IMPLEMENTATION OF SCHOOL LEARNING

CONTINUITY PLAN IN THE LIGHT OF NEW

NORMAL IN PUBLIC ELEMENTARY SCHOOLS
IN MORONG SUB-OFFICE

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 13
Pages: 561-568
Document ID: 2023PEMJ1189
DOI: 10.5281/zenodo.8348674
Manuscript Accepted: 2023-12-9
Psych Educ, 2023, 13: 561-568, Document ID:2023 PEMJ,1189 doi:10.5281/zenodo.8348674, ISSN 2822-4353
Research Article

Implementation of School Learning Continuity Plan in the Light of New Normal in

Public Elementary Schools in Morong Sub-Office
Charisse Jane B. San Luis*
For affiliations and correspondence, see the last page.
Abstract
The study aimed to determine the implementation of school learning continuity plan in the light of
new normal in public elementary schools in Morong Sub-Office, Division of Rizal during the School
Year 2021-2022. The study considered the total population of teachers in public elementary schools
in the said sub-office. Descriptive survey research design was applied utilizing a researcher-made
questionnaire-checklist as a tool in gathering the needed data. It was revealed that the
implementation of school learning continuity plan in public elementary schools in the light of new
normal was Much Implemented as perceived by the respondents with respect to the different aspects.
In addition, it was concluded that there is no significant difference between the implementation of
school learning continuity plan in public elementary schools and the profile of the respondents with
respect to the cited aspects. Furthermore, it was recommended that the school should do intensive
implementation of SLCP, conduct orientation for parents, and empower parents as home-partners.
Based on the results, a proposed plan was crafted.

Keywords: SLCP, elementary schools, new normal

Introduction Covid 19 and ensure learning Continuity through K to

Education is considered as the greatest instrument in
equipping the youth with the necessary knowledge,
information, skills, and attitudes to become productive
citizen of the country. It is changing so fast, and
schools keep at pace with the societal changes and
technological progress. Furthermore, education is a
continuous and never-ending process in response to
the needs and demands of the times and conditions.
Moreover, education is a process of sharing and
disseminating information from one entity to another.
Such information enables people how to think, to work
properly and to make sound decisions as the needs
arise.
However, due to the spread of COVID-19, new normal
in education is being implemented to continue learning
among students. It is undeniable in the present time
that education has faced a very complicated challenge
in the pandemic situation. To prioritize the health and
safety of every Filipino, especially the school children
and adolescents, teaching and learning modalities are
proposed by the Department of Education, so that
there will be continuity in education.
12 curriculum adjustments, learning materials,
deployment of different learning modalities, provision
of corresponding training for teachers and proper
orientations for parents, and school leaders, and proper
orientation of parents and guardians of children.”
This implies that the Department of Education is
helping the government in facing and accepting the
education related dilemma by adjusting make the
teachers ready on how to transmit knowledge to the
learners through various ways. The cited memorandum
also reiterates that education must continue under the
health protocols set by the Department of Health and
the World Health Organization.
In the implementation of Basic Education Learning
Continuity Plan, (BE-LCP), required health standards
are enforced to reduce vulnerability, transmission,
contact, and duration of the infection. DepEd ensures
readiness of school facilities, learners, teaching and
non-teaching personnel, school administrators, and the
community. The BE-LCP has been designed with a
legal framework responsive to the new normal,
keeping in mind the constitutional mandate to always
uphold the right of all citizens to quality education.

Hence, the Department of Education released
Department Order No. 12 series of 2020 which states
in item 3 that: “In order to provide clear guidance, the
Basic Education –Learning Continuity Plan (BE-LCP)
stands on the principles such as protect the health,
safety and well-being of learners, teachers and
personnel and prevent the further transmission of
Presently, public elementary schools are implementing
both blended and distance learning, Specifically,
public elementary schools in Morong sub -office
implement the use of distance learning which is
highlighted using modular approach.
Modular approach is the most popular type of distance

