CHAPTER I

INTRODUCTION

Background of the Study

Education is one of the most important aspects of human resource

development. The academic performance plays an important role in producing best

quality graduates who will become great leaders and manpower for the country thus

responsible for the country’s economic and social development.

The COVID-19 pandemic has caused the largest disruption of education in

history that already had a near universal impact on learners and teachers around the

world, from pre-primary to secondary schools, technical and vocational education and

training (TVET) institutions, universities, adult learning, and skills development

establishments. By mid-April 2020, 94 percent of learners worldwide were affected

by the pandemic, representing 1.58 billion children and youth, from pre-primary to

higher education, in 200 countries (UNESCO, 2020).

Most countries all over the world such as France, Germany, Italy, UK, and

USA are focused on how to start the new school year within the ‘new normal’ of

teaching and learning without depriving the students of their right to quality education

(UN, 2020). Ensuring learning continuity in the said countries became a priority of

their governments. They started the opening of classes by adopting different learning

delivery modality. Many of which turned to ICT, requiring teachers to move to online

delivery of lessons. Distance learning in the said countries has been used more than

others depending on education level with variability across regions. In areas with

limited connectivity, governments have used more traditional distance learning

modalities; often mix of educational television, radio programming and the

distribution of print materials.

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In the Philippines, school opening will not necessarily mean traditional face-

to-face learning in the classroom. The physical opening will depend on the risk

severity grading or classification of a certain community pursuant to guidelines from

the Department of Health (DOH), the Inter-Agency Task Force (IATF) for the

Management of Emerging Infectious Diseases in the Philippines and the Office of the

President (OP). The learning delivery modalities that schools can adopt may be one or

a combination of the following, depending on the COVID-19 restrictions and the

particular context of the learners in the school or locality based on DepEd’s Learning

Delivery Modalities for School Year 2020- 2021(deped.gov.ph).

In Waloe Elementary School where the researcher is presently teaching,

though the school have been affected by closure due to pandemic, the parents are still

interested to enroll their children. The school crafted school learning continuity plan

based from the learner’s survey form (LESF) to ensure the success of the opening of

classes. Education in the new normal in the said school is indeed a challenge

for teachers, parents and other stakeholders who are working together to carry out the

new learning modality. Teachers have the hard time in downloading, printing,

distributing and retrieving modules. They say to it that all the pupils can avail the

modules on time. They have the experience in conducting home visitation to deliver

undistributed modules and monitor learner’s progress to see to it that all their learners

can access meaningful learning at home during these trying times.

Parents on the other hand, play a major role in this new learning delivery

modalities. They sacrifice their working time in getting and returning modules and

even facilitating their children in answering their modules at home just to ensure that

their children achieve remarkable academic performance. This inspires the researcher

to explore in order to determine the factors affecting the academic performance of the
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pupils in the new normal classes where the learning is home-based. Whether these

factors really affect and have significant connection or relation to the academic

performance of the Grade III pupils or learners.

Statement of the Problem

The purpose of this study was to determine the factors affecting the

performance of pupils in the new normal classes and its relation to the academic

performance of the Grade III pupils in the selected schools of Loreto West District.

Specifically, it would seek to answer the following questions:

1. What is the level of pupils’ study habits at home?

2. What is the level of influence of teachers’ factor in terms of relation with learners?

3. What is the level of influence of parents’ factors in terms of:

3.1 Parent’s facilitation of learning, and

3.2 Management of child behavior?

4. What is the level of academic performance of Grade III pupils when measured

according to test scores of pupils?

5. Is there a significant relationship between the Academic Performance and the

following factors:

5.1 Pupils’ factor,

5.2 Teachers’ factor, and

5.3 Parents’ factor?

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Review of Related Literature

To provide direction and frame of references of this study, various related

literature and related studies are presented. It includes literature as well as studies,

which are directly or indirectly related to this study.

Study Habits. There are a lot of factor that were assumed to affect the

academic performance of pupils. One factor is the study habits of every pupil that

plays an important part in every child learning (Felipe, 2008)

On the other hand, there are some empirical evidences that show that study

habits impact academic performance. Ellis (2000) reported that good study strategies

positively influenced performance in economics courses. More recently, Elias (2005)

investigated the relationship that two different approaches to studying—deep, which

involved developing competencies in subject matter, and surface, which involved

simply wanting to meet course expectations—have on student performance in a basic

accounting course.

