Moving beyond the new normal: Understanding Flexible Learning Options (FLOs) on the parameters of Basic Education Learning Continuity Plan (BE-LCP)
Keywords:Basic Education Learning Continuity Plan, Policy, Post-Pandemic, Understanding Flexible Learning Options
The purpose of this study is to understand Flexible Learning Options (FLOs) and how they are used with Grade 12 Senior High School students at PAU Excellencia Global Academy Foundation, Inc. after the pandemic. In order to collect data for this study, modified adapted questionnaires were used in conjunction with the descriptive-survey methodology. The data were then processed using simple percentages, the weighted mean, and the t-test. These conclusions based on the provided data are as follows: The student’s status of the implementation of the school’s policies on alternative learning modality and learning continuity plan has an average weighted mean of 4.12 interpreted as Agree, with the alternative learning modality on modules distribution receiving the lowest mean and being interpreted as Agree. The teacher’s perception is interpreted as Agree by the average weighted mean of 4.20. Students and teachers have very different perspectives on how the school’s regulations regarding alternate learning modalities are implemented, whereas they have quite similar perspectives on how well students are following the basic education learning continuity plan. Following that, a plan of action should be created and put into effect using the school’s alternate delivery modality and basic education learning continuity policies.
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