA
3. Availability of general profile of learners and 2.79 MA
academic needs.
4. Learning resources such as textbooks, 2.64 MA
multimedia, etc.
5. Functional School Emergency Response and 2.70 MA
planning team.
2.84 MA
6. Implementation of health protocols such as hand
washing facilities, thermal scanners, etc.
7. Others;
Area Mean 2.75 MA
B. Teacher-Related Factors
47
1. Knowledge of appropriate remediation and 2.80 MA

intervention PPAs.
2. Knowledge of standard assessment result. 2.64 MA
3. Experience on the implementation of the project 2.44 MA
HyTEQ and virtual classroom.
4. Awareness on reading-recovery plans. 2.66 MA
5. Faculty readiness. 2.72 MA
6. Training on Learning Recovery and Continuity 2.61 MA
Plan
7. Others;
Area Mean 2.65 MA
C. Community-Related Factors
1. Orientation on Learning Recovery and Continuity 2.61 MA
Plan.
2. Educational status of parents. 2.90 MA
3. Communication and support given to school. 2.79 MA
4. Socio-economic status of stakeholders. 2.62 MA
5. Partnership with identified stakeholders. 2.82 MA
6. Well-organized and active PTA. 2.79 MA
7. Supportive LGU 2.75 MA
8. Others;
Area Mean 2.75 MA
Total Average Weighted Mean 2.72 MA
The table reveals that the factors affecting the awareness
on the learning recovery and continuity plan is much aware as
shown by the computed total average weighted mean of 2.72 or much
affect. This implies that the disruption of COVID-19 in the
educational system is of great magnitude that schools in Balbalan
prepare all the needed requirement such as wash facilities and
disinfectant area, 1 meter distant of every learner inside the
classroom for the face to face just to cope with at the soonest
possible time.
48
The findings corroborate Magsambol(2020), that there is
a clear divide between those who canand cannot afford the
resources required to access the new education platform. With the
DepEd's mantra of "no child left behind," the general state of
children in the public-school system sends a message of
inequality. Learning,on the other hand,cannot be terminated in
order to drive the economy. As a result, education institutions
have had to take more stringent measures to ensure that they can
continue to operate despite the looming threat.
Kasrekar(2020)sees one of the main issues as the conduct of
classes despite the closure order because face-to-face classes
are more likely to spread disease, the most feasible solution is
online teaching and modular learning. According to Tanhueco-
Tumapon(2020)this new learning system presents a challenge to
both teachers and pupils because it introduces them to something
new. In the midst of the pandemic, this necessitates a‘adopt
quickly' response to the new normal in education and learning.
The school-related factors affecting the awareness on the
learning recovery and continuity plan were perceived by the
teachers as much affect that got the highest area mean of 2.75.
The finding implies that the learning resources is not
suffiecient such as the tablets needed for the project HyTEQ are
not enough for all the students in the senior high school and
49
junior high school wherein only the Technical and Vocational
Education Department uses it because they have less students.
Also,not all schools in Balbalan have internet connection.
The finding corroborates Cadeno (2018) that lack of
computers in far-flung areas is still one of the main challenges
faced in pushing digital literacy. The challenge is definitely
access, in city centers we may not feel that there is barrier to
access because we have hardware, you also have connectivity but
on far flung areas, from Department of Education that some
teachers will say that they teach kids how to use computer using
a chalkboard.
List of priority competencies obtain the highest mean of
2.90 describe as much affect. The finding implies that the MELCs
enable the Balbalan teachers to focus instruction to the most
essential and indispensable competencies that the learners must
acquire. Despite the challenges in learning delivery.
Based on the overall draft referred to by DepEd as the
general shaping papers, one of the new features of the 2022
curriculum would be the “focus on big ideas” to address key
findings in DepEd’s study showing that its overcrowded and
congested content hampered learners from fully grasping and
understanding different concepts however the results show that
only a few teachers reported having adequate time to teach all

