Maximino S. Laurete Sr. Central School Grade 6 Academic Performance Before, During, and After the COVID-19 Pandemic
Keywords:
COVID-19 pandemic, academic performance, Grade 6, instructional transition, learning recovery, PhilippinesAbstract
The COVID-19 pandemic caused unprecedented disruptions in Philippine basic education, shifting instruction from face-to-face to modular learning. This study examined how these changes affected the academic performance of Grade 6 learners at Maximino S. Laurete Sr. Central School (MSLCS) across three phases: pre-pandemic, pandemic, and post-pandemic recovery. A descriptive quantitative design anchored on the Input-Process-Output (IPO) framework was employed. Final grades from 42 Grade 6 learners were traced from Grade 1 (pre-pandemic), Grades 2–3 (pandemic), and Grades 4–5 (post-pandemic). The Kruskal-Wallis H-test was used to compare performance across clusters (Satisfactory, Very Satisfactory, Outstanding). Significant variation was observed in the Satisfactory cluster (H = 12.85, df = 5, p = 0.025). Median grades declined during the pandemic (Year 2 = 83) but improved post-pandemic (Year 4 = 88). In contrast, the Very Satisfactory cluster (H = 8.46, p = 0.132) and Outstanding cluster (H = 9.08, p = 0.106) showed no statistically significant differences, with mean grades ranging narrowly from 85.21–87.57 and 87.33–92.67, respectively. Findings suggest that lower-performing learners were more vulnerable to modality shifts, while higher achievers maintained stability. Policy implications point to the need for equity-focused remediation, adaptive teaching strategies, and contingency planning. However, reliance on grade data alone limits the analysis, underscoring the importance of mixed-method approaches in future studies.
View or download full article here.
View or download full issue here.
Recommended Citation:
Pano, A. R. D., & Dagondon, L. M. B. (2025). Maximino S. Laurete Sr. Central School Grade 6 Academic Performance Before, During, and After the COVID-19 Pandemic. Ennoia Advances in Social Science, Technology and Education, 01(02), 85-98. https://doi.org/10.5281/zenodo.16918154
References
Adedoyin, O. B., & Soykan, E. (2020). COVID-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments, 28(7), 1–13. https://doi.org/10.1080/10494820.2020.1813180
Allen, T., Whitlock, D., & Hood, J. (2024). Teaching in the Post-Pandemic Classroom. Research Issues in Contemporary Education, 9(3), 113-139. https://files.eric.ed.gov/fulltext/EJ1463027.pdf
Academic Recovery and Accessible Learning (ARAL) Program Act, Republic Act No. 12028 (2024). https://www.deped.gov.ph/wp-content/uploads/IRR_R.A.-12028_ARAL-ACT.pdf
Bertoletti, A., & Karpiński, Z. (2024). Investigating the effect of COVID-19 disruption in education using REDS data. Large-scale Assessments in Education, 12. https://doi.org/10.1186/s40536-024-00195-x
Cajurao, E. C., Mortel, J. C. V., Maglente, M. S. C., Dumaguin, J. R., Paloma, V. V., Rios, C. R., & Rivas, M. A. D. (2023). Modular distance learning: Perceived challenges and strategies of secondary science teachers in Mandaon District, Masbate, Philippines. International Journal of Multidisciplinary: Applied Business and Education Research, 4(6), 2023–2037. https://doi.org/10.11594/ijmaber.04.06.27
Cortés-Albornoz, M. C., Ramírez-Guerrero, S., García-Guáqueta, D. P., Vélez-Van-Meerbeke, A., & Talero-Gutiérrez, C. (2023). Effects of remote learning during COVID-19 lockdown on children's learning abilities and school performance: A systematic review. International journal of educational development, 101, 102835. https://doi.org/10.1016/j.ijedudev.2023.102835
Dorn, E., Hancock, B., Sarakatsannis, J., & Viruleg, E. (2020). COVID-19 and learning loss—Disparities grow and students need help. McKinsey & Company. https://www.mckinsey.com/industries/public-and-social-sector/our-insights/covid-19-and-learning-loss-disparities-grow-and-students-need-help
Engzell, P., Frey, A., & Verhagen, M. D. (2021). Learning loss due to school closures during the COVID-19 pandemic. Proceedings of the National Academy of Sciences, 118(17), e2022376118. https://doi.org/10.1073/pnas.2022376118
Hernando-Malipot, M. (2022, August 14). DepEd reiterates commitment to address 'learning loss' during the pandemic. Manila Bulletin. https://mb.com.ph/2022/8/14/deped-reiterates-commitment-to-address-learningloss-during-the-pandemic
Kuhfeld, M., Soland, J., Tarasawa, B., Johnson, A., Ruzek, E., & Liu, J. (2022). Projecting the potential impact of COVID-19 school closures on academic achievement. Educational Researcher, 49(8), 549–565. https://doi.org/10.3102/0013189X20965918
Kuhfeld, M., & Tarasawa, B. (2020). The COVID-19 slide: What summer learning loss can tell us about the potential impact of school closures on student academic achievement. The Collaborative for Student Growth Research Brief. https://www.nwea.org/uploads/2020/04/Collaborative-Brief_Covid19-Slide-APR20.pdf
Lu, B. J. (2024, October 28). Literacy important for PH development. Philippine News Agency. https://www.pna.gov.ph/opinion/pieces/962-literacy-important-for-phdevelopment
Meinck, S., Fraillon, J., & Strietholt, R. (2022). The impact of the COVID-19 pandemic on education: international evidence from the Responses to Educational Disruption Survey (REDS). Unesco.org. https://unesdoc.unesco.org/ark:/48223/pf0000380398
Richey, R. C., Klein, J. D., & Tracey, M. W. (2010). The Instructional Design Knowledge Base: Theory, Research, and Practice. Routledge. https://doi.org/10.4324/9780203840986
Sing Yun, W. (2023). Digitalization challenges in education during COVID-19: A systematic review. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2023.2198981
Tadesse, S., & Muluye, W. (2020). The Impact of COVID-19 Pandemic on Education System in Developing Countries: A Review. Open Journal of Social Sciences, 08(10), 159–170. https://doi.org/10.4236/jss.2020.810011
Talimodao, A. J. S., & Madrigal, D. V. (2021). Printed Modular Distance Learning in Philippine Public Elementary Schools in Time of COVID-19 Pandemic: Quality, Implementation, and Challenges. Philippine Social Science Journal, 4(3), 19-29. https://doi.org/10.52006/main.v4i3.391
World Bank. (2022). The State of Global Learning Poverty: 2022 Update. https://thedocs.worldbank.org/en/doc/e52f55322528903b27f1b7e61238e416-0200022022/original/Learning-poverty-report-2022-06-21-final-V7-0-conferenceEdition.pdf
Zheng, X., Zhang, D., Lau, E. N. S., Xu, Z., Zhang, Z., Mo, P. K. H., Yang, X., Mak, E. C. W., & Wong, S. Y. S. (2022). Primary School Students’ Online Learning During Coronavirus Disease 2019: Factors Associated With Satisfaction, Perceived Effectiveness, and Preference. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.784826
Published
Issue
Section
License
Copyright (c) 2025 Angel Rose D. Pano, Liezl Marie B. Dagondon (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
