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Chapter 1

INTRODUCTION

The current outbreak of novel coronavirus named COVID-19; a catastrophic

pandemic originally emerged in Wuhan, China, in December, 2019, and spread all

around the globe within no time posed so much threat not just to our health bust also

in or educational system (Thorat et al., 2020). This led to the suspension of class

since year 2019.

In the present scenario of COVID-19, the area of education, similar to other

fields of life, has seriously been affected. The conventional way of learning at

schools, colleges, and universities has been clogged altogether both in developed

and underdeveloped countries (Wan, 2020).

But due to the initiatives of the government to provide vaccines and the efforts

extended by educational institution to follow health and safety protocols, the

Philippines are now gradually shifting from modular and online distance learning to

the traditional face to face classes.

Over the years, face to face classes have been the traditional and most

convenient way of teaching and delivering basic education to learners. Face-to-face

learning is an educational approach in which a group of students is taught course

content and learning material in person. This enables a learner and an instructor to

engage in real time. It is the most common kind of learning instruction( 2019).

In a certain study, learners agreed that language learning with face-to-face

interactions in the presence of instructors in a traditional classroom is far more

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effective than learning alone in an online setting for learning ( Bock, Kniha,

Goloborodko, Lemos, Rittich, Möhlhenrich, Nicole Rafai, Hölzle, & Modabbe, 2021).

As the KIDAPAWAN NATIONAL HIGH SCHOOL shifted back from distance

learning to Limited face to face classes, there are students who found to be hesitant

on DepEd Memorandum 451, s. 2021 reiterating the back-to-school scheme of

learners. Grade 12 students are among these students and varied reasons have

been raised. Timely research on evaluating why these students are hesitant to

engage in face-to-face class would give educators and the administration firsthand

information on the performance of students in this shift of learning.

In this study, the researcher opted to find a timely research on evaluating why

Grade 12 Students are hesitant in Face-to-Face Classes considering the actual

different learning and the hands-on activities that they would be experiencing in the

four corners of their classrooms not to mention the social interaction with their

classmates. Furthermore, this aimed to assess the significant relationship of

classroom activities to their performance or grade during the face-to-face classes.

Objective of the study

This study aimed to determine why Grade 12 Students are hesitant to engage

in the face-to-face learning modality through the following below.

1. To determine the student’s profile.

2. To determine the reason why Grade 12 students are hesitant in engaging in

limited face to face class.

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Statement of the Problem

This study aimed to determine why of Grade 12 student hesitate in limited

face to face classes. Specifically, it sought to answer the following questions:

1. What is the profile of the students when analyzed by:

1.1 Age ;

1.2 Sex ;

1.3 Strand ;

1.4 Address ;

1.5 Family income ; and

1.6 Source of income ; ?

2. How hesitant are the Grade 12 Stem Students to engage in face-to-face class

in terms of:

2.1 Health ;

2.2 Comfort ;

2.3 Parent Factor ;

2.4 Financial ; and

2.5 Distance From Home ?

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Conceptual Framework

Independent Variable Dependent Variable

Hesitancy Factors:
1. Health
2. Comfort
3. Parent factor
Limited face-to-face class
4. Financial factor
5. Distance from home

PROFILE

Age

Gender

Strand:

Address

Family Income

Source of Income

Figure 1. Interplay of Independent and Dependent Variables

Significance of the Study

This study “The Hesitancy of Grade 12 students in Face-to-Face Classes” is

beneficial to evaluate the effectiveness of such to the students especially that Covid-

19 Pandemic has not yet totally eliminated, to measure its’ effect to their behavior

and academic performance, for the DepEd Key Personnel to weigh the pros and
 5

cons of pursuing the programs so as for them to provide as well all the necessities

for its’ successful implementation, to parents to continuously support their children

and the school, for the teachers to help students improve their performance by

employing different course of actions amid Covid-19 Pandemic and to the students

to adhere the mandates and be of help for its’ realization.

Specifically, this is helpful to the following:

Teachers. This will provide teachers data on how to help students improve

their performance by employing different course of actions amid pandemic and to

understand the stand of the learners towards face-to-face classes.

