CHAPTER I within and/or

between
INTRODUCTION
groups.
A social interaction is an exchange between two or more individuals
(Wikipedia)
and is a building block of society. Social interaction can be studied

between groups of two (dyads), three (triads) or larger social groups. the students

By interacting with one another, people design rules, institutions and determine and

systems within which they seek to live. analyze the

situation for
Social interaction is the process of reciprocal influence exercised by
them to be able
individuals over one another during social encounters. Social
to cope and
interaction plays an important role in learning. Interacting with other
work with it.
people has proven to be quite effective in assisting the learner
They can be
to organize their thoughts, reflect on their understanding, and find gaps
able to realize
in their reasoning.
and find the
Social interaction is a dynamic, changing sequence of social actions appropriate

between individuals (or groups) who modify their actions and reactions way for them

due to the actions by their interaction partner(s). to restore their

A social relation or social interaction is the fundamental unit of analysis closeness to

within the social sciences, and describes any voluntary or involuntary each other. It
 Social distance
during the
pandemic COVID-
19
will beconducted at Martinez Cuyangan National High School located

in Barangay of Alang Salacsa, Kayapa, Nueva Vizcaya. Respondents Objectives

were the Grade 11 students in Martinez Cuyangan National High

To be able
School. their answers and responses will be prioritized and given
determine the
significance by this study.
effect of the

pandemic to

the social

interaction of

the students at

Martinez

Cuyangan

National High

school.

To be able to

get the

personal
 Social distance
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pandemic COVID-
19
perspective of the students about the changes of their social

relationship.

To be able to help the students revive their old unity and socialization. Conceptual

To be able to bring back that bond of the students and make everyone Framework

comfortable to each other.

Input
To be able to improve the social interaction of every grade 11 students
Analyzing and deter
for to be able to comply actively to their activities and boost their of the students by p
questioning them o
confidence in making new things. observed with their
 Social distance
during the
pandemic COVID-
19
To the

teachers,

through this

research they

will be able to

know the

personal

perspective of

their students,
Significance of the Study
in that case
This study aims to benefit the following:
they will be

To the students, in order for them to realize how the pandemic knowledgeably

change their social interaction and personal relationship to each other, how they will

we conducted this study. This research will be able to help them understand and

determine their capacity to communicate with each other. In addition, handle their

this will serve as a guide on how they will cope with the challenges that student.

they may face if ever their unity will be at stake with an unexpected
To the parents,
circumstances.
they will be

aware on the
 Social distance
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pandemic COVID-
19
impact of pandemic to the social interaction of their children. They will Before and

have an advance knowledge how they can help their children cope with after the

the changes. As a parent , they have the responsibility to help and pandemic was

understand what their children are feeling so this study will help them compared for

to. the situation to

To the future researcher, through this research they can be able to have be determined
if there is a
advance information and knowledge on their related topic.
change with

their social

interaction to

each other. We

asked for their

answers that as

a students who
CHAPTER II
experienced
Review of Related Literature
the pandemic

Given the chance to estimate and determine how the pandemic change as one of the

the social interaction of the students at MCNHS, we are able to collect challenges of

and analyze the personal perspectives and opinions of the students. education, how
 Social distance
during the
pandemic COVID-
19
did they continually communicate with their classmates and let their The results of

close relationship to each other intact until today that the government the present

agreed the continuation of the Face-to-face classes.. Or did something behavioral

change after the pandemic rise during the school year until now. is their experiment

unity as a class remain the same as before. and analytical

As they answer with the questions they can already determine what study show

change with their social interaction to each other. At the very first day that for

of the continuation of the Face-to-face classes, each one of them had Valence

the same response ( “ we are silent, we don’t know why but it seems so ratings both

awkward to talk to someone that you never talk to for so long”) . As we Female and

continue this research, we observe the changes on how the students act. Male

They no longer interact with each other comfortably not like before that participants

they enjoy being with the company of each other. Now they only talk to rated Angry

whom they are close to during their pandemic like their neighbors or facial
expressions as
relatives.
more negative
As we go further, we conducted an analytical study by basing the
than both
reaction of the students on how they react to the changes of their social
Happy and
interaction with their classmates and teachers and what could be the
Neutral ones,
reason of the changes of their interaction.
 Social distance
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pandemic COVID-
19
and they rated Happy facial expressions more positively than Neutral more difficult.

ones. Nonetheless, Female participants gave more negative ratings than We could

Male ones when evaluating Angry and Neutral facial expressions, and hypothesize

more positive ratings when evaluating Happy facial expressions. While that, apart

these results show that participants rated the Valence in accord with the from

expressed emotion, they also reveal a polarizing effect of ratings in methodologica

Females. This is consistent with previous studies demonstrating l differences

women’ stronger sensibility to face stimuli (e.g., higher ratings for with previous

experienced valence and arousal, greater attention to the eyes, better studies,

decoding of emotions through facial expressions, and greater electro- Islamic

cortical responsivity). Remarkably, the absence of a significant headdresses,

interaction between Emotion and Condition suggests that the presence representing

of a HP or a LP does not modulate emotional evaluations of this kind. cultural and

