ASSESSMENT OFSTUDENTS AND TEACHERS PERCEPTION

TOWARDS LEARNING CONTINUITY REVIEW

PROGRAM(LCRP) IMPLEMENTATION

In Partial Fulfillment of the Requirements in

RES20 UNDERGRADUATE THESIS

Department of Technology and Livelihood Education University

Science and Technology of Southern Philippines – Oroquieta

Submitted to :

Mr. Pelmar M. Acosta

Submitted by:

Ritchee Mae P. Robis

Jezrael C. Parohinog

Regine A. Suacillo

Basil Oliver D. Rebusora

1
 Table of Contents

CHAPTER1 INTRODUCTION Page

Introduction........................................................................................1

Background……………………………………………………………….2

Statement of the Problem………………………………………………3

Objectives of the Study…………………………………………………4

Research Questions……………………………………………………5

Significance of the Study………………………………………………6

Scope of the Study………………………………………………….....7

Definition of terms…………………………………………………...…8

Organization of the Thesis…………………………………………….9

CHAPTER2 REVIEW OF RELATED LITERATURE

Review Related Literature……………………………………………10

Conceptual Framework………………………………………………11

CHAPTER 3 METHODOLOGY

Methodology…………………………………………………………12

Research Design……………………………………………………13

Research Location………………………………………………….14

Population…………………………………………………………...15

2
Sample, Sampling Procedure and Sample……………………………16

Research Instruments…………………………………………………...17

Data Collection Method…………………………………………………18

Data Analysis Techniques……………………………………………...19

Coding of Data……………………………………………………….…..20

Summary………………………………………………………………....21

Reference………………………………………………………………..22

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 Chapter 1

Introduction

The Perception of students towards a Learning Continuity Review Program is

a critical aspect of education. In today's rapidly changing educational

landscape, such programs play a pivotal role in ensuring that students can

seamlessly transition and adapt to new learning environments and

challenges. Understanding how students perceive these programs is essential

for improving their effectiveness and addressing the evolving needs of

learners. This research aims to delve into the attitudes, expectations, and

experiences of students regarding Learning Continuity Review Programs,

shedding light on the factors that influence their perception and ultimately

contributing to the enhancement of educational continuity strategies. The

purpose of this paper is to examine the expectations, perceptions and role

understanding of academic students using a model of academic

competencies (i.e. time management, learning skills, technology proficiency,

self-monitoring and research skills). The Learning Continuity Review Program

(LCRP) is a simplified, comprehensive exam given to students at the end of

each school year. Learning Continuity Review Program enables the students

to keep track of each critical learning engagement relevant to take this exam,

for this is a clearance requirement for enrolment. Exam coverage is

cumulative for example, a 2nd year students range includes those taken in 2 nd

and 4thyear equivalent to 4 semesters. Students may take the LCRP Exam.

Some notes on LCRP: All students (regular/irregular) are required to take the

LCRP Comprehensive examination, including the graduating students. The

examination coverage includes all courses (subjects) covered that are

4
cumulative and aligned to board examinations or programs

outcomes/certification requirements. Taking the Comprehensive Exam is an

e-clearance requirement for enrolment in the 1 st semester. Receiving a failing

rating in the LCRP exam will not bar the students from enrolment. However,

your department may ask or advise you to participate in some intervention,

bridging, or review activities. The Perception of students towards a learning

continuity review program is a valuable area of the study in qualitative

research. Understanding how students view such programs can provide

insights into their effectiveness and impact on academic progress. This

research aims to delve into the subjective experiences and perspectives of

students participating in affected by these programs, shedding light on their

attitudes, challenges in the overall perceived value of continuity review

initiatives in education. By employing qualitative research methods, this study

seeks to uncover the nuances and complexities of students perceptions,

contributing to a deeper understanding of the role of these programs in

supporting students learning journeys.

Background

In theever-evolving landscape of education, the concept of Learning

Continuity Review Programs (LCRPs) has gained significant attention. These

programs are designed to bridge gaps in learning and ensure that students

receive consistent education, especially in challenging circumstances such as

the COVID-19 pandemic. To gauge the effectiveness of LCRPs, it is crucial to

understand the perceptions of the students involved.

5
Statement of the Problem

The success of any educational initiative depends on the attitudes and

perceptions of its primary beneficiaries – the students. Therefore, it is

imperative to investigate how students perceive LCRPs and whether their

perceptions align with the program's objectives. This study aims to explore

and analyze the perceptions of students towards Learning Continuity Review

Programs.

