Arlene G. Tomas^1,, Apple Grace C. Garingo¹, Mary Jane A. Guillermo¹, Fides R. Pascual¹, Romiro G. Bautista²

The disconnection due to pandemic left a significant impact on education, specifically on learners. It has affected their social, emotional, and academic well-being. The DepEd secretary’s declaration of resumption of classes demands teachers to come up with strategies to provide psychosocial support for coping skills in transitioning from distance learning to face-to-face learning modalities. Thus, this study aimed to describe the lived experiences and insights of learners in transitioning from blended learning back to face-to-face class. Employing ethnological research, a lesson study was conducted to describe the communication skills, basic numeracy, and science literacy of G10 students. Using teacher observation and reflection forms, students’ performances and reflections, actual class videos and pictures, qualitative data were coded, clustered into categories, and derived into emerging themes. Results showed how students reposition themselves during the post-pandemic resumption of classes. Challenges about responding to emerging personal challenges and dealing with pressure from external forces were the themes derived from qualitative analyses. Finding common grounds in firming up coping strategies and breaking limitations into possibilities emerged as themes which teachers could use in adjusting post pandemic instruction.

class resumption, learning modalities, lesson study, in-person class, post-pandemic class, transition lesson.