International Journal of Research and Innovation in Social Science (IJRISS) |Volume VI, Issue XII, December 2022|ISSN 2454-6186
Modular Learning and AP Camp Intervention Activity
Daisy Mae R. Bongtiwon1, Carol P. Daloglog2, Virginia A. Abano3
1Eulogio Amang Rodriguez Institute of Science & Technology, Manila Philippines
2Lawig National High School, Lamut, Ifugao, Philippines
3Marikina High School, Marikina City, Philippines
Abstract: – The research aims to identify the problems experienced by students in Araling Panlipunan during the modular learning process. Problems encountered by students include a lack of connection between learning materials and students, a lack of internet access, less attention to the learning process, and a lack of concern for their achievement or performance. The school used various remote and hybrid learning techniques throughout the epidemic to ensure learning continuity, mitigate learning losses, and reduce disparities. This article provides an assessment of DepEd’s modular learning program. DepEd offers various approaches to organizing and implementing catch-up learning programs. Still, in this paper, the AP Camp Activity is suggested as remedial, focusing on students’ learning recovery and rekindling their motivation in school, which may lead to enhanced student engagement, achievement, and performance.
Keywords: Camp Activity, Remedial Program, Araling Panlipunan (AP)
I. INTRODUCTION
The COVID-19 epidemic has led to a loss of learning for all students worldwide due to unexpected school closures. Around the world, schools were closed for almost six months, or about two-thirds of a regular school year. As a result, to ensure learning continuity, educational systems have introduced remote and hybrid learning modes. The impact of various catch-up learning programs varies, according to several studies. Instructional techniques that strive to fill in the gaps while maintaining students at their age-appropriate grade level have compensated for students’ lack of prior learning. Learning losses occurred not only due to school closures during COVID-19 but also because of the low or partial effectiveness of remote and hybrid learning.
In most countries, remote and hybrid instruction are the most frequent, but this varies by community. In general, distance learning is less successful than face-to-face learning. Several theories have been proposed to explain this occurrence. As a result, almost all students require remedial training, as well as enhanced educational systems capable of quickly deploying and scaling up targeted interventions to help students bridge learning gaps and improve their performance.