Master Thesis

The closure of schools in the Philippines has had a significant impact on how students acquire knowledge outside of their traditional classrooms. As part of the BELCP (Basic Leaning Continuity Plan), the Department of Education continues to employ modular distance learning among learners in the midst of COVID-19 pandemic. Despite the Department's effort to provide students with sufficient modes of learning, there have been few drawbacks and concerns reported which were brought by distance learning. The study intended to analyze the learning frustrations of grade 9 students, their coping strategies and how students are performing academically during COVID-19 Pandemic. The study utilized a descriptive quantitative correlation method with the use of online survey questionnaire to determine learner's learning frustrations, coping strategies and how these are link to academic performance of the students during COVID-19 pandemic. 470 grade 9 students from three schools participated in the study. Results show that respondents have high learning frustrations in terms of their learning environment, while moderate learning frustrations were observed on the areas of; learning materials, family support and teachers support. This suggest that learners' learning environment was the greatest indicator affecting their learning frustration at home. On the other hand, coping strategies of grade 9 students suggest high coping strategies in terms of emotion focused coping strategy, problem focused coping strategy and avoidant focused coping strategies. Learner's employ different strategies during modular distance learning. Grade 9 students' academic performance show a decline during modular distance learning. To address the critical concerns revealed by the study, a homeroom guidance program was proposed to improve learners learning frustrations and academic performance and enhance students' coping strategies during distance learning.