Abstract
Following the end of the Covid-19 pandemic as a public health crisis, the Department of Education has recognized the importance of reintroducing face-to-face classes in a gradual manner. This study is relevant and responsive to the current need of the educational sector and will strengthen new procedures being implemented for the utmost attainment of SDG 4. The objective of this study is to assess the agreement of high school students regarding scholastic satisfaction and presence of constructivist learning management in a hyflex modality in a Science Secondary School in the Philippines. The sample size for this study consisted of 408 respondents who were chosen through random sampling, employing the cross-sectional research design. The findings of this study indicate that students strongly agree that communication, interaction, building relationships, developing skills, managing time, evaluating performance, teaching and learning, all of which are dimensions of constructivist learning management, are present during the Hyflex modality. This implies that the Hyflex modality provides students with an avenue and freedom to express their thoughts, make decisions, communicate with their teachers and peers, and most importantly, participate in decision-making processes. Furthermore, regression analysis reveals that there is a positive link between teaching and assessment (r=0.78), moderate correlation between teaching and overall satisfaction (r=0.54), and moderate correlation between assessment and overall satisfaction (r=0.54). These findings suggest that there is sufficient evidence to support the notion that the teaching and assessment methods employed in the school have a direct impact on the overall satisfaction levels of the students.
Author Information
Thea Suaco, University of Baguio, Philippines
Christiana Elvira Sta Maria, University of Baguio, Philippines
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