Grittiness and Stressors of Grade Six in Flora District as Basis for Intervention

Abstract

Purpose: This study aimed to evaluate the grittiness and coping strategies of Grade Six students in Flora District during the new normal education delivery, particularly in the context of Modular Distance Learning amid the COVID-19 pandemic. The research sought to identify the factors affecting learners’ adaptability and how they managed stressors related to the educational transition. Methods: The descriptive research design was employed, involving a sample of 60 learners. Data were collected through a structured questionnaire and informal interviews. The profiling of learners included demographic factors such as age, sex, parental education, occupation, number of siblings, and availability of learning resources at home. Statistical tools, including frequency counts, percentages, and weighted means, were utilized to analyze and interpret the data. Major Findings: The findings indicated a predominantly female population among the learners, with parents primarily engaged in farming and having completed formal education. Most students had access to modular resources, including Learning Activity Sheets and textbooks, which facilitated their participation in Modular Distance Learning. The study revealed that learners exhibited substantial levels of grittiness, which correlated with effective coping strategies amid the challenges posed by the pandemic. Conclusion: The study concluded that fostering a supportive educational environment through adequate learning resources and targeted interventions is essential for enhancing students’ resilience and grit in the face of adversity. It emphasizes the importance of tailored curricula and effective management strategies by school heads and educators to meet the unique needs of learners in the evolving educational landscape.