Coping Strategies and Their Relationship with the Academic Performance of Elementary Pupils in the New Normal

Abstract

The COVID-19 pandemic brought unprecedented changes in the education system, compelling schools to adopt modular learning and distance education. This shift raised concerns about learners’ academic performance and their ability to cope with new learning challenges. This study aimed to determine the relationship between learning difficulties and coping mechanisms of intermediate pupils during the COVID-19 pandemic in selected schools in the Northern Conner District. A descriptive survey method was employed, involving 371 Grade 4, 5, and 6 pupils from ten public elementary schools. Results showed that most respondents were from central schools, with parents primarily engaged in farming and having attained up to high school education. Most pupils lacked ICT gadgets and access to strong internet connectivity. Learning difficulties identified include challenges with modules, psychological effects, and financial constraints. Pupils were generally undecided regarding their ICT skills, expectations, and time management. In terms of coping mechanisms, emotion-focused and avoidant strategies were perceived as mostly true, while task-focused strategies were viewed as somewhat true. The pupils’ academic performance for S.Y. 2020–2021 was described as satisfactory. No significant relationship was found between learning difficulties, coping strategies, and academic performance. Although the height of the COVID-19 crisis has passed, its long-term effects on learners' academic experiences, especially those heavily affected during the pandemic, remain evident and relevant today. The study recommends strengthening partnerships between schools and local government units to improve internet access, encouraging parents to provide ICT gadgets, and enhancing pupils’ ICT skills through joint teacher-parent efforts. A similar or comparative study in other districts is also encouraged.