DepEd key Personnel. To weigh the pros and cons of pursuing the programs

so as for them to provide as well all the necessities for its’ successful implementation

Parents. To continuously support their children and school programs.

Students. To adhere the mandates and be of help for its’ realization.

Scope and Limitation of the Study

This study focuses on The Hesitancy Of Grade 12 Students In Limited Face-

To-Face Class. The respondents in this survey will be the Grade 12 students of

Kidapawan National High School that are hesitant in limited face-to-face classes and

to Determine The Reasons Why Grade 12 Students Are Hesitant In Face-To-Face

Class. The study will start at April 4, 2022 and will end at May 23, 2022. this study

was conducted at Kidapawan City National Highschool. The Study Will Gather Data

Through Google forms (Online).

Operational definition of terms

Face to Face class. This refers to the physical appearance of learners in

school were students and teachers interact.

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Grade 12 students. Refers to the Senior high school students of Kidapawan

National High School undergoing STEM, TVL, HUMMS for the school year 2021-

2022.

Hesitancy. slowness in acting or deciding due to doubt or uncertainty in

attending face-to-face classes amidst of Covid-19.

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CHAPTER II

RELATED REVIEW LITERATURE

This chapter presents review of related literature and local literature of the

studies as well as articles that have bearing to the present study.

Foreign Literature And Studies About Face-To-Face Hesitancy

Even though Face to face classes is now implemented in various school

students are still hesitant in eng aging to it so.

In terms of comfort, according to research, some students prefer online

classes because they are Particularly pragmatic, with time savings as the primary

benefit, closely followed by the convenience of staying at home, as well as the online

accessibility environment. The same positive outcomes, such as the ability to stay at

home and the friendliness of home environment, as well as the ability to access

online materials. Students can benefit in this way. would be allowed to complete

educational tasks at their own pace, within a set time frame defined time horizon that

would allow them to think about them thoroughly and critically (Gherhes,

Stoian ,Fărcas,iu and Miroslav Stanici, 2021) .

Financial Problem is very much a big problem in our life especially when it

comes on education. Money is very important because you can buy anything you

need for some projects and payments (Dominguez, Landicho, Martinez, Mendoza,

Olimpiada, Apple, 2020).

Moreover Katharine Nicole Widener(2017) stated that frequently struggle to

make ends meet and afford their education, and many of them have low income,
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poor financial literacy, compulsive spending habits, and high debt levels. Which is

also a problem when it comes to commuting students.

Like manner one article (2019) pointed, whether you take public

transportation, an Uber/Lyft, or your own car, you will have to pay a fee. Gas prices

are steadily rising, so driving yourself to school isn't cheap either. Combine that with

attempting to maintain your car, and you'll have a huge financial problem just for that,

and even if you take excellent care of your car, gas is still an issue. Some may

believe that public transportation is a better option, but this is not the case. They'll

still have to pay for it.

Some students arrived exhausted and sweating as a result of the long

distance traveled .It is important to note that the exhausting experience may cause

poor concentration and, as a result, less effective learning experience, which may

lead to into subpar performance( Oneye and Onyango, 2021) this is supported by

another study conducted by Baliyan & Khama(2020). They stated that Daily long-

distance travel from school has a negative impact on students because it can

promote

Absenteeism and fatigue cause a lack of concentration and interest in school

activities, resulting in indirect negative consequences. consequences of delinquency

and a lack of discipline.

Despite the fact that cases of coronavirus disease 2019 (Covid-19) infections

are on the decline, some parents are hesitant to send their children back to school

for face-to-face classes, Some parents said they would rather have their children

stay at home for blended learning until the virus is eradicated or the entire population
 9

is vaccinated (Moaje, 2021), due to a lack of material resources and provision, or

because parents are struggling to find work and a regular source of income in

order to feed their families and pay their children's tuition fees (2021).