50
learning competencies, adding that typically, only less than 20
percent of the teachers reported they had enough time to teach
all the required learning competencies in a quarter. Some
learning areas, almost half of the teachers did not have
sufficient time to teach even half the number of learning
competencies.
Provision of gadgets for project HyTEQ got the lowest mean
of 2.61 describe as much affect.
The finding implies gadgets were provided but limited. Only
Balbalan Agro Industrial High School implemented this project.
Learners with no access to the internet may now cope up with
their learning modalities thru the new project designed for
schools in the far flung areas in the Cordillera region. There
were many challenges of the learning modalities particularly
modular and online distance learning being implemented in the
different schools this COVID pandemic. Such challenges are the
region’s poor state of internet connectivity, limited access to
learning resources, high cost of printed self-learning modules,
difficulties in distribution, retrieval and disposal of used
modules, among others.
The community-related factors affecting the awareness on
the learning recovery and continuity plan were perceived by the
teachers as much affect as shown by the area mean of 2.75.

51
The finding corroborates with Saavedra (2022) that all-out
support of parents is a crucial element in the government's
effort to recover the learning losses especially in reading of
elementary pupils due to the Covid-19 pandemic. Although there
were teachers who conducted home visits to their pupils at the
height of the pandemic, those were not enough.
Educational status of parents obtain the highest mean of
2.90 describe as much affect.
The finding implies that parental involvement in education
is a multi-dimensional concept that encompasses a wide variety of
parental practices and behaviours in terms of students’ education
and learning processes. It can be challenging for parents who
cannot read and write to teach their children how to read and
write.
According to a study by the National Bureau of Economic
Research, children of parents who cannot read are more likely to
struggle with reading themselves. Illiteracy can impact an
individual’s opportunities to fully participate in a democratic
society. It can also impact future generations and our society.
Orientation on Learning Recovery and Continuity Plan obtain
the lowest mean of 2.61 describe as much affect. This implies
more than 200 early grade teachers and education program
officials undergwent orientation and training on the learning

52
recovery curriculum for the school year 2022-2023, according to
the Department of Education-Bicol, however, the extent of the
conceptualisation of change within the literature on teacher
professional development is problematic and lacking in guidance
for assessing change outcomes.
Richardson and Placier (2001) point out that, “Radically
different approaches to the concept of change have been used” in
the teaching. A primary consideration for our own model then is
how to conceptualise and consider changes that result from
teacher learning.
The teacher-related factors affecting the awareness on the
learning recovery and continuity plan were perceived by the
teachers as much affect with an area mean of 2.65.
The finding support Andreas Schleicher, Director for
Education and Skills at the OECD,(n.d)that, “The most important
predictor for learning loss was not the hours of homework you got
or the access to technology, it was actually that student-teacher
relationship.”
The finding further corroborate with Khan Academy,(2022)
dealing with student behavioral and mental health issues has been
many teachers’ biggest barrier to addressing unfinished learning.
The study of Khan Academy states that an overwhelming majority
(84 percent) of teachers agree that mastery learning can help

53
address unfinished learning, but only a small majority (53
percent) use mastery learning in their classrooms. These means
that mastery learning means knowing which skills a student has
mastered and not mastered, providing feedback on what students
got wrong and why, offering as many opportunities as needed for
students to demonstrate mastery, and continuing to provide
instruction until a skill is mastered.
Many Balbalan teachers may have suffered trauma from
pandemic-related issues, and they have experienced burnout from
the stressful tasks of ensuring learning continuity during school
closures and dealing with learning losses as schools reopened.
But despite of this issues, teachers were committed to ensure
that students learn. Learning recovery is simply not possible
without supporting teachers. Keishia Thorpe, winner of the Global
Teacher Prize 2021 states that “Teachers are students’ greatest
resource. Not the building, not the computers,”.
Knowledge of appropriate remediation and intervention PPAs
obtain the highest mean of 2.80 describe as much affect.
The finding suggest that remediation and intervention can be
challenging for teachers as it requires them to identify the
specific needs of each student and tailor their teaching methods
accordingly. Teachers faced difficulties in addressing parental
expectations and issues. In addition, students with learning

