THE IMPACT OF COVID-19 TO THE ACADEMIC PERFORMANCE OF 2 ND

YEAR AB SOCIOLOGY STUDENTS OF MINDANAO STATE UNIVERSITY-

GENSAN

A Research Proposal Presented to the College

Of Humanities and Social Sciences
Mindanao State University
General Santos City

In Partial Fulfillment of the

Course Requirements in
AB Sociology 103
2021-2022

by

ARNHORJEHAN T. KAMID
PAHIMA A. MADA
JERE-ANN L. MANAMBAY
 Chapter I

THE PROBLEM

INTRODUCTION

The outbreak of the COVID-19 has already reach globally and it was like
an earthquake when it changes the run of what we used to do in our daily life, in
just a snap it already introduced us a new rules, new way of interacting to people
around us, all in all a new system in life was introduced. There are countries
have imposed lockdown to reduce the number of infected. There are rules that
were implemented like having social distance, no public gathering and some
health protocols to decrease the social contact. The school was shut down for a
moment and it challenged us on how to deal with it. The Department of
Education and Commission on Higher Education came up to a plan where the
students and teachers could continue and pursue the studies of each and every
one without having a face to face interaction between the students, teachers and
other stakeholders.

COVID-19 plays a big role in changing our life, specifically in the

academic performances of the students since that is what this study focusing at.
Online learning was introduced where students and teachers can interact through
video conference. The evaluation of the effectiveness of distance delivery of
education for students’ academic outcomes is highly imperative, particularly
during an ongoing severe pandemic such as the COVID-19 (Clark et al., 2020).

Premised on the above-mentioned situation, a study on the impact of

COVID-19 to the academic performance of the students is essential in providing
the future researcher enough information to establish background of the study.
Statement of the Problem

This study aims to determine the impact of COVID-19 to the student’s

academic performance.

Specially, the study sought to answer the following questions:

1. What are the impact of COVID-19 to the academic performance of 2 nd

year AB Sociology students of MSU-Gensan in terms of:

a. Learning through online classes

b. student’

2. What are the common issues faced by the 2 nd year AB Sociology

students of MSU-Gensan.

3. Is online learning class way more effective than the face-to-face

classes?

Significance of the Study

This study may give essential information about impact of COVID-19 to

the student’s academic performance to the following personalities:

The results of this study may serve as baseline information about impact
of COVID-19 to the student’s academic performance, by this study the
administrators may develop or enhance plans and programs. Furthermore, the
teachers and stakeholders may be helped by this study to understand the
student’s academic performance during the COVID-19 pandemic which may aid
the future plans of the teachers and stakeholders to achieve the full capacity of
the students learn.

This study will help the students to evaluate themselves, to know what
strategies they may be able to use and to know their weakness and strength.
Also, this study will give the researcher an insight on the impact of COVID-19
pandemic to the student’s academic performance.

Scope and Delimitation

This study will delimit on the impact COVID-19 pandemic to the student’s
academic performance. Online learning is the most applicable learning medium
and is the top most main problem nowadays since not all have access on internet
and availability of mobile phone. One of the major problems of the teacher and
students is the online learning, since COVID 19 hit all over the world. Online
learning has its own impact on student’s learning and teacher’s way of teaching.
The respondents must be a resident in their respective area. The research will
ask for the participation of the 2nd year students of MSU-Gensan.
 Conceptual Paradigm

Socio-Demographic
Profile

 Age
 Sex
 Academic
Performance

Roles of Instructor along

in dealing their students
The Impact of COVID-19 to the
academic performance of AB a. Asynchronous
Sociology students of Mindanao learning
State University- GenSan. b. Synchronous
learning

Challenges and
Experiences of students
face in online learning
 Conceptual Framework

Since COVID 19 has its big impact all over the world and affects the livelihood

of people including the system of studying. The Department of Education and

Commission on Higher Education made a plan in order for all the teachers,

learners and other stakeholders continue to improved and pursue the studies of

each and everyone. COVID-19 has resulted in schools shut all across the world.