Common chronic illnesses, such as asthma and type 1 diabetes, miss more

school when they are having more symptoms. Mental health conditions, like anxiety

or depression, are common reasons (2019). as a result of severe anxiety or phobia

This is sometimes referred to as 'school refusal.' The term "school refusal" implies

that the child has a choice, but the anxiety is usually so intense that they are unable

to face it (2021).

Therefore , For many students, online learning is their preferred method of

instruction. Many students with health difficulties, such as social anxiety disorder,

sleeping disorders, or disabilities, will benefit from it. These students frequently

struggle with traditional classes and techniques of learning, but prefer to learn online

or attend classes remotely. Students with limited mobility may have difficulty getting

to and around campus(2022).

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CHAPTER III

METHODOLOGY

Research Design

This study utilized the descriptive survey design utilizing quantitative

research.

To define the descriptive survey research type. The descriptive research

method collects information about the current state of affairs. This method used to

describe the nature of a situation as if it existed at the time of the study and to

investigate the cause of a specific phenomenon. A survey collected information from

a group of people by selecting and analyzing samples drawn from the population.

The goal of this type of research was to create an accurate profile of the people,

events, or situation.

For this research, The data were obtain from the Hesitancy of Grade 12

Students In Limited Face-To-Face Class During Pandemic in the Survey of the

research have conducted.

This study was quantitative research for it to highlight numerical analysis data

hoping that the numbers yield unbiased that can be generalized to some larger

population and explain the particular observation.

General Procedure

In conducting the study, the research followed the procedures carefully below.
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1. Sought Permission to the School Principal in Authority- a letter of

permission was given to School Principal of Kidapawan City National High School.

School Principal Ma'am Rosalinda T. Lonzaga. The letter include by given

questionnaire to the students that we ask for full honesty answering the question that

involves the study, the name of the researchers teacher in the subject Practical

Research.

2. Selection of the respondents- selected students in Grade 12 in Kidapawan

City National High School were given questionnaire through online regarding the "

Hesitancy of Grade 12 Students In Limited Face-To-Face Class During Pandemic”.

3. Orientation of the respondents- the researchers fully understood and

answered and looked for the common answers and interpreted it using the

researchers own idea.

4. Gathering data- The researchers constructed base on those interpretation.

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Research Locale

This study was to be conducted at Kidapawan City, North Cotabato.

Figure 2. Location of Kidapawan City, North Cotabato.

Respondents of the Study

Thirty (30) students of Kidapawan City National High School served as the

respondents of this study surveyed with questionnaire made by the researcher.

Research Instrument

The research instrument utilized and gather the needed information were

as follows:

A. Questionnaire.

B. A rating scale
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Rating Scale Verbal description

4 Strongly Agree

3 Agree

2 Disagree

1 Strongly Disagree

Statistical treatment

To examine the data, descriptive analysis techniques such as frequency

count, and average and percentage were used.

The frequency count method was used to share the number of respondents

based on their responses to the survey.

the average and percentage method are used in order to Add all of the

individual scores in each of the survey replies.

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CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION

This chapter deals with the presentation and analysis of data on the
relationship between a respondent’s profile and the The Hesitancy Of Grade 12
Students In The Limited Face-To-Face Class.

Table 1.1 Age Distribution of Respondents.

Age Frequency Percentage(%)

18 24 80

17 6 20

Total 30 100

Table presents 1.1 was the demographic profile of the respondents in terms
of age. It showed that out of 30 respondents, 80% are 18 years old and 20% are 17
years old.
Table 1.2 Sex Distribution of the Respondents.

Sex Frequency Percentage(%)

Female 22 73.3
Male 8 26.7
Total 30 100
Table 1.2 presents the gender distribution of the respondents. It showed that

out of 30 respondents, 22 or 73.3% of the respondents are female and 12 or 26.7%

of the respondents are male. It was found out that female has the highest number

who served as the respondents.

Table 1.3 Strand Distribution of the Respondents

Strand Frequency Percentage(%)
STEM(Science Technology Engineering And Mathematics) 10 33.3
HUMMS(Humanities and Social Science) 10 33.3
ABM( Accountancy, Business and Management) 5 16.7
TVL(Technical-Vocational-Livelihood track) 5 16.7
Total 30 100
Table 1.3 presents the Strand distribution of the respondents. It showed that

out of 30 respondents, STEM have 33.3% or 10 respondents the same as the

HUMMS. ABM have 16.7% or 5 respondents as well as the TVL.

