The Learning Loss among Grade 5 and Grade 6

students of UPHSD: Basis for an Action Plan

Bonito, Christian Aaron B.

Condes, Jhan Brigette
Tigas, Suzette Nicole T.
Table of Contents
1. Introduction
2. Background of the Study
3. Statement of the Problem
4. Theoretical Framework
5. Conceptual Framework
6. Methodology
7. Analysis
8. Summary of Findings, Conclusions and Recommendations
 Introduction
1. Global Impact of COVID-19 on Education:
• Rapid spread of COVID-19 led to widespread changes in the way of life for nations worldwide. The education sector, from top-
tier institutions to local schools, faced significant challenges, affecting 90% of students globally, resulting in school closures and
disruptions.

2. Transition to Remote Learning and Challenges:

• In response to the pandemic, a shift towards urgent online remote learning occurred, impacting 1.5 billion children and young
people. Online education, initially not designed for mass adoption, posed challenges like limited interaction, leaving teachers
and students unprepared for the abrupt shift.

3. Department of Education's Response and Shift to Face-to-Face Classes:

• The Department of Education (DepEd) prioritized quality education, implementing various programs to ensure literacy for all
students. After almost two years of implementing modular distance learning, the introduction of Department Order number 034,
s. 2022 marked a historic shift towards reopening full face-to-face classes, emphasizing improved learning environments and
safety measures.
 Background of the Study
• The context highlighted the difficulties brought about by the COVID-19 pandemic, focusing particularly on the learning loss that
students who were forced to study at home due to school closures experienced.

• Following DepEd guidelines, public elementary schools have offered full face-to-face classes since November 1, 2022, in response
to these challenges. While attempting to address the learning loss that occurred during the pandemic, the schools placed a high
priority on the health and safety of their students.

• Despite the difficult circumstances, teachers participated in a variety of workshops and training sessions aimed at accomplishing
the department's goals. They came to realize the importance of teaching and learning in the educational process.

• The Basic Education Department of the University of Perpetual Help System (DALTA) was under pressure to offer efficient programs
and activities that supported students' better learning development. Teachers were urged to keep developing to satisfy the needs
of society, parents, and students.

• The goal of the study was to develop an enhanced action plan that incorporated activities designed to enhance learning
experiences and assist students in improving their academic performance, based on the research findings.
Statement of the Problem
This study aims to determine learning losses of the Grade 5 and 6 pupils of University of Perpetual Help System-DALTA. (UPHSD)

Specifically, it will seek answers to the following questions:

1.What is the profile of the respondents in term of:
• Name (Optional)
• Grade Level & Section
• Gender
2.What is the respondents' level of learning loss in Grade 5 and Grade 6 Students in terms of the following:
• Cognitive
• Affective
• Psychomotor
3.Is there a significant difference of learning loss between the Grade 5 and Grade 6 students?
4.Based on the results of the study, what action plan can be proposed?
Theoretical Framework

• Bloom's Taxonomy, proposed by Benjamin Bloom and his colleagues, was a hierarchical framework that categorized educational objectives
into three main domains: cognitive, affective, and psychomotor. It provided a systematic way to understand and organize different types of
learning outcomes.

• Learning loss is defined as the decline in students' knowledge and skills due to interruptions in regular education.

• The study utilizes Bloom's Taxonomy to evaluate the learning development and academic performance of Grade 5 and Grade 6 students,
acknowledging potential learning loss caused by pandemic disruptions. The research aims to address these issues through a proposed action
plan, which is anticipated to encompass strategies targeting cognitive, affective, and psychomotor domains. The objective is to bridge
learning gaps and enhance comprehensive student development.
Conceptual Framework
Methodology
• The respondents of the study are 93 in total for Grade 5 and 6 students, specifically in Grade 5, 44 respondents and Grade 6, 49 respondents.
• The researchers implemented a quantitative design through the use of descriptive-correlation. For us to present static images of
circumstances and establish the relationship between various variables employed a descriptive correlational design (McBurney & White,
2009). Descriptive-correlational design was a subset of quantitative research that focused on describing the current status of a phenomenon
and examining relationships between variables without manipulating them (McBurney & White, 2009). This design was chosen when
researchers aimed to present static images of circumstances and establish connections between different variables.