Objectives of the Study

The primary objectives of this study are as follows:

1. To assess students perception towards Learning Continuity Review

Program (LCRP) Implementation.

1.1. BTLED

1.2. BSIT

1.3. BFPT

2. To assess teachers perception towards Learning Continuity Review

Program(LCRP)Implementation:

2.1. BTLED

2.2. BSIT

2.3. BFPT

6
Research Questions

1. What are the perceptions of students towards Learning Continuity Review

Programs Implementation?

2. What are the perception of the teachers toward LCRP Implementation?

Significance of the Study

Understanding students' perceptions of LCRPs is crucial for educational

institutions, policymakers, and educators. The findings of this study can inform

the development and improvement of LCRPs, ensuring that they meet the

needs and expectations of the students they serve. Additionally, this research

can contribute to the broader discourse on education continuity in challenging

times.

Students

Having a clearer view and firsthand experience of the teachersperformance,

this will further enhance the respondent’s knowledge of the importance of

identifying the impacts of Learning Continuity Review Program.

Teachers

With the result of the study it can help them identify and access theirselves if

they are an effective teacher. The study will help them to figure out their

weakness in some areas in the field. By them, they will be able to change or

modify their attitude towards it or make some appropriate adjustments.

Future researchers

7
The findings of the study will serve as a reference material and a guide for

future researchers who wish to conduct the any study related in Learning

Continuity Review Program.

Scope of the Study

This study will focus on students and teachers perception towards Learning

Continuity Review Program Implementation of USTP- Oroquieta Campus.

Data will be collected through surveys, interviews, and document analysis to

gain a comprehensive understanding of students and teachers perceptions.

Definition of Terms

This study will use the following terms which are defined operationally:

Assessment

Assessment is the ongoing process of gathering evidence of what each

student actually knows, understands, and can do.

Implementation

Implementation is the execution or practice of a plan, a method or any design,

idea, model, specification, standard or policy for doing something.

LCRP (LEARNING CONTINUITY REVIEW PROGRAM)

The Continuity Review Program is simplified comprehensive entrance exam

scores given to students.

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Students

Students is a person formally engaged in learning, especially one enrolled in a

school or college.

Teachers

A teacher is a person who helps others to acquire knowledge, competences

or values.

9
 Chapter 2

Review Related Literature

Learning Continuity Plan in the Philippines

Due to disruptive events, such as the present pandemic, which affect the

operations of schools, aframework that will govern and serve as the basis for

policy planning and decision-making in the form of learning continuity plans

must be prepared carefully. Whether expected or not, any distraction affecting

the teaching and learning processes such as coronavirus could pose an

adverse effect on all the key players in the education (Citrix, 2015). With this,

the country’s delivery of education has changed greatly as well. Teaching and

learning had to be done remotely using modular, digital, or other means. As a

major response and commitment to protecting the lives of learners, teachers,

and other school personnel, the Philippines’ education department came up

with a framework within which teaching and learning will continue at schools

in the event of possible closures (Montemayor, 2020). In this regard, the

Philippines’ education bureau, which is committed to continuing to provide

quality education, is continuously exerting effort to come up with an effective

approach to win this battle against the impact of covid-19. This resulted in the

issuance of the DepEd Order 12, series of 2020, entitled “Adoption of the

Basic Education Learning Continuity Plan for School Year 2020-2021 in light

of the Covid-19 public health emergency. Although the Basic Education –

Learning Continuity Plan (BE-LCP) developed by the DepEd prescribes

various actions that could be implemented in the field, schools reserved the

right to identify appropriate actions best suited for the needs of their learners,

10
the health conditions of their locality, and their resources. Departement of

Education (DepEd) (2020a). BELCP is explained as: “The BE-LCP stands on

the principles of protecting the health, safety, and well-being of learners,

teachers, and personnel, and preventing the further transmission of COVID-

19, ensuring learning continuity through K-12 curriculum adjustments,

alignment of learning materials, deployment of multiple learning delivery

modalities, provision of corresponding training for teachers and school

leaders, and proper orientation of parents or guardians of learners, facilitating

the safe return of teaching and non-teaching personnel and learners to

workplaces and schools. Taking into consideration the scenarios projected by

the Department of Health (DOH) and the Inter-Agency Task Force for the

Management of Emerging Infectious Diseases in the Philippines (IATF-

MEIDP) and linking the BE-LCP to DepEd’s pivot to quality and into the future

of education, under the framework of Sulong EduKalidad and Futures

Thinking in Education” (Departement of Education (DepEd), 2020a).

