CONTEMPORARY ISSUES AND TRENDS IN PHILIPPINE EDUCATION

MIDTERM PROJECT
1
online learning (Baticulon et al., 2021). It is not surprising

Senior High School

that we know little about students’ readiness for real-time
online learning (Tang et al., 2021). Previous research on
online teaching and learning has generally shown that
Students’ Perception of transitions are usually voluntary and/or planned; however,
emergency transitions, such as the one brought upon by

the Full Implementation the Covid-19 pandemic, have relatively little body of
knowledge (García-Peñalvo et al., 2021, García-Peñalvo et
al., 2021; Iglesias-Pradas, Hernández-García, Chaparro-
of Face-to-Face Classes Peláez, & Prieto, 2021; Lemay et al., 2021). Considering this
significant upheaval, we wanted to explore how these

in Bancal Integrated changes might influence student perceptions of online

learning.

School
In the Philippines, the government’s Department of
Education has come up with guidelines to implement online
and modular distance learning delivery of instruction. This
Bea B. Ednave Mae Fernandez
is to safeguard students from being infected by the disease.
Joann V. Crisologo Kristian B. Marquez
However, plans to conduct the pilot implementation of
Sheryl Sebarotin limited face-to-face delivery in low-risk areas of COVID-19
MAED-EA Students transmission for January 2021 have been approved by the
President Ramon Magsaysay State University president but later recalled due to the threat of the new
strain of COVID-19. Predicaments are raised about whether
the country is ready to open its schools for students to go
for face-to-face learning despite having been one of the
I. INTRODUCTION longest and strictest lockdowns in the world.
Learning modality describes how (delivery mode) and when School reopening for face-to-face interactions must be
(convening method) your class will meet. The delivery carefully planned to ensure the safety of students,
mode will tell you whether the class will meet only online, teachers, and school staff in a staged fashion, especially
in-person, or a mix of both. The convening method will tell following physical distancing. Planning and execution of
you whether the course will be meeting at specific times school health protocols during this pandemic must be
and locations, whether online or in person. You will find supported by the truthful data being given by various
these modalities associated with classes in class search and institutions. Last 11 December 2020, the World Health
the master schedule of classes. The default modality for Organization (WHO) published a checklist to support school
classes is in-person unless you see a class attribute in the reopening and the preparation for the possible resurgence
class details that tells you the course has online of COVID-19. WHO cited that ‘The checklist is aligned with
components. and builds upon, existing COVID-19-related WHO guidelines
The novel coronavirus disease 2019 or Covid-19 or SARS- and is structured around protective measures related to 1)
CoV-2 pandemic outbreak has disrupted and changed how hand hygiene and respiratory etiquette; 2) physical
we socialize, work, and learn. Since the pandemic began, distancing; 3) use of masks in schools; 4) environmental
much human activity has transitioned online. The profound cleaning and ventilation; and 5) respecting procedures for
effects of the pandemic are being especially felt in isolation of all people with symptoms. ‘The checklist helps
education. For education, the pandemic is both a challenge policymakers and school officials to enhance compliance
(Daniel, 2020) and an opportunity (Azorín, 2020). Schools and adherence to public health protocols in the time of the
have closed to mitigate the spread of COVID-19 (Pokhrel & pandemic.
Chhetri, 2021) and the Covid-19 pandemic has disrupted In conclusion, school health protocols in conducting face-
traditional models of learning (Lemay and Doleck, 2020) to-face classes must be planned carefully following national
and precipitated a move to online teaching and learning and international guidelines to ensure that students will be
activities (Lemay, Doleck, & Bazelais, 2021). In the wake of safe or at least mitigate the effects of COVID-19. After all,
the pandemic, most institutions of education have had to students’ lives matter as education does to them. That is
reconsider ways of teaching and assessment (García- the responsibility of every government to ensure its
Peñalvo, Corell, Abella-Garcí). fulfillment.
Regarding teaching, this abrupt transition “has led to In this study, it is important to understand student
significantly intensified workloads for staff as they work to perceptions, to be able to develop successful interventions
not only move teaching content and materials into the and correct deficits in learning. Examining student
online space but also become sufficiently adept in perceptions of learning modality through the transition
navigating the requisite software” (Allen et al., 2020, Allen helps us to understand the limits and the potential of this
et al., 2020, p. 233). Likewise, students faced difficulties and mode of learning, and help to anticipate and adapt to the
challenges adapting to the abrupt and unplanned shift to effects of this sudden transition.

