CHAPTER IV

SUMMARY, CONCLUSIONS AND RECCOMENDATIONS

Summary of the study

During the COVID-19 epidemic, both teachers and students were forced to adapt
to changing social conditions and move to online education, which has become a viable
alternative to overhauling the entire traditional education system. Many research have
provided teachers' opinions on e-learning during the pandemic, emphasizing the
significance of undertaking studies that also incorporate the viewpoints of the education
beneficiaries, i.e. the respondents. As a result, the current study follows this pattern and
attempts to illuminate this void in Tarlac State University's education system.

The purpose of this study is to define the level of preparedness and preference of
science major education students in the potential reopening of face-to-face classes at
Tarlac State University. The researchers made a questionnaire that was evaluated by
experts. the data collected from the students were analyzed, tabulated, and interpreted.
The results showed that the students have high levels of preparedness in terms of their
emotional health, financial status and physical health and overall preparedness.

The study focused on the overall preparation of Tarlac State University Secondary
Education science major students in this setting. The Welch's One Way ANOVA
demonstrated that there is no statistically significant difference between the students'
overall preparation and their year level. This suggests that regardless of the students’
grade level, their total preparation average is the same. In addition, each year level is
well-prepared for the resumption of face-to-face classes. This particular study outcome
should be taken into account by the institution. Students in the first, second, and third
years are emotionally, financially, and physically well prepared. Students are looking
forward to the return of face-to-face sessions. The institution should also provide
assistance.

Summary of Results

The study made use of descriptive-quantitative research design to describe the

levels of preparedness and preference of the students. To determine the level of
preparedness of students in terms of emotional health, financial status, physical
health, and overall preparedness a Likert scale was utilized. The students’ have a
mean of 3.560679612 and a verbal description high level of preference in emotional
health. In terms of financial status, the students accumulated mean of 3.571567268
which has a verbal description of high level of preparedness in terms of physical
health the students have a mean of 3,432038835 which has a verbal description of
high level of preparedness and final in terms of overall preparedness, the students
accumulated a mean of 3.521428571 which has a high level of preparedness as per
verbal description.

The researchers also conducted One-Way ANOVA to determine of the

students’ overall preparedness in terms of their year level. The results revealed that
there is no significant difference between the students' overall preparation and their
year level.

The level of preference of the students in terms of face-to- face learning and
distance learning was also measured and described using a Likert scale. Students’
distance learning preference level has a mean of 2.991909 and a verbal description of
Preferred. Meanwhile face-to-face preference level has a mean of 3.969255663 and a
verbal description of highly preferred. Finally, the levels of overall preparedness and
preference was correlated using Pearson’s rho. It was revealed that the overall
preparedness level and the face- to-face preference level have a strong positive
correlation r (101) =Pearson’s r (0.693), p(0.001) therefore the null hypothesis is
rejected. On the other hand, the overall preparedness level and distance preference
level have a weak negative correlation r (101) =Pearson’s r (-0.204), p(0.039) once
again the null hypothesis is rejected.

Limitations of the study

This study has potential limitations. Biases of the

respondents is one of them. The data gathering procedure
was conducted online through Microsoft forms and
therefore the respondents may have answered the form
without reading, Moreover, the study was not able to
determine what affects the overall preparedness level of
the students. Future researchers are encouraged to
determine what are these factors. Furthermore, the
researchers have a limited access to the respondents
because of this not all science major students answered the
questionnaire.

Conclusion

The COVID-19 pandemic has made a huge impact

on schooling and prompted enormous changes. These
adjustments may subside as schools reopen. Furthermore,
not all the changes in education are necessarily the
transformations we desire. The present study explored the
level of preparedness of students in different component
focusing on their emotional health, financial status and
physical health and overall preparedness. Results
demonstrated that respondents garnered a verbal
description of High Level of
Preparedness in the four variables. This study sought to
examine the significant difference between the overall
preparedness of the students in the potential reopening of
face-to-face and their demographic profile. It was revealed
by one-way ANOVA (Welch’s) that there is no significant
difference between the variables and there are possibly
other variables that affects the overall preparedness of the
students other than their demographic profile. The study
also revealed that science major students Highly prefers
Face-to-face learning in contrast with distance learning.
Finally, it was also revealed that the overall preparedness
of the students and their face-to-face preference level has a
strong positive relation ship and a weak negative relation
on their distance learning preference level and their
overall preparedness.

Recommendation

The conduct of face-to-face classes must be

addressed with specific action plans, such as scheduling
classes, activities, and assessments so students can prepare
and manage their time and resources. Students need to
apportion their budget to attend scheduled activities.
Teachers must also limit the number of activities and
monitor students’ learning outputs without sounding
demanding. Likewise, research can be conducted in other
schools, either private or state, or universities or colleges,
to compare the research results and produce new data and
information. Furthermore, due to some study limitations,
further research is also recommended to investigate the
other factors that can affect students’ preparedness and
preference levels.