IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 3, NO.

2, JUNE 2021

IMPLEMENTATION OF LEARNING CONTINUITY PLAN (LCP) RELATED

VARIABLES AMIDST PANDEMIC AND PERFORMANCE OF THE
SECONDARY SCHOOLS, DIVISION OF SAN PABLO CITY: INPUT TO
QUALITY ASSURANCE

ERWIN G. ABRIL1, EDEN C. CALLO, EdD2

1
0000-0002-9893-8894, 20000-0002-9457-9361
1
[email protected], [email protected]
1
Col. Lauro D. Dizon Memorial Integrated High School, Department of Education
2
Laguna State Polytechnic University, San Pablo City Campus, Philippines

ABSTRACT

The Basic Education Learning Continuity Plan (BE-LCP) has been designed with a legal
framework responsive to the COVID-19 pandemic, keeping in mind the constitutional mandate to
uphold the right of all citizens to quality education at all times. Thus, this descriptive-correlational
research design determined the implementation of the LCP and the performance of the 14
principals and 452 teachers in the secondary schools, Division of San Pablo City. The results were
analyzed using mean, standard deviation, Pearson-r Correlation, t-test, and multiple linear
regression analysis. The study revealed that the principals had implemented the LCP
implementation-related variables to a great extent, while teachers implemented it to an extent.
Both groups of respondents considered the learning delivery modalities, assessment of learning,
and learning resources as an integral part of the school's performance. The implementation of
LCP related variables has a significant relationship with school performance. There were
significant differences in the responses of the two groups of respondents regarding the perceived
implementation of LCP. On the other hand, the implementation of LCP variables singly or in
combination influenced the school's performance. This study calls for collaboration between
schools and stakeholders in implementing LCP as the primary framework in responding to the
challenges posed by the COVID-19 pandemic.

Keywords: COVID-19, Learning Continuity Plan (LCP), access, quality, governance, school
performance

INTRODUCTION belief that educational quality, access, and

system strengthening cannot be compromised
Amidst the COVID-19 pandemic and in times of crisis (UNESCO, 2017). Doing the
its concomitant challenges, the Department if opposite negatively affects human capital.
Education (DepEd), through the National Thus, DepEd affirms its commitment to
Educators Academy of the Philippines sustaining quality, accessible, relevant, and
(NEAP), affirms its commitment to providing liberating Philippine essential education
and supporting the professional growth of services anchored on the Sulong EduKalidad
teachers and school leaders (DepEd, 2020). framework. Furthermore, it will continue to
The Department echoes UNESCO's strive to produce holistic Filipino learners with

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ABRIL, E.G., CALLO, E.C., Implementation of Learning Continuity Plan (LCP) Related Variables amidst Pandemic and
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21st-century skills. Consequently, the Bureau learners.
of Curriculum Development ensures that The quality of education is one of the
learning standards are relevant and flexible to keys to overcoming challenges. It is usually
address the complex, disruptive, volatile, and understood as the balanced compliance of
ambiguous impact of COVID-19 in the education (its outcomes, processes, and
Philippines, particularly in the basic education environment) with identified needs, goals,
sector. requirements, norms, and standards. Quality
In the light of the crisis, DepEd is the level of compliance of the program's
introduced the Basic Education Learning characteristics and outcomes with the
Continuity Plan (BE-LCP) during the COVID- conditions set for the Department (Gerasimov
19. This is the Department's response to the & Shaposhnikov, 2014). Accordingly,
challenges posed by the COVID-19 pandemic educators need to identify and advance a
in the field of basic education. Nonetheless, specific vision for preparing young people for
DepEd also believes that education must global citizenship. The curriculum and
continue, regardless of the changes and even instruction goals should be clear, as should
dangers confront now and in the future. the aims of the topics have presented in
(Briones, 2020). school textbooks (Aydin & Damgaci, 2017;
With a learner-oriented framework, the Leek, 2016). These goals should also be
reforms articulated in the BE-LCP are aligned malleable to accommodate rapidly changing
with the four pillars of Sulong Edukalidad: K to trends in contemporary global education.
12 curriculum review and update; improving An opportunity to choose from different
the learning environment; teachers' upskilling learning modalities of learning is essential for
and reskilling; and engagement of student success. It includes blended, modular
stakeholders for support and collaboration. and online, and partially face-to-face.
These pillars should be implemented with an However, when student persistence was
emphasis on innovation, agility, and synergy. studied, the development of blended learning
The goals unite Sulong Edukalidad, BE-LCP, was shown to have a more significant impact.
and the futures of the Philippine education for Students also perceived that the blended
and with every learner: agency and self- format was superior when learning the course
actualization, work readiness, and responsible material (Cruz-Johnson, 2012).
citizenship. Thus, the BE-LCP must be guided E-learning tools have played a crucial
by life-long, life-wide, life-deep, and life-wise role during this pandemic, helping schools and
learning principles (DepEd, 2020). universities facilitate student learning during
DepEd Order No. 12, s. 2020, the the closure of universities and schools
Adoption of the Basic Education Learning (Subedi et al., 2020). Learners with a fixed
Continuity Plan (BE-LCP) for School Year mindset have a hard time adapting and
2020 – 2021, in the light of the COVID-19 adjusting, but learners with a growth mindset
Public Health Emergency, states that the adapt quickly to new situations. Teachers and
Department ensures education shall continue student readiness must be assessed and
amidst the threat of the pandemic. It will be supported while adapting to the latest
made possible through the K12 Curriculum adjustments. For online learning, there is no
adjustments, alignment of learning materials, one-size-fits-all methodology.
deployment of multiple learning delivery Technology ushers in fundamental
modalities, provisions of corresponding structural changes that can be integral to
training for teachers and school leaders, and support both teaching and learning (Callo and
proper orientation of parents or guardians of Yazon, 2020). Digital learning tools, such as