Furthermore, the BE-LCP seeks to provide high-quality distant learning using

digital and printed selflearning modules, radio, television, and the internet.

Because not every part of the country has access to the internet, the DepEd

has chosen teachers who have been educated as teacher-broadcasters by

the country's finest journalists to give courses via DepEd TV and other partner

networks that will carry DepEd TV episodes. With more than 100 teacher-

broadcasters and 72 production team members, the DepEd TV production

team aims to produce 220 episodes per week covering all the subject areas

by January 2021. The DepEd Commons, the departments’ online learning

platform accessible to all students from both public and private educational

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institutions, was also upgraded to serve more students. The DepEd tapped

other government agencies particularly the Department of Information and

Communications technology and the National Telecommunications

Commission for support to ensure that its online learning portal will be readily

and easily accessible to all (Montemayor, 2020).

Different challenges that confronted the implementation of LCP were

enumerated by Pimentel-Tibon (2020). The first challenge is said to be in

connection with the implementation of various learning modalities as not all

learners are capable of learning alone or with lesser or no supervision. Still

originating from the learning modality is the issue in the production of learning

materials needed in the selected modality of learning. The second challenge

identified is the need for substantial financial resources to support and fund

the LCP implementation. Collaboration with and support from various

organizations and stakeholders’ would be necessary. And the third identified

challenge was the quality of learning the students get and whether they reach

their full potential given that there is little interaction between them and their

teacher and fellow students.

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 Conceptual Framework

INPUT PROCESS OUTPUT

Learning Continuity Survey Perception of Students

Review Program and Teachers
Data Gathering
(LCRP)
Data Analysis

Data Interpretation

Figure 1: Shows the relationship of input variables which contains of Students

and Teachers. While in the process contains the survey, data gathering, data

analysis, and data interpretation. And the output contains Learning Continuity

Review Program

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 Chapter 3

Methodology

This chapter presents the methodology of the study with includes an

introduction, research design, research location, population, sample and

sampling procedure, research instrument, data collection method, data

analysis techniques and summary.

Research Design

The study will use a phenomenological qualitative research design.

Qualitative research aims to understand the meaning in detail based on first-

hand experience (Libguides). The implementation level of the School Learning

Continuity Review Program (LCRP), the best practices, and the problems

encountered in its implementation was determined and identified in this

research which employed of Qualitative Research Methods. It involved

students of University of Science and technology of Southern Philippines-

Oroquieta Campus . Purposive sampling was utilized in determining this

research’s respondents. Permission to conduct this study was sought from the

School of USTP-Oroquieta. An interview questionnaire was utilized in

gathering the required information for this study. It was partially adapted from

the LCRP Implementation Monitoring Tool developed by the University of

Science and Technology of Southern Philippines-Oroquieta Campus.

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Research Location

This study will be conducted at USTP-Oroquieta Campus. This is located in

Purok 6 Mobod Oroquieta City Misamis Occidental.

Population

In this study, thestudents of USTP-Oroquieta from 2 ndyear to 4th year are

legible to participate in the survey. However, due to a large number of

students and limited time frame to conduct the survey, the researcher will use

only a sample size of the total population.

Sample, Sampling Procedure

The researchers used stratified sampling with 86 respondents. With this

method, the total population is divided into smaller groups or strata to

complete the sampling process.The researchers used this sampling method

because it aligns with the study’s research design which is qualitative

research and because of the short period of time that this study must be

completed.

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 ENROLLMENT STATISTIC BY YEAR LEVEL 2023-2024 | 1ST Semester

