1

RESULTS AND DISCUSSION

This section shows the presentation, analysis and interpretation of data based on

the problems and hypotheses that were presented in this study.

The presentation of the results were arranged in congruence of the problem and

supported by literature.

1. Profile of the Respondents.

Tables 1 presents the distribution of demographic profile of the respondents.

Table 1
Distribution of Respondents’ Profile
(N= 92)
Profile Variables Frequency Percentage (%) Ranking
Age
17 to 20 years old 6 6.52% 3
21 to 25 years old 75 81.52% 1
26 to 30 years old 10 10.87% 2
Above 30 years old 1 1.09% 4
Total 92 100%
Sex
Male 47 51.09% 1
Female 45 48.91% 2
Total 92 100
Monthly Family Income
Below 5,000 10 10.87% 4
5,000 to 10,000 19 20.65% 3
10,000 to 15,000 36 39.13% 1
20,000 and above 27 29.35% 2
Total 92 100%
Parents highest educational
attainment
Elementary undergraduate 6 6.52% 5
Elementary graduate 2 2.17% 6
High school undergraduate 9 9.78% 4
High school graduate 28 30.43% 1
College undergraduate 15 16.3% 3
College graduate 27 29.35% 2
 2

Vocational graduate 5 5.43% 5

Total 92 100%
Educational resources at home
Computers and Internet 71 77.13% 1
Books/Journals 27 29.35% 2
Library/Encyclopedia 7 7.61% 4
Others 8 8.70% 3
Total 113 100%

Data showed that out of 92 total-respondents, 75 of them or 81.52% at rank 1

belonged to the age range of 21-25 years old followed by the age range of 26-30 years

old with a frequency count of 10 or 10.87 % at rank 2. The least is the age range 30 year

old with a frequency count of 1 or 1.09 % in rank 4.

In terms of sex, male respondents ranked 1 with frequency count of 47 or 51.09%

followed by female with that garnered frequency count of 45 or 48.91% in rank 2.

With regards to family income 10,000 to 15,000 acquired the highest frequency

count of 36 or 39.13% in rank 1, followed by ranks 20,000 and above in rank 2 which got

a frequency count of 27 or 29.35 The least among the ranks is below 5,000 that gained

frequency count of 10 or 10.87% in rank 4.

In terms of parent’s highest educational attainment high school graduate acquired

the highest frequency count of 28 or 30.43% in rank 1, followed by college graduate in

rank 2 which got a frequency count of 27 or 29.35%. The least among the ranks is

elementary graduate that gained frequency count of 2 or 2.7% in rank 6.

And lastly in terms of educational resources at home, computer and internet

ranked 1 with frequency count of 71 or 77.13% followed by books/journals that garnered

 3

frequency count of 27 or 29.35% in rank 2. The least among the ranks is

library/encyclopedia that gained frequency count of 7 or 7.61% in rank 4.

21–25 years old, ranked 1 in terms of age because college students are (to be

continued)

Male respondents ranked 1 in terms of sex because the majority of the

criminology students are males.

In terms of family income, 10,000 to 15,000 ranked 1.

High school graduates ranked 1 when it comes to parent’s highest educational

attainment. According to the study

Lastly, criminology students’ educational resources at home were computer and

internet.

The Importance of Technology in Education in the Philippines (childhope.org.ph)

Why Today’s Student Must Have Internet Access (and How To Provide It)
(assetpanda.com)
Role of Internet in Education | Online Education (theasianschool.net)
The Absence of Internet at Home is a Problem for Some Students - The
Edvocate (theedadvocate.org)
Essential Tools for Online College (thebestschools.org)
What equipment do I need for my online classes? (classgap.com)
What Essential Supplies Do You Need for Online College Courses? List of the 10
Most Important Tools for E-Learning Students (paramountind.com)
What Are the Biggest Challenges Students in Online Classes Face? - Best
Colleges Online
4
 5

Table 2
Economic Factors
N=92

Indicators WM VI R
1. Being absent in school because of shortage of allowance 2.55 D 6
2. Parents do not have enough resources that’s why students 2.76 N 5
work to support his/her education
3. Parents do not have stable work and income to support 2.95 N 3
study of their children
4. Lack of resources to be able to buy educational materials 2.98 N 2
and necessary in the course
5. Unable to buy uniforms, payment of tuition fees, and 2.84 N 4
unable to participate in school activities because of poverty.
6. Accepted in scholarship programs that helps to finished the 4.02 A 1
course and landed a stable job
Composite Mean 3.02

Legend: SA = Strongly Agree VI =Verbal Interpretation

A = Agree M = Mean
N= Neutral
D = Disagree
SD = Strongly Disagree

As seen on the table, indicator “Accepted in scholarship programs that helps to

finish the course and landed a stable job.” obtained the highest weighted mean of 4.02,

interpreted as “Strongly Agree” in rank 1. Lots of scholarship programs were being

offered to college students here in the Philippines in order to help them to finished their

chosen course. According to Commission on Higher Education, all incoming college

freshmen are invited to apply to the CHED Scholarship Program 2022. CHED

Scholarship 2022- StuFAPs aims to provide financial assistance to students who are

enrolled in authorized public or private Higher Education Institutions (HEIs). This helps

to ensure that education shall be accessible to all especially to underprivileged and

deserving students.