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ABRIL, E.G., CALLO, E.C., Implementation of Learning Continuity Plan (LCP) Related Variables amidst
Pandemic and Performance of the Secondary Schools, Division of San Pablo City: Input to Quality
Assurance, pp.119 - 134
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computers and handheld devices, and an learning experience. In addition, school
internet connection, support learning 24 hours facilities should be flexible enough to
a day, seven days a week, building 21st- accommodate changing learning patterns and
century skills, increasing student engagement methods (Lyons, 2012).
and motivation, and accelerating learning. With a learner-oriented framework, the
Learning is a complex activity involving reforms articulated in the BE-LCP are aligned
students' motivation, physical conditions, with the four pillars of Sulong Edukalidad: K to
teaching resources, teaching skills, and 12 curriculum review and update; improving
curriculum. All of these play a vital role in a the learning environment; teachers' upskilling
student's development. It is further concluded and reskilling; and engagement of
that there is a direct relationship between a stakeholders for support and collaboration.
school's physical facilities and educational These pillars should be implemented with an
outcomes. Good maintenance, modern emphasis on innovation, agility, and synergy.
systems, and flexible designs are necessary
because the physical structure can limit the

OBJECTIVES OF THE STUDY

This study determined the 2. To evaluate the significant relationship

implementation of Learning Continuity Plan between the extent of implementation of
(LCP) related variables amidst pandemic and LCP related variables in access, quality,
performance of the secondary schools, governance, and school performance.
Division of San Pablo City as input to quality 3. To analyze the significant differences in
assurance. respondents' responses to the perceived
Specifically, it sought to fulfill the implementation of LCP related variables
following objectives. and school performance.
1. To determine the perceived 4. To investigate the LCP implementation-
implementation of the Learning Continuity related variables that singly or in
Plan (LCP) related variables to access, combination influence school performance
quality and governance, and school's level in learning delivery modalities,
of performance in learning delivery assessment of learning, and learning
modalities, assessment of learning, and resources.
learning resources.

METHODOLOGY

The study was a descriptive-correlational the relationship (Salkind, 2006). Correlations

predictive research design that described the measure the relationship between variables and
relationship between variables when there was no how one variable changes as another variable
ability to manipulate or control the independent change in both direction and strength (Cook &
variables (Lappe, 2000). It includes an analysis of Cook, 2008; Salkind, 2008). The respondents of
the relationship between the predictor and criterion the study were the 14 principals and 452 teachers
variables (Salkind, 2006). In addition, it provides an of the secondary schools, in the Division of San
indication of multiple items related to each other Pablo City, the Academic year 2020–2021, through
and how well one or more variables might predict a random stratified sampling technique.
an outcome without an indication of the causes of A five-part online survey questionnaire

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ABRIL, E.G., CALLO, E.C., Implementation of Learning Continuity Plan (LCP) Related Variables amidst
Pandemic and Performance of the Secondary Schools, Division of San Pablo City: Input to Quality
Assurance, pp.119 - 134
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IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 3, NO. 2, JUNE 2021
served as the primary research instrument. The 994, which is an excellent coefficient.
first part was the respondents' personal information With the help of the Secondary Schools
about their age, gender, civil status, years of Public Schools District Supervisors, the
service, educational attainment, plantilla position, researchers sent a google form link to the
and ancillary services. The second part focused on respondents. A letter to the school's division
the perceived implementation of the learning superintendent, public school district supervisors,
continuity plan regarding task and timeline, budget and the respondents was submitted. Then, the
and resources, stakeholder analysis, and researchers proceeded to the actual phase of the
implementation risk. The third part was the study, the data gathering process. The school
respondent's perception of implementing a principals from different secondary schools
learning continuity plan regarding quality regarding provided kind assistance to facilitate the successful
leadership and governance, curriculum and administration of the online survey questionnaire.
planning, accountability and continuous After it was checked and scrutinized by the
improvement, and management of resources. The research adviser and statistician, it was forwarded
fourth was the respondents' perceived to the LSPU Statistics Center for actual data
implementation of continuous improvement in treatment. The gathered data were subsequently
governance, transparency, ethics, and collected, grouped, coded, and tabulated for
accountability. Furthermore, to determine school computations, analysis, and interpretations
performance in terms of learning delivery according to corresponding statistical measures.
modalities, assessment of learning, and learning The compiled data were analyzed using
resources, the respondents' perceptions were descriptive statistics such as mean and standard
utilized. Likewise, to test its reliability, the deviation. In addition, Pearson's Correlation, t-test,
researchers conducted pilot testing of the and multiple linear regression analysis using the
questionnaire to 20 teachers not included in stepwise method were employed for the inferential
the study. It reported a reliability index of α = analysis of the data.