Franks Pogue (2000) did a research project to determine why students fail.

What he found to be true in that study habits because they do not know how to study.

The best advice he gave was to develop more study skills. He said that a student

should make sure that he/ she has a good study environment, a good desk, a study

chair, good highest comfortable room temperature and a quite atmosphere, second get

a good overview of the assignment before starting the wor

Singh (2011) examined academic achievement and study habits of higher

secondary students. The study was conducted on hundred higher secondary school

students, randomly selected from higher secondary schools. The results indicate that

girls and boys differ significantly in their study habits and academic achievement.

Bhan and Gupta (2010) conducted a study for academic achievement and study habit
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among the students belonging to scheduled caste and non-scheduled caste group. The

result revealed that sex has no significant impact on academic achievement and study

habit of student

Teachers Factor. The role of the teacher in the new normal plays a big part

on the teaching and learning process using the chosen modality. The role is expanded

as compared to the normal classroom setup. In the new normal, the teachers must be

available at all times even though they are working at home. Although a bit burden for

the teachers, they need to be always available online in case of queries from the

students and parents.

As Tarek (2016) emphasized that since distance learning entails high level of

interaction between the teacher and students, the teacher must treat learning problems

that students might encounter taking into account the individual needs of the students

in terms of their learning styles. Teachers must initiate virtual learning activities such

as collaborative work to motivate students to learn. They should be more creative,

motivate their students to actively participate in the virtual learning and engage the

students to a deeper learning so that the desired learning outcomes are met (Tuscano,

2020).

- (NOTE: RRL must have a minimum of 10 pages, it allows only at least 10% of the
references not in 10 years recency.)

Theoretical Framework

This study is anchored on Robert Gagné behaviorism theory. Gagné believes

that learning results in behaviour changes that are observable. He called these changes

in behavior outcomes. Outcomes, according to Gagné, are descriptions of educational

goals in terms of what is to be accomplished through the prescribed learning

activities.
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Study habits are consistent patterns of behaviour used by the learners in

accomplishing his schoolwork whether at home or in school. It is an instrument for

work effectiveness and better performance of pupils together with their talent and

skills in studying their lessons. Establishing excellent study habits is based on the

principle of self-activity.

Good study habits of pupils at home may also be practiced for them to develop

positive behavior toward new normal way of learning and maybe able to apply the

new skills to range and variety of different situations and contexts.

Teachers and parents who will carry out learning instruction need to consider

the internal and external conditions of learning for the particular learning outcomes to

fully understand the conditions necessary for each type of learning that will enhance

retention skills of the learners to their lessons.

Moreover, Gagné also maintains a cognitive perspective in which learning was

recognized because of an individual's cognitive efforts to construct his or her personal

knowledge. His instructional design models reflect this emphasis on thinking and

remembering. Because of the importance he assigns to mental processes in his theory

23 while recognizing the significance of targeted behaviors, he bridges the gap from

behaviorism to cognitivist.

These positive teacher-student relationships in the new normal classes must be

strengthened in such a way that the teacher will reach-out their pupils in any means to

provide learning assistance and monitor learner’s progress to ensure good learning

outcomes.

Parents who will facilitate the learning instruction at home must also apply

different facilitating strategies to manage their child’s behavior. They need to

understand the conditions of learning reflecting the behaviorist thought process in

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order to attain good learning outcomes which have an impact to the good academic

performance of their children.

The underpinnings above mentioned served as the framework which directed

the conduct of the study. Independent variables used in this study are the pupil’s

factor in term of study habits at home; teachers’ factor in terms of relation with

pupils; parents’ factors in terms of facilitation strategy and management of child

behavior. Academic performance in terms of test scores served as dependent variable.

Figure 1 illustrates the interplay between the independent and dependent variables.
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Independent Variables Dependent Variables

1. Pupil’s Factor

 Study Habits at home

2 Teachers’ Factor

 Teacher’s relation with

pupils Academic Performance

3 Parents’ Factor  Summative Test

 Facilitation of learning
 Management of Child
Behavior

Figure 1. Conceptual Framework