54
difficulties require clear and concise instructions. As mandated,
a learner who receives a grade lower than 75 in any subject must
be given an intervention through remediation and must pass the
said remedial classes for promotion to the next grade level.
Alternatively, schools require the learners to attend make-up
classes during the school year.
Experience on the implementation of the project HyTEQ and
virtual classroom got the lowest mean of 2.44 describe as much
affect.
The finding implies that only Balbalan Agro- Industrial High
School experience the implementation of these project HyTEQ in
which the project’s components include delivery of stable
internet connectivity, gadgets (tablet) for learner
beneficiaries, audio – video devices and other ICT equipment for
teacher implementer, provision of training to teachers for
learning delivery and for school heads for project monitoring,
and internet load for project beneficiaries. The provision of
hybrid or blended learning to ensure the delivery of quality
learning is the way of the new normal.
Variable of Position. Table 12 presents the extent of
Factors Affecting the Awareness on the learning recovery and
continuity plan as to Position.

55
Table 12. Extent of the Factors affecting the awareness on the

learning recovery and continuity plan as to Position.
Position Mean Rank
Teacher 2.73 2
Master Teacher 2.52 3
School Head 2.81 1
Total Average Weighted Mean(TAWN) 2.67
The table reveals that the respondents perceived the level
of awareness of the factors affecting the awareness on the
learning recovery and continuity plan as to position were ‘much
affect’ as shown by the computed total average weighted mean of
2.67.
The table also shows that respondents who are school heads
got a highest mean of 2.81 describe as‘much affect’.
The findings indicate that school heads in Balbalan are the
most affected because they are the one to look for remedies and
coordinate with different stakeholders in order to provide the
needs of school through the School Based Management (SBM) fave
the way for the schools to become independent and attract
stakeholders to meet the needs of each schools in the country.
This challenging role of the Schoolheads inspire them to invite
and meet the parents in the community as well as government
officials, business sectors and private individuals to support
the programs and projects of the schools that will lead to the
56
school improvement. Applying the new system introduced by the
Department of Education, Schoolheads develop their capacity to
tap human resources to achieve high level of performances. Thru
the continuous implementation of these practices, our goal of
achieving quality education is at hand and School Principals are
expected to be the “Prime Movers” of this endeavor.
The finding corroborates with Manaseh (2016) that
Instructional leadership is an educational leadership that
focuses on the core responsibility of a school, namely teaching
and learning, by defining the school vision, mission and goals,
managing the instructional programme and promoting the school
climate (Hoy & Miskel, 2008). King (2002)asserted that the role
of an instructional leader differs from that of a traditional
school administrator in a number of meaningful ways: whereas the
conventional head of school spends majority of his/her time
dealing strictly with administrative duties, the head of school
who is an instructional leader is charged with redefining his/her
role to become the primary learner in a community striving for
excellence in education. As such, it becomes the head of school’s
responsibility to work with teachers to manage the instructional
programme. Instructional leaders know what is happening in the
classrooms and develop the capacities of their staff by building

57
on their strengths and reducing their weaknesses (Spillane &
Zuberi, 2009)
Master teachers also got the lowest mean of 2.52 but still
described as ‘much affect’. Master teachers are in-charged in the
instructional education among fellow classroom teachers. They are
in-charged of the checking of teacher’s lesson plan, observe and
assess fellow teachers through Classroom Observation Teaching,
and conduct classroom research annually. Their position really
affects their awareness on the on the learning recovery and
continuity plan.
The finding corroborate with the study of (Mc.Clean,
2015)that the establishment of a post called the Master Teacher
would provide the opportunity for the expert teacher to be
remunerated at a level commensurate with the post of principal.
The “master teacher” would serve as mentor, facilitator,
curriculum specialist, collaborator and
advocate for professional development and other vital policies
within the educational institution. According to White (June,
1991) the master teacher shall be maintained in the classroom and
shall not be assigned duties of an administrator. This provision
shall not prohibit the master teacher from serving as an
evaluator.
58
Table 13. Summary of the ANOVA on the Extent of the Factors

affecting the awareness on the learning recovery and continuity
plan as to Position.
Source of Variance Sum of Degree Mean F-Ratio
Squares of Squares
Freedom
Position 0.255 2 0.1277 F=1.43
Residuals 5.169 58 0.0891 P=0.247
Decision: Accept Ho/ Not Significant
The table shows that the computed P-critical value of 0.247
of significance. This means that there is no significant
differences in the perception of the respondents on factors
affecting the awareness on the learning recovery and continuity
plan as to position.
The null hypothesis which states that there are no
significant differences on factors affescting the awareness on
the learning recovery and continuity plan, is therefore,
accepted.
59
Chapter IV
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of findings,conclusions
and recommendationsof the study.
This descriptive research determined the Learning Recovery
and Continuity Plan of Public High Schools of Balbalan
District.
Summary of Findings
Level of Awareness of the Learning

