Abstract
The study attempted to determine the pupils’ resiliency in the new learning recovery program and its implication to pupils’ school performance. It also ascertains the extent of pupils’ resiliency in terms of academic and personal resiliency, the level of pupils’ academic performance, and ascertain the significant relationship between the level of pupils’ academic performance and the extent of pupils’ resiliency. Descriptive-correlational research method was utilized, and the Statistical tools used in the study were mean, frequency count, standard deviation, percentages to analyze the extent of pupils’ resiliency, level of pupils’ academic performance, Pearson-Product Moment Correlation was utilized to ascertain the significant relationship between the level of pupils’ academic performance and the extent of pupils’ resiliency. Findings revealed that pupils had “Very High” extent of academic and personal resiliency, pupils with academic and personal resilience performed fairly in their academic performance. Statistically, academic and personal resilience signify moderate correlation to pupils’ academic performance. Subsequently, it was recommended that in order to intensify pupils’ academic and personal resiliency, teachers should provide classroom performance tasks that intensify or enhance resiliency in order to withstand to different challenging learning situations.
