Statement of Facts

School Profile
It was1993 when the National Housing Authority granted a 3,560.5 square-meter-

piece of land located at Block 138 Barangay Paliparan III, Dasmariñas City, Cavite to

Paliparan Sites and Services High School which later was given the official name of

Dasmariñas National High School-Paliparan Annex under the leadership of Mr. Rafael

D. Reyes. The school was one among a number of satellite schools founded under his

initiative to cater to the educational needs of the relocated families coming from Pasay

Reclamation Area

During its first year, the school accommodated 748 students and 19 teachers

housed in seven ((7) classrooms. Mrs. Josefina A. Briñas, Head Teacher III served as

its first leader. As time went by, the number of students increased dramatically which

reached up to 4800 enrollees from the elementary schools in  Paliparan II,

PintongGubat, Paliparan III, and Salawag. This is due to the availability of low-cost

housing within its vicinity. The school faced many adversities from lack of classrooms

resulting to class size that reached way beyond the ideal. To address this problem, new

classrooms were added to accommodate the influx of enrollees, however, these were

still not enough. Along with the increase in enrolment came changes in leadership. Mrs.

Bessie Medina, Mrs. Victoria Carungcong, and Mr. RicarcoPakinggan, with their

different leadership styles all contributed to the improvement of the school. In the event

of the early demise of the last principal, Mr. Ricardo Pakinggan, Dr. Gemma Cortez,

then Division English

 Supervisor took her seat as OIC principal by virtue of a Special Order issued by the

schools division superintendent. To address the problem in class size, shifting of

classes was implemented where classes were divided into two shifts.  Then came Mrs.

Violeta Gonzalo as the new principal. Student population reached more than 5,200.

Although new buildings were constructed comprised of one four-level, sixteen-

classroom building and one three-level, twelve-classroom building, still the problem on

classroom congestion prevailed. Three shifts of classes were then employed. It was the

same scenario when Mrs. Gregoria C. Mendoza arrived. In her second year, Salawag

National High School was put up resulting to a decrease in the school’s enrolment to

about 1000 students. But still, 4,300 was a big number versus limited classrooms fit in a

small land area; although a new four-level, eight-classroom building was constructed.

With no available buildable space, the school won’t free itself from this lingering problem

unless new schools nearby will be put up. Despite this, the present administration, of

course, with the contribution of the previous leaders,

As of now, Paliparan National High School, remains true to its name. it was

categorized as one of the large public secondary school in the City School Division of

Dasmarinas. For S.Y. 2021 – 2022, the school had a total of one hundred ninety seven

(197) teachers, with 35 or (17.77%) teachers were Master’s Degree holder, 112 or

56.85% were still earning their units in Master’s Degree Program, and the remaining 50

or 25.38%teacher’s were still planning to enroll in Master’s Degree Program. The total

numbers of the students enrolled to this school were 4029. But, due to COVID 19

pandemic, the school had implemented the two modes of distance learning, such as
Modular Distance Learning (MDL) with 3722 or 92.38% students and Online Distance

Learning (ODL) with 307 or 7.62% students.

This school was continuously soars through its various programs, with the help of

the numerous open-handed stakeholders who, even in the face of a pandemic are

steadfast in assuring the delivery of a safe and quality education to the Filipino youth.

School Readiness

The data below shows the readiness of the school and teachers in preparation

for the distance learning.

Table 1
Frequency and Percentage Distribution of the Respondents
In Terms of Readiness / Access of the School and Teachers for the Distance Learning

Readiness / Access Number of Teachers Percentage (%)

Smart Phones 197 100
Laptop / Desktop 197 100
With Internet Connection 197 100
With ICT gadgets and sufficient Internet 152 77.16
access
Enough private space at Home 170 86.29
Competent in ICT troubleshooting 108 54.82
Knowledge to use :web browser’s
telecommunication platform in:
 Messaging 128 64.97
 Social video platform
 Video streaming platform

Table 1 shows that, in terms of readiness / access thru having smart phones,

laptop / desktop, and with internet connection all of the teachers or 100% were having

this gadgets to comply for the online classes. And also, most of the teachers in
Paliparan National High School were enough private space in home with 170 or

86.29%.