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Table 1.4 Address Distribution of the Respondents.

Address Frequency Percentage(%)

Brgy. Lanao, Kidapawan City 5 16.5
Brgy. Poblacion, Kidapawan City. 7 23.3
Brgy. Magsaysay, Kidapawan City 3 10
Brgy. Saguing, Makilala 2 6.7
Brgy. Nuangan, Kidapawan City 2 6.7
Brgy. Banayal, Tulunan 1 3.3
Mt. Apo Village, Kidapawan City 1 3.3
Brgy. Onica, Kidapawan City 1 3.3
Brgy. Gayola, Kidapawan City. 1 3.3
Brgy. Singao, Kidapawan City 2 6.7
Brgy. Indangan Kidapawan City 1 3.3
Brgy. Manongol, Kidapawan City 1 3.3
Brgy. Binoligan Kidapawan City 1 3.3
Brgy. Paco Kidapawan City 1 3.3
Brgy. Sudapin, Kidapawan City 1 3.3
Total 30 100
Table 1.4 presents the Strand distribution of the respondents. It

showed that out of 30 respondents, 16.5% or 5 of the respondents are from Brngy.

Lanao, Kidapawan City, 10% or 3 of the respondents are from Brngy. Magsaysay,

Kidapawan City, 23.3%or 7 of the respondents are from Brngy. Poblacion,

Kidapawan City. Brngy. Saguing, Makilala, Brngy. Nuangan, Kidapawan City and

Brngy. Singao, Kidapawan, each of these barangays have 2 or 6.7% of the

respondents. Brngy. Onica, Kidapawan City, Brngy. Gayola, Kidapawan City, Brngy.

Indangan Kidapawan City, Brngy. Manongol, Kidapawan City, Brngy. Binoligan

Kidapawan City, Brngy. Paco Kidapawan City, and Brngy. Sudapin, Kidapawan City,

each of these barangays have 1 or 3.3%. of respondents.

Table 1.5 Family Income Distribution of the Respondents

Family Income Frequency Percentage(%)

30,000 above 8 26.7
20,000-30,000 3 10
10,000-20,000 3 10
10,000 below 16 53.3
Total 30 100
Table 1.5 presents the Strand distribution of the respondents. It showed that

out of 30 respondents, 53.3% or 16 of the respondents have 10,000 below of

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income, 10% or 3 of the respondents have 10,000-20,000 of income, 10% or 3 of

the respondents have 20,000-30,000 of income, and 26.7% or 8 of the respondents

have 30,000 above of income.

Table 1.6 Source of Income Distribution of the Respondents

Source of Income Frequency Percentage(%)

Teacher 8 26.67
Driver 7 23.3
Farmer 6 20
Own a Business 5 16.67
Laborer 2 6.7
Nurse 1 3.3
Miner 1 3.3
Total 30 100
Table 1.6 presents the source of income distribution of the respondents. It

showed that out of 30 respondents, 26.67% or 8 of the respondents’ source of

income is from teacher, 23.3% or 7 of the respondents’ source of income is from

driver, 20% or 6 from farming, 16.67% or 5 respondents from owning a business,

6.7% or 2 from laborer, and both nursing and miner having 3.3% or 1 responded.