RESULTS AND DISCUSSIONS

1. Perceived Implementation of Learning

Continuity Plan (LCP) Related Variables

1.1 Implementation of LCP in terms of access timeline (x̄=4.82), evaluation of implementation

risks (x̄=4.81), budget and resources (x̄ = 4.59),
The data reveals that the principals and stakeholder analysis (x̄ = 4.52) to a great
implemented access in terms of task and extent.

Table 1
Implementation of LCP in terms of access
Principals Teachers
Indicators
Mean Interpretation Mean Interpretation
Task and Timeline 4.82 To a Great Extent 4.49 Extent
Budget and Resources 4.59 To a Great Extent 4.32 Extent
Stakeholder Analysis 4.52 To a Great Extent 4.37 Extent

Evaluation of Implementation Risk 4.81 To a Great Extent 4.55 To a Great Extent

OVERALL 4.69 To a Great Extent 4.43 Extent

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ABRIL, E.G., CALLO, E.C., Implementation of Learning Continuity Plan (LCP) Related Variables amidst Pandemic and
Performance of the Secondary Schools, Division of San Pablo City: Input to Quality Assurance, pp.119 - 134
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On the other hand, evaluation of extent level. To a great extent, (overall mean
implementation risks was found to be values=4.69, 4.43) for the principals and
implemented by the teachers to a great extent teachers, respectively, implies that both
(x̄ = 4.55) while task and timeline (x̄ = 4.49), respondents had implemented access to
stakeholder analysis (x̄ = 4.37) and budget ensure that learning will continue despite the
and resources (x̄ = 4.32) implemented to an health condition the education sector faces.

1.2 Implementation of LCP in terms of quality

Table 2
Implementation of LCP in terms of quality
Principals Teachers
Indicators
Mean Interpretation Mean Interpretation
4.79 To a Great Extent 4.40 Extent
Leadership and Governance
4.75 To a Great Extent 4.52 To a Great Extent
Curriculum and Instruction
Accountability and Continuous To a Great Extent
4.57 4.39 Extent
Improvement
4.69 To a Great Extent 4.54 To a Great Extent
Management of Resources
OVERALL 4.70 To a Great Extent 4.41 Extent

The results found that principals had teachers to a great extent. In contrast,
implemented leadership and governance (x̄ = leadership and governance (x̄ = 4.40) and
4.79), curriculum and instruction (x̄ = 4.75) accountability and continuous improvement (x̄
management of resources (x̄ = 4.69) and = 4.39) were perceived to an extent.
accountability and continuous improvement (x̄ With an overall mean value of 4.70 for the
= 4.57) to a great extent. As the head of the principals and 4.41 for the teachers, to a great
institution, the principal ensured that the extent, achieving success in the
quality implementation of BE-LCP was strictly implementation of LCP and assurance that
fulfilled for learning to continue despite the learning and other school processes were
COVID-19 pandemic. adequately employed, quality must be
On the other hand, management of considered, and should be taken into high
resources (x̄ = 4.54) and curriculum and regards.
instruction (x̄ = 4.52) was perceived by the

1.3 Implementation of LCP in terms of

governance

Table 3
Perceived Implementation of LCP in terms of governance
Principals Teachers
Indicators
Mean Interpretation Mean Interpretation
Transparency 4.84 To a Great Extent 4.28 Extent
Ethical 4.83 To a Great Extent 4.51 To a Great Extent
Accountability 4.70 To a Great Extent 4.42 Extent
OVERALL 4.79 To a Great Extent 4.40 Extent

