Group Output No.

3 - For leaders only

Group No.
Group Leader: Pascua, Timothy B.
Group Members: Paglingayen, Denzel Jovan
Pascua, Christian – not participating
Samson, Dave
Perez, Erica

Instructions:

Write the background of the study and the conceptual framework of your research.
(Base it from the submitted outputs of your group members).

Topic/Problem 1: Effectivity of distance learning in STEM 12 students of BCT during

COVID-19 Pandemic.

Specific Question 1: What are the key factors for making distance learning effective among
grade 12 BCT STEM students?

Specific Question 2: What are the problems of distant learning in the context of the
coronavirus pandemic?

Specific Question 3: How effective is distance learning in stem 12 students of BCT?

Background of the study

Above all, the COVID-19 epidemic is a health crisis. Many countries have made
the correct decision to shut down schools, colleges, and institutions. The issue that
politicians face is brought to life by a crisis. Close some schools (to decrease contact
and save lives) while others remain open (get workers to work and save the economy).
In the short term, many families around the world are going through a lot of difficulty.
Homeschooling has a negative impact on parents' productivity as well as children's
social lives and learning. On an experimental and unprecedented scale, education is
migrating online. Students' grades are also going online, resulting in a lot of trial and
error and uncertainty for those involved. Many ratings have been canceled outright. It's
crucial to remember that these disruptions aren't just a one-time issue; they can have
long-term effects for those affected, as well as the potential to exacerbate inequality.

Going to school is the most effective public policy strategy for improving abilities.
While education can be enjoyable and can improve social skills and awareness, the
fundamental economic benefit of being in school is that it boosts a child's ability. Even
a brief absence from school has an impact on skill development. Can we, however,
predict how much the COVID19 disruption will impair learning? We can't be accurate
because we're in a new realm, but we can gain an order of magnitude from other
studies.

2 There are two proofs that are useful. Carlson and colleagues Consider the case
of a young Swedish man who is studying for an important exam over several days.
These variations are conditionally random, allowing the author to draw a causal
relationship between school education and skill levels. The authors show that even with
just 10 days of additional training, the knowledge usage test ("Crystallization
Intelligence") score improves by 1% of the standard deviation. Simply extrapolating
these numbers to get a general idea of the impact of current school closures, 12 weeks
less school attendance (ie 60 days of school) equals a loss of 6% of the standard
deviation, which is significant. It has no discernible impact on problem-solving abilities
(the example of "liquidity intelligence").

Lavy (2015) takes a new approach to this subject, estimating the influence of
varied country-specific class hours on learning. Surprisingly, class hours differ significantly
from country to country. According to Lavy, Denmark has 55 percent more math,
language, and science hours per week than Austria. These distinctions matter, resulting
in considerable changes in test score outcomes: adding one hour per week to the key
topics during the school year raises test scores by roughly 6% of a standard deviation. In
our scenario, a loss of 34 hours per week of math teaching for 12 weeks could be
comparable to a loss of an hour per week for 30 weeks. So, strangely and undoubtedly
coincidentally, we end up with an estimated loss of roughly 6% of a standard deviation
once more. Leaving away the close closeness, these studies could indicate a plausible
effect of no more than 10% of a standard deviation, but obviously larger than zero.

Closing schools, colleges, and institutions not only interrupts students' learning
around the world. Many studies were postponed or discontinued as a result of the
closure, which coincided with a substantial review period. Internal reviews may be
viewed as unimportant, and many have been eliminated. Its objective, however, is to
offer information about a child's progress to parents and instructors. The loss of this
information causes a delay in recognizing talent as well as learning problems, which
can have long-term negative effects for children. Andersen and Nielsen (2019) look into
the ramifications of a severe IT failure in a Danish test system. As a result, several
youngsters were unable to take the test.

The authors discovered that taking the test boosted the score on a two-year
reading test by 9% of a standard deviation, with similar results in mathematics. These
consequences are most pronounced in children from low-income families. Importantly,
the institution's lockdown has an impact on both internal and external assessments. All
tests for the main public qualifications – GCSEs and A levels – have been cancelled for
the full cohort in the United Kingdom, for example. Depending on how long the
blockade lasts, similar behavior will be seen around the world. The use of "predictive
grades" as a replacement to the deleted evaluation has been suggested, however
Murphy and Wyness (2020) discovered that they are frequently wrong, especially for
high-performing pupils and those with an unfavorable background.

Predicted grades are lower than those favored by a more favorable

background. Another option is to substitute a teacher's assessment for the blind exam.
Evidence from a variety of situations demonstrates significant differences between
open-label and blindfolded research, and the direction of bias is usually determined by
whether the child belongs to a group that works well in general (). Rangvid 2015, Burges
and Greaves 2013). An open-label assessment of a boy's performance, for example,
may be negatively skewed if the girl does better on the subject in general. Because
open-label, subjective assessments are regarded an important qualification for college
admission, the change to open-label, subjective assessments may have an impact on
potential long-term impartiality.