Some of the teachers in this school had ICT gadgets and sufficient internet

connection, and others were competent in ICT trouble shooting. Lastly, among 197 total

number of teachers in this school, 128 or 64.97%had knowledge in using web browser’s

telecommunication platform in:Messaging, Social video platform, and Video streaming

platform.

Since Distance Learning is the way to impart knowledge to the students

specifically for public school, The teachers were provided trainings and seminars to be

competent and equip in different modalities of Distance Learning.

The following seminars / training offered to Teachers:

 Mental Health and Psychosocial debriefing seminar

 Walk trough of the Minimum Education Learning Competencies

 MELC prescribed by DepED

 Basic and Advanced computer software programs (depending on the level

of experience of teachers)

 Different web-basedplatforms for communication, educational sites,

learning approaches

 Orientationon the school’s Learning Continuity Plan (LCP)

During the implementation stage of Distance Learning with the help and support

of DepED and the City School Division, the school has offered programs and
 activities to provide a continuous different type of Distance Learning Modalities

appropriate to the learners / students.

Different Programs and Activities Implemented

1. Provide Digital and Print Self-learning modules

a. Provided by the Division

b. Distributed weekly to the learners / students

2. Use of SMS thru messenger as a means of communication in monitoring

the learner’s progress and academic performance.

3. Hatid-Aral Program for the distribution of modules

a. Thru coordination of the Local BarangaY

Viewpoint

Paliparan National High School can continue to cope up with the effective

Distance Learning
Statement of the Issues / Problem

HEALTH PANDEMIC
MEASURES

IATF PROTOCOL
SPREAD OF COVID 19
AVOID VIRUS TRANSMISSION
EFFECTIVE
IMPLEMENTATION OF
DISTANCE LEARNING

TO ABIDE BY THE LAW

TO CONTINUE EDUCATION

POOR QUALITY DepEd

OF EDUCATION CONTINGENCY PLAN

Analysis

Strengths

1. City School Division provides appropriate number of the learning kits and

Modules

2. Active participation and support of parents to the new modes of learning

3. Promotes independent learning or educate to lessen / avoid transmission

of COVID 19 virus
 4. Community linkages

5. Improve way of communication between teachers, students and other

people involved.

6. Improve knowledge on different gadgets / equipment used in online

learning classes.

Weaknesses

1. Not all teachers and students have sufficient access to the internet

2. Not all students have gadgets to access or comply to online classes

3. Not all digital print out were clear that the students can easily read and

answer

4. Slow internet connection

5. Technical difficulties

6. Having a hard time for preparation in ODL of teachers

7. Limited used of diversified pedagogical approaches

8. Difficulty in collecting complete learners output.

9. Lack of physical and social activities that could affect their health.

10. Difficulty in monitoring and evaluation of learners achievement and

performance
Opportunities

1. Increases global competitiveness to both teachers and learners

2. More exposures in using technology advancement

3. Promotes independent learning to the students

Threats

1. Data leakage

2. Phishing emails

3. Accounts hacking

4. Possible risk increases drop-outs

Conclusion

Based on the data gathered, it is concluded that the implementation of distance

learning to this school (Paliparan National High School) still have some need an

improvement both for weaknesses and threats for effective distance learning both for

teachers and learners. However, due to our present situation having a COVID 19

pandemic, this is the best solution of the Department of Education for now to avoid the

risk of learners and teachers to be expose to virus or transmission of virus, and at the

same time they continue their education with the help of Distance Learning Modalities

(LDM).
Recommendations

After thorough analysis and evaluation, we recommend the following plans and

program activities for the school to continue strengthen the implementation of effective

distance learning.

1. Strengthen the system efficacy to sustain the effectiveness of the program.

2. Strengthen the school reading program especially to the slow and non-

readers

3. Promote more seminars, trainings, and work shop for teachers related to our

present situation of learning modalities to increase knowledge in technology

advancement and provide varied pedagogical approaches suited to distance

learning.

4. Create an effective program and activities to encourage students to continue

their schooling and to avoid the risk of dropping out.

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