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ABRIL, E.G., CALLO, E.C., Implementation of Learning Continuity Plan (LCP) Related Variables amidst
Pandemic and Performance of the Secondary Schools, Division of San Pablo City: Input to Quality
Assurance, pp.119 - 134
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The perceived implementation of the process, teachers ensured that they followed
Learning Continuity Plan (LCP) in terms of and adhered to the different ethical behaviors
governance is presented in Table 3. The data as stated in the Professional Code of Ethics
show that principal’s transparency (x̄ = 4.84), expected from them.
ethical (x̄ = 4.83) and accountability (x̄ = 4.70) The overall mean values of 4.79 for the
were implemented to a great extent. On the principals and 4.40 for the teachers imply that
other hand, the teachers attested that ethical governance plays an essential role in
(x̄ = 4.51), to a great extent, was important as implementing the Learning Continuity Plan
one of the indicators of governance. Moreover, (LCP). This is also one way of ensuring that
accountability (x̄ = 4.42) and transparency (x̄ = the school and the personnel, and other
4.28) were implemented to an extent level. As stakeholders uphold the morale of their roles
facilitators of the teaching and learning and responsibilities.

2. Perceived School Performance

Table 4
School Performance
Principals Teachers
Indicators
Mean Interpretation Mean Interpretation
4.63
Highly Implemented 4.72 Highly Implemented
Learning Delivery Modalities
4.69 Highly Implemented 4.56 Highly Implemented
Assessment of Learning
4.81
Highly Implemented 4.54 Highly Implemented
Learning Resources
Highly Highly
OVERALL 4.71 4.61
Implemented Implemented

The results found that principals and for the principals and 4.61 for the teachers
teachers had highly implemented the learning imply that both groups of respondents
delivery modalities (x̄ = 4.63, 4.72), guaranteed every learner's right to quality
assessment of learning (x̄ = 4.69, 4.56), and education by giving them access to the
learning resources (x̄ = 4.81, 4.54). Thus, it different learning modalities and the
indicates that the school is performing well in assessment procedure. Moreover, it ensured
assuring quality education amidst the COVID- learning materials necessary in the learning
19 pandemic. The overall mean values of 4.71 continuity for the school to
serve the learners better.
3. Significant Relationship Between the LCP
Related Variables and School Performance

As shown in Table 5, the obtained r significantly correlated with learning delivery

values signify a positive estimate for the modalities at p < .05. Therefore, it can be
implementation of LCP in terms of access in noted that having access to the different
terms of task and timeline, budget and learning modalities, assessment procedures,
resources, stakeholder analysis, and and learning resources will result in a more
evaluation of implementation risks. They are significant opportunity for the students to

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ABRIL, E.G., CALLO, E.C., Implementation of Learning Continuity Plan (LCP) Related Variables amidst
Pandemic and Performance of the Secondary Schools, Division of San Pablo City: Input to Quality
Assurance, pp.119 - 134
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continue learning even at times of pandemic. knowledge, and dispositions necessary to
The future of this nation may depend on the become responsible global citizens" (Herrera,
extent to which students acquire the skills, 2012).
Table 5
Relationship on Perceived Implementation of LCP Related Variables and the School Performance
School Performance
Implementation of LCP Related Variables Learning
Assessment Learning
Delivery
of Learning Resources
Modalities
Task and Timeline .688** .694** .735**
Budget and Resources .656** .678** .750**
Access Stakeholder Analysis .646** .668** .708**
Evaluation of Implementation
of Risks .806** .783** .834**

Leadership and Governance .703** .732** .786**

Curriculum and Instruction .799** .839** .830**
Accountability and
Quality Continuous Improvement .691** .720** .786**

Management of Resources .838** .846** 1.000**

Transparency .610** .673** .739**
Governance Ethical .756** .768** .798**
Accountability .732** .766** .791**
** Correlation is significant at the 0.01 level (2-tailed)

The existing positive relationship teaching resources at p<.05 level of

between access implementation of LCP and significance. The existing positive relationship
performance of the school denotes that the indicates that schools with the high-quality
schools have established a system that is implementation of LCP would mean better
open and accessible to all types of performance.
stakeholders, especially to the learners. Thus, for the school to achieve high
Strengthening its accessibility will mean that performance, the quality offering of services
learners and other stakeholders will reach their and other educational programs must be
needs to support the continuous learning that considered because it plays an essential role
the Department is aspiring for (Briones, 2020). in creation, growth, mental and social
Moreover, the obtained r values signify a evolution, and contributes to society's
positive relationship between the quality advancement. (Oswald, 2014). Assessment
implementation of the Learning Continuity plays a role in learner's efficacy, fosters
Plan (LCP) in terms of leadership and learners' abilities to construct meaning, and
governance, curriculum and instruction, promotes metacognition. By asking learners to
accountability and continuous improvement check their skill mastery levels or reflect on the
and management of resources were found to assessment of their work, they learned to
have a significant relationship to the school examine their reasoning and decision-making
performance in terms of learning delivery process (Cukusic, Garaca, & Jadric, 2014).
modalities, assessment of learning and Lastly, governance in terms of

