TRANSITION TO FACE-TO-FACE LEARNING: FROM THE LIVED EXPERIENCES OF JUNIOR HIGH SCHOOL STUDENTS

Arts, Social Sciences and Humanities

The reopening of schools for in-person instruction in School Year 2022-2023, following two years of distance and blended learning, has introduced unique challenges for junior high school students. This qualitative phenomenological study explored these students' lived experiences as they transitioned from modular distance learning to face-to-face classes at Compostela National High School, Compostela East District, Division of Davao de Oro. The research engaged ten purposely selected students and found that academic readiness for assimilating new knowledge could have been improved. The difficulty was noted with reading comprehension, despite existing programs like Phil-IRI, indicating a need for more targeted, monitored interventions. Task overload emerged as another critical challenge, impacting students academically, mentally, and emotionally. Late nights and stress over prioritizing tasks and meeting expectations were common, especially among students in special programs with additional subjects. To mitigate this, the study recommends strategic coordination of scheduling and assigning specific tasks to specific days. These findings underscore the importance of adaptability in educational strategies, shedding light on areas requiring enhancement in our educational systems. It also emphasizes the need for school leaders and curriculum developers to consider students' experiences and challenges during this transitional phase. Students’ coping mechanisms present a valuable perspective that could inform more effective support strategies. In conclusion, this study affirms that students' insights and experiences are invaluable in refining educational programs and adapting to our evolving learning landscape. By acknowledging these challenges and implementing robust interventions, we can better equip students for the demands of academic transitions.

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