LIVED EXPERIENCES OF STUDENTS DURING THE TRANSITION FROM MODULAR TO IN-PERSON CLASS: ORAL RECITATION IN FOCUS

Abstract

This phenomenological study aimed to investigate the experiences of senior high school students transitioning from modular to in-person learning in the new normal education setting. The research involved in-depth interviews and focus group discussions with Grade 12 students who had previously used modular learning. Participants, aged 18 or above, were purposively sampled from the Schools Division of City of Mati, having engaged in modular education during the academic years 2020–2021 and 2021–2022. Thematic analysis revealed five major themes related to the students experiences in transitioning, focusing on oral recitation. Another set of four major themes emerged regarding coping mechanisms, and additional themes depicted insights into learning approaches and classroom participation. The study recommends integrating more platforms associated with Speech Mastery Workshops to allow students to practice oral recitation in a supportive environment. Additionally, it advocates for teacher training to enhance educators understanding of emotions, active listening, and empathetic responses. KEYWORDS: senior high school students, oral recitation, transition, in-person class qualitative research, phenomenological approach, thematic analysis, City of Mati