Evaluating Learning Recovery Initiatives for Grade 12 Students: Evidence from an International School in Cavite, Philippines

Abstract

Learning recovery has become a major educational concern in the Philippines due to persistent learning gaps and declining academic proficiency among senior high school students. This study evaluated the implementation and effectiveness of the Learning Recovery Program (LRP) for Grade 12 students in an international school in Cavite. Specifically, the study examined instructional interventions, assessment practices, monitoring systems, and institutional support mechanisms that influence students’ competency development and mastery of learning outcomes. Anchored on program evaluation and learning recovery frameworks, the study utilized a qualitative case study design. Semi-structured interviews were conducted with twelve participants composed of six Grade 12 teachers, two academic coordinators, one guidance personnel, and two Grade 12 students who experienced learning recovery interventions. Data were analyzed using thematic analysis through open coding, categorization, and theme generation. Findings revealed that the Learning Recovery Program contributed positively to students’ academic engagement through individualized remediation, performance-based assessments, collaborative teacher interventions, and socio-emotional support mechanisms. However, several challenges affected the full implementation of the program, including inconsistent monitoring systems, heavy teacher workload, delayed intervention mechanisms, resource limitations, and flexible promotion practices that may contribute to progression without complete mastery of competencies. The study further revealed that while students demonstrated competence in specialized and practical subjects, gaps remained in higher-order thinking skills, independent learning, and sustained mastery across subject areas. The study concludes that the Learning Recovery Program possesses strong foundational practices but requires stronger institutional monitoring, standardized assessment benchmarks, and enhanced instructional support systems to maximize learning outcomes. Recommendations are proposed to improve early intervention systems, strengthen competency-based assessment, reduce administrative burden, and institutionalize systematic program evaluation practices.