Introduction

More than two years after schools were closed and students switched to

distance learning due to the since COVID-19 pandemic starts. Filipino students

started wearing masks after they returned to school for in-person classes. In light

of these facts, the researchers seek to investigate the struggles and experiences

of the implementation of a few face-to-face classes for pupils. According to the

researchers, everyone should support schools to provide the necessary

assistance and tackle the significant obstacles posed by the return of in-person

learning.

The implementation of face-to-face classes during the COVID-19 pandemic

has presented various challenges for students, including those in Grade 12

students at Poblacion Polomolok National High School. While the specific

struggles can vary depending on the region and individual circumstances, It's

important to note that the challenges faced by Grade 12 students during the

pandemic can vary widely depending on local circumstances, educational

systems, and individual experiences. Schools and educational institutions have

made efforts to address these challenges through various measures, such as

enhanced health protocols, academic support programs, mental health resources,

and flexible exam arrangements.

Grade 12 students at Poblacion Polomolok National High School may have

experienced significant disruptions in their academic journey due to the sudden

shift to remote learning and subsequent reintegration into face-to-face classes.

Adapting to new routines, schedules, and learning environments can be

challenging and may require time for students to readjust.The students at

Poblacion Polomolok National High School may face struggles related to adhering

to safety protocols such as wearing masks, maintaining physical distance, and

frequent handwashing everytime they get and submit their modules or LAS.On the

other hand, Grade 12 students may struggle to acquire new knowledge and skills
due to lack of direct interaction, limited access to resources, and difficulties in self-

motivation.

Depending on the subjects or courses, grade 12 students may have missed

out on hands-on practical experiences during remote learning. The transition back

to face-to-face classes might require additional time and effort to catch up on

these practical skills.Grade 12 students may have faced challenges in accessing

information about colleges, attending college fairs, and receiving guidance from

counselors. Uncertainty regarding future plans and career prospects may have

added additional stress during an already crucial time. To foster a positive learning

environment, they can include offering counseling services, running catch-up

programs, and putting safety measures in place. Schools and communities must

work together to help grade 12 students successfully navigate these difficulties.

Tangonan, A. (2023). Student’s Readiness on the Implementation of Face-to-Face Classes:

The Aftermath of Face-to-Face Class Restriction. International Journal of

Educational Methodology, 9(2), 309–320. https://doi.org/10.12973/ijem.9.2.309

Vasquez, A., & Vasquez, A. R. G. (2023). Challenges Encountered by the Students in the

Face-to-Face Class Implementation in the Post-COVID Learning. . . ResearchGate.

https://www.researchgate.net/publication/368454708_Challenges_Encountered_by

_the_Students_in_the_Face-to-Face_Class_Implementation_in_the_Post-

COVID_Learning_Context

Face-to-face interaction enhances learning, innovation | Cornell Chronicle. (2022, March

10). Cornell Chronicle. https://news.cornell.edu/stories/2022/03/face-face-

interaction-enhances-learning-innovation

Sarmiento, P. J. D., Sarmiento, C. L. T., & Tolentino, R. L. B. (2021). Face-to-face classes

during COVID-19: a call for deliberate and well-planned school health protocols in

the Philippine context. Journal of Public Health, 43(2), e305–e306.

https://doi.org/10.1093/pubmed/fdab006