Qualified beneficiaries shall enroll or must be currently enrolled in any CHED

priority courses as per CMO No. 1 s. 2104 and shall receive financial assistance
 6

amounting to Php 15,000 to Php 30,000 per semester whichever program an applicant

qualifies. Incoming first year college students who will be graduating from Senior High

Schools can apply to CHED Scholarship Program and must meet the following

qualifications. Official Website: CHED Scholarship Application is Now Open:

Apply Now! - Official website: CHED Scholarship (chedscholarships.com)

Rank 2 is the indicator “Lack of resources to be able to buy educational materials

and necessary in the course” gained weighted mean of 2.98 and interpreted as

“Undecided”. Criminology students felt undecided about this indicator because COVID-

19 is a challenge for them. They are not just lack of resources; at the same time, they are

also lack of preparation for the type of learning modality that they will choose.

According to Manila Bulleting, “Lack of resources ‘biggest challenge’ for

parents, students, teachers.” The lack of resources amid the ongoing public health

situation caused by COVID-19 is the “biggest challenge” for many parents, students, and

teachers as they prepare for the opening of a new school year. In an online press

conference organized by the Alliance of Concerned Teachers (ACT) Philippines on

Friday, Rose Bihag, a mother of two public elementary students from Tondo, Manila,

explained the scheduled school opening is very challenging for her and her family. She

said that they are struggling to provide what they need for blended or distance learning

but it is very difficult for now. She added that they are trying to save up so they can buy

the gadgets for their children need for online learning but they cannot do that now with

the MECQ [Modified Enhanced Community Quarantine] and they are not ready, so she

thinks that the opening date should be postponed for now.

 7

According to Mithi Redem Laya Morales, 16, admitted the days leading to school

opening is “very stressful” for students like her. An incoming Grade 11 student at

Philippine Christian University, she explained, “Many students have no gadgets, and

some have yet to submit the needed requirements due to MECQ. I think all these also

affect the mental health of many students, many of them are getting depressed.”

According to April Mae Doringo, 11, an incoming Grade 6 pupil at the Camarin

Elementary School added, “While I have enrolled already, we’re still clueless on what to

do. Until now, I still do not know which learning modality to use since I don’t have

gadgets to use.”

According Maria Michaela Pancha, from University of the East-Manila and

Clarice Palce from Polytechnic University of the Philippines also shared their school

opening concerns. Palce, an incoming college sophomore, said lack of resources to fulfill

the demands and requirements of blended/distance learning is “biggest problem of many

students right now.” Pancha appealed for the government to allow limited face-to- face

classes for the tertiary level if possible. “Many college students will be left behind

especially if online learning is used as the learning modality,” both said. “We hope the

government and the agencies concerned will listen to the real situation of those that are

directly affected by their policies.”

For Louie Zabala, a high school teacher at Felipe G. Calderon Integrated School

in Manila, DepEd should recognize how “anti-poor” and “anti-teacher” the Learning

Continuity Plan (LCP) is. “It is not inclusive, not adoptive and many teachers are forced

to exhaust their resources just to meet its requirements,” he said. “Some applications that

we need to learn are quite technical and complex and many of us do not have the enough
 8

resources to buy the appropriate gadgets for these requirements,” he added. (Hernando-

Malipot, 2020)

Lack of resources ‘biggest challenge’ for parents, students, teachers –

Manila Bulletin (mb.com.ph)

The least among the indicators is “Being absent in school because of shortage of

allowance.” that acquired weighted mean of 2.55 and interpreted as “Disagree”. The

shortage of allowance causing absences is not the problem of fourth-year criminology

students. They are concerned about how to survive the school year, how to adapt to the

new normal and different learning  modalities, how to provide such devices that they will

be using for their classes and how to lessen their academic workloads that gives them

academic stress. A study about "college students’ stress and health in the COVID-19

pandemic: The role of academic workload, separation from school, and fears of

contagion" stated that academic workload was one factor in the study. Academic

problems have been regarded as the biggest stressor for college students [24, 25]. For

example, in Schafer’s [26] investigation, students reported that the most significant daily

hassles were academic-related stressors such as constant study, writing papers, preparing

for exams, and boring teachers. Academic pressure easily comes from taking and

preparing for exams, grade level competition, and acquiring a large amount of knowledge

in a short period of time [7]. Perceived stress is a stress response that refers to a state of

physical or psychological arousal [27].College students experience adverse physical and

psychological outcomes when they perceive excessive or negative stress. Excessive stress

may induce physical impairments, including lack of energy, loss of appetite, headaches,
 9

or gastrointestinal problems [28]. Numerous studies have evaluated the effects of

academic stress on various adverse outcomes, such as poor health [29, 30], anxiety [31],

depression [32], and poor academic performance [33, 34]. In particular, Hystad et al. [35]

found significant associations between academic stress and health, both psychological

and physical. (Hongkong, 2021)

College students’ stress and health in the COVID-19 pandemic: The role

of academic workload, separation from school, and fears of contagion - PMC

(nih.gov)

Akgun S, Ciarrochi J. Learned resourcefulness moderates the relationship

between academic stress and academic performance. Educ Psychol. 2003; 23:287–94.

