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give me an theorotical/conceptual Framework about lived experiences of grade twelve student during learning modality transition at the lcba at calamba City,laguna

Here is a theoretical/conceptual framework for understanding the lived experiences of grade twelve students during the learning modality transition at the LCBA in Calamba City, Laguna:

Social Constructivism Theory: This theory posits that learning is a social process that occurs through interactions with others and the environment. The transition from face-to-face to online or blended learning modalities may impact the social construction of knowledge for grade twelve students. The students' interactions with peers, teachers, and the learning environment may shift, leading to different outcomes.

Self-Determination Theory: This theory suggests that individuals have innate psychological needs for autonomy, competence, and relatedness. During the learning modality transition, grade twelve students may experience changes in their levels of autonomy and competence, which may affect their motivation and engagement in learning. Additionally, relatedness may be affected by changes in social interactions during the transition.

Technology Acceptance Model: This model explores how individuals adopt and use new technology. During the learning modality transition, grade twelve students may encounter new technologies, such as learning management systems, video conferencing tools, or educational apps. The technology acceptance model suggests that the perceived ease of use, usefulness, and attitudes towards the technology may influence its adoption and use.

Ecological Systems Theory: This theory emphasizes the importance of considering the various contexts that individuals are embedded in when understanding their experiences. The transition to online or blended learning modalities may affect the grade twelve students' ecological systems, including their microsystem (family, peers, teachers), mesosystem (interactions between microsystems), exosystem (external factors, such as the school's policies), and macrosystem (cultural and societal values).

Cognitive Load Theory: This theory explores how the amount and type of information presented to individuals can affect their learning. The transition to online or blended learning modalities may lead to changes in the cognitive load experienced by grade twelve students. For example, the use of multiple devices or the need to navigate different platforms may increase cognitive load, which may impact learning outcomes.

Overall, understanding the lived experiences of grade twelve students during the learning modality transition requires consideration of multiple theoretical frameworks that highlight the social, psychological, technological, ecological, and cognitive factors that may be at play.