Some students' careers may potentially benefit from the upheaval. In Norway, for
example, it was agreed to grant a high school diploma to all 10th students. According
to Maurin and McNally (2008), the abandoning of routine inspection processes in
France in 1968 (following the student riots) had a favorable long-term impact on the
labor market in the impacted generations. It is clear that there was a riot. Many
universities are replacing traditional exams with online evaluation tools in higher
education. Because this is a new topic for both teachers and students, evaluations may
have bigger measurement mistakes than typical. Employers, according to the report,
categorise applicants based on educational qualities such as degree classification and
grade average (Piopiunik et al.2020). As a result, increased candidate signal noise can
lower the matching efficiency of new graduates in the labor market. Revenue growth
can be slow in the labor market, and turnover can be significant. Individuals and
society as a whole pay a high price for this (Fredriksson et al. 2018).

Both public and private higher education institutions (HEIs) have had to conform
to the new scenario, which prohibits face-to-face interaction and mass meetings. The
Philippines' leading universities and colleges, particularly those affiliated with the ASEAN
University Network – such as the University of the Philippines, Ateneo de Manila
University, and De La Salle University – have found innovative ways to fulfill their three-
fold mission of education, research, and service. Everyone adjusted to work from home
arrangements, from operations and support service units to administrators and
teachers.

Teachers and administrators were tasked with modifying and changing course
syllabi and requirements from the comfort of their own homes as they transitioned to
alternative or remote teaching modalities, both synchronous and asynchronous.
Learning management systems like Canvas, Moodle, and Blackboard, as well as
applications like Google Hangouts, Zoom, and Skype, were employed when students
and teachers had access to electronic devices and dependable Internet connections.
Teachers and students can utilize their smartphones to transmit messages, notes, and
resources via text messages, email, Facebook Messenger, and Twitter if students have
limited access to their computers or have unstable internet connectivity. It has been
traded.

In other circumstances, students' socioeconomic status impacted access to

these learning modalities, rendering these agreements unsustainable. As a result, some
colleges temporarily discontinued distance or online learning. I had to come to a halt.
Another reason for stopping online lectures was concerns about the mental health of
students and teachers who were affected by the uncertainty. Epidemics have brought
to light a number of social, economic, political, and environmental realities and
occurrences, as well as the unsustainable conditions in which many of us now live. It
also introduces new issues and challenges, as well as altering our way of life. In order to
adapt to these results and developments, institutions should analyze and evaluate their
research programs and priorities.

The pandemic of COVID19 has ushered in a new era of difficulties, dilemmas,

and opportunity. We must reconcile and transform challenges and dilemmas into
possibilities for our country's and the world's progress and development. With the
obvious challenges that the pandemic has posed to education, the goal of this study is
to determine the efficacy and efficiency of distance learning among grade 12 BCT
STEM B students. Despite the unpleasant occurrences caused by the epidemic, this
study encourages the people to discover answers to specific challenges and transform
them into possibilities. As a result, this research proposes a variety of answers to such
uncertainty, all of which will benefit the institutions involved (schools), teachers, and,
most crucially, pupils.

Conceptual Framework

Academic performance
Distance Learning
in specialized subjects

Independent Variable
Dependent Variable

Preferred learning
modality

Mediator Variable
Instruction: From the submitted module 3 outputs of your group members, finalize this
part of your study.

a. Research title
Effectivity of distance learning in STEM 12 students of BCT during COVID-19 Pandemic.

b. General problem
adaptability Struggle. Students have a completely different learning experience when
they go from traditional classroom and face-to-face instructor training to computer-based
training in a virtual classroom. They are unable to adjust to the online learning
environment because of their aversion to change, whilst it takes time for them to become
accustomed to computer-based education methods and Course Management Systems.

c. Specific problems
1. the problem in distance learning is lack of personal contacts between the teacher and
students, We students learn a lot whenever we have a contact with a teacher but
unfortunately because of this situation, Distance learning is the best way to for the
teachers to teach and for the students to learn.

2. Second problem is the Internet connection which remains the main problem of
teachers, students and parents in distance learning.

3. Third problem is cheating. Accept it or not, there are quite a few students who try to
leverage the easy way to success. It has become easier for students to cheat while using
online learning system. This is primarily about being self-disciplined, educational institutions
should look at minimizing the possibility of students subverting the sanctity of assessments
that are used to improve the learning of the class and the student too

d. Hypotheses of the study

1. Grade 12 BCT STEM-B students performed much better through distance learning than
the traditional way of conducting classes.

2. There is a significant relationship between the academic excellence of grade 12 BCT

STEM-B students and distance learning.

3. distance learning is effective in academic performance of STEM 12 students of BCT

during COVID-19 Pandemic.