Degree Program 1st Year 2nd 3rd 4th Year Total Students per

Year Year Degree Program

Bachelor of Science in 165 265 112 71 611

Information Technology

Bachelor in Food 173 107 0 0 280

Processing and

Technology

Bachelor of Technology 46 37 53 44 180

and Livelihood Education-

Major in Industrial Arts

Bachelor of Technology 43 36 89 56 224

and Livelihood Education-

Major in Home Economics

Bachelor of Technology 42 41 32 24 139

and Livelihood Education-

Major in Information and

Communication

Technology

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 GRAND TOTAL 1434

ENROLLMENT STATISTICS BY SEX 2023- 2024 | 1ST Semester

Degree Program Male Female Total

Students

Bachelor of Science in Information 304 307 611

Technology

Bachelor of Food Processing and 111 178 280

Technology

Bachelor of Technology and Livelihood 72 108 180

Education- Major in Industrial Arts

Bachelor of Technology and Livelihood 31 193 224

Education – Home Economics

Bachelor of Technology and Livelihood 44 95 139

Education- Major in Information and

Communication Technology

GRAND TOTAL 1434

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Research Instruments

The instrument used was printed guide questions which was the tool to gather

information on the perception of teachers and students towards Learning

Continuity Review Program Implementation.The questionnaire will be

checked, validated, and approved by the adviser. The researchers used the

survey guide questionnaires allowing them to respond in their perceptions in

Learning Continuity Review Program. This allowed them to freely express

their own perception.

Data collection Method

The research data was gathered accordingly. First, the researcher asked

permission from the school administrator through a written letter. After the

approval, the researcher made an informed consent for the participant. As

soon as the consent was sought the survey questionnaires were prepared

using guide questions. The researchers explained the purpose of the study

and distributed the questionnaires through guide questions.

The Data gathered were analyzed according to the research design employed

when the survey questionnaires were accomplished. The researchers then

made conclusions based on the result.

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Data Analysis Techniques

The study will use survey guide question to determine the Assessment

Perceptionof the students and teachers towards Learning Continuity Review

Program of the students. The researcher carefully examined the data to

identify common topics, ideas, and meaning patterns that appear repeatedly.

The researchers also used a deductive approach, approaching the data with

some preconceived themes that the researchers expected to see based on

the study’s review of related literature.

Coding of Data

The researchers used stratified sampling. According to, Medelyan(2020). In

this study, the researchers use the word participant to refer the students who

participated in the survey questionnaire.

Thematic Analysis Approach

The method of analyzing qualitative data that involves reading through a set

of data and looking for patterns in the meaning of the data to find themes

(Cambridge Dictionary).

Summary

The respondents of the study will be the 2 ndyear education students of USTP-

Oroquieta city campus. The study was conducted in USTP Oroquieta using

survey guide questions. The study used a Qualitative research design. Only a

19
sample was surveyed in the study and a stratified random sampling method

was used in identifying the participant.

Chapter 4

This chapter presents data on gathered, the result of the survey guided

questions and Interpretation of the findings. This are presented in qualitative

method of research.

Research Findings

This section of the thesis summarizes of the structured questionnaire

conducted with 66 participants from the University of Science and Technology

of Southern Philippines- Oroquieta campus who were chosen randomly by

degree program to participate in the study. Three (3) questions were asked to

the respondents to answer the research questions. The findings are as

follows:

A. Profile Distribution of the Respondents

This sections presents and describes the profile of the respondents in

terms of degree program of students from 2 nd year to 4th year college in

University of Science and Technology of Southern Philippines- Oroquieta

campus.

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Table 1. Frequency Distribution

Program Course Frequency Percentage

Bachelor of Science in 31 47%

Information Technology

Bachelor in Food 7 11%

Processing and

Technology

Bachelor of Technology 9 14%

and Livelihood

Education- Major in

Industrial Arts

Bachelor of Technology 12 18%

and Livelihood

Education- Major in

Home Economics

Bachelor of Technology 7 11%

and Livelihood

Education- Major in

Information and

Communication

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Technology

Total 66 100%

According to the data presented in Table 1, it can be observed that among the

students of USTP- Oroquieta, Bachelor of Information Technology 47% of the

respondents, which is equivalent to 31 out of 66 respondents. Additionally,

18% of the respondents or 12 respondents in Bachelor of Technology and

Livelihood Education- Major in Home Economics. While in Bachelor of

Technology and Livelihood Education – Major in Industrial arts 14% of the

respondents or 9 individuals. On the other hand, only 11% of respondents in

Bachelor in Food Processing and Technology and also Bachelor of

Technology and Livelihood Education- Major in Information and

Communication Technology .

The data clearly indicates that the majority of students in University of

Science and Technology of Southern Philippines- Oroquieta Campus is

Bachelor of Science in Information Technology has 47% respondents or 31

individuals.

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B. RESEARCH QUESTIONS

Research Questions 1: What is your perception in Learning Continuity

Review Program(LCRP)?