One could have expected lower positive ratings for Happy facial religious

expressions covered with a scarf, which, by guaranteeing less symbols

protection for the interacting individuals, assumes a more negative capable to

contextual value. Indeed, previous studies demonstrated that contextual evoke in-

cues (e.g., Islamic vs. Western headdress) can bias perception toward group/out-

more intense negative emotions, making the recognition of happiness group

 Social distance
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pandemic COVID-
19
dynamics and stereotypes, are more rooted contextual cues than HP/LP, With regard to

thus biasing and affecting the perception of emotions. Physical

Results for the explicit Categorization of expressed emotions confirm Distance, the

participants’ ability to correctly recognize emotional expressions, as expressed

they chose emotional labels congruent with the displayed emotions. emotion and

Interestingly, for Neutral facial expressions, participants also chose the the condition

Sadness label more frequently than chance, particularly in the case of of “covering”

Female participants. Altogether, both the results for Valence and both

Categorization show that, despite the covering of the lower-face, influenced the

participants were able to properly recognize the facial expressions of results. Indeed,
participants
emotions.
chose to keep
Furthermore, results are also characteristic of the empirical challenges
the least
posed by operationalizing neutral emotion, and in particular of the
distance from
recurrence of “negative bias” (i.e., the attribution of negative ratings to
positive facial
neutral stimuli). It is also possible that participants’ psychological state
expressions,
due to the pandemic might have influenced their responses to neutral
followed by
stimuli.
Neutral and

Angry ones.
 Social distance
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pandemic COVID-
19
Interestingly, Female participants chose to keep greater Physical facial

Distance from Angry facial expressions and less Physical Distance expressions,

from Happy facial expressions with respect to Male participants. These followed by

results are coherent with previous studies that demonstrate an increase Neutral and

in interpersonal distance when participants are exposed to Angry rather Angry ones,

than Happy facial expressions. and to Female

With regard to the “covered” condition, less Physical Distance, only in stimuli than to

Male participants, was attributed to facial expressions covered by HP Male ones.

than to those covered by LP. This latter result can be explained by the While Female

fact that the Scarf offers far less protection from the infection with participants

respect to a sanitary mask, facilitating a higher risk for individuals if felt more

distancing measures are not undertaken. Hence, it is shown for the first socially distant

time that, in a pandemic context, the use of an appropriate protective than Male for

device reduces the desire to maintain Physical Distance and thus stimuli

potentially improves interpersonal social relations. Additionally, in covered by

accord with previous studies, we found that less Physical Distance was both HP and
LP, only Male
attributed to Female than to Male stimuli.
participants
Results for Social Distance revealed that, similarly to Physical
chose more
Distance, participants chose to keep the least distance from Happy
 Social distance
during the
pandemic COVID-
19
Social Distance from faces covered with LP. Lastly, Female aspects and

participants chose more Social Distance from Angry and Neutral facial suggesting that

expressions than Male participants. The results of the Physical and the fear of the

Social Distance are substantially overlapping: Females show a greater virus can be

tendency, compared to Males, to keep at distance the negative or linked to

ambiguous faces regardless of the type of protective equipment (HP or uneasiness and

LP). This is very interesting, because the need to maintain greater nervousness

distance from potentially dangerous stimuli in Females seems to be during social

driven by the emotional content of the stimuli. Differently, Males’ interactions.

ratings of Social and Physical distances depend on the type of In conclusion,

protective equipment. Females, in order to establish social and physical one of the
distance from other individuals, use more 'empathic qualities' of faces most valid
than Males, whose responses seem to be more dependent on contextual reasons was
cues. because of fear

One could also have expected a difference between Physical and Social that they could

distance ratings (i.e., increase of interpersonal/physical distance and a be infected

reduction of social distance after a traumatic event, but it has to be with the virus

considered the period during which our data was collected. thus if they interact

pointing for the first time to a correlation between these personality with the other
 Social distance
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pandemic COVID-
19
students. They are afraid to approach and get intact with their they begin to

classmates because the virus is still in the area. Another reason also is interfere with

their feeling of awkwardness, they are embarrassed to communicate each other,

and socialize with their classmates and teachers because they think that create bond

their close relationship before change during the pandemic. For the with their

long time that they did not have any personal communication, they’re classmates and

thinking that the past will not be the same now. In this situation , we are communicate

able to determine their fear and the reason why the change of the social well with their

interaction of the students took a big impact on how they treat each teachers. They

other. are giving their

Another impact of this situations, the self esteem and confidence of the best to cope

students were affected. If before they are proud to recite and give with the

answers actively but because their confidence and self-esteem is not situation.

