INSTRUCTIONAL PROCEDURE USING PSYCHOSOCIAL SUPPORT ACTIVITY PACK AND ITS RELATIONSHIP ON LEARNERS’ COMPETENCIES AND ATTRIBUTES

Abstract

The COVID-19 pandemic had been affecting adults and childrens mental health and well-being globally. Isolation and social disruption may have caused psychological stress and harm. With this, DepEds Psychosocial Support Activity Pack is intended to bridge the gap between good socio-emotional well-being (achieved through psychosocial assistance) and academic success. Hence, this study aimed to determine teachers Instructional Procedure Using Psychosocial Support Activity Pack and its effect on Learners Competencies and Attributes. Specifically, it sought to answer the following questions: 1) What is the level of teachers instructional procedure using Psychosocial Support Activity Pack in terms of Discussion, Application, Generalization, Valuing, and Evaluation? 2) What is the level of learners competencies in terms of problem solving skills, critical thinking skills, and technical skills? 3) What is the level of Learners attitude in terms of Self-awareness, Self-Expression, Self-regulation, Self-Confidence, and Self-Compassion? 4) Is there a significant relationship between teachers instructional procedure and learners competencies? and 5) Is there a significant relationship between teachers instructional procedure and learners attributes?. Furthermore, a survey was conducted on the randomly selected one hundred (100) students in Pagsanjan district of Laguna wherein the researcher decided to make grade 9 students the respondents of the study because she believed that they were in the period of adolescence wherein social-emotional learning and psychosocial development were highly applicable. After analyzing the data gathered, the following was therefore brought into conclusions of the researcher: 1) There is no significant relationship between teachers instructional procedures and learners competencies. But when it comes to problem-solving skills, it shows that it has significant relationships with application, generalization, and evaluation. But when it comes to problem-solving skills, it shows that it has significant relationships with application, generalization, and evaluation. So, the problem-solving skills of students are influenced by teachers on how they give certain instructional procedures 2) There is no significant relationship between teachers instructional procedures and learners attributes. However, Discussion is significantly related to self-awareness, self-expression, and self-confidence, Application is significantly related to self-awareness and self-compassion, and Generalization and evaluation are significantly related to self-awareness and self-confidence. It is noticeable that self-awareness is related to all the teachers instructional procedures except valuing. So, it can also be implied that teachers instructions help in the awareness of students to themselves. Whereas, based on the data gathered and the conclusions made, the following are hereby recommended 1. Teachers instructional Procedures on the implementation of Psychosocial activity must focus more on enhancing the competencies of learners. Enhancing psychosocial support by giving focus on skills enhancement and attributes development must be done in order to strengthen its results. 2. Teachers instructional Procedures on the implementation of Psychosocial activity must be improved in increasing students awareness, expression, regulation, confidence, and compassion. 3. Psychosocial support might be done again because the results of the study so far might not show a strong relationship between it and the skills and attributes of students, but if it is done again, the connection might be better. 4. Further studies are hereby recommended about psychosocial activity, on its feature 5. More Seminars and trainings for teachers and psychosocial implementers might be conducted to enhance their knowledge and skills that they could share to their students.