School Interventions for Learning Continuity and Pupils’ Cognitive Gains

School interventions serve as essential approaches to ensure learning continuity during unforeseen disasters and calamities. This study aimed to determine the significant relationship between the school interventions and teachers’ perception of pupils’ cognitive gains and to identify which school interventions predict pupils’ cognitive gains. Employing a descriptive correlational and causal research designs, a self-made survey questionnaire that passed the validity and reliability tests was conducted to 139 randomly selected teachers using Raosoft calculation from six schools in the Division of Gingoog City. The quantitative data were analyzed using Mean, Standard Deviation, Pearson's Product Moment Correlation and Multiple Linear Regression. Findings revealed that school interventions for continuity learning are highly implemented and pupils’ cognitive gains are highly observed. Modular distance learning shows a weak positive correlation. All the dimensions of school interventions for learning continuity either singly or in combination, do not predict the teachers’ perception of pupils’ cognitive gains. Thus, school interventions for learning continuity, though helpful, do not guarantee that pupils are serious in their studies. To completely understand the nature of success in the school interventions for learning continuity, it is recommended that future study may look into the contextual elements to consider in the school interventions for distance learning.