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Abstract
Most learners perceived learning Mathematics as the hardest subject. Then, it is our role as teachers to cure ignorance and help them study with or without the pandemic. The study delved into the Grade 11 learners’ experiences and perceived effectiveness and usability of the learning activity sheets. It includes the master teachers-evaluators’ perspectives as a basis for improved development and utilization of the LAS. This action research is anchored on the Metacognition Theory of Flavell. Based on the findings, learners experienced some sort of stress, challenges, burdens, and barriers related to realities; but stayed committed to excelling as independent learners, and self-assessed that LAS cannot stand alone in the learning process in general mathematics. Learners and Master Teachers mostly agreed that the locally developed and utilized LAS in General Mathematics was found to be effective and conformed to SDO-Cotabato’s typography and content standards. Finally, LAS can be improved by adding more guided examples that are paralleled to the activity, making video lessons, lesser number of items, MCQ type of questions, and that have answer keys. The study results may provide vital information to help the teacher-researcher in preparing quality and meaningful supplementary activities that are useful for the learners’ cognitive and mastery development, especially among learners at risk of dropping out (LARDO) during and beyond the pandemic.