The statistical tools used for the quantitative design in this study were the following:

1.Statistical mean was used to determine SOP 2: What was the respondents' level of learning loss among Grade 5 and Grade 6 students in terms
of the following domains: cognitive, affective, and psychomotor?
2.T-test was used to determine SOP 3: the significant difference in learning loss between Grade 5 and Grade 6 students as respondents.
Methodology Independent Samples Test

Levene's Test for

t-test for Equality of Means
Equality of Variances

95% Confidence Interval of the

Sig. (2- Mean Std. Error Difference
F Sig. t df
tailed) Difference Difference
Lower Upper
Equal
variances 2.092 .152 -.619 91 .537 -.067 .108 -.281 .147
assumed
Cognitive Domain
Equal
variances not -.616 86.988 .540 -.067 .108 -.282 .149
assumed

Equal
variances 2.043 .156 .961 91 .339 .102 .106 -.108 .312
assumed
Psychomotor
Domain Equal
variances not .961 89.896 .339 .102 .106 -.108 .312
assumed

Equal
variances 1.251 .266 1.193 91 .236 .0848124 .0711179 -.0564546 .2260794
assumed
Affective Domain
Equal
variances not 1.208 89.341 .230 .0848124 .0701875 -.0546413 .2242661
assumed
Summary of Findings:
1.The study examined the gender and sectional distribution of 93 Grade 5 and Grade 6 students, revealing
a nearly balanced gender distribution in Grade 5 (52.3% female) and a more pronounced imbalance
favoring females in Grade 6 (59.2%). The combined data represented a subset of the larger population,
providing insights into gender dynamics within these grades.
2.Descriptive statistics on the cognitive domain unveiled potential learning challenges, especially in
independent learning skills. Responses indicating an occasional lack of confidence in learning on their
own suggested a possible area of learning loss, aligning with the literature on the unequal impact of the
pandemic. Educators and policymakers were recommended to tailor interventions to enhance
independent learning skills and create a supportive environment.
3.The Independent Samples Test, including Levene's test and t-tests, found no statistically significant
differences in mean scores between Grade 5 and Grade 6 students in cognitive, psychomotor, and
affective domains. The p-values (.152,.156, and.266, respectively) supported the acceptance of null
hypotheses, indicating no significant learning loss between the two grade levels. This implies consistent
performance and positive attitudes across these domains, despite the challenges posed by the pandemic.
Conclusions:
1.The study provides a comprehensive profile of Grade 5 and Grade 6 students,
emphasizing gender distribution and section composition, showcasing a balanced
gender dynamic in Grade 5 and a notable prevalence of female students in Grade 6.
2.The analysis of the cognitive domain reveals potential challenges in independent
learning, highlighting an occasional lack of confidence. These insights,
contextualized within the COVID-19 pandemic's impact on education, suggest areas
of learning loss that may require targeted interventions.
3.The conducted t-tests across cognitive, psychomotor, and affective domains
indicate no statistically significant learning loss between Grade 5 and Grade 6
students. These results align with the research questions, supporting the
acceptance of null hypotheses and suggesting overall consistency in performance
across the assessed domains.
Recommendations:
1.Educators should implement interventions to improve students' independent learning skills, particularly in remote
education during the COVID-19 pandemic. These interventions include tailored support programs, study strategies,
and a supportive learning environment, addressing occasional lack of confidence and potential learning gaps.
2.Schools should promote physical activities, sports, and extracurricular participation to foster positive attitudes in
the psychomotor domain. This can prevent learning loss, improve students' well-being, and enhance academic
resilience. Emphasizing practice and effort in physical skill improvement is crucial.
3.Policymakers and educators should utilize students' positive affective disposition to design interventions that
promote curiosity, motivation, and positive emotional states. A supportive learning environment, acknowledging
accomplishments, and emphasizing education's future importance can enhance student well-being and academic
performance.
4.Researchers should develop targeted interventions that integrate cognitive, psychomotor, and affective domains.
This holistic approach can help mitigate learning loss by enhancing independent learning skills, promoting positive
physical activity engagement, and leveraging sustained positive affective disposition. Understanding these
interconnected domains can help educators and policymakers design effective, multifaceted interventions that
support a child's learning experience and academic success.
THANK
YOU