DAWN OF NEW BEGINNING: STUDENTS' EXPERIENCES WITH THE TRANSITION FROM MODULAR TO FACE-TO-FACE CLASSES

This study aimed to interpret students' experiences during the transition from modular to face-to-face learning modalities. This study employed a hermeneutic phenomenological design. A semi-structured interview schedule with open-ended questions was utilized, and data analysis was done using Interpretative Phenomenological Analysis. The results of the study were based on four factors: School Environment, Learning Modality, Safety Protocols, and Behavioral Management. Two themes were developed for each factor, except for Behavioral Management, which only had one theme. The first is the School Environment which developed two themes: the State of Uncertain and the Positive Sentiments. The second is Learning Modality which came-up with two themes: The Favorable Perspective and Learning Process Adoptions. The third is the Safety Protocols which produced two themes: the Practicing of Sense of Responsibility and the Non-Positive Actions. The fourth is the Behavioral Management which resulted to one theme which is the Adjustment of Behavior. The study found that the transition to face-to-face classes provided learners with the quality education they preferred, and students favored having teacher-student interaction for effective learning to take place. One of the recommendations suggests that there should be a training matrix that will serve as an action plan for the effective learning to happen for the next wave of Face-to-face next school year. This study's findings contribute to the understanding of students' experiences during the transition from modular to face-to-face learning modality.