Republic of the Philippines

COTABATO STATE UNIVERSITY

Sinsuat Avenue, Cotabato City
GRADUATE SCHOOL

SCHOOL LEARNING RECOVERY PLAN TO ADDRESS STUDENT LEARNING

LOSS AMONG ELEMENTARY SCHOOLS IN BANGSAMORO

AUTONOMUS REGION IN MUSLIM MINDANAO

A Dissertation Title Proposal

Presented to

The Faculty of the Graduate College

Cotabato State University

In Partial Fulfillment

Of the Requirements for the Degree

Doctor of Philosophy (Ph.D.) Educational Administration

Shaina B. Guiamad

2022
 Republic of the Philippines
COTABATO STATE UNIVERSITY
Sinsuat Avenue, Cotabato City
GRADUATE SCHOOL

Rationale

The COVID-19 pandemic negatively affected several areas such as

economy and social life. This situation caused inequality among individuals.

Factors such as health problems, economic crisis, and school closures have

widened the gap of this inequality, the risk of school drop-outs, and learning

losses (UNESCO, 2020; United Nations, 2020; World Bank, 2020; Fore,

2021). That is why one of the most densely affected areas is education.

According to the Global Education Cluster (2020) report, over 90% students

were affected by the pandemic and stayed away from their schools.

Less than 15 percent of schoolchildren in the Philippines, or about

three in every 20, can read simple texts in large part due to the longest

schools closure of more than 70 weeks as of the middle of February caused

by the COVID-19 pandemic (UNICEF, 2022).

During the COVID-19 pandemic, the proportion of learning loss has

increased because of extension of school closure. It is assumed that if the

transition to classroom instruction is prolonged, it will be more difficult and

sometimes even impossible to compensate learning losses in the long run

(Çelik, 2020; Karabey, 2021; Selçuk, 2020; TEDMEM, 2020).

 Republic of the Philippines
COTABATO STATE UNIVERSITY
Sinsuat Avenue, Cotabato City
GRADUATE SCHOOL

Thus, this research aims to determine the School Learning Recovery

Plan among the Elementary Schools on Bangsamoro Autonomous Region in

Muslim Mindanao after Learning Loss.

Background of the Study

Learning loss is a factor that negatively affects individuals mentally,

emotionally, etc. It occurs when the educational process does not take place

at the same level as in previous years. (Pier, et al., 2021). For this reason, it

is thought that students suffer from serious learning losses due to the

disruptions in teaching during the COVID-19 pandemic.

Prior to the COVID-19 pandemic, an estimated 50 million primary

school-age children in the East Asia and Pacific region were failing to learn

basic foundational skills in core subjects, such as language, mathematics

and science (UNESCO, 2017). Up to 80 per cent of children in some

countries fail to master foundational reading, writing and mathematics skills

by the end of primary school (UNICEF & SEAMEO, 2020). COVID-19-related

school closures stand to exacerbate the learning crisis across the region.

Prior to the COVID-19 pandemic, one in four children in the East Asia

and Pacific region was failing to master basic literacy and numeracy skills in

primary school. The COVID-19 pandemic has worsened the situation of

learning for millions of children whose education has been interrupted by

 Republic of the Philippines
COTABATO STATE UNIVERSITY
Sinsuat Avenue, Cotabato City
GRADUATE SCHOOL

school closures. An estimated 10.5 million students in the Asia–Pacific

region are at risk of not returning to school (UNICEF, 2020).

In another study on learning losses caused by the COVID-19

pandemic in students, it was assumed that schools would open in January

2021. In this case, it was estimated that students would experience a

learning loss of 3-4 months if they received a qualified distance education,

11-12 months if they received a low-quality distance education, and

approximately 12-14 months if they did not have access to distance

education courses (Dorn et al., 2020).

The World Bank’s learning recovery plan has an over-arching goal: to

make education more inclusive, effective, and resilient and to enable

education systems to recover, succeed, and undergo positive transformation

in the face of adversity (WorldBank, 2021).

There is good evidence that well-implemented curricular reforms,

accompanied by reforms in teacher education, can be a dominant driver of

improvements in students’ learning achievement in the long term (Cheng,

2017). To be effective, though, curriculum reform requires deep, sometimes

even radical, shifts in educational approach. Evidence from the region shows

that impactful curricula reform begins with changes in the overall

curriculum objectives and expected pedagogic styles. Strong philosophical

changes demand significant shifts in educational practices at all levels and

thus take time to implement and produce results.

 Republic of the Philippines
COTABATO STATE UNIVERSITY
Sinsuat Avenue, Cotabato City
GRADUATE SCHOOL

Furthermore, school learning recovery plan is very essential during

these days for this will be the solution to the learning loss of the pupils, even

before the pandemic.

Statement of the Problem

This research will look into the School Learning Recovery Plans to

address the Learning Losses among Elementary Schools in Bangsamoro

Autonomous Region in Muslim Mindanao. Specifically, it sought to answer

the following questions:

1. What are the School Learning Recovery Plans in terms of:

a.) School Instructional Recovery

b.) School Instructional Readiness

2. What is the extent of Learning Losses in terms of:

a) Literacy

b) Numeracy

Conceptual Framework

This research aims to determine the School Learning Recovery Plans

of the School Principals or School Heads as to how they address the

Learning Losses among Elementary Schools in Bangsamoro Autonomous

Region in Muslim Mindanao.

