Adaptive Strategies amidst an Emerging Educational Trend: What Teachers Should Know?

Samson M. Lausa, Lover Joy N. Embao
Corresponding email: [email protected]


This study examined the flexible learning strategies of pupils of one private elementary school in Negros Occidental, Philippines enrolled in the school year 2020-2021. This quantitative study used a descriptive method with 88 pupils who responded to the validated and reliability-tested survey questionnaire. The frequency and percentage distribution, mean, t-test, ANOVA, and Pearson R Product Moment of Correlation Coefficient were used to interpret the results of the study. The findings indicated that participants’ sexual profile, grade level, and sample size were evenly distributed. The use of; planning strategy, doing strategy, reflection strategy, emotional response strategy, and helpline strategy as adaptive learning strategies in flexible learning modality is to a great extent. Moreover, findings showed that no significant difference exists in the utilization of these adaptive strategies except in the aspect of age, educational background, and occupation of the father which showed significant results. Likewise, a significant relationship was revealed between the adaptive learning strategies and the academic achievement of participants as a whole and when grouped as to learning strategy.

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