Learner’s Well-Being and Adjustment in Mathematics 9 Under In-Person Class

Abstract

Learners transitioned from distance learning (MDL) to in-person classes. Subsequently, their well-being and adjustment were assessed. This study aims to explore the relationship between learners' well-being and adjustment more comprehensively. Employing a correlational quantitative research design, it utilized a researcher-developed questionnaire. Prior consent for questionnaire administration was obtained from the school principal, parents, and learners. Statistical analyses involved mean, standard deviation, and chi-square tests. Results indicate that learners' well-being across physical, affective, cognitive, economic, and social domains ranged from moderate. Emotional adjustment (EA) was found to be slight, while social adjustment (SA) and academic adjustment (AA) were moderate. Significant correlations were observed between physical well-being (PW) and EA, PW, and SA, affective well-being (AW) and EA, AW and AA, cognitive well-being (CW) and EA, CW, and SA, economic well-being (EW) and EA, and EW and SA. Based on these findings, the implementation of Project SWAM is recommended.