Table 2.1 Health

STATEMENT WEIGHTED VERBAL

MEAN DISCRIPTION

1. I am afraid to join limited face-to-face class because I am not fully vaccinated. 2.00 DISAGREE

2. Attending to limited face-to-face class might pose a great risk to my health 2.50 DISAGREE

3. I am afraid that I might be infected with COVID-19. 2.70 AGREE

4. Limited face-to-face classes might increase the infection and spread of COVID-19 virus 2.73 AGREE

5. I am uncertain to join the limited face-to-face class because I belong to a Comorbid case 2.00 DISAGREE

6. Total Mean 2.39 DISAGREE

LEGEND: Strongly Agree= 3.26-4.00 Agree= 2.57-3.25 Disagree= 1.76-2.50 Strongly Disagree= 1.08-
1.75

Table 2.1 implies the result of the Hesitancy of Grade 12 students in the

limited face to face classes in terms of Health. As shown in the table results,

statement 4, “Limited face-to-face classes might increase the infection and spread of

COVID-19 virus,” has the highest mean with 2.73, statement number 1 and 5, “I am
 17

afraid to join limited face-to-face class because I am not fully vaccinated” and “I am

uncertain to join the limited face-to-face class because I belong to a Comorbid case”

has the lowest with 2.00, and the total mean has 2.39 which meant that the

respondents disagree with it and this means that in terms of health, it is not the

reason why students are hesitant in the limited face-to-face class. According to a

study(2022), students perceptions of face-to-face and online learning in the

researched areas and the Overall Experience found that face-to-face learning

consistently had better mean scores than online learning.

Face-to-face learning was chosen by more than half of the students over

online and mixed learning techniques. This is consistent with the findings of a pre-

COVID research by Keis et al. (2022), who found that face-to-face learning was

more satisfying for their pupils. 

Table 2.2 Comfort

STATEMENT WEIGHTED VERBAL

MEAN DISCRIPTION

1. I am hesitant to participate in limited face-to-face classes because going to school is 2.36 DISAGREE
inconvenient for me
2. I am more comfortable studying at home than in school 2.60 AGREE

3. Studying in modular & online approach is more convenient for me since I do part time jobs 2.46 DISAGREE

4. Participating in Limited face-to-face classes will be a big adjustment for me 2.00 DISAGREE

5. I am no longer comfortable studying in limited face-to-face class 2.50 DISAGREE

6. Total Mean 2.38 DISAGREE

LEGEND: Strongly Agree= 3.26-4.00 Agree= 2.57-3.25 Disagree= 1.76-2.50 Strongly Disagree= 1.08-
1.75

Table 2.2 reveals the result of the Hesitancy of Grade 12 students in the

limited face to face classes in terms of Comfort. As shown in the table results,

statement 2, “ I am more comfortable studying at home than in school,” has the

highest mean with 2.60, statement 4, “Participating in Limited face-to-face classes

will be a big adjustment for me”, and the total mean has 2.38 which meant that the
 18

respondents disagree with it and this means that in terms of Comfort, it is not the

reason why students are hesitant in the limited face-to-face class. In a certain study,

learners agreed that language learning with face-to-face interactions in the presence

of instructors in a traditional classroom is far more effective than learning alone in an

online setting for learning ( Bock, Kniha, Goloborodko, Lemos, Rittich,

Möhlhenrich, Nicole Rafai, Hölzle, & Modabbe, 2021).

Almost majority of the students prefer face-to-face lessons since they do not

believe studying from home to be conducive. Lack of internet connection and

temptations such as social media and gaming were among the issues(2022).

Table 2.3 Parent Factor

STATEMENT WEIGHTED VERBAL

MEAN DISCRIPTION

1. My parents in hesitant to let me participate in limited face-to-face classes because there is 2.80 AGREE
still a threat of COVID-19 virus.
2. My parent do not want me to participate in limited face-to-face classes. I am more 2.46 DISAGREE
comfortable studying at home than in school
3. My parents are hesitant to send me back to school because I am not yet vaccinated. 2.03 DISAGREE

4. My parents feel that I am unsafe in the school due to COVID-19. 2.50 DISAGREE

5. My parents is afraid that I go socialize with my friends during limited face-to-face class. 2.26 DISAGREE

6. Total Mean 2.41 DISAGREE

LEGEND: Strongly Agree= 3.26-4.00 Agree= 2.57-3.25 Disagree= 1.76-2.50 Strongly Disagree= 1.08-
1.75

Table 2.3 showed in the table results, statement 1, “My parents in hesitant to

let me participate in limited face-to-face classes because there is still a threat of

COVID-19 virus.” has the highest mean with 2.80, statement 3, “My parents are

hesitant to send me back to school because I am not yet vaccinated.” has the lowest

mean with 2.03, and the total mean has 2.41 which meant that the respondents

disagree with it and this means that in terms of parent factor, it is not the reason why

students are hesitant in the limited face-to-face class . Despite the fact that cases of
 19

coronavirus disease 2019 (Covid-19) infections are on the decline, some parents are

hesitant to send their children back to school for face-to-face classes, Some parents

said they would rather have their children stay at home for blended learning until the

virus is eradicated or the entire population is vaccinated (Moaje, 2021).