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Research Article
learning in the Philippines, specifically in public
elementary schools. This is also in consideration of the
learners in rural areas where internet is not accessible
for online learning. The teacher takes the responsibility
of monitoring the progress of the learners. The learners
ask assistance from the teacher via e-mail, telephone,
text message/instant messaging among others. Where
possible, the teachers do home visits to learners
needing remediation or assistance. Printed modules are
delivered to students, parents, or guardians by the
teachers or through the barangay officials.
Since education is no longer held within the school,
parents serve as partners of teachers in education.
Parents play a vital role as home facilitators. Their
primary role in modular learning is to establish a
connection and guide the child. Learners engaged
themselves in understanding the concepts presented in
the module as they developed a sense of responsibility
in learning on their own and in accomplishing the
tasks provided in the module.
In view of this, the study was conceived to determine
the implementation of School Learning Continuity
Plan in the light of new normal in public elementary
schools in Morong Sub-office.
Research Questions
The study aimed to determine the extent of
implementation of school learning continuity plan in
the light of new normal in public elementary schools
in Morong Sub - Office, Division of Rizal during the
School Year 2021-2022. Specifically, this study sought
to answer the following questions:
1. What is the profile of the teacher-respondents in
terms of:
1.1 age;
1.2 sex;
1.3 civil status;
1.4 educational attainment;
1.5 length of service;
1.6 position title; and
1.7 webinars attended?
2. What is the extent of implementation of school
learning continuity plan in public elementary schools
in the light of new normal as perceived by the
respondents with respect to:
2.1 learning distance modality;
2.2 independent learning activities;
2.3 learning resource materials ;
2.4 learning outcome assessment; and
2.5 teacher-parent partnership ?
3. Is there a significant difference on the extent of
Charisse Jane B. San Luis
implementation of school learning continuity plan in
the light of new normal as perceived by the
respondents with respect to the cited aspects in terms
of their profile?
4. What is the extent of the problems encountered in
the implementation of school learning continuity plan
in public elementary schools?
5. What action plan may be proposed to enhance the
implementation of school learning continuity plan in
the light of new normal in public elementary schools?
Literature Review
Shock (2020) stated that due to COVID-19, many, if
not most, students have been learning fully online,
finishing out their semesters or courses from home and
in front of the computer. Though the initial transition
from on-campus classroom to virtual “classroom” has
passed, there’s still a need to keep students motivated
and on the path to success—especially as uncertainty
surrounds upcoming terms and the likelihood of
returning to “normal” campus life. Though beneficial
in a variety of ways, like expanding access, creating
more affordable education options, etc., online-only
learning presents some challenges to students. By
recognizing these challenges, educators can better
understand their students and offer up the right type of
support or resources at the right time.
In addition, Garcia (2020) mentioned that the
pandemic has opened many parents’ eyes to the role
that teachers play as part of the basic fabric of the
safety net—through the provision of school-based
supports like meals, health clinics, counseling, and
even housing. According to Holland (2017), distance
learning refers to the learning modality where learning
takes place between the teacher and the learner who
are remote from each other during the actual period of
instruction. This type of learning has three types,
namely modular distance learning, online distance
learning and television/radio-based instruction.
Modular distance learning allows learners to utilize
self-learning modules or SLMs in print or digital
format.
Relatively, Cramer (2020) cited that Distance learning
is an educational process where students receive
instruction through online classes, video recordings,
video conferencing, or any other audio/visual
technology medium. It enables people to receive
education without having to be physically present in a
classroom. Properly designed distance learning
programs can be a very convenient and effective way
to acquire more education.
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Research Article
Meanwhile, Casiple (2020) stated that a learning
continuity plan seeks to ensure that students’ learning
progresses even amidst disasters such as natural
calamities, storms, fires, and pandemics. This plan
overcomes obstacles created by the disasters through
innovative means of teaching and learning, keeping
students on track with their courses. With today’s
COVID-19 pandemic, the main obstacle that has to be
overcome is the need for social distancing, making
face-to-face interaction impossible. Therefore, any
learning continuity plan to be implemented today has
to account for this limitation.
According to the study of Dangle (2020), face to face
learning engagement of students and teachers within
the school has been suspended due to the COVID-19
pandemic. This pandemic has paved the way to the
implementation of Modular Distance Learning as an
urgent response to ensure continuity of education. In
conclusion, the study was able to determine the
prevailing challenges of the participants in terms of
resources, preparedness, and communication. The
result of this study may serve as a springboard for the
future improvements of the schools' existing programs
and guidelines on the implementation of modular
distance learning.
Furthermore, the study of Dayagbil (2021) explored
the challenges and issues in teaching and learning
continuity of public higher education in the Philippines
as a result of the COVID-19 pandemic. To ensure
teaching and learning continuity, it is concluded that
higher education institutions have to migrate to
flexible teaching and learning modality recalibrate the
curriculum, capacitate the faculty, upgrade the
infrastructure, implement a strategic plan and assess all
aspects of the plan.
Lastly, the study of Domingo (2022) titled Modular
Distance Learning as Perceived by the Students,
Parents, and Teachers of Lagundi-Ccl National High
School revealed that the three major limitations
experienced by students were: 1) insufficient
knowledge of parents/ family members; 2)
unavailability of gadgets; and 3) too many activities.
In addition, parents’ three major limitations were: 1)
insufficient knowledge about the lessons; 2)
difficulties in schedule of distribution and retrieval of
modules; and 3) working parents. Furthermore, the
identified limitations of teachers were: 1) too much