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ABRIL, E.G., CALLO, E.C., Implementation of Learning Continuity Plan (LCP) Related Variables amidst
Pandemic and Performance of the Secondary Schools, Division of San Pablo City: Input to Quality
Assurance, pp.119 - 134
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transparency, ethical, and accountability are objectives to enable the learners to reach their
significantly related to the performance of the maximum potential. It means that proper
school at p<.05 significant level. The implementation of governance guaranteed the
relationship between variables indicates that rights of every learner and the community to
an established mechanism of transparency, quality education. Transparent administration
ethical, and accountability would mean more must provide transparency of details, decision-
meaningful opportunities to achieve quality making, and accountability for outcomes
and excellence in the performance by (Ramzi, 2013).
selecting suitable and efficient plans and
4. Test of Difference on the Perceived LCP Related Variables and Performance of the
School

4.1 Difference in the Perceived Implementation of LCP on Access

Table 6
Significant difference in the Perceived Implementation of LCP in terms of access

Mean 95% CI for Cohen's d

Access Groups Mean SD t Sig.
Diff.
Lower Upper

Principals 4.82 0.17

Task and Timeline 2.355 0.332 0.000 0.11 1.17
Teachers 4.49 0.53

Principals 4.59 0.35

Budget and
1.633 0.264 0.013 -0.09 0.98
Resources
Teachers 4.32 0.60

Principals 4.52 0.40

Stakeholder
0.933 0.149 0.063 -0.28 0.79
Analysis
Teachers 4.37 0.59

Evaluation Principals 4.81 0.22

Implementation of 1.915 0.261 0.003 -0.01 1.05
Risks Teachers 4.55 0.51

Legend: p < .05 significant

Table 6 shows that there was a of respondents had interpreted the

significant difference between the implementation of LCP in terms of access
assessments given by the principal and differently. As head of the school, the principal
teachers on task and timeline (t = 2.355), focused on the school's welfare while
budget and resources (t = 1.633), and teachers focused more on delivering
evaluation of implementation risks (t = 1.915) instruction. The principal ensures improving,
at p < .05 level of significance. monitoring, evaluating, and decision-making
The results revealed that both groups because their leadership is a critical

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ABRIL, E.G., CALLO, E.C., Implementation of Learning Continuity Plan (LCP) Related Variables amidst
Pandemic and Performance of the Secondary Schools, Division of San Pablo City: Input to Quality
Assurance, pp.119 - 134
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mechanism for improving schools. as something simply given in educational
Meanwhile, there was no significant systems or something students "have." With
difference in the respondents' perceptions of the interactional and intersectional
access in stakeholder analysis (t = 0.933). It considerations, the more comprehensive
connotes that both groups of respondents concepts of "accessibility" are suggested,
assessed the variable at the same extent level point to the process of making education
of implementation. accessible (Stauber, 2015).
Thus, the school must view access not

4.2 Difference in the Perceived Implementation of LCP on Quality

Table 7.
Significant Difference on the Perceived Implementation of LCP on Quality
95% CI for Cohen's d
Mean
Quality Groups Mean SD t Sig.
Diff. Lower Upper
Leadership and Principals 4.79 0.30
2.551 0.390 0.001 0.16 1.23
Governance Teachers 4.40 0.57
Curriculum and
Instruction Principals 4.75 0.32
1.623 0.234 0.013 -0.09 0.97
Teachers 4.52 0.54

Accountability Principals 4.57 0.41

and
1.142 0.186 0.041 -0.22 0.84
Continuous Teachers 4.39 0.61
Improvement
Management of
Resources Principals 4.69 0.34
1.040 0.149 0.036 -0.25 0.81
Teachers 4.54 0.53

Legend: p < .05 significant

Table 7 depicts the significant teacher’s is instructional. The functions of the

difference on the perceived implementation of principal are to set goals, delegate tasks, and
LCP on quality in terms of leadership and ensure a practical managerial skill that would
governance (t = 2.551), curriculum and optimize the capability of the school to
instruction (t = 1.623), accountability and perform better. The teachers are expected to
continuous improvement (t = 1.142) and ensure effective delivery of instructions to
management of resources (t = 1.040) at p < assure quality.
.05 level of significance. Effectiveness in incorporating various
The quality in the implementation of teaching principles into classroom teaching is
LCP was perceived by both respondents a primary factor to enhance teacher's
differently. It can be said that the role of the competence and professional development
principal is to administration, and the (Drape et al., 2016).