Table 2.4 Financial factor

STATEMENT WEIGHTED VERBAL

MEAN DISCRIPTION

1. Going to school will cost me much in terms of transportation 2.50 DISAGREE

2. My parents do not have enough income to fund my expenses in Limited face-to-face 2.43 DISAGREE
class
3. School expenses will be too hard for me to handle because I am a working student 2.23 DISAGREE

4. I am working and It’s our family’s source of income that’s why I am hesitant to join limited 2.16 DISAGREE
face-to-face classes.
5. We have no other source of income for my projects, food, books, and other expenses 2.30 DISAGREE
6. Total Mean 2.32 DISAGREE

LEGEND: Strongly Agree= 3.26-4.00 Agree= 2.57-3.25 Disagree= 1.76-2.50 Strongly Disagree= 1.08-
1.75

Table 2.4 showed the result of the Hesitancy of Grade 12 students in the

limited face to face classes in terms of Financial factor. As shown in the table results,

statement 1, “Going to school will cost me much in terms of transportation,” has the

highest mean with 2.50, statement 2, “I am working and It’s our family’s source of

income that’s why I am hesitant to join limited face-to-face classes” has the lowest

with 2.16 and the total mean which has 2.32 which meant that the respondents

disagree with it and this means that in terms of financial factor, it is not the reason

why students are hesitant in the limited face-to-face class. According to a

study(2022) In terms of financial education, it is obvious that some high school

students store resources just to use them when they are required, but a large

percentage saves money only when it is feasible, and few have assets. The findings

suggest that high school pupils get appropriate financial instruction for traveling.
 20

Table 2.5 Distance From Home

STATEMENT WEIGHTED VERBAL

MEAN DISCRIPTION

1. We do not have concrete roads making it more inaccessible to go to 2.03 DISAGREE

school.
2. I cannot afford to transport expenses if I will attend face-to-face 2.16 DISAGREE
classes.
3. My home is far from school making limited Face-to-face classes more 2.36 DISAGREE
inconvenient for me.
4. It takes more time to me to travel from home to school. 2.33 DISAGREE

5. The distance from home to school is a long travel taking more time 2.23 DISAGREE
and energy in attending before and after classes.
6. Total Mean 2.22 DISAGREE

LEGEND: Strongly Agree= 3.26-4.00 Agree= 2.57-3.25 Disagree= 1.76-2.50 Strongly Disagree= 1.08-
1.75

Table 2.5 showed the result of the Hesitancy of Grade 12 students in the

limited face to face classes in terms of Distance from home. As shown in the table

results, statement 3, “My home is far from school making limited Face-to-face

classes more inconvenient for me.,” has the highest mean with 2.36, statement 1,

has the lowest mean with 2.03, and the total mean has 2.22 which meant that the

respondents disagree with it and this means that in terms of distance from home, it is

not the reason why students are hesitant in the limited face-to-face class. According

to a study(2022) In terms of financial education, it is obvious that some high school

students store resources just to use them when they are required, but a large

percentage saves money only when it is feasible, and few have assets. The findings

suggest that high school pupils get appropriate financial instruction for traveling. In a

certain study, learners agreed that language learning with face-to-face interactions in

the presence of instructors in a traditional classroom is far more effective than

learning alone in an online setting for learning ( Bock, Kniha, Goloborodko, Lemos,

Rittich, Möhlhenrich, Nicole Rafai, Hölzle, & Modabbe, 2021).