additional tasks for teachers; 2) unavailability of self-
learning modules; and 3) students who were lagging
behind. The researchers crafted a process framework
which may serve as basis in the modification of the
implementation of modular distance learning which
Charisse Jane B. San Luis
included seven (7) strategic dimensions.
Methodology
The cited research design is appropriate to the present
study since the aim was to determine the extent of
implementation of school learning continuity plan in
the light of new normal in public elementary schools.
Participants of the Study
The study considered the total population of teachers
in public elementary schools in Morong Sub-Office,
Division of Rizal as respondents of the study. They
were described in terms of age, sex, civil status,
position title, educational attainment, length of service
and webinars attended.
Instruments of the Study
The study utilized a researcher-made questionnaire-
checklist as the main instrument in gathering the
needed data. Part I dealt with the personal data of the
teacher-respondents in terms of pupil-respondents in
terms of age, sex, civil status, position title,
educational attainment, length of service and webinars
attended.
Part II focused on the extent of implementation of
school learning continuity plan in the new normal in
public elementary schools with respect to learning
delivery modality, independent learning activities,
learning resource materials, learning outcome
assessment and school home community partnership.
Part III focused on the problems encountered on the
implementation of school learning continuity plan in
the light of new normal in public elementary schools.
Procedures
The study followed the Gantt Chart of Activities in the
conduct of the study. This includes the formulation of
research problems up to the revision of the manuscript
and submission of the final copy. Permission to
conduct the study was obtained from the Office of the
Schools Division Superintendent. After the validation
of the instrument, the questionnaire-checklist was
administered to the respondents through the Google
survey form. The researcher followed the guidelines in
the Data Privacy Act in gathering the needed
information.
After the retrieval, the data were encoded and treated
statistically based on the sub problems utilizing
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Research Article
Statistical Package for Social Sciences. Analysis and
interpretation of data were done. Summary of
findings, conclusions and recommendations were
formulated. After the oral defense, the manuscript was
revised considering the comments and suggestions of
the Oral Examination Committee. The soft copy of the
study was sent to the College Statistical Center for
anti- plagiarism test. After finalization, hard bound
copies were submitted to the office of the Graduate
Studies Program and other concerned offices.
Ethical Considerations
The researcher herself explained and gave the
informed consent to each participant before the
conduct of the study. She ensured them that the
information would be used with utmost confidentiality
and within the purpose of the study only.
Results and Discussion
Profile of the Respondents in Terms of the Selected
Variables
Table 1. Frequency and Percentage and Rank
Distribution of the Respondents in Terms of the
Selected Variables
Charisse Jane B. San Luis
As shown on the table, out of 270 respondents 95 or
35.6 percent are in the age bracket of 31-40 years old,
female with 247 or 91.5 percent and are married with
183 or 57.8 percent, With regards to position title
most of them have a Teacher I position with 165 or
61.1 percent and only 2 or 7 percent are Master II.
Most of the respondents are master’s degree graduates
with 131 or 48.5 percent and only 4 of 1.5 percent are
graduates of doctoral degree. Some of the respondents
have stayed in their government position of 5 to 9
years with 80 or 29.6 percent. Out of 270 respondents
96 or 35.6 have attended webinars in regional level.
Extent of Implementation of School Learning
Continuity Plan in Public Elementary Schools in
the Light of New Normal as Perceived by the
Respondents with Respect to the Different Aspects
As revealed on the table 2 on the extent of
implementation of school learning continuity plan in
public elementary schools in the light of new normal
as perceived by the respondents with respect to
learning distance modality, the overall weighted mean
obtained is 3.67 interpreted as Much Implemented.
The results imply that implementation of school
learning continuity plan use a combination of learning
modalities for the continuity of learning amidst
pandemic This also implies that modular distance
learning utilizing printed modules is the most preferred
learning modality.
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Research Article
Table 2. Extent of Implementation of School Learning
Continuity Plan in Public Elementary Schools in
the Light of New Normal as Perceived by the
Respondents with Respect to Learning Distance
Modality
Table 3. Extent of Implementation of School Learning
Continuity Plan in Public Elementary Schools in the
Light of New Normal as Perceived by the Respondents
with Respect to Independent Learning Activities
The overall weighted mean obtained is 4.45 interpreted
Charisse Jane B. San Luis
as Much Implemented. This means that learners are
motivated to have their understanding of their
learning and assisted learners to take responsibility for
their learning and works with teachers to construct
their learning environment.
This implies that it is the responsibility of teachers to
teach students the skills that will help them throughout
their whole lives. Activities for teaching independent
learning helps students think about their learning
objectives and progress.
The table 4 reflects that with respect to learning
resources, the overall weighted mean obtained is 4.37
interpreted Much Implemented. This means that the
teacher utilized learning materials and resources in
teaching during the implementation of school learning
continuity plan. All the learning resources in teaching
pupils are all much implemented.
Table 4. Extent of Implementation of School Learning
Continuity Plan in Public Elementary Schools in the
Light of New Normal as Perceived by the Respondents
with Respect to Learning Resources
It can be implied that implementation of school
learning continuity plan strengthens the school
participation to the community to established linkages
and obtained resources in the execution of the different
programs, activities, and projects. The implementation
may help the implementation of the programs,
activities and projects in the new normal.
As d ep icted on the table on the exten t of
implementation of school learning continuity plan in
public elementary schools in the light of new normal
as perceived by the respondents with respect to
learning outcome assessment, the overall weighted
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Research Article