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ABRIL, E.G., CALLO, E.C., Implementation of Learning Continuity Plan (LCP) Related Variables amidst
Pandemic and Performance of the Secondary Schools, Division of San Pablo City: Input to Quality
Assurance, pp.119 - 134
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4.3 Difference in the Perceived Implementation of LCP on Governance

Table 8
Test of Significant Difference on the Perceived Implementation of Learning Continuity Plan (LCP) on Governance
Mean 95% CI for Cohen's d
Governance Groups Mean SD t Sig.
Diff. Lower Upper
Principals 4.84 0.24
Transparency 2.941 0.555 0.001 0.26 1.33
Teachers 4.28 0.70
Principals 4.83 0.27
Ethical 2.020 0.318 0.001 0.01 1.08
Teachers 4.51 0.59
Principals 4.70 0.33
Accountability 1.767 0.277 0.009 -0.05 1.01
Teachers 4.42 0.58
Legend: p < .05 significant

governance differed from another. The

Table 8 reveals that there were existence of a positive effect of the principles
significant differences on the perceived of the effective governance framework,
implementation of LCP on governance in protecting the rights of stakeholders,
terms of transparency (t = 2.941), ethical (t = determining the role of stakeholders, and
2.020) and accountability (t = 1.767) at p < .05 institutional transparency performance
level of significance. It connotes that both contributed to maintaining the ethical
respondents attested that their role and
standards of the teaching profession
responsibilities in the practice of school (Abdelhadi, 2016).

4.4. Difference in the Perceived School Performance

Table 9
Test of Significant Difference on the Perceived School Performance
95% CI for Cohen's d
Performance of the School Groups Mean SD t Mean Diff. Sig.
Lower Upper
Learning Delivery Modalities Principals 4.72 0.32
0.685 0.090 0.061 -0.35 0.72
Teachers 4.63 0.49
Principals 4.69 0.37
Assessment of Learning 0.970 0.138 0.018 -0.27 0.80
Teachers 4.56 0.53
Principals 4.81 0.28
Learning Resources 1.889 0.271 0.001 -0.02 1.05
Teachers 4.54 0.53
Legend: p < .05 significant

However, the perceptions of the

The test of significant difference on the
principals and teachers on the performance of
respondents’ perceived performances of the
the school in terms of assessment of learning
school is depicted in Table 9.
(t = 0.970) and management of learning (t =
The table shows no significant
1.889) signify that there were significant
difference in the principals' and teachers'
differences at p < .05 level of significance.
perceived school performance regarding
The functions of both groups of
learning delivery modalities (t = 0.685). It
respondents in the assessment of learning
means that both groups of respondents
and management of resources differ from one
assessed that particular variable to the same
another. As the facilitators of learning,
extent of implementation.
teachers assumed that assessment of

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ABRIL, E.G., CALLO, E.C., Implementation of Learning Continuity Plan (LCP) Related Variables amidst
Pandemic and Performance of the Secondary Schools, Division of San Pablo City: Input to Quality
Assurance, pp.119 - 134
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learning and management of resources are an problems to increase learner success and
integral part of the success of the learning achievement. As a result, principals must
process. The principals see its purpose as an have the necessary instructional skills,
essential factor in determining the school's capacities, and determination to lead
performance regarding student development successful schools and foster learner
and achievement. achievement (Rigby, 2014).
The principal's primary responsibility is to
oversee curriculum, teaching, and evaluation

5. Regression Analysis of School 5.1 Regression on the Extent of

Performance on the Perceived Implementation of LCP and
Implementation of LCP Related School Performance as to
Variables Learning Delivery Modalities
Table 10
Regression on the Extent of Implementation of LCP Influencing the School Performance as to Learning Delivery Modalities
Unstandardized Standard
Coefficients Coefficients
Implementation of LCP Related Variables t Sig
Std.
B Beta
Error
Constant 0.854 0.114 7.508 0.000

Evaluation of Implementation 0.436 0.050 0.454 8.805 0.000

(Access)
Risks
Curriculum and Instruction 0.444 0.061 0.487 7.227 0.000
(Quality) Overall Quality -0.234 0.083 -0.265 -2.813 0.005
Transparency -0.210 0.050 -0.303 -4.213 0.000
(Governance)
Overall Governance 0.388 0.084 0.465 4.625 0.000
Adjusted R2 = 71.10% df = 5, 460 F-value = 229.584 p-value = <.01 N = 466

Table 10 presents a stepwise multiple

linear regression conducted with learning LDM = 0.854 + 0.444CI + 0.436EIR + 0.388OG
delivery modalities as measures of performance - 0.234OQ - 0.210T
of the school as the dependent variable and the
four constructs of access, four constructs of LDM = Learning Delivery Modalities score,
quality, and three constructs of governance as CI = Curriculum and Instruction score, EIR =
the independent variables. Evaluation of Implementation Risks score,
The multiple regression analysis OG = Overall Governance score, OQ =
revealed that the evaluation of implementation Overall Quality score and T = Transparency
risks, curriculum and instruction, overall quality, score.
transparency, and overall governance
contributed significantly to the regression model The equation tells that for every one (1)
F (5,460) = 229.584, p=0.001, and accounted for point increase in the respondent's perceived
71.10% of the variation in accounting to the quality implementation of LCP in curriculum and
learning delivery modalities scores. instruction. As a result, 0.444 points increase in
Participants predicted learning delivery the school's performance regarding learning
modalities (LDM) is equal to: delivery modalities holding other variables