10.1080/0144341032000060129 [CrossRef] [Google Scholar] [Ref list]

26. Schafer W. Stress, Management for Wellness. Harcourt Brace College: Fort

Worth, USA, 1996.

27. Thoits PA. Stress, coping, and social support processes: where are

we? What next? J Health Soc Behav. 1995; 53–79. [PubMed] [Google Scholar]

28. Misra R, Castillo LG. Academic stress among college students: comparison of

American and international students. Int J Stress Manag. 2004; 11:132–48.

10.1037/1072-5245.11.2.132 [CrossRef] [Google Scholar]

29. Deb S, Strodl E, Sun J. Academic stress, parental pressure, anxiety and mental

health among Indian high school students. Int J Stress Manag. 2015; 5:26–34.

10.5923/j.ijpbs.20150501.04 [CrossRef] [Google Scholar]

30. Subramani C. Kadhiravan S. Academic stress and mental health among high

school students. Indian J Anim Res. 2017; 7:404–6. [Google Scholar]

 10

31. Yusoff MSB, Rahim AFA, Baba AA, Ismail SB, Pa MNM. Prevalence and

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The composite mean is 3.02 and described as “Neutral”. (Provide discussion for

having such weighted mean and provide literature to support your findings and

interpretation)
11
 12

Table 3
Social Factors
N=92
Indicators WM VI R
1. Bad influence by classmates and friends making unable to 2.38 D 5
study well and got failing grades
2. Engage in drinking spree, gambling and similar activities 2.41 D 4
which makes students disinterested in school
3. Active in participation in different sports, academic and 3.98 A 3
educational activities required by course
4. Encourage by professors and other personalities to study 4.17 A 2
hard and participate in all school activities
5. Accepted and supported by family and community 4.23 SA 1
members in his/her academic endeavor
Composite Mean 3.43 A

Legend: SA = Strongly Agree VI =Verbal Interpretation

A = Agree M = Mean
N= Neutral
D = Disagree
SD = Strongly Disagree

As reflected on the table, indicator “Accepted and supported by family and

community members in his/her academic endeavor.” garnered the highest weighted

means of 4.23 and interpreted as “Strongly Agree” in rank 1. Students get a lot of

confidence, courage, and perseverance, especially when they are accepted and supported

by their family and by the community in their academic endeavors or what path they will

be taking in college. Many students find college to be a major step, but having a

supportive parent can be crucial to a student's success. Having a supportive parent may be

a valuable source of information, a shoulder to cry on when they fall down, a cheerleader

to encourage and appreciate their accomplishments, and a safe haven.

A study about “Positive Family and Community Relationships” was being

conducted by the researchers of Greater Good in Education. The researchers said that
 13

they have found that the key to making the family-community-school relationship a

success is by considering it a partnership of equals. In other words, educators and

families from all backgrounds are seen and valued as experts in a child’s education. And

community members are viewed as helpful contributors and supporters of schools.

This partnership is built on shared values and emphasizes the strengths that all

stakeholders bring to the table. The trust and respect that is fostered helps to cultivate a

sense of belonging in the school community among students and their families, which in

turn creates a caring school climate. Positive school-family partnerships can also help

cultivate students’ social and emotional well-being through methods that build

relationships and through practical hands-on ways for families to become involved in

their child’s education. Relationally, schools can build strong partnerships with parents

through two-way communication, by collaborating on what’s best for each student, and

cultivating positive relationships between teachers and parents. Practically, offering

families methods for reinforcing social and emotional skills at home and suggesting ways

for caregivers to partner with teachers can improve students’ well-being. Schools can also

engage community-based organizations such as businesses, colleges, religious

organizations, libraries, and social agencies, to offer programs that develop students’

strengths and social-emotional skills.

In addition, according to the study of Jen Usher about “Parenting Your Child in

College,” When children head off to college, they start to become more independent, but

they still need your support. “It’s a big shift in your relationship with your child. Often,

parents are not prepared for the distance and independence young adults need,” says
 14

Annette Reiter, a licensed marriage and family therapist in St. Petersburg, FL. You may

wonder if your child is staying healthy and keeping up with schoolwork. But you also

want to give him enough room to grow and to learn independently.

There are five tips that can help make the transition smoother for a parent and a child.

1. Show Confidence in Them. Some parents want to call or text their kids every day to

talk about their grades and homework, says Reiter. It’s better, though, to send them a

message that they trust their child by letting them take responsibility for their

schoolwork.

“Unless they are really struggling, leave their grades up to them,” Reiter says.

When a child tells about a problem they are having -- for example, a conflict with a

roommate -- don’t rush to solve it for them Instead, listen and coach them on how to

solve it.

