John Kit S. Masigan^1,, Fe S. Masigan^1,

Student Activity Program is one of the challenged areas when institutions have shifted from a fragmentary to flexible teaching and learning approach. Therefore, to ensure a smooth implementation of a more flexible, alternative, and equity-based learning approach, a thorough evaluation must be conducted alongside addressing the characteristics of learners, such as their interests, needs, experience, abilities, culture, and learning styles. Nonetheless, there is now much evidence to support the claim that students and parents face a range of unique difficulties in their involvement to activities which include technical issues, distractions and time management, motivation, understanding expectations, and lack of in-person interaction. Hence, this study employed Mixed Sequential Explanatory Research Design (quantitative and qualitative) with the goal to evaluate the student activities of the SPUP-BEU Grade School for Academic Year 2020-2021. Generally, the participants strongly agree on the student activities’ success indicators along program objectives, delivery of content, facilitation, and technical/digital quality. Moreover, pupils revealed that the effective line of communication, provision of personal space/own device, subscription and familiarity to learning platforms, family supervision, and assistance in troubleshooting are considered as enablers affecting their involvement. On the other hand, unstable internet connectivity, device limitations, household responsibilities, lack of access/subscription to digital applications, and schedule disruption by community quarantines are identified as constraints. Therefore, such findings on the evaluation, enablers, and constraints are deemed valuable for the Enhancement of the Flexible Student Activity Plan.

student activity program, flexible teaching, online learning, mixed sequential explanatory research