DIFFICULTIES AFFECTING ACADEMIC PERFORMANCE OF INDIGENOUS LEARNERS DURING COVID-19 PANDEMIC: BASES FOR AN ACTION PLAN

Author Name: 1. Ian Ronel I. Cacho

Volume/Issue: 04/09

Country: Philippines

DOI NO.: 08.2020-25662434 DOI Link: https://doi-ds.org/doilink/02.2024-53599722/UIJIR

Affiliation:

1. United Nation Women Aeta School, San Marcelino District, Schools Division of Zambales, Philippines.

ABSTRACT

This study determined the difficulties affecting academic performance of indigenous learners as perceived by the 90 parents during COVID-19 pandemic in San Marcelino, Zambales for School Year 2020-2021 geared towards the implementation of action plan in addressing the difficulties in learning and improving the academic performance of the indigenous learners during COVID-19 pandemic. The researcher made use of descriptive-correlational method of research wherein data were gathered through the use of researcher-made questionnaire. Most of the parent-respondents were aged 20 to 29 years old, a majority were females, most of them had two (2) children, and elementary graduates. The difficulties in learning during COVID-19 pandemic as perceived by parent-respondents was considered less difficult in terms of capability of learning facilitators, time spent in teaching, contents of the modules, and health condition of the family. The academic performance of the indigenous learners was satisfactory in terms of written works, performance tasks, and average grade for the quarter. There was negatively modest non-significant correlation between the profile of the parent- respondents by age and difficulties in learning of indigenous learners during COVID-19 pandemic. The computed r value was less than the critical r value, not significant at 5% level; thus, the null hypothesis was accepted. However, there was positively strong significant correlation between the profile of parent-respondents by highest educational attainment; and had negatively modest significant correlation by number of children and difficulties in learning of indigenous learners during COVID-19 pandemic. The computed r values were greater than the critical r value, significant at 5% level; thus, the null hypothesis was rejected. There was negatively weak non-significant correlation between the academic performance of indigenous learners by written works, performance tasks, and average grade for the quarter and their difficulties in learning during COVID- 19 pandemic. The computed r values were less than the critical r value, not significant at 5% level; thus, the null hypothesis was accepted. Hence, there is a need to implement the proposed action plan in addressing the difficulties in learning and improving the academic performance of the indigenous learners during COVID-19 pandemic.

Key words: Difficulties in Learning, Academic Performance, Indigenous Learners, COVID-19 Pandemic, Learning Modules.