“SOMETHING HAPPENED TO MY STUDENTS”: SELECTED FILIPINO TEACHERS’ PERSPECTIVES ON THE CHANGES IN THEIR STUDENTS AFTER THE COVID-19 PANDEMIC AND THEIR IMPLICATIONS ON IMPROVED TEACHER TRAINING IN BASIC EDUCATION, LEARNING THEORIES, AND COMMUNICATION

Abstract

ABSTRACT

This study explored changes in grade school students' qualities and learning engagement before and after COVID-19 through teachers' observations. Using open-ended surveys and a literature review, it examines shifts in student behavior, academic performance, and teaching methods. Twenty volunteer teachers provided insights, analyzed thematically, to identify patterns in student engagement and instructional adjustments. The literature review contextualized findings with research on digital learning and differentiated instruction. The study highlights the evolving needs of students and the necessity of enhancing teacher training to address pandemic-related educational changes. The study revealed significant differences in students' qualities before and after the pandemic. Pre-pandemic students were academically stronger, socially engaged, and emotionally resilient, while post-pandemic students faced challenges in learning engagement, emotional well-being, and social skills. However, they demonstrated adaptability and digital proficiency. Teachers emphasized the need for targeted interventions, including mental health support, emotional regulation strategies, and a balanced integration of technology. They have adjusted their teaching methods by incorporating differentiated instruction, social-emotional support, and hands-on learning experiences. To address these evolving challenges, teacher training programs in the Philippines must integrate technology, social-emotional learning, and culturally relevant pedagogy. Additionally, communication training is crucial for effective student engagement and collaboration. These adaptations will help educators foster student success in a post-pandemic world, ensuring academic achievement and emotional well-being. The study underscores the importance of continuous teacher development to navigate the changing educational landscape effectively.