INSTRUCTION AND SCHOLASTIC ACHIEVEMENT OF GRADE 11 LEARNERS IN ONLINE CLASSES AND PRINTED LEARNING MODALITIES: AN ACTION PLAN
Keywords:
instructional strategies, scholastic achievement, online learning, printed learning modality, flexible learningAbstract
The shift to alternative learning delivery modalities has required schools to sustain quality instruction despite disruptions to conventional face-to-face education. This study examined the instruction and scholastic achievement of Grade 11 learners enrolled in online classes and printed learning modalities at San Remigio National High School during School Year 2025–2026. Specifically, it assessed the use of instructional strategies, learners' scholastic achievement, differences in learners' and teachers' perceptions, relationships between selected respondent variables and scholastic achievement, and challenges encountered in implementing the two modalities. A quantitative descriptive-correlational design was employed. Respondents comprised 110 participants — 100 Grade 11 learners (50 enrolled in online classes and 50 in the printed learning modality) and 10 teachers, selected through disproportionate stratified random sampling. Data were gathered using a researcher-made, expert-validated questionnaire, while learners' scholastic achievement was determined from official General Weighted Average (GWA) records. Frequency counts, percentages, means, weighted means, an independent-samples t-test, and chi-square tests of independence were used for data analysis at the 0.05 level of significance. Results showed that instructional strategies were highly utilized, with an overall weighted mean of 3.80. No significant difference was found between learners' and teachers' perceptions, t(108) = −0.91, p = .365. Learners obtained moderate scholastic achievement, with mean GWAs of 87.30 for online classes and 88.12 for printed learning. No significant associations were found between scholastic achievement and the examined learner or teacher profile variables or instructional strategy utilization. Challenges were experienced at a moderate level (WM = 3.01), with unstable internet connectivity emerging as the most prominent concern (WM = 3.48). An action plan was developed focusing on instructional improvement, learner support, teacher professional development, resource accessibility, and stakeholder collaboration.
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