Recovery and Continuity Plan
The level of awareness of the learning recovery and
continuity plan was ‘Much Aware’ with a computed total average
weighted mean of 2.72.
The key areas in the learning recovery got the highest area
mean of 2.94 or describe as much aware. Mental Health and Well-
being got the highest of 3.33 and Professional Development otain
the lowest mean of 2.70.
Followed by its objectives with an area mean of 2.86 or
describe as much aware. The indicators in the learning recovery
and continuity plan, Protecting the health, safety and well-being
of learners, teachers and personnel got the highest mean of 2.93

60
and to organize effective remedial learnin got the lowest mean of
2.75.
Its intervention and action with an area mean of 2. 66 or
describe as much aware. The indicators in the learning recovery
and continuity plan, Conduct professional development according
to the needs of the teachers obtain the highest mean of 2.87 and
conductiong Phil-IRI got the lowest mean of 2.41.
Monitoring and evaluation with an area mean of 2.65 or much
aware. Monitoring and Evaluation of the School Division Office by
the Regional Office through the RO on WHEELS program obtain the
highest mean of 2.67 and Review of results by the Field Technical
and Quality Assurance Division for continuous improvement and
accessible reference obtain the lowest mean of 2.65
Extent of Factors Affecting the Awareness on the

learning recovery and continuity plan.
The extent of factors affecting the learning recovery and
continuity plan got a TAWM of 2.72, perceived as much affect.
The school-related factors was rank first with the area mean
of 2.75 or describe as much affect. The indicator in List of
priority competencies got the highest mean of 2.90 and Learning
resources such as textbooks, multimedia, etc. got the lowest mean
of 2.64.
61
Then secondly the community-related factors with an area mean
of 2.75 or describe as much affect. The indicator Educational
status of parents got the highest mean of 2.90 and Orientation on
Learning Recovery and Continuity Plan got the lowest mean of
2.61.
Lastly, teacher-related factors with an area mean of 2.65 or
describe as much affect.The indicator in Teacher-Related Factors,
Knowledge of appropriate remediation and intervention PPAs got
the highest mean of 2.80 and Experience on the implementation of
the project HyTEQ and virtual classroom got the lowest mean of
2.44.
Conclusions
Based from the mentioned findings, the following are
therefore concluded:
The level of awareness of the learning

recovery and continuity plan.
The level of awareness of the learning recovery and
continuity plan was accepted as to moderator variables.
There are no significant differences in the perceptions of
the respondents in the level of awareness of the learning
recovery and continuity plan learning recovery and continuity
plan of Public High Schools of Balbalan District as to the
moderator variables.
62
The extent of factors affecting the learning

recovery and continuity plan.
The extent of factors affecting the learning recovery and
continuity plan of Public High Schools of Balbalan District as to
the moderator variables is accepted.
There are no significant differences in the perceptions of
the respondents on the factors affecting the learning recovery
and continuity plan of Public High Schools of Balbalan District
as to the moderator variables.
Recommendations
Based from the findings and conclusions made in the study,
it is recommended that:
1. The Department of Education shall allocate an additional
budget for facilities and equipment needed for online distance
learning modalities such the Project HyTEQ.
2. Teachers should formulate a suitable plan and continue to
implement sufficient strategies to meet the demand for new
normal education.
3. Parents are encouraged to collaborate with the teachers to
keep track of learner’s everyday activities and provide
strategic intervention to monitor learners' progress.

