Abstract
The aim of this study was to determine the learners' level of excitement and problems as they returned to typical classroom settings after the pandemic at Lugait Central School, Lugait District, Division of Misamis Oriental for the academic year 2022–2023. One hundred thirteen (113) students participated in this descriptive-correlational study. The main aim was to investigate the relationship between the respondents' academic performance and the level of excitement and difficulties they were encountering as they returned to conventional educational settings after the pandemic. According to the results, the majority of the kids had demonstrated strong academic performance, with a significant portion of them exceeding expectations. It also indicated that, despite some implementation challenges after the epidemic, students were usually motivated to put in a good effort in class and learn the material. The results also showed that students' enthusiasm was a key factor in their academic achievement and that teachers should endeavor to provide a stimulating and engaging learning environment. This implied that learners' academic performance would rise as their level of excitement did. The findings also revealed a substantial inverse link between learners' academic achievement and their degree of difficulty. These results suggested that students who had greater difficulties could do worse in class. Teachers may hold a forum or workshop for the students on how to overcome the difficulties they faced in school after a pandemic, and they can use the appropriate intervention to assess the student’s needs and current level of learning.