Online learning has received increasing attention with the infusion of web-based

technologies into the learning and teaching process. Virtually all courses in

higher education incorporate information and communication technologies to

some degree. These technologies create new opportunities for students to

interact with their peers, faculty, and content. The infusion of information and

communications technology in higher education draws attention to the theory and

practice of online learning.

Online learning inherently demands a fundamental rethinking of the

educational experience and presents a challenge to traditional presentational

approaches. If we are to deal with the theoretical and practical complexities of

rethinking the educational experience from a blended learning perspective, then

the first challenge is to provide a conceptual order that goes beyond rigid recipes.

Such order and coherence is of particular importance for practitioners who may

not have a full appreciation of the possibilities that new and emerging

technologies present for engaging learners in innovative educational

experiences. The purpose of this chapter is to describe online learning briefly and
then to establish the rationale through which we can explore the practical

challenges in implementing online learning approaches in higher education. This

rationale is operationalized in the Community of Inquiry (CoI) theoretical

framework (Garrison, 2011).

While it is clear to most that the core of blended learning is the integration of

face-to-face and online learning activities, it is important to recognize that simply

adding an online component does not necessarily meet the threshold of blended

learning as defined here. In the book that set the stage for this work, Blended

Learning in Higher Education, we provided a succinct definition of blended

learning as “the organic integration of thoughtfully selected and complementary

face-to-face and online approaches” (Garrison & Vaughan, 2008, p. 148). By

organic we meant grounded in practice, and by the use of the term thoughtfully,

we wanted to indicate a significant rethinking of how we should be approaching

the learning experience. With regard to a thoughtful approach, we specifically

excluded enhancing traditional practices that do not significantly improve student

engagement. That said, we do not want to restrict innovative online learning

designs by providing strict parameters as to the percentage of time spent face-to-

face or online. We have chosen to provide a qualitative definition, which

distinguishes blended learning as an approach that addresses the educational

needs of the course or program through a thoughtful fusion of the best and most

appropriate face-to-face and online activities. The key is to avoid, at all costs,

simply layering on activities and responsibilities until the course is totally

unmanageable and students do not have the time to reflect on meaning and

engage in discourse for shared understanding.

Blended learning is the inspiration of much of the innovation, both

pedagogically and technologically, in higher education. By innovation we mean

significantly rethinking and redesigning approaches to teaching and learning that

fully engage learners. The essential function of blended learning is to extend

thinking and discourse over time and space. There is considerable rhetoric in

higher education about the importance of engagement, but most institutions’

dominant mode of delivery remains delivering content either through the lecture

or self-study course modules. Online learning is specifically directed to

enhancing engagement through the innovative adoption of purposeful online

learning activities. The strength of integrating face-to-face synchronous

communication and text-based online asynchronous communication is powerfully

complementary for higher educational purposes.

The goal of online learning is to bring these together to academically

challenge students in ways not possible through either mode individually. There

is a distinct multiplier effect when integrating verbal and written modes of

communication. An added benefit is that blended learning sustains academic

communication over time. Moreover, students have time to reflect and respond

thoughtfully. Finally, while significant administrative advantages are gained

through blended learning designs (access, retention, campus space, teaching

resources), the focus here is the quality of the learning experience made possible

though blended learning approaches. In the next section we explore the ideas of
engagement and academic inquiry central to the ideals of higher education.

These ideas are inherent to learning communities and provide the foundation for

implementing blended learning. Learning communities provide the conditions for

discussion, negotiation, and agreement in face-to-face and online environments

with virtually limitless possibilities to connect to others and to information.

Assumption of the Study

After conducting the study, the researcher assumes that the students received
more challenges in rearing their studies. Learners take responsibility for their own
learning. They ask questions instead of someone else asking for them. They
seek out information, instead of being directed to do so. They are proactive in
learning rather than reactive. Learners can self-manage the class tasks with
minimum guidelines. Students are more responsible for their roles to assess
internet and join Asynchronous learning and Synchronous learning’s. They take
the challenges to face their problems and chase their dreams even in crisis.
REFERENCES:

https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-
online-digital-learning/

https://www.hindawi.com/journals/edri/2020/8890633/

https://read.aupress.ca/read/teaching-in-blended-learning-
environments/section/ac46044a-ecde-4fc4-846d-8c17fe8bf712