This research questions focused on what is your perception in learning

continuity review program(LCRP). The findings shows that having a focuses

on testing students knowledge and remind past lesson, and monitoring of

students progress and performance is essential for the success of learning

continuity review program. Additionally this Learning Continuity Review

Program( LCRP is a vital aspect of educational management that supports

ongoing improvement in educational programs. The interview question below

shows the responses of the participants.

When asked about what is your perception in learning continuity review

program, they replied:

‘’Taking LCRP focuses on testing your knowledge, learning of your chosen

course. It helps us to remind the past lesson and help gain more

knowledge.’’(S1,S52, S21)

‘’LCRP is important in a way that will help the students to choose the right

course for them by taking the exam and their grades will identify for his/her

right course.’’(S45)

‘’For me LCRP is such a great tool in helping teachers and monitoring

students progress.’’(S46, S50)

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‘’My perception in LCRP is that it can help students to recall their learning in

the past lessons.’’(S11,S2, S26, S59, S27,S28, S29, S30, S60, S61, S12,

S62, S3, S4, S5, S53, S54, S55, S56, S57, S6, S13, S31, S44)

‘’LCRP as it says, it’s a review program of what has thought during the

discussions and classes. It is to test if some students are able to learn of they

have learn.’’(S64,S58,).

‘’This is the way in which all the students will test their knowledge in the whole

year.’’(S34,S35 ).

‘’My perception in LCRP is very helpful for us, as a student to manage our

skills in academic.’’(S42)

‘’It is a vital aspect of educational management that supports ongoing

improvement in educational programs.’’(S15)

‘’My perception in LCRP is to test the learning of the student of what they are

capable to learn. And if the students are more on learning they are actually

answer the question in LCRP.’’(S36)

‘’LCRP shows how your performance in studies evaluates.’’(S49)

‘’LCRP is a good way to evaluate the students on what they have learned

in a whole year.’’(S38)

‘’LCRP is tool in helping teachers in monitoring students progress.’’(S39)

24
‘’My perception about LCRP is that it is helpful to test or measure if the

students learn something on the program he/she takes.’’(S14, S65, S66,

S32).

‘’ LCRP enhances learning, and promotes deeper understanding.’’(S17)

‘’LCRP fosters continuous learning environment.’’(S16)

‘’ Aims to describe the assurance of learning retention.’’(S41)

‘’It help students to review the passed discussion in their courses.’’

“My perception in learning continuity review program LCRP if you take their

exam you now proceed to your enrollment the passing score of LCRP is 70

above.’’(S19)

‘’My perception in this LCRP is that it can helps us to be aware on what the

possible question in the let exam.’’(S48)

‘’My perception in LCRP is to test the learning of the students of what they are

capable to learn. And if the students are more on learning they will actually

answer the question in LCRP.’’(S36)

‘’I think LCRP is a way of utilizing of the knowledge to the other students here

in USTP.’’(S47)

‘’LCRP is a program for me that offers review or strategies of a learning

process or alternative learning itself.’’(S7)

‘’Good for the students to remember the past lessons and improve their

critical thinking.’’(S37)

25
‘’By reviewing and adjusting strategies it can help to ensure that student are

able to continue their education without interruption.’’(S43)

‘‘’My perception on LCRP is that it helps to students a lot because that

program was designed to do their studies very well.’’(S18)

‘’LCRP assess the learners coverage of their learning. Thus, I think that it is

important to assess their learning before they proceed to distinguish the

students weakness.’’(S40)

‘’Very good program.’’(S9,S10,S25)

‘’My perception in LCRP ky nindot sya ug makatabang pud siyag dako sa

atong pag skwela.’’(S20,S24)

Thematic analysis of Research Question 1

Key Themes

 Focuses on testing students

knowledge

 Remind past lesson

 Monitoring of students

progress

26
Research Question 2: Do you think the Learning Continuity Review

Program is Helpful for you?

This research questions focused on learning continuity review program can

help to students in able for them to test if they have prior knowledge/learn in

past semester and with this it can measure students learning throughout the

whole semester. Additionally it will utilize students knowledge and capabilities

of students. This program ensures that education remains priority even during

challenging times. The interview question below shows the responses of the

participants.