exercised for a long time, it caused it to goes down. If before students Furthermore,

proudly share their perspectives and opinions, now they are already not as we observe
the students,
used to it.
the bond they
From the first day until now(march 20- June 2022) that the face-to-
made from the
face are implemented the students slowly adjust with the situation.
past years they
They are little by little adopt the environment and new normal. Slowly,
 Social distance
during the
pandemic COVID-
19
are classmates did not disappear. They are just afraid to approach each associated
living, to share
other because of fear and awkwardness. their values and
interests of each
other (Tang and
Tsui, 2018).
The valence attributed to a social interaction (i.e., the extent to which
The spread of
the observed action is positive or negative) influences moral judgments the COVID-19
pandemic has
and individual reputations ( Ohtsuki et al., 2018). forced schools
to close to
Although the findings of this study are in accordance with hypotheses minimize the
damage of
and support previous research, there are several limitations that need to spread in
schools and
be acknowledged: First, the sample size was moderate, thus challenging colleges. There
are several
the robustness of the findings. However, in order to circumvent this benefits of
social distancing
weakness, we used prior knowledge about the effects of social
during the
interactions with close others on the adverse effects of depressive pandemic. Social
distancing
symptoms (e.g., Schwerdtfeger & Friedrich-Mai, 2009), rumination measures save
the lives of
(e.g., Gerteis & Schwerdtfeger, 2018) and social anxiety disorder (e.g., people and
provide time for
Bailey et al., 2019).
implementing
strategies to
Basilaia and Kvavadze (2020) stated that the transition from traditional to control spread
remote learning during the COVID-19 pandemic was successful, although to (Thunstr€om et
ensure the quality and effectiveness of learning, further research is required. al., 2020).
Interaction helps to build knowledge and empower learners (Holland, 2019), Greenstone and
and it offers the platform for members of a society, representing a mode of Nigam (2020)
 Social distance
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pandemic COVID-
19
substantiated the economic benefits of social distancing during the COVID-19
pandemic. Lewnard and Lo (2020) stated that politicians and administration
of the state must play an important role to implement social distancing and
should not favor anyone who violates this rule. Uscher-Pines et al. (2018),
while explaining the benefits of maintaining social distance, suggested that
schools should be closed during the pandemic to maintain social distance so
that the spread will be slow down COVID-19. Kleczkowski et al. (2015)
suggested that social distancing must be imposed all over, which includes
closing all educational institutes and workplaces and canceling all
congregating events. Earn et al. (2012) suggested
an effective strategy to minimize the spread and stated that more than 50% of transmission can be
reduced among the school-going children by the closing of schools during the pandemic influenza.

The effectiveness of online learning has been the point of study even before the start of the COVID-19
pandemic; however, such online courses are designed properly for the learners who are mentally and
technically ready for such a learning environment. The sudden shift toward online learning has raised
concern over the effectiveness of these courses which were designed for traditional classrooms. The
study is aimed to investigate that barriers to social interaction in online learning may lead to barriers
against the effectiveness of online learning. The perceived benefits of social distancing, which have
forced online learning, can play a mediating role in the effectiveness of online learning.

As a result, observed positive changes could be attributed to a variety of other factors that

interact with the physical exercise interventions. For example, when people start an physical

exercise program, they may change their diet and/or have more social interaction that are highly

associated with improved cognitive function (Bailey et al. 2019;Hardman et al. 2020;Yu et al.

2020)

CHAPTER III

Research methodology

This chapter presents the research methodology. It includes research design, research

environment, the respondents of this study and the data gathering instrument.

Research Design

This study is qualitative in nature. It is made use of descriptive research design. According to

Calderon, (1993), descriptive analytical method of research as certain to prevailing conditions

affecting a given group. It is a direction in reacting a goal, in addition, he pointed out that

descriptive method tells “what is”, that which lead to scientific information about education and
 Social distance during the
pandemic COVID-19
other situation. He further described it as a fact-finding with adequate interpretation usually

beyond fact-finding.

Research Environment

This research study aims will be conducted in Martinez Cuyangan National High School located

at

Bulo, Alang Salacsac specifically to the Grade 11 students.

The Respondents of this Study

The respondents of this study were the Grade 11 learners of Martinez Cuyangan National High

School. The students were analyzed and studied based on their personal reaction and

observation on the effect of the pandemic to their social interaction with their classmates and

teachers. All of the grade 11 students were participants of this study.

Data gathering Instrument

Instrument used in this study was the online applications such as Google, internet, WWW AND

ETC. personal observations and insights of the students are also a big help in accomplishing this

study. We also considered asking cooperation to the parents on how the behavioral interaction of

their child change after the rise of the pandemic which contributed to the Collection of data and

important information.

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References

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 Social distance during the
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https://www.rit.edu › course-design

https://narst.org › research-matters

https://socialsci.libretexts.org › 5.01:...

https://www.mercycare.org › bhs

https://jmc.msu.edu › academics › srp https://study.com › academy › social...

https://study.com › academy › srp

·
https://psychology.ucsd.edu/undergraduate-program/undergraduate-
resources/academic-writing-resources/writing-research-papers/appropriate-
references.html

Curriculum Vitae

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