“It’s time for them to solve most of the minor problems in their lives,” Reiter explains. “If

parents always running to be their rescue and don’t let them experience stress, then they

won’t have ways to manage stress as an adult.”

2. Make a Plan for Keeping in Touch. Parent must talk with their child about how often

they’ll communicate when they are at college. Find ways to keep in touch that work for the

both of them.
 15

“Be flexible about using the technology they prefers, such as video chatting, texting, or

instant messaging, says Cora Collette Breuner, MD, MPH, professor of adolescent medicine

at the University of Washington.

Breuner notes that “If your children knows that their parents are trying to meet them at their

level, they will open up more.”

Kids also appreciate it when their parents send them fun messages some of the time, says

Laura Kastner, PhD, a clinical psychologist at the University of Washington.

“Instead of just texting to ask how they did on their test, send them a funny picture of the

family dog going through the garbage,” Kastner says.

3. Pay Attention to Signs of Trouble. If a child suddenly has a big change in personality

-- for instance, if a very social kid starts spending a lot of time alone -- that could be

something to talk with him about. IS he doing OK? How are his grades? IS he partying a

lot, sleeping too much, or showing any other signs that concern you?

If so, encourage them to go to the student counseling office. If the child is living in a

dorm with an RA (resident advisor), the parent could get in touch with the RA for

feedback. Also, consider visiting the campus to check them in person.

4. Talk About Visits in Advance. When college kids return home for holidays or vacations,

they expect to have more freedom than they did in high school. It’s best to talk with their

college student ahead of time about their household rules.

 16

“Discuss expectations about things like their curfew, doing their laundry, and keeping their

room clean,” Breuner says.

During their visits, expect that they will want to spend time with her friends. Talk to them in

advance about which family dinners and gatherings they want to attend. “If a parent

negotiate about it before they come home, it can prevent hurt feelings,” Kastner says.

Show them the same respect. If parents will be visiting them at college, talk to them in

advance. If their parents are truly concerned they don't just show up at the dorm room or

apartment.

5. Enjoy the New Relationship . Some parents have a hard time letting go of the role they

had when their child was in high school. Instead, they could embrace the rewards of their

new role. Reiter said that, “It's fun to watch their child become an adult and to pat theirselves

on the back for a job well done.” (GGIE, 2022)

Positive Family and Community Relationships | Greater Good In

Education (berkeley.edu)

Parenting Your Child in College by Jen Usher Tips for Parenting College

Students (webmd.com) (Uscher, 2013)

Indicator “Encourage by professors and other personalities to study hard and

participate in all school activities” garnered weighted mean of 4.17 and interpreted as

“Agree” in rank 2. Students will be motivated to perform better if professors and others

encourage them to study and participate in all school activities. Knowing that someone

believes in their abilities and qualities will be extremely beneficial to them. Encouraging
 17

students will build their confidence and help them overcome stage anxiety, whether they

are performing solo, in groups, or in front of large audiences, as well as practice their

chosen area.

An interview was conducted by the staff of Herzing University about Why

Professors are Vital to Student Success and according to them, earning a degree is more

than just passing exams and completing required coursework. In fact, many of the most

important lessons that students will learn aren’t in the pages of your textbook.

Professors are students’ most valuable resource when it comes to achieving academic

and career success. They conducted an interview and asked Herzing University

graduates about how their instructors helped the students to reach their goals in out of

the classroom. The graduated students answered the following:

First, the instructors push the students to do better. Professors are passionate

about helping students achieve their goals and reach their full potential. That means

sometimes they’ll push the students outside their comfort zones, but only to prepare

them for the challenges they’ll face later in their career. Teaira Curry, a graduate of

Herzing University-Atlanta, said that he learned the importance of networking and hard

work. He added that the professor taught him to never settle and to always strive for

success, and his career advisors helped him fine-tune his resume so that he was

prepared to begin his job search post-graduation. Second, the instructors bring the

classroom to the students. Some students worry that they might not get the same

educational experience from online courses as they would on campus. But, while

students' classroom may be virtual, instructors are still just as dedicated to their
 18

students' success as they would be in-person. Tina Olson said that, adjusting to online

classes was somewhat challenging, but her instructors were very helpful and

responsive. They would also make time to see her if a she needed to talk or ask

questions in person or by phone. Everyone was always willing to do a little extra to

help make her feel at home. Third, instructors teach from experience. Professors likely

led long, successful careers before they became educators. As a result, they have years

or decades of industry experience and plenty of advice for students entering the

workforce today. Stephanie Dennis said that her instructors had experience that

brought a real-world feel to the classes, and they helped her understand how she could

apply classroom learnings in the workplace. She added that since graduating from

the MBA program, she become a better leader and manager within her organization.