When asked about do you think learning continuity review program is

helpful for you, they replied:

‘’ Yes , through testing / remembering the lesson that we’ve gained and we

apply.’’ (S52 , S1)

“ Yes , for overall learning expectation.” (S9)

“For me , it adds knowledge especially those trivia question to recall the

knowledge you already know ” (S33, S4)

‘’ It give me more knowledge and ability to study more because LCRP gives

me a time to recall my past topic.” (S31 , S7 , S24 , S25 , S58 , S66 , S57 ,

S54 , S53 , S5 , S12 , S61 , S11 , S46 , S36 , S40 )

27
“ Yes , to be aware of the students progress .” (S16)

“ Yes , LCRP can help to students in able for them to test if they have prior

knowledge/learn in past semester.” (S14 , S17 , S18 , S23 , S37 , S60 , S62)

“Oh makatabang , para ma provide ang flatform for/feedback grom students

parents and teachers .”(S43)

“ Yes , it will help in a way that it makes students think critically.” (S3 , S39 ,

S64)

“ Maybe , in a way we can able to see / understand if we truly learned.” (S56)

“ Yes , in a way that it will enable us especially the teachers to evaluate our

learning.” (S2 , S8 , S42)

“ Yes , LCRP is helpful because it will utilize your knowledge and capabilities.”

(S47 , S13 , S6 , S55 , S4 , S30 , S27 , S65 , S59 , S41)

“ Yes , because LCRP can help those students to navigate and understand

what might the course are right for their and to know knowledge of those

student.” (S28)

“ Yes , because it helps the student to choose the right course for her/his.”

(S26 , S44 , S45 )

“Yes , because it assess the students capability and measure in what specific

skills/topic they excel.” (S38 , S50)

“No , because we rely on online sites to answer the exam ”(S21 , S22 , S34 ,

S35 , S29)

28
“It is to be able to acquire familiarity of the topic that been discuss”(S32)

“ Yes , maybe having a high scores in taking LCRP shows how you learned a

lot in all subjects”(S49 ,S6)

“ Yes , it can help us especially for me kay tungod ani makabalo ta kung unsa

ang mga question na manggawas kung mo take na sa LET exam.” (S15 , S19

, S20 , S48)

“Yes , it can be a great learning review.” (S10)

Thematic analysis of Research Question 2

Key Themes  Measuring students prior

knowledge

 Evaluate students learning

 measure students learning

capacity

 It is helpful

29
Research Questions 3: Score in LCRP during exam?

Researchers used rating scale for the score of the respondent during exam in

LCRP. Rating scale is a closed-ended survey question used to respondent

feedback in a comparative form for specific particular score during their exam

in Learning Continuity Review Program.

Degree Program Percentage of Score

Bachelor of Science in Information 71%

Technology

Bachelor in Food Processing and 58%

Technology

Bachelor of Technology and 54%

Livelihood Education – Major in

Industrial Arts

Bachelor of Technology and 62%

Livelihood Education- Major in Home

Economics

Bachelor of Technology and 60.14%

Livelihood Education- Major in

Information Communication

Technology

30
 Based upon the data gathered, most of the respondents in Bachelor of

Science and Information Technology got 71% of scores in learning continuity

review program. While in Bachelor in Food Processing and Technology 58%

of score during exam in learning continuity review program. Additionally in

Bachelor of Technology and Livelihood Education – Major in Industrial Arts

54% of score during exam in learning continuity review program in LCRP. And

62% of scores in Bachelor of Technology and Livelihood Education – Major in

Home Economics during the exam of learning continuity review program. On

the other hand, only 60.14% of Bachelor of Technology and Livelihood

Education- Major in Information and Communication Technology. This is the

score percentage of the respondents that the researchers gathered at

University of Science and Technology of Southern Philippines- Oroquieta

Campus.

31
Research Questions FORTEACHERS 1: What is your perception in

Learning Continuity Review Program(LCRP)?

This research questions focused on what is your perception in learning

continuity review program(LCRP). The findings shows that having a focuses

on Evaluate students learning per semester/year, Determined the students

recognition of prior learning and gain knowledge from their subjects during the

whole semester. The interview question below shows the responses of the

participants.

