• Jocelyn M. Dayata

  Author

• Georgina B. Arguido

  Author

• Marbeth G. Aringay

  Author

The COVID-19 pandemic’s peak challenges students in the learning process. The experiences, coping mechanisms, and implications of ten (10) grade 10 students of Dangcagan National High School, Bukidnon, Philippines in learning Filipino subjects after the pandemic were explored using a descriptive-narrative method. Five (5) went through in-depth interviews and five (5) were included in a focus group discussion to gain deeper insights using a purposive sampling method with a semi-structured interview containing open-ended questions. Themes were generated after the transcription and coding of data. Results show that the cognitive aspect was affected in the student’s learning. Learning gaps revealed a lack of skills in spelling, comprehension of the Filipino language, and reading comprehension. The lack of speaking, writing, and reading skills were identified as learning gaps in the psychomotor aspect. It revealed further those participants became dependent on technology for many of their answers were simply copied from the internet. They no longer read and used their minds to form ideas and barely spoke since most of the lessons were delivered via videos. Thus, the heutagogical theory of learning and constructivism becomes the foundation of the results emphasizing the responsibility of students, encouraging active participation in education highlighting the importance of collaborative learning and social contexts in shaping learning experiences. These are essential for understanding the challenges and adaptations faced during and after the pandemic. Findings suggest strengthening foundation skills such as reading and writing at the secondary level due to the challenges highlighted in the study.

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