 Republic of the Philippines
COTABATO STATE UNIVERSITY
Sinsuat Avenue, Cotabato City
GRADUATE SCHOOL

Schematic Diagram

INDEPENDENT DEPENDENT VARIABLE

VARIABLE

Extent of Learning
School Learning Losses in terms of:
Recovery Plans in terms
of: a) Literacy
b) Numeracy
a) School
Instructional
Recovery
b) School
Instructional
Readiness

Figure 1: Schematic diagram of Conceptual Framework

As shown in Figure 1, the independent variable of the study is the

School Learning Recovery Plans in terms of: a) School Instructional Recovery

b) School Instructional Readiness and the dependent variable is the extent

of Learning Losses in terms of: a) Literacy b) Numeracy.

Methodology

This study will use the descriptive statistic method of research. According to

Kaur P, et. Al (2018), descriptive statistics are used to summarize data in an

organized manner by describing the relationship between variables in a sample or

population.
 Republic of the Philippines
COTABATO STATE UNIVERSITY
Sinsuat Avenue, Cotabato City
GRADUATE SCHOOL

References:

Çelik, Z. (2020, Ağustos). Covid-19 salgınının gölgesinde eğitim: Riskler ve

öneriler. [Education in the shadow of the Covid-19 pandemic: Risks and
recommendations]. Eğitim-Bir-Sen Center for Strategic Studies.

Cheng, K. (2017). Advancing 21st century competencies in East Asian

education systems. Center for Global Education. Asia Society, 2, 26.
https://asiasociety.org/files/21stcentury-competencies-east-asian-
education-systems.pdf

De Vera, B. O. (2022, January 4). Lockdown’s impact: Unicef cites poor

reading skills among PH kids. Inquirer.net.
https://newsinfo.inquirer.net/1576573/lockdowns-impact-unicef-cites-
poor-reading-skills-among-ph-kids

Dorn, E., Hancock, B., Sarakatsannis, J., & Viruleg E. (2020). COVID-19
and student learning in the United States: The hurt could last a lifetime.
Retrieved from https://www.mckinsey.com/industries/public-andsocial-
sector/our-insights/covid-19-and-student-learning-in-the-united-states-
the-hurt-could-last-alifetime#:~:text= All% 20told%2C%20we%20estimate
%20that,%2D19%E2%80%93related%20learning%20losses

Fore, H. (2021). Los ni nos

̃ y ni nas
̃ no pueden permitirse otro a no
̃ sin
escuela. UNICEF. Retrieved from https://www.unicef.org/lac/comunicados-
prensa/los-ni%C3%B1os-y-ni%C3%B1as-no-puedenpermitirse-otro-a
%C3%B1o-sin-escuela

Karabey, B. (2021). Pandemide çocuklardaki öğrenme kayıpları [Children’s

learning losses during the pandemic]. Retrieved from
https://onedio.com/haber/burak-karabey-yazio-pandemide-
cocuklardakiogrenme-kayiplari-952408

Pier, L., Hough, H.J., Christian, M., Bookman, N., Wilkenfeld, B., & Miller,
R. (2021, January 25). COVID-19 and the educational equity crisis.
Evidence on learning loss from the CORE data collaborative. PACE.
Retrieved from https://www.edpolicyinca.org/newsroom/covid-19-and-
educational-equity-crisis
 Republic of the Philippines
COTABATO STATE UNIVERSITY
Sinsuat Avenue, Cotabato City
GRADUATE SCHOOL

Selçuk, Z. (2020). Eğitim ve öğrenme kayıpları uzun vadede tahribatlara yol

açabilir [Educational and learning losses may cause destruction in the long
run]. Retrieved from https://www.gunes.com/egitim/bakanselcuk-egitim-
ve-ogrenme-kayiplari-uzun-vadede-tahribatlara-yol-acabilir1095850?
fbclid=IwAR2E9ebEe-
tfXXMNL968cpZdm4z8sKZf1YaG0CI8LquT7tsVokxm47sTcEI

World Bank. (2020). Guidance note: Remote learning & COVID-19. Retrieved
from
http://documents.worldbank.org/curated/en/531681585957264427/pdf/
Guidance-Note-on-RemoteLearning-and-COVID-19.pdf
UNESCO (2020). COVID-19 educational disruption and response. Retrieved
from https://en.unesco.org/covid19/educationresponse

UNICEF, & SEAMEO. (2020). SEA-PLM 2019 Main Regional Report:

Children’s learning in 6 Southeast Asian countries.
https://www.unicef.org/eap/reports/sea-plm-2019-mainregional-report

UNICEF, UNESCO, & World Bank. (2020). What Have We Learnt? Findings
from a survey of ministries of education on national responses to COVID-19.
http://hdl.handle.net/10986/34700

World Bank. 2021. Acting Now to Protect the Human Capital of Our
Children: The Costs of and Response to COVID-19 Pandemic's Impact on the
Education Sector in Latin America and the Caribbean. Washington, DC:
World Bank.