21
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CHAPTER V

SUMMARY, CONLUSION AND RECOMMENDATION

This chapter presents summary of findings, the conclusion drawn, and the

recommendation offered.

Summary of findings

The overall purpose of the study is to determine the Hesitancy Of Grade 12

Students In The Limited Face-To-Face Classes. This study uses simple random

sampling in choosing the respondents from Kidapawan City. The researcher chose

30 respondents.

The overall mean rating of the Hesitancy of Grade 12 in the limited face-to-

face class in terms of health is 2.39 which indicates as DISAGREE, 2.38 in terms of

comfort which indicates as DISAGREE, 2.41 in terms of parent factor which

indicates as DISAGREE, 2.22 in terms of distance from home which indicates as

DISAGREE, and 2.32 in terms of financial factor which indicates as DISAGREE.

Conclusion

According to the study’s findings, respondents’ perspective on the Hesitancy

of Grade 12 in the limited face-to-face class in terms of health, comfort, parent factor,

distance from home, and financial factor are as follows:

1. Health is a not role in Grade 12 students' reluctance to participate in the

restricted face-to-face class, particularly because the spread of COVID-19 is not a

hindrance from them to engage in face to face class.

2. Comfort is a factor in Grade 12 students' reluctance to participate in the

limited Face-to-Face class, particularly because they are more comfortable at school

rather than in their homes.

 23

3. the parent aspect is not the reasons why Grade 12 students are hesitant to

engage in the limited Face-to-Face class, particularly because the hesitancy of

parents is not a hindrance for them to attend face-to-face class.

4. Finances is not really a factor in the hesitancy of Grade 12 students in

engaging the limited Face-to-face class, especially because students are able to

manage their use of money.

5. Distance from home is not really a factor in Grade 12 students' reluctance

to participate in the limited Face-to-Face class, particularly because they are able to

afford transportation and are more comfortable in face-to-face class .

Finally, the data showed the key sources of the hesitancy in engaging in the

limited face-to-face class on the respondents. causes the reasons why they are

hesitant in engaging in the limited face-to-face class in terms of health, comfort,

parent factor, distance from home, and financial factor. That is why it is critical for the

government, parents and students to identify those students who are hesitant in

engaging in the limited face-to-face classes so that they can be assisted and

provided with what they require.

Recommendations

Having identified the Hesitancy of Grade 12 in the limited face-to-face class

in terms of health, comfort, parent factor, distance from home, and financial factor,

the following recommendations are put forward.

1. Parents should engage their children in the limited face-to-face class as

well as some students since the school follows strictly on the safety protocols.

According to DEPED and DOH(2021) "Recognizing the need to safely reopen

schools and that schools cannot operate in silos, DepEd and DOH collaborated in

crafting the operational guideline on the pilot implementation of face-to-face learning.

 24

2. The Government should provide medical resources and services to those

students with health Factors that are willing to attend face-to-face classes.

3. The Government should Provide free transportation vehicles from schools

such as school bus in order for those students who struggle financially in terms of

Transportation to have access in face-to-face classes.

4. For the future studies of Education amidst of Covid-19 pandemic, the

researchers need to have a wide range of knowledge regarding the subject, to have

a better understanding on what the respondent answer is.

 25

REFERENCES

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4 reasons why students prefer online learning. ASU Prep Digital. (2021, April 5).
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APPENDICES
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CURRICULUM VITAE

Personal data

Name: Neil Christian V. Cercado

Age: 18 Years of age

Birth date: August 9, 2003

Birth place: Cotabato Provincial Hospital, Amas,

Kidapawan City

Gender: Male

Address: Purok 3C Marang, Lanao, Kidapawan City

Family Background

Father: Nelson V. Cercado

Occupation: Government Employee

Mother: Solema V. Cercado

Occupation: Government Employee

Siblings: Isiah Maeve V. Cercado

Education Background

Elementary School: Badiangon Elementary School

 33

(S.Y. 2015-2016)

Junior High school: Notre Dame Of Arakan

(S.Y. 2017-2020)

Senior High School: Kidapawan City National High School

(S.Y. 2020-2022)