63
4. Stakeholders work with the teachers in addressing the issues
and concerns they face as they shift to the new normal teaching
practices by providing support and resources to help teachers
adapt to the new teaching methods and technologies. For
example, the Department of Education in the Philippines
launched DepEd Teaches during the mid-year In-service Training
(INSET) Week to assist teachers in the new normal brought by
the COVID-19 pandemic.
5. Send teachers to attend training and skills development
webinars to maintain deliver quality education successfully.
6. Parents'/Guardians' support to educate children first at
home should be encouraged so that they will be guided properly.
They should follow up the assessment result and the learning
performance of learners at home by creating reliable
communication channels between school and home to communicate
with families about school programs and student progress.

64
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Appendices
LETTER TO THE AUTHORITY
Republic of the Philippines

Cordillera Administrative Region
Tabuk City, Kalinga Province
December 2022
AMADOR D. GARCIA SR., Ph.D CESO VI

Schools Division Superintendent
Division of Kalinga
Ma’am:
The undersigned is currently enrolled at the College of
Graduate Studies, Kalinga State University, Bulanao, Tabuk
City, for the Master of Arts in Education major in Educational
Management.
69
In this regard, she wishes to seek your permission to allow

her to conduct the research study entitled “Learning Recovery
and Continuity Plan of Public High School of Balbalan District
for S.Y 2023-2024: in partial fulfillment for the requirement
for the degree Master of Arts in Education.
Your favorable action on this request is highly appreciated.
Thank you very much.
Respectfully yours,
JIRAH B. GA-ANO
Student Researcher
NOTED BY:
BRENDA B. LUMINES, MST
Dean, College of Education
APPROVED:
NATIVIDAD
Schools Division Superintendent
Kalinga Division, Tabuk City
Kalinga
January 9, 2023
AMANTE E. ULEP JR.

Principal I
Balbalan Agro- Industrial High School
Sir;
Greetings!
Graduate Studies, Kalinga State University, Bulanao, Tabuk
City, for the Master of Arts in Education major in Educational
Management.
70
In this regard, may I ask permission to your school,

Balbalan Agro- Industrial High School, to allow me to conduct
my research study entitled “Learning Recovery and Continuity
Plan of Public High Schools of Balbalan District for S.Y 2022-
2023: in partial fulfillment of the requirement for the degree
Master of Arts in Education.
Thank you very much and more power.
Respectfully yours,

Student Researcher
NOTED BY:
ESMERLYN P. BAYANGAN, Ph.D.
Adviser
APPROVED:
__________________________
School Principal
LETTER TO RESPONDENTS
Kalinga Province
City of Tabuk
January 11, 2023

Dear Respondents,
Education, Kalinga State University, Bulanao, Tabuk City, for
the Master of Arts in Education major in Educational
Management.
71
As such, the undersigned asks for your cooperation by

completing this study questionnaire as accurately & honestly as
possible by checking (√) the box corresponding to your
response. Your answer will be used for research purposes to
assess the “Learning Recovery and Continuity Plan of Public
High School of Balbalan District for S.Y 2022-2023: in partial
fulfillment for the requirement for the degree Master of Arts
in Education.
Be assured that any identity and answers will be treated in

the strictest of confidence.
Thank you very much for your kind support and cooperation.
Respectfully yours,

Student Researcher

KALINGA STATE UNIVERSITY
Bulanao, Tabuk City, Kalinga
Survey Questionnaire
Part 1. Personal Profile

72
Name: _________________________
Optional
Sex:
Male
Female
School Affiliation:
Balbalan Agro- Industrial High School
Balbalan National High School
Western Kalinga National High School
Eastern Kalinga National High School
Position:
Teacher
Master Teacher
School Head
Part II. The Level of Awareness on the Learning Recovery and