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 CONTEMPORARY ISSUES AND TRENDS IN PHILIPPINE EDUCATION
MIDTERM PROJECT
Implementation of Face-to-face Classes in Bancal Strand (GAS) in the public school. They are composed of 8
Integrated School SY 2022-2023 sought to answer the students from Grade 11-STEM, 5 students from Grade 12-
following questions: STEM, 7 students from Grade 11- HUMSS, 5 students from
Specifically, this study aims to seek answers to the Grade 11- GAS, and 5 students from Grade 12- Gas.
following questions: Purposive sampling was used in the selection of the
1. What is the demographic profile of the learners- respondents.
respondents in terms of:
1.2. Researcher’s role in the study
1.1 age;
1.2 sex; The researchers monitored the answers on the survey
1.3 strand; forms via the online flat form for updates. One of the
2. What are the perceptions of Senior High School students researchers is the teacher of the participants. In this way,
on the full implementation of face-to-face classes in terms she would be able to supervise and instruct the students
of the following factors: before answering the survey questionnaire.
2.1 Personal/ Family Related
2.2 Social Related 1.3. Data collection
2.3 School Related The researcher developed survey questionnaires for
2.4 Performance Related students to describe their perceptions of the impact of the
3. Is there a significant difference in the perspective of the full implementation face to face classes. The questionnaire
Senior High School Students’ Perception of the Full was drawn out from the researcher’s readings, literature,
Implementation of Face-to-face Classes in Bancal articles, and thesis relevant to the study, and based on their
Integrated School SY 2022-2023 when the respondents are own experiences. The researchers used Likert scale
grouped according to their profile? questions from which the respondents will choose what
4. What intervention may be proposed as an offshoot of option best describes and supports their opinion.
the study? Measuring the extent to which the respondents agree or
This study aims to analyze the Senior High School disagree with certain questions is how it can also be utilized
Students’ Perception of the Full Implementation of Face-to- in understanding and calculating the respondent's attitude
face Classes in Bancal Integrated School SY 2022-2023. The towards the discussion (Cleave, 2017). Students were asked
researchers formulate statements that the students will to answer survey form questionnaires via Google form. It is
answer through two online platforms: Google forms and an online software for creating surveys and questionnaires.
Messenger Chat. The objective of this research is to address
the result of this study to the respective people to prioritize
the learner's perception on the full implementation of face- 1.4. Data analysis
to-face for this S.Y. 2022-2023. Students’ responses to the survey questionnaire were
The thirty (30) respondents of this study were from Senior analyzed by using the Likert scale. The following scale
High School. The study was conducted online during the was used to determine the perception of the students
(date). towards the pilot implementation of face-to-face in Bancal
Integrated School preference of Grade 11 and 12
Humanities and Social Sciences (HUMSS) and Science
II. METHODOLOGY Technology, Engineering and Mathematics (STEM) and
1.1. Research design and participants General Academic Strand (GAS) as main respondents to this
In this study, the researchers used a quantitative type of study. To interpret the data effectively, the researchers
research. Quantitative research is the process of gathering employed the following statistical treatment as used by
and evaluating numerical results. It can be used to identify Nazal (1999) to wit:(1) Ranking. This was used to identify
correlations and trends, make projections, test causal the order of preference with the most frequently used
relationships, and generalize outcomes to larger strategies in order of preference. (2) Percentage. This was
populations. Quantitative analysis is the opposite of employed to determine the frequency counts and
qualitative research which involves gathering and analyzing percentage distribution of personal related variables of the
non-numeric data. (Pritha Bhandari, 2020). Quantitative respondents. (3) Weighted Arithmetic Mean. This was used
approaches enhance objective calculation and to determine the respondent’s perceptions toward the pilot
observational, mathematical, or numerical analysis of data implementation of face-to-face classes in Bancal Integrated
obtained by polls, questionnaires, and surveys, or by School. (4) Likert Scale. This was used as a rating system, to
manipulating pre-existing statistical data using measure the respondent’s perceptions.
computational techniques. Quantitative research focuses
on collecting and generalizing numerical data through Table 1 Likert Scale
groups of individuals or on describing a specific Senior High School Students’ Perception of the Full
phenomenon. (Earl Babbie, 2010). Respondents are Senior Implementation of Face-to-Face Classes in Bancal
High School students under Science Technology Integrated School
Engineering and Mathematics (STEM) Strand), Humanities
and Social Sciences (HUMSS) Strand, and General Academic Symbo Description Nominal Point Scale

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 CONTEMPORARY ISSUES AND TRENDS IN PHILIPPINE EDUCATION
MIDTERM PROJECT
l Scale
SA Strongly 5 4.21-5.00
Agree
A Agree 4 3.21-4.20
D Disagree 3 2.61-3.20
SD Strongly 2 1.81-2.60
Disagree
U Undecided 1 1.00-1.80
All the data yielded by the instrument were tallied,
tabulated, analyzed, and interpreted accordingly.
III. RESULTS AND DISCUSSION
Senior High School learners of Bancal Integrated School
strongly agreed that face–to–face mode of learning is more
effective than modular learning because they can be able to
understand the topics presented and discussed to them. On
the other hand, most of the learners agreed that modular
learning allows them to concentrate on their studies, spend
more time studying, and learn independently.
Furthermore, learners strongly agreed that face-to-face
learning helps them to engage and interact. The results also
yield that learners are more motivated in in-person mode
of learning than in distance learning modality that leads to
a deeper understanding of the lessons presented and
discussed by the teacher. Moreover, results also showed
that the learners are more disciplined during distance
learning, but felt more isolated, and uninterested and
confronted difficulties in terms of selecting the best time
and place to study at home. The data also revealed that the
learners are distracted in their study by social media, and
the environment at home.
In terms of school-related factors, the results revealed
that learners strongly agreed that face-to-face learning is
better than distance learning. It enables them to gauge
understanding and interest and enhances their
interpersonal skills. The respondents also strongly agreed
that the presence of the teacher is important in terms of
assisting them during discussions, frequent monitoring of
their progress and providing immediate feedback on their
submitted class work. The data also showed that
respondents are inspired by the teachers’ motivating words
of wisdom.
Finally, in terms of performance related factors, learners
are more productive, confident, and satisfied on their
outputs in face-to-face classes. Additionally, the face-to-
face mode of learning helps them to understand lessons
better and be committed to learn more than in distance
learning. In distance mode of learning, learners are most
likely finding their lessons hard due to the lack of
interaction with the teacher, heavy to handle and less
motivating.
3
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