Empowering Learners: A Holistic Approach to Pedagogical Adaptation and Institutional Support Through Grounded Theory

Abstract

This study explores the responses of junior high school mathematics educators in the Carcar City Division to learning loss. The loss was brought about by the disruptions caused by the COVID-19 pandemic. It aims to understand the strategies they implemented to address these challenges. Employing a qualitative design grounded in Straussian Grounded Theory, the research draws insights from key informant interviews and focused group discussions with teachers and administrators from the division’s three largest public schools. Findings reveal a range of innovative and context-responsive strategies such as peer tutoring, differentiated instruction, remedial interventions, and the use of blended learning modalities. The institutional support also plays a vital role in the success of learning recovery programs as well as the support coming the community. These two sources of support create a strong foundation for addressing learning gaps. Hence, the study culminates in the development of the substantive theory: Adaptive Student Learning Recovery, which outlines three interrelated pillars for effective learning recovery: pedagogical adaptation, social learning support, and institutional intervention. Pedagogical adaptation includes responsive teaching strategies tailored to students’ needs; social learning support highlights the roles of parents, peers, and community in sustaining student engagement; and institutional intervention refers to systemic efforts in leadership, resource allocation, and policy support. Despite persistent challenges—including technological disparities, limited instructional time, and socio-economic barriers—educators demonstrated resilience and a strong commitment to equitable learning recovery. The study offers a framework to guide future interventions and policymaking in post-pandemic mathematics education.