Abstract
During this Covid-19 pandemic, actual face-to-face instruction is highly discouraged. Kabasalan National High School utilizes self-learning modules the guided, integrated, yearning activities (GIYA) to deliver quality instruction to the students even in this time of the pandemic. The study aimed to determine the impact of guided, integrated, yearning activities (GIYA) on students’ academic achievement of Grade 11 bread and pastry production. The GIYA module would serve as an innovation and would be facilitated during the giving and retrieval of GIYA modules. The study used a quantitative research design, specifically an experimental research design. The participants of the study were the Senior High School Bread and Pastry Production (BPP) students of Kabasalan National High School, Philippines. Participants were chosen using simple random sampling, there were 20 students served as participants in this study. The study was conducted for the School Year 2020-2021 in light of the Covid-19 pandemic. The result of the level of academic achievement of the students for the pre-test is lower than the level of the academic achievement for the post-test and there was a statistically significant difference of their increase with p-value .000 less than .05. The findings of the study showed that there was a significant difference between the academic achievement of Grade 11 BPP students in the pre-test and post-test.