Next is that instructors become part of students’ support system. In addition to student’s

family, friends and classmates, professors can also become part of student’s  support

network. Rather than going it alone, reach out to instructors for help when struggling or

feeling overwhelmed. Malaika Maulsby, an online grad, said that even though she was

an online student, she always felt supported and cared for by the faculty and staff. They

would regularly send her motivational quotes and call to check in and see how things

were going. They were always available to provide extra help when she needed it. And

lastly, their instructors #1 goal is to give students every opportunity to be successful. Of

course, professors are there to help students find success in their future career. As

students, it’s their responsibility to get to know their instructors, ask for help when they

need it and seek their advice, especially when looking for internships and jobs post-

graduation. Joseph Lorenti said that, his first weeks of class were not easy, but his
 19

instructors and professors were very dedicated and they helped him develop the writing,

leadership and business skills that he needed to be successful. He give thanks to

Herzing because he have the confidence, knowledge and problem-solving skills that

will allow him to pursue advanced career opportunities in the business field. He feels

very prepared for the next chapter of his life. (Herzing, 2022)

Why Professors are Vital to Student Success (herzing.edu)

The least among the indicators is “Bad influence by classmates and friends

making unable to study well and got failing grades.” that got weighted mean of 2.38 and

interpreted as “Disagree”. Students nowadays are unable to study well and receive failing

scores for no reason other than having a negative impact from classmates and peers.

Their grades are being affected by the COVID-19 pandemic. Students are unsure how to

survive online classes and what method or approach to studying they will utilize in order

to pass the quizzes, examinations, and assignments assigned by their instructors.

According to the research about Analysis: Schools Are Facing a Surge of Failing Grades

During the Pandemic — and Traditional Approaches Like Credit Recovery Will Not Be

Enough to Manage It by T74, fall report cards brought more bad news in a year of

educational crises. Failing grades are on the rise across the country, particularly among

online students. Worrying statistics are coming from around the country: as of late

October, more than 40% of middle and high school pupils in New Mexico were failing

at least one class. In the first grading period of the year, 42 percent of pupils in Houston

received at least one F. Fs accounted for nearly 40% of high school grades in St. Paul,
 20

Minnesota, more than double the percentage in a regular year. In Sonoma County,

California, 37 percent of students across ten districts had at least one failing grade, up

from 27 percent the previous year. Existing educational imbalances may be exacerbated

as a result of this trend. Students from low-income families, bilingual students, and

students learning electronically tend to be the most affected by the spike in failing

grades. And this could have long-term ramifications. Students who receive failing grades

in high school have fewer opportunities to take advanced courses, and a failing grade in

even one ninth-grade course might jeopardize a student's prospects of graduating on

time.

It will be difficult to solve the situation. Traditional techniques to helping

students make up for missing coursework may be overwhelmed in many educational

systems as a result of the rash of failed courses. Credit recovery is a long-standing but

dubious practice that school and district administrators should be especially aware about.

Prior to the epidemic, one in every thirteen public high school students in the United

States participated in credit recovery programs, which provide condensed, personalized

courses to help students who have failed classes get back on track to graduation.

However, while completing these programs helps more students achieve diplomas, many

students — up to one-third in one research — may not receive credit for their credit

recovery courses. Even when students complete the courses, several studies have

concluded that they are ineffective in assisting students in learning the material they

missed.

Credit recovery's growing popularity has been linked to an increase in high

school graduation rates as well as static high school performance on national reading and
 21

math examinations, according to researchers. This highlights a paradox: while credit

recovery can help students make up for missed classes, it may be less effective in

helping them make up for actual learning. As we deal with pandemic-related learning

losses and try to catch up with pupils, schools must abandon their assumptions about

what curriculum should be taught when and instead focus on supporting students

through tailored learning pathways. Allowing this issue to go untreated could worsen

injustice. Kids who have been learning remotely, students who live in poverty,

multilingual learners, and pupils of color are the students who are most at risk of long-

term academic harm from failing grades. Of course, there is a lot of overlap between

these categories.

Families of color are more likely to live in school districts that solely provide

virtual education, and when in-person learning is offered, they are more likely to choose

remote learning. Students who continue to learn remotely may also be more prone to fall

behind in their studies. For example, the Cypress-Fairbanks Independent School District,

the second-largest in Greater Houston, stated that 41% of online-only middle and high

school students failed at least one class, compared to 15% of in-person students.

Multilingual students may also be at a higher risk of failing. Students whose

native language is not English performed the worst in Fairfax County, Virginia, with 47

percent underperforming in arithmetic and 53 percent underperforming in English.

Students from low-income families also have a higher rate of failure. In Montgomery

County, Maryland, 36% of ninth-graders from low-income families failed the first

marking period in English, compared to 6% last year when the same children were in

eighth grade and took English.