Table 6. Extent of Implementation of School Learning

Continuity Plan in Public Elementary Schools in the
Light of New Normal as Perceived by the Respondents
with Respect to Teacher-Parent Partnership
mean obtained is 4.42 interpreted as Much
Implemented. The result means that in the
implementation of school learning continuity plan the
learners are assessed utilizing varied assessment tools.
This indicates that pupils are evaluated based on their
task accomplishment.

It can be implied that through tests, assignments,

projects, and papers may be done with careful
planning to assess the program level learning
outcomes. Further, teachers evaluate learning
outcomes fairly based utilizing appropriate assessment
tools.

Table 5. Extent of Implementation of School Learning

Continuity Plan in Public Elementary Schools in the
Light of New Normal as Perceived by the Respondents
with Respect to Learning Outcome Assessment

Significant Difference on the Extent of

Implementation of School Learning Continuity
Plan in The Light of New Normal as Perceived by
the Respondents with Respect to the Different
Aspects in Terms of Their Profile
Table 7. Result of the F-test on the Significant
Difference on the Extent of Implementation of School
Learning Continuity Plan in the Light of New Normal
as Perceived by the Respondents With Respect to the
It could be gleaned from the table that on the extent of
Different Aspects in Terms of Their Profile
implementation of school learning continuity plan in
public elementary schools in the light of new normal
with respect to teacher-parent partnership, the overall
weighted mean is 4.41 interpreted as Much
Implemented. The results indicate that parents play a
key role in developing the learning routines of learners
that makes them more organized and productive.

The findings imply that teacher-parent partnership can

enhance the readiness of both teachers and parents in
using alternative modes of learning delivery such as
online distance learning, modular distance learning,
and through television and radio.

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Psych Educ, 2023, 13: 561-568, Document ID:2023 PEMJ,1189 doi:10.5281/zenodo.8348674, ISSN 2822-4353
Research Article

aspects on the extent of implementation of school

learning continuity plan in the light of new normal, it
is not contributory in terms of their profile on the
perception of the teacher respondents.