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ABRIL, E.G., CALLO, E.C., Implementation of Learning Continuity Plan (LCP) Related Variables amidst
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constant. Moreover, the model also predicts that decrease to the school's performance
for every (1) point increase in the respondent's regarding learning delivery modalities holding
perceived access to evaluation of other variables fixed. Furthermore, a decrease of
implementation risks, the model predicts a 0.436 0.234 points on the respondent's perceived
increase in the learning delivery modalities overall quality implementation of LCP. Finally,
holding other variables fixed. Finally, the model the model explains that for every one (1) point
also predicts that for every one (1) point increase decrease in the implementation of governance in
in the overall governance implementation of terms of transparency, the school's performance
LCP, an increase of 0.388 points in the will decrease by 0.210 points holding the other
implementation of learning delivery modalities. factors constant
The model predicts a one (1) point

5.2 Regression on the Extent of Implementation

of LCP and School Performance as to
Assessment of Learning

Table 11
Regression on the Extent of Implementation of LCP Influencing the School Performance as to Assessment of Learning
Unstandardized Standard
Coefficients Coefficients
Implementation of LCP Related Variables t Sig
Std.
B Beta
Error
Constant 0.493 0.124 3.990 0.000
(Access) Evaluation of Implementation Risks 0.156 0.055 0.151 2.816 0.005
Curriculum and Instruction 0.528 0.050 0.538 10.542 0.000
(Quality) Overall Quality -0.234 0.083 -0.265 -2.813 0.005
(Governance) Accountability 0.130 0.043 0.145 3.041 0.002
Adjusted R2 = 72.50% df = 4, 461 F-value = 331.559 p-value = <.01 N= 466

Table 11 presented a stepwise multiple 0.130A

linear regression conducted with an assessment AL = Assessment of Learning score, CI =
of learning as a measure of performance of the Curriculum and Instruction score, OQ =
school as the Dependent Variable and the four Overall Quality score, EIR = Evaluation of
constructs of access, four constructs of quality, Implementation Risks score and A =
and three constructs of governance as the Accountability
independent variables.
The equation may further imply that for
The multiple regression analysis
every one-point increase in the implementation
revealed that the evaluation of implementation
of curriculum and instruction, there is 0.528
risks, curriculum and instruction, overall quality,
points increase in the school's performance in
and accountability contributed significantly to the
terms of assessment of learning, keeping other
regression model F (4,461) = 331.559, p <.001
variables constant. It also indicates that for every
and accounted for 72.50% of the variation in
one-point increase in the overall quality in the
accounting to the assessment of learning scores.
implementation of LCP, the model predicts 0.234
Participants predicted assessment of
decrease in the assessment of learning, keeping
learning (AL) is equal to:
other variables constant. Moreover, for every
one-point increase in the evaluation of
AL = 0.493 + 0.528CI - 0.234OQ + 0.156EIR +
implementation risks, the school's performance

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ABRIL, E.G., CALLO, E.C., Implementation of Learning Continuity Plan (LCP) Related Variables amidst Pandemic and
Performance of the Secondary Schools, Division of San Pablo City: Input to Quality Assurance, pp.119 - 134
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in terms of assessment of learning will increase of accountability will predict a one point
by 0.156, holding other variables constant. increase of 0.130 to the assessment of learning,
Furthermore, an increase to governance in terms keeping other variables constant.

5.3 Regression on the Extent of Implementation of LCP and School Performance as to

Learning Resources
Table 12
Regression on the Extent of Implementation of LCP Influencing the School Performance as to Learning Resources

Unstandardized Standard
t Sig
Implementation of LCP Related Variables Coefficients Coefficients

B Std. Error Beta

Constant 0.413 0.110 3.755 0.000
Evaluation of Implementation Risks 0.364 0.048 0.347 7.645 0.000
(Access)
Curriculum and Instruction 0.300 0.047 0.302 6.354 0.000
(Quality)
Overall Governance 0.253 0.044 0.278 5.779 0.000
(Governance)
Adjusted R2 = 76.90% df = 3, 462 F-value = 516.364 p-value = <.01 N = 466