 22

If current trends continue, the number of children who will require assistance to get

back on track academically will greatly exceed previous levels. Three principles can

assist schools in preparing for this impending challenge. First, don't put too much faith

in credit recovery. Many districts enroll students in credit recovery courses, which are

increasingly available online, when they fail classes. Even if its usefulness is questioned,

credit recovery is unsuited to the issues educators will encounter in the aftermath of

COVID because pandemic-related learning losses are predicted to affect a large number

of children, not just those who fall behind during a typical school year. Second,

reconsider how students are progressing. Many students' learning progress was hindered

by virtual instruction. Early findings from NWEA's MAP examinations also suggest that

pupils are reading at a faster pace than they are in arithmetic. In a typical year, a middle

school's eighth-grade class will likely have more variety in learning than it would in a

typical year. It's also possible that more pupils will be ahead in one topic but behind in

another. "Grade levels just don't signify as much now," one superintendent said in an

interview with CRPE researchers. When considering how to help students regain what

they've lost, districts should consider a proficiency-based approach that maps out

learning progressions, identifies learning targets, and provides a variety of flexible

strategies and interventions to help students progress along those pathways, regardless of

where they started. And third, students should be flooded with assistance. The large

number of students who will require more assistance in the coming months and years,

along with their very disparate learning experiences, implies that an all-of-the-above

strategy is required. In their Ed Research for Recovery short, Elaine Allensworth and
 23

Nate Schwartz highlight intensive tutoring, longer learning time, and tools to track

student progress and provide early warnings as high-value interventions to help kids.

Districts should also begin planning now for how to use next summer to get a head start

on learning for the coming school year — an opportunity that far too many districts

missed out on last year.

To accomplish these goals, schools will need to reconsider their resource allocation,

staffing, and curriculum. Now is the time to start planning. (Gross, 2021)

Analysis: Schools Are Facing a Surge of Failing Grades During the

Pandemic — and Traditional Approaches Like Credit Recovery Will Not Be

Enough to Manage It | The 74 (the74million.org)

The composite mean is 3.43 and described as “Agree”. (Provide

discussion for having such weighted mean and provide literature to support your

findings and interpretation)

According to the Why Your Support System is Important for your Success of

Herzing University, the social support system of students is a group of people they may

rely on for advice. Students' immediate support networks frequently include family and

friends, but they can also seek assistance from classmates, instructors, and advisors.

College is an excellent opportunity to form important relationships with new

individuals and to enhance existing ones. Throughout their academic and professional

careers, they will experience both large and minor problems, and it is critical that they

have somebody to draw on in times of need.

 24

In addition to assistance in making friends and identifying new mentors, their

support system can help them first when handling difficult situations. When obstacles

inevitably arise, students sometimes need a little help keeping their goals in

perspective. The people in their support network will be there for them when they need

to talk after a long day, or when they’re feeling overwhelmed with work,  school or their

other obligations. Supportive friends, family, professors and colleagues will celebrate

their successes and help them learn from their failures, providing the encouragement

that they need to meet each challenge with determination and a positive attitude.

Second they must find they needed resources. Professors and advisors can be invaluable

resources to them throughout their college career and after they graduated. With

expertise in their respective fields, the faculty at university can offer them sage career

and academic advice. They can also help students to develop their professional

network, and may even be willing to write a recommendation letter for them in the

future. Take advantage of professors’ office hours and talk to them about your dreams,

goals and challenges. They’ll help you figure out which steps that studentd need to take

to be successful, both academically and professionally. Third, students must get

motivated. Forming relationships with their classmates and their peers will help them

stay engaged in their coursework and motivate them to succeed. If they are ever

overwhelmed or struggling in school, the classmates in their support network will be

willing to help them and offer their guidance, insight and strategies for success. They’ll

benefit from working closely with others in their program and might even forge long-

lasting friendships.
 25

Furthermore, they might already have a network of friends and family that they

rely on at home, but there are a few steps they can take to develop their support system

at school. First is by joining a club or a campus organization. Clubs, athletics and

volunteer organizations are great ways to meet people who have similar interests and

goals as them. Becoming more involved on campus will also help them establish

several different social support networks. Next is to start a study group for their

class. Study groups hold them accountable to their academic work and are also an easy

way to get to know the other students in their classes. Lastly by referring a friend.  In

addition to making new friends at school, they can also support their current friends by

referring them to a counselor or instructor at their school who can help them identify

their career goals and find the program that meets their personal and professional needs.

Cultivating and maintaining a social support system will benefit them throughout each

of their life’s endeavors. Support networks do more than offer a sense of community

and belonging—they can also help them achieve academic and professional success.

(Herzing U. o., 2022)

Why Your Support System Is Important for Your Success (herzing.edu)

 26

Table 4
Institutional Factors
N=92

Indicators M VI R
1. The institution provides learning materials in which students 4.30 SA 3
inculcate their potential
2. The school have good teachers and instructors to teaches their 4.42 SA 2
area of specialization which students become interested in their
subjects
3. The institution provides furniture and fixtures as well as 4.34 SA 1
classroom materials so that students become comfortable while
in class
Composite Mean 4.36 SA

Legend: SA = Strongly Agree VI =Verbal Interpretation

A = Agree M = Mean
N= Neutral
D = Disagree
SD = Strongly Disagree

As presented on the table, rank 1st is the indicator “The institution provides

furniture and fixtures as well as classroom materials so that students become comfortable

while in class.” which got the highest weighted mean of 4.43, interpreted as “Strongly

Agree”, followed by indicator “The school have good teachers and instructors to teaches

their area of specialization which students become interested in their subjects” that

acquired weighted mean of 4.43 and interpreted as “Strongly Agree” in rank 2. The least

among the indicators is “The institution provides learning materials in which students

inculcate their potential” that obtained weighted mean of 4.30 and interpreted as “Strong

Agree” in rank 3.