Continuity Plan
Direction: Put an (/) mark below the number that best describe
your responses. Use the legend below as guide.
Legend
3 Much Aware MA
2 Moderately Aware MoA
1 Aware A
73
MA MoA A
Indicators
(3) (2) (1)
E. Objectives
4. Bringing all Cordilleran learners back to
school and to organize effective remedial
learning.
5. Protecting the health, safety and well-being
of learners, teachers and personnel.
6. Ensuring that learning gaps are identified and
addressed among all learners.
F. Key Areas
5. Learning Remediation and Intervention
6. Socio-emotional functioning
7. Mental Health and Well-being
8. Professional Development
G. Intervention and Action
20. Profiling and Clustering of learners based
on academic needs.
21. Providing appropriate remediation and
intervention Plans, Programs and Activities
according to the needs of the learners.
22. Implementing possible maximum number of days
of in-person classes.
23. Implementing appropriate blended learning
modalities.
24. Expansion of project HyTEQ and Virtual
Classroom.
25. Identifying priority competency that must be
taught.
26. Development of contextualized assessment
tool (RAT, Project Smart, etc.)
27. Conducting Phil-IRI.
28. Reviewing students’ performance data and
determine the gaps in learners’ mastery of
competency.
29. Intensifying use of reading intervention
programs.
30. Developing reading recovery plan.
31. Providing appropriate co-curricular
74
activities that improve socio-emotional

functioning mental health and well-being.
32. Forge partnership with service providers for
improvement of socio-emotional functioning
mental health and well-being.
33. Help struggling learners through voluntary
assistance of component classmates or peers
34. Provide additional LSA to learners with
disabilities and who do not have responsible
household members.
35. Organize functional School Emergency
Response and Planning Team
36. Conduct training-workshop of teachers on
pedagogy of teaching in the new normal.
37. Conduct training needs assessment of
teachers.
38. Conduct professional development according
to the needs of the teachers.
H. Monitoring and Evaluation
4. Monitoring and Evaluation of the School
Division Office by the Regional Office
through the RO on WHEELS program.
5. Use of contextualized Regional Field and
Technical Assistance Team monitoring and
Evaluation tool.
6. Review of results by the Field Technical and
Quality Assurance Division for continuous
improvement and accessible reference.
Part III. The Extent of Factors Affecting the Awareness on the

learning recovery and continuity plan
Direction. Put an (/) mark on below the number that applies to

you. Use the legend below as guide.
Legend
3 Much Affect MA
2 Moderately Affect MoA
1 Less Affect LA
75
MA MoA LA
Indicators
(3) (2) (1)
A. School-Related Factors
8. Provision of gadgets for project HyTEQ.
9. List of priority competencies.
10. Availability of general profile of learners
and academic needs.
11. Learning resources such as textbooks,
multimedia, etc.
12. Functional School Emergency Response and
planning team.
13. Implementation of health protocols such as
hand washing facilities, thermal scanners, etc.
14. Others;
B. Teacher-Related Factors
8. Knowledge of appropriate remediation and
intervention PPAs.
9. Knowledge of standard assessment result.
10. Experience on the implementation of the
project HyTEQ and virtual classroom.
11. Awareness on reading-recovery plans.
12. Faculty readiness.
13. Training on Learning Recovery and Continuity
Plan
14. Others;
C. Community-Related Factors
9. Orientation on Learning Recovery and Continuity
Plan.
10. Educational status of parents.
11. Communication and support given to school.
12. Socio-economic status of stakeholders.
13. Partnership with identified stakeholders.
14. Well-organized and active PTA.
15. Supportive LGU
16. Others;
CURRICULUM VITAE
76
Name :Valerie B. Tangdol
Date of Birth :October 6, 1998
Place of birth :Balantoy, Balbalan, Kalinga
Gender :Female
Name of Mother : Necia B. Tangdol
Name of Father : Anthony L. Tangdol
Civil Status : Single
Address :Balantoy, Balbalan, Kalinga
Occupation :Teaching
Religion Free Believers in Christ

Fellowship Incorporated
EDUCATIONAL BACKGROUND:
Elementary :Balantoy Elementary School

Balantoy, Balbalan, Kalinga
Secondary BalbalanAgro-Industrial School

Tertiary Cagayan State University

Tuguegarao City, Cagayan
Bachelor in Technical Teacher

Education
Major: Food Service and Mngt.
WORK EXPERIENCES:
2020-2021 :LSA Teacher

Balbalan, Agro-Industrial School
2021-2022 :Teacher II
Asibanglan National High School
Pinukpuk, Kalinga
77
2022-Present :Teacher II
:Balbalan Agro-Industrial High
School
Balbalan, Kalinga
SEMINAR/TRAINING:
Bread and Pastry Production NCII