Table 12 depicts the results of 0.364 points increase in the school's

stepwise multiple linear regression for performance in terms of learning resources
learning resources as a measure of keeping curriculum and instruction, and
performance of the school (IV) and the four overall governance fixed. Moreover, for every
constructs of access, four constructs of one-point increase in the respondent's
quality, and three constructs of governance perceived quality in the implementation of
(DV). The regression revealed that evaluation LCP in curriculum and instruction, the model
of implementation risks, curriculum, predicts a 0.300 increase in the learning
instruction, and overall governance resources, keeping evaluation of
contributed significantly to the regression implementation risks and overall governance
model F (3.462) = 516.364, p < .001 and fixed. Further, the model also predicts that for
accounted for 76.90% of the variation in every (1) point increase in perceived overall
accounting to the learning resources scores. governance, the school's performance in
As a result, participants predicted learning terms of learning resources will increase by
resources (LR) is equal to: 0.253, holding evaluation of implementation
risks and curriculum and instruction fixed.
LR = 0.0.413 + 0.364EIR + 0.300CI +
0.253OG CONCLUSIONS
LR = Learning Resources score, EIR = Based on the findings of the study, the
Evaluation of Implementation Risks score, following conclusions were drawn:
CI = Curriculum and Instruction score, and 1. The hypothesis stating that the extent of
OQ = Overall Governance implementation of Learning Continuity
The equation further justifies that for Plan (LCP) related variables in terms of
every one-point increase in access in terms of access, quality, and governance are not
evaluation of implementation risks, there is significantly related to the school's

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ABRIL, E.G., CALLO, E.C., Implementation of Learning Continuity Plan (LCP) Related Variables amidst Pandemic and
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performance and is not supported. processes.
2. The hypothesis stating that the 5. Professional development for teachers
respondents' responses on the perceived and school leaders may be conducted to
implementation of Learning Continuity gain new knowledge and competencies
Plan (LCP) related variables and to perform their function in the distance
performance of the school have no learning process effectively.
significant difference and is not
6. A follow-up or similar study may be
supported.
considered using other variables since
3. The hypothesis stating that the extent of Learning Continuity Plan (LCP) deals with
implementation of Learning Continuity numerous concerns.
Plan (LCP) related variables singly or in
combination do not significantly influence
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Gerasimov, S.I., Shaposhnikov, S.O. (2014). AUTHORS’ PROFILE
Mezhdunarodnaya professionalino-
obshchestvennaya akkreditacia ingenernih
obrazovatel’nih program. [International
Erwin G. Abril is a
public-professional accreditation of
engineering degree programs] SPb:
candidate for the degree of
Isdatel'stvo SPbGETU «LETI.» Doctor of Education major in
Educational Management
Herrera, S. (2012). Globalization: Current and graduate of Master of
constraints and promising perspectives. Arts in Education major in
Journal of Curriculum and Instruction, 6(1), 1-
Social Science at the Laguna State
10.
Polytechnic University on 2016. He also
Leek, J. (2016). Global citizenship education in finished a Bachelor of Secondary Education in
school curricula. A Polish perspective. Social Science at the same university in 2008.
Journal of Social Studies Education Presently, he is a Teacher III teaching Social
Research, 7(2), 51-74.
Studies subject at Col. Lauro D. Dizon
Lyons (2012) Workers of Tomorrow, education in Memorial Integrated High School. He is
progress, Ministry of Education and Scientific currently the Dizon High Faculty Club and
Research. Port Fortis. Fiji. SAGAP (Samahan ng mga Guro sa Araling
Oswald, L. J. (2014). School-based management: Panlipunan) Vice-President. He has served
rational and implementation guidelines. as Grade 8 Chief Adviser for six (6)
Palmer, AK: Wordsworth LLC Publishing. consecutive years, where he practiced and
Ramzi, Fahad Abed Al-Rahman Misfer, (2013), honed his leadership skills. He also served as
The administration transparent to the speaker, writer, demonstrator, observer,
managers of Education offices in Mecca from academic coach, and facilitator in various
the perspective of managers and supervisors, seminars and training conducted in the
Master, Um Al Qura University. regional, division, and school levels.

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ABRIL, E.G., CALLO, E.C., Implementation of Learning Continuity Plan (LCP) Related Variables amidst
Pandemic and Performance of the Secondary Schools, Division of San Pablo City: Input to Quality
Assurance, pp.119 - 134
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IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 3, NO. 2, JUNE 2021
Dr. Eden C. Callo is an
associate professor at the
College of Teacher
Education – Graduate
Studies and Applied
Research of the Laguna
State Polytechnic
University-San Pablo City Campus. She has a
doctorate in industrial education
management. She teaches professional
education subjects and shows expertise in
mentoring and advising research papers in
the masters' and doctoral programs.
In addition, Dr. Callo elevated the
teacher education program of the LSPU San
Pablo City campus into a Center of
Development.

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ABRIL, E.G., CALLO, E.C., Implementation of Learning Continuity Plan (LCP) Related Variables amidst
Pandemic and Performance of the Secondary Schools, Division of San Pablo City: Input to Quality
Assurance, pp.119 - 134
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