A clean place to study with complete study materials will give the students a

comfortable feeling in class. It will help them to study in a comfortable way without any

distractions. A student’s environment will affect their learning, health, behavior, and

growth in class. According to Penn State Center for Evaluation and Education Policy
 27

Analysis, a growing body of research has found that school facilities can have a profound

impact on both teacher and student outcomes. With respect to teachers, school facilities

affect teacher recruitment, retention, commitment, and effort. With respect to students,

school facilities affect health, behavior, engagement, learning, and growth in

achievement. Thus, researchers generally conclude that without adequate facilities and

resources, it is extremely difficult to serve large numbers of children with complex needs.

According to the US General Accounting Office (GAO) almost three-fourths of

existing US schools in 1996 was constructed before 1970. Of these schools, about one-

third of schools had need of extensive repair or replacement and almost two-thirds had at

least one inadequate building feature such as substandard plumbing, roofing, or electrical

systems. Moreover, 58-percent had at least one unsatisfactory environmental condition

such as inadequate ventilation, acoustics, or physical security.

Besides general maintenance and construction issues, researchers have found

most schools lack 21st century facilities in the form of infrastructure, laboratories, and

instructional space. More than half do not have sufficiently flexible instructional space

for effective teaching to take place.

Thus, facility quality is an important predictor of teacher retention and student

learning. The physical and emotional health of students and teachers depend on the

quality of the physical location, which makes establishing safe, healthy buildings

essential.

Improving the quality of school facilities is an expensive undertaking. However,

when the positive impacts of facility improvement on teachers and students are translated

into dollar figures, the rewards of such investments far outstrip the cost of the
 28

investments. There are five primary facets of school facilities: acoustics/noise, air quality,

lighting, temperature, and space. These are addressed below. First, acoustics and noise.

Noise levels greatly affect teacher and student performance. In fact, excessive noise

causes dis-satisfaction and stress in both teachers and students. Research has found that

schools that have classrooms with less external noise are positively associated with

greater student engagement and achievement compared to schools with classrooms that

have noisier environments. Thus, building schools that buffer external noise from

classrooms can improve student outcomes. Next is air quality. Indoor air quality is also a

concern because poor air quality is a major contributor to absenteeism for students with

asthma. Research also indicates that many schools suffer from “sick building syndrome”

which affects the absenteeism and performance of all students. Moreover, bacteria,

viruses, and allergens that contribute to childhood disease are commonly found in schools

with poor ventilation systems. Indoor pollutants are also emitted from office equipment,

flooring materials, paints, adhesives, cleaning products, pesticides, and insects. All of

these environmental hazards can negatively affect children, particularly in schools with

poor ventilation systems. Third is lighting. Before the advent of cheap electricity, schools

often relied on natural lighting. As electric power costs declined, the amount of artificial

light used in schools increased. Research has shown that artificial lighting has negative

impacts on those in schools while natural lighting has positive impacts. In fact, research

has shown that not only does classroom lighting boost the morale of teachers and

students, appropriate amounts of natural lighting also reduces off-task behavior and

improves test scores. One study found that students with the most exposure to natural

daylight progressed 20% faster in in math and 26% faster in reading than students who
 29

were taught in environments with the least amount of natural light. Fourth, proper

temperature and control of temperature. One consistent research finding across

individuals of all ages is that the temperature in which a person works affects engagement

levels and overall productivity—including student achievement. Anyone that has worked

in a classroom or office that is too hot or too cold knows how difficult it can be when

trying to work when the temperature is uncomfortable. According to the best analyses,

the ideal temperature range for effective learning in reading and mathematics is between

68º and 74º. To maintain such a temperature in every classroom within a school, teachers

typically need to be able to control the temperature in their own classroom. At the very

least, teachers should be able to control the temperature of small blocks of classrooms

that receive the same amount of sunlight and have similar exposures to outside

temperatures. Fifth, classroom size and space. Overcrowded classrooms—and schools—

have consistently been linked to increased levels of aggression in students. Overcrowded

classrooms are also associated with decreased levels of student engagement and,

therefore, decreased levels of learning. Alternatively, classrooms with ample space are

more conducive to providing appropriate learning environments for students and

associated with increased student engagement and learning. Classroom space is

particularly relevant with the current emphasis on 21 st century learning such as ensuring

students can work in teams, problem solve, and communicate effectively. Classrooms

with adequate space to reconfigure seating arrangements facilitate the use of different

teaching methods that are aligned to 21st century skills. Creating private study areas as

well as smaller learning centers reduces visual and auditory interruptions, and is

positively related to student development and achievement. Lastly, twenty-first century

 30

learning. Policymakers, educators, and business people are now focused on the need to

ensure that students learn 21st century skills such as teamwork, collaboration, effective

communication, and other skills. As noted above, older buildings simply are not

conducive to the teaching of 21st century skills. This is particularly true with the respect

to reconfiguring seating arrangements to facilitate various modes of teaching and learning

and the use of technology in the classroom as a mode of teaching and learning.

