EXTENT OF IMPLEMENTATION OF ALTERNATIVE DELIVERY MODE (ADM) AND ACADEMIC PERFORMANCE OF KEY STAGE 1 LEARNERS OF TAFT DISTRICT

This study examined the implementation of Alternative Delivery Mode (ADM) through modular print and its impact on the academic performance of Key Stage 1 learners in the Taft District during class suspensions caused by calamities. In response to educational disruptions, the Department of Education (DepEd) introduced the Basic Education Learning Continuity Plan (BE-LCP), with modular print selected as the primary learning modality due to its accessibility, particularly in areas with limited connectivity. Survey data from Key Stage 1 teachers indicated that the extent of ADM via modular print implementation was moderately evident, with a mean score of 3.62. Learners displayed satisfactory academic performance during the first grading period, with most students in Grades 1 to 3 showing progress, rated as "developing" or "very satisfactory." However, statistical analysis revealed no significant relationship between school demographic profiles and academic performance, nor between the extent of modular print implementation and academic outcomes. These findings suggest that while modular print provided a means to continue education, other factors such as teaching quality, student engagement, and home support likely played a more significant role in influencing academic success. Based on these findings, the study recommends conducting face-to-face surveys for more accurate data collection and expanding the research to include all educational levels within the district to better assess the broader effectiveness of modular print as an educational modality in the Taft District. KEYWORDS: Modular Print, Academic Performance, Alternative Delivery Mode (ADM)