TESDA
Trainer's Methodology Level 1

Cherwai Schools of Skills
Division Teacher’s Induction

Department of Education-Kalinga
Upskilling of TLE/TVL Teacher’s in Development/ QA of DAT

Roll-out on the Policy Guidelines on Provisions of Educational

Programs and Services for Learners with Difficulties in the K-
12 Basic Education Programs
Digitalization of SLMs in SPED-IE

Action Research Training- Workshop for Teachers

Convergence with Stakeholders

Online Seminar Write-Shop on Action and Basic Research for

Teachers
Blended Training- Workshop on Learning Management System Course

Packages Digitalization and Quality Assurance for Quarter 1
Department of Education-CAR
Workshop on the Development of Multimedia Resources Using

Graphic Design, Interactive Creation and Educational Technology
in TLE
RECOGNITIONS:
78
LMS COURSE PACKAGE DEVELOPER

National TVET Trainer- BPP
Assessor – BPP NC II

Lala

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Kalinga State University College of Education

Learning Recovery and Continuity Plan of Public

A Thesis Presented to the

VALERIE BALLADAO TANGDOL

VALERIE B. TANGDOL, June 2023. “LEARNING RECOVERY AND

CONTINUITY PLAN OF PUBLIC HIGH SCHOOL OF BALBALAN DISTRICT”

Adviser: ESMERLYN P. BAYANGAN, Ph.D.

The study aimed to look into the awareness and factors of

affecting the teachers, master teachers and school heads in the

learning recovery and continuity plan.

The study aimed to determine the level of awareness of the

learning recovery and continuity plan of public high schools

teachers of balbalan district, to determine the extent of factors

affecting the learning recovery and continuity plan of public

high schools’ teachers of the balbalan district; to develop a

school-based action plan for the learning recovery and continuity

plan of public high schools of balbalan district and present an

accomplishment report on the learning recovery and continuity

The questionnaire was used to gather data from public high

schools teachers, master teachers and school heads of Balbalan

district during the School Year 2022-2023.

The study used a descriptive quantitative method to

determine the level of awareness of the learning recovery and

continuity plan of public high schools teachers of balbalan

district, to determine the extent of factors affecting the

learning recovery and continuity plan of public high schools’

teachers of the balbalan district; to develop a school-based

action plan for the learning recovery and continuity plan of

public high schools of balbalan district and present an

accomplishment report on the learning recovery and continuity

The study used questionnaires lifted from the “DepEd-CAR

Memo Order 435, s. 2022- Regional Guidance through the Learning

the study of Lilia P Peregrino, 2022, “Assessment of school

Learning Continuity Plan (LCP) implementation: Basis for policy

The finding revealed that challenges are present across

physical, mental and social domain but they are not

insurmountable. It prompts educators to recognize the unique

requirements of LSEN in each domain and to implement targeted

interventions that address the specific needs. The indicator

domain got the lowest sub-area mean of 2.75.

The findings recommend that it is crucial to develop and

implement interventions that enhance physical well-being.

Educators should explore adaptive approaches to physical

activities, consider assistive technologies to facilitate

movement and participation, and collaborate with specialists to

address specific physical challenges faced by LSEN.

The finding revealed that as to level of inclusive

practices of teachers handling learners with special educational

needs the physical, mental, and social domains, indicates that

all the inclusive practices were consistently practiced. The

physical domain obtain the lowest sub-area mean of 3.76

Educators emphasize that a significant challenge during the

implememtation of the inclusive practices of the teachers in

dealing with LSENs is the limited cooperation exhibited by

learners with special educational needs as ranked number 1 and

parent’s doesn’t cooperate has the lowest ranked.

I would like to acknowledge and give my warmest

thanks to my adviser, Esmerlyn P. Bayangan Ph.D

for your patience, guidance, and support.

I have benefited greatly from your wealth of knowledge

and meticulous editing.

Thank you to my panelist, Dr. Sannadan, Dr. Adora,

Dr. Tuguic and Dr. Wangiwang who so generously