The research concluded that large body of research over the past century has consistently

found that school facilities impact teaching and learning in profound ways. Yet state and

local policymakers often overlook the impact facilities can play in improving outcomes

for both teachers and students. While improving facilities comes at a financial cost, the

benefits of such investments often surpass the initial fiscal costs. Policymakers, thus,

should focus greater attention on the impacts of facilities and adopt a long-term cost-

benefit perspective on efforts to improve school facilities.

Furthermore, Solomon Ortiz stated that “Education is the key to success in life,

and teachers make a lasting impact in the lives of their students.” Teachers play an

important role in students’ lives. Students must have excellent instructors and teachers

that are capable of teaching them the things and giving them the exact knowledge that

they need for their chosen course. That knowledge will increase the students' capabilities

for what they want to become in the future. Nowadays, effective teachers are very much

needed due to COVID-19 pandemic. It’s hard for them to adapt but they are needed for

the sake of students who want to learn. According to an article “teaching in the time of

pandemic recorded in Cotabato City, the coronavirus disease (Covid-19) pandemic may

have brought new challenges to the teaching profession but public teacher Martina
 31

Cabilbigan said nothing will change her love for the profession. The 40-year-old Grade

10 teacher said her daily routine has not changed, such as waking up early and prepare

her learning materials. Cabilbigan, who teaches at the Datu Arnel Datukon National High

School (DADNHS) in Barangay Taviran, Datu Odin Sinsuat, Maguindanao, has to

endure an hour-long, thrice-a-week trip from the city to the school to deliver and retrieve

the learning modules of her 70 pupils. According to her the teachers do not meet their

students face to face. Parents instead drop by the school to get the modules of their

children. She told the  Philippine News Agency that it’s difficult, but they have a vow to

fulfil their job as one under the vision-mission of the Department of Education (DepEd).

She added that she travels with other teachers through commuter vans and the threat of

infection is real, but she said sacrifices should be made--particularly in this time of the

pandemic--“for the love of teaching.”The fear the pandemic but their obligation as

teachers to their students does not hinder them to teach as it is the one thing that they love

to do. She even said that ff her schedule does not permit her to go to school, she helps in

the online classes of her two schoolchildren – a 12-year-old Grade 7 student and another

seven-year-old Grade 2 learner.She said she senses that her children miss their classmates

but keep them busy instead of their online learning under her watchful eyes.She let them

play online games sometimes but with limitation,” she said with a smile. Cabilbigan

noted that unlike in the city, the internet signal at her school remains unstable. They

chose the module learning system for their students because their parents cannot buy

laptops for their children.

In Kidapawan City, North Cotabato, a former female broadcaster-turned-teacher

is using the radio as a medium in educating the young ones. Krezel Dianne Sampani-
 32

Beñez, 29, a former newscaster of the Catholic-run DXND-Kidapawan, is now working

with the Kidapawan City National High School teaching media and information literacy

for Grade-12 senior high school with some 250 students in six sections daily since 2013.

Since the start of the pandemic in March, additional duties were placed on her using

blended learning as host of “DepEd Updates”, an hour-long radio program giving the

current learning developments and catering to questions from learners and parents

reached by the radio station in Central Mindanao. She said that it’s not an easy job but if

a person have that amount of motivation, you win the day with a smile. Using radio as a

medium, she said, has lifted her spirit to go on despite the coronavirus disease crisis.

She said that broadcasting is my passion, which is my first love, and teaching is my

career, and it is really unexpected that it fused timely in the midst of this pandemic.She

said her reason for being a teacher was not just about to impart knowledge and skills but

also guide the young ones and lead them to their future. Beñez said she wants her radio

listeners, parents, and students alike, to adapt to the changes and with the use of the radio,

television, and online technology, things have somehow become much easier but nothing

fulfills every teachers’ aspiration of seeing their students face-to-face once more.

In order for the students to learn, the institutions must provide learning materials

and methods. The institution must provide different learning techniques to challenge the

students if they can absorb what have been taught and what they have learned, especially

at this time of pandemic. Students nowadays are absent-minded, online learning bores

them, and they are having a hard time to understand the lessons and complying with all

the requirements. According to Jocelyn Right, learning materials are important because
 33

they can significantly increase student achievement by supporting student learning. For

example, a worksheet may provide a student with important opportunities to practice a

new skill gained in class. This process aids in the learning process by allowing the

student to explore the knowledge independently as well as providing repetition. Learning

materials, regardless of what kind, all have some function in student learning. For

example, Teaching materials can refer to a number of teacher resources; however, the

term usually refers to concrete examples, such as worksheets or manipulatives. Learning

tools or games help students develop new knowledge. As students develop new learning

skills, they practice with new learning tools. Teaching materials are different from

teaching resources, the latter including more theoretical and intangible elements, such as

essays