It can be implied from the result that regardless of age,

sex, civil status, position title, educational attainment,
length of service and webinars/trainings attended,
teacher have a very close perception on the
implementation of school learning continuity plan in
the light of new normal.

Extent of the Problems Encountered in the

Implementation of School Learning Continuity
Plan in Public Elementary Schools

Table 8. Extent of the Problems Encountered in the

Implementation of School Learning Continuity Plan in
Public Elementary Schools

It could be observed from the table on the extent of

implementation of school learning continuity plan in
the light of new normal the computed F-values
obtained probability values greater than .05 level of
significance. The null hypothesis is accepted with
respect to Learning Distance Modality, Independent
Learning Activities, Learning Resources, Learning As depicted on the table on the problems encountered
Outcome Assessment, and Teacher-Parent Partnership in the implementation of school learning continuity
in terms of age, sex, civil status, educational plan in public elementary schools, the overall weighted
attainment, length of service, position title and mean obtained is 4.58 interpreted as Always. The
webinars attended. results indicate that on the perception of the
respondents, all the problems cited are always
This means that perception of the teacher- respondents
encountered by teachers during the implementation of
do not differ significantly in terms of their personal
school learning continuity plan in public elementary
variables. This further means that with respect to all
schools.

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Research Article
This may imply that the problems encountered the
implementation of school learning continuity in public
elementary schools. Further, this may affect the
teaching and learning process as well as the
performance of pupils.
Conclusion
Teachers regardless of their personal characteristics
believed that school learning continuity plan is much
implemented in public elementary schools.
In the light of the findings, the following
recommendations are hereby offered: (1) Intensive
implementation of School Learning Continuity Plan
program is recommended for educators to check on the
status of learners as well as of parents in the present
distance learning modality. (2) Conduct orientation
with the parents about the flow of learning continuity
plan on the different distance learning modalities and
guide them from time to time. (3) The school may
empower the parents as home-partners in the
implementation of basic education learning continuity
plan during the COVID-19 pandemic. (4) School
administrators and other concerned government
agencies may consider the capabilities of parents in
their roles being parent-teachers. (5) The proposed
action plan is recommended for implementation.
(6) Further studies maybe conducted considering other
aspects and other variables.
References
Casiple, Rex, “Learning Continuity Plan”. Virtual Tech Summit,
IloIlo City, Philippines, October 2020.
Cramer, Hollowel, D., Distance Learning. Thousand Oaks, CA:
Charisse Jane B. San Luis
Corwin Press, 2020.
Dangle, Rave Pe, “The Implementation of Modular Distance
Learning in the Philippine Secondary Public Schools”. University of
the Cordilleras, Baguio City, 2020.
Dayagbil, Filomena T. “Teaching and Learning Continuity Amid
and Beyond the Pandemic” Cebu Normal University 2021.
Domingo, J. (2022). Modular Distance Learning as Perceived by the
Students, Parents and Teachers of Lagundi-CCL National High
School. https://doi.org/10.5281/zenodo.7087997
“DepEd Order No 12” titled Adoption of the Basic Learning
Continuity Plan for School Year 2020-2021 in Light of the Covid 19
Public Health Emergency”. Pasig City: DepEd, April 2020.
Garcia, Emma, “The Pandemic Sparked More Appreciation for
Teachers, But Will it Give Them a Voice in Education and their
Working Conditions?”, Economy Policy Institute, 2020.
Holland, Hatcher, B. “Benefits of Distance Learning”. University of
Maine at Farmington, Baylor University, Texas A & M University,
2017.
Magsambol, Belinda, “Fast Facts: DepEd’s Distance Learning,”
Rappler News Break, Philippines, 2020.
Ock, Hyun-Ju, “South Korea Struggles with Unprecedented Online
Learning”. The Korea Herald, April 22, 2020.
Schock, Gabrielle S. “Online Courses: Tips for Student Success in
this “New Normal” Format” E-Learning Journal, 2020.
Zulueta, Francisco M. Methods of Research, Thesis Writing and
Applied Statistics. Manila National Bookstore, 2017.
Affiliations and Corresponding Information
Charisse Jane B. San Luis
Talaga Elementary School
Department of Education - Philippines
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