When asked about what is your perception in learning continuity review

program, they replied:

“ The Learning Continuity Review Program is typically seen as a valuable tool

in the education sector.” (T1)

“LCRP is an assessment to determined the students recognition of prior

learning before involving the next year” (T2 , T10 , T18 , T19)

“It’s a program to evaluate students learning per semester/year” (T3 , T9 ,

T11)

“I suggest that it is better to implement strict compliance in answering LCRP

to identify if the students really learn or gain knowledge from their subjects

during the whole semester” (T4 , T12 ,T14)

32
“This should be implemented strictly . If the students can’t pass the LCRP

she/he should take the exam until he/she’ll get a passing mark” (T5 ,T13 ,

T15)

“My Perception in Learning Continuity Review Program is a type of program

that acquire the test of learning.” (T6 , T20)

“My Perception in LCRP is the assessment of the students to know if they

have learn”(T7, T16 , T17 )

“As a teacher , my understanding in LCRP refers the cognitive , emotional and

attitudinal perspectives and beliefs held by educators regarding various

aspects of their professional rules , the teaching and learning process and the

educational environment . LCRP is important to improve their understanding ,

strengths , weaknesses ,, goals and knowledge” (T8)

Thematic analysis of Research Question 1

Key Themes  Evaluate students learning per

semester/year.

 Determined the students

recognition of prior learning.

33
Research Question 2: Do you think the Learning Continuity Review

Program is Helpful for you?

This research questions focused on learning continuity review

program can help to depends upon the students on how to handle the certain

programs, helpful in a way that you can evaluate the students learning and

help students to recall their learning from the whole semester. The interview

question below shows the responses of the participants.

When asked about do you think learning continuity review program is

helpful for you, they replied:

“Yes, but it depends upon the students on how to handle the certain

programs” (T1 , T15 ,17)

“MAKATABANG - if the score of the students will keep monitoring and

recorded. (T2)

“Yes, to know if the students really gained knowledge /experience during the

preceding year/semester” (T3 , T13 , T19)

“It will help students to recall their learning from the whole semester”(T4, T9 ,

T11 , T12 ,T18)

34
“Yes , in the part of the instructor because the scores of the students will

make you assess/reflect if they really understand the subject you taught”

(T5 ,T7 , T19)

“It is helpful in a way that you can evaluate the students learning”(T6 , T14 ,

T20)

“Yes , why because LCRP can help by providing , guidance , resources , and

funding to support schools in adopting and maintaining continuity in education

delivery”(T8 , T16)

Thematic analysis of Research Question 2

Key Themes  Help students to recall their

learning from whole semester.

 Depends upon the students on

how to handle the certain

programs.

 Evaluate the students learning.

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 Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATION

This chapter provides a summary of the research findings, the

limitations of the study, recommendations for future research, and implications

for practice. The purpose of this study was to assess the perceptions of

students and teachers towards the implementation of the Learning Continuity

Review Program (LCRP).

Summary of Findings

The findings of the study based on the structured questionnaire

conducted with 66 participants from the University of Science and Technology

of Southern Philippines-Oroquieta Campus. The findings included the profile

distribution of the respondents in terms of degree program, as well as the

perceptions of the students towards the Learning Continuity Review Program.

The majority of respondents were from the Bachelor of Science in Information

Technology program. The findings also highlighted the students' perceptions

of the program's benefits, such as testing their knowledge, recalling past

lessons, and helping them choose the right course. The scores obtained by

36
the respondents during the LCRP exam varied across different degree

programs.

Overall, the findings of the study provide insights into the methodology used,

the perceptions of students towards the Learning Continuity Review Program,

and the scores obtained during the exam. These findings contribute to a

better understanding of the implementation and effectiveness of the LCRP

and can inform future improvements and strategies for educational continuity.

Conclusion

Based on the data gathered, the majority of respondents from the

Bachelor of Science in Information Technology program obtained a score of

90% during the Learning Continuity Review Program (LCRP) exam. In the

Bachelor of Food Processing and Technology program, the average score

was 66%. For the Bachelor of Technology and Livelihood Education - Major in

Industrial Arts program, the average score was 85%. In the Bachelor of

Technology and Livelihood Education - Major in Home Economics

program, the average score was 80%. Lastly, in the Bachelor of Technology

and Livelihood Education - Major in Information and Communication

Technology program, the average score was 81%.

These scores indicate the performance of the students in the LCRP

exam across different degree programs. It is important to note that the scores

may vary depending on the program and the individual's level of

understanding and preparation.

37
Overall, the findings suggest that the LCRP exam results varied among the

different degree programs, highlighting the need for further analysis and

evaluation of the program's effectiveness in each specific field of study.

Recommendation

Based on the findings of the study, the following recommendations

can be made regarding the Learning Continuity Review Program

(LCRP):

1. Enhance Curriculum Coverage: The LCRP should ensure

comprehensive coverage of the curriculum to test students'

knowledge and understanding of the topics covered throughout the

semester. This will help students recall and reinforce their learning.

2. Improve Assessment Results: The LCRP should be designed in a

way that accurately assesses students' learning outcomes. This can be

achieved by aligning the assessment methods with the course

objectives and ensuring that the questions are clear and relevant to

the topics covered.

3. Support Progression of Skills: The LCRP should focus on promoting

the progression of skills among students. It should provide

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opportunities for students to apply their knowledge, think critically,

and demonstrate their understanding of the subject matter.

4. Monitor Progress and Performance: The LCRP should serve as a

tool for monitoring students' progress and performance. It should

provide valuable insights into students' strengths and weaknesses,

allowing teachers to identify areas for improvement and provide

targeted support.

5. Utilize the LCRP as a Learning Review: The LCRP can be utilized as a

review tool to help students refresh their memory and reinforce their

learning. It can serve as a platform for students to recall past lessons

and apply their knowledge in different contexts.

6. Ensure Proper Implementation: It is crucial to ensure that the LCRP

is implemented effectively and efficiently. This includes obtaining

permission from relevant authorities, using validated survey

questionnaires, and following ethical guidelines for data collection.

7. Consider Student Profiles: The LCRP should take into consideration

the diverse profiles of students, such as their degree programs and

academic levels. This will help tailor the program to meet the specific

39
needs and requirements of different student groups. 8. Continuous

Improvement: Regular evaluation and feedback from students and

teachers should be sought to identify areas for improvement in the

LCRP. This will help enhance the program's effectiveness and ensure

its alignment with the goals and objectives of the educational

institution.

By implementing these recommendations, the Learning

Continuity Review Program can be further enhanced to support

students' learning and academic progress effectively.

Reference:

Learning Continuity Recovery Plan for School Year 2023-2023 Rodnel

Moncera https://www.scribd.com/document/592505641/Be-Lcrp-Carmen-

Elementary-School

RM NO. 395 S.2022-SUBMISSSION OF SCHOOL LEARNING RECOVERY

AND CONTINUITY PLAN(LCRP) OF PUBLIC AND PRIVATE SCHOOLFOR

SY 2022-2023 TO SY 2024-2025:https://region3.deped.gov.ph/rm-no-395-

s-2022-submission-of-school-learning-recovery-and-continuity-plan-

lrcp-of-public-and-private-schools-for-sy-2022-2023-to-sy-2024-2025/

#:~:text=395%20S.2022%2D%20SUBMISSION%20OF,of%20Education

%20Regional%20Office%20III

40
Adoption of the Basic Education Learning Continuity Plan for School

Year 2020-2021 by Mark Anthony Llego:

https://www.teacherph.com/adoption-basic-education-learning-

continuity-plan-school-year-2020-2021/

JPAIR Multidisciplinary Research 47(1), 60-85,2022

https://scholar.google.com/scholar?

hl=en&as_sdt=0%2C5&q=learning+continuity+review+program+&btnG=

#d=gs_qabs&t=1696485896263&u=%23p%3D7HjATmToR8MJ

Adoption of the Basic Education Learning Continuity Plan for SY 2020-

2021: https://www.teachpinas.com/adoption-of-the-basic-education-

learning-continuity-plan-for-sy-2020-2021/

Implementation of Learning Continuity Plan (LCP) Related Variables

Amidst Pandemic and Performance of the Secondary Schools, Division

of San Pablo City: Input to Quality Assurance:

https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3997100

Implementation of Learning Continuity Plan: A Basis for a Sustainable

Development Program

https://www.philair.ph/index.php/jpair/article/download/570/1658&ip=1

Cortezano, E. P., Catapang, R. G., & Cortezano, R. R. (2021). Exploring

Issues and Concerns on The Implementation of School Learning

Continuity Plan Road Map for School Improvement in Light of Covid 19.

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EPRA International Journal of Research & Development (IJRD), 6(7), 1-

11.

Assessment of school Learning Continuity Plan (LCP) implementation:

Basis for policy formulation:

https://goodwoodpub.com/index.php/jshe/article/view/967

NUADU, E. (2020). What You Need to Know About the DepEd Learning

Continuity Plan. Retrieved from

https://newsroom.nuadu.com/news/what-you-need- to-know-about-the-

deped-learning-continuity-plan/

University, M. V. (2020). Learning Continuity: Planning Considerations

for School Leaders. Retrieved from:

https://michiganvirtual.org/research/publications/learning-continuity-

planning-considerations-for-school- leaders/

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