Implementation of Basic Education Learning Continuity Plan at Anomar National High School, Surigao City, Philippines

This study assessed the implementation of the Basic Education Learning Continuity Plan (BE-LCP) at Anomar National High School, focusing on Grades 11 and 12 students' engagement with Most Essential Learning Competencies (MELCs) delivered via modular learning. Drawing on cognitive and behavioral learning theories, the study examined the roles of students’ interest and attitude, parental involvement, and teachers' support in shaping educational outcomes in a self-directed learning modality. Using a descriptive research design, data were collected through structured surveys and analyzed with statistical tools Simple Frequency Count and Percentages, Mean and Standard Deviation, Analysis of Variance, T-test, Pearson's R Correlation, and Multiple Regression Analysis. Findings indicated that while Grade 11 students achieved a "Satisfactory" level in learning assessment, Grade 12 outcomes were "Average," suggesting a need for additional support. High levels of interest and positive attitudes were noted among students, yet challenges with progressive skill development and external support highlighted areas for improvement. Parental involvement positively influenced learning environments but showed variability in effectiveness. The weak correlation between interest, attitude, and learning outcomes suggests that additional factors may impact student success. Recommendations include tailored interventions, enhanced parental guidance, and further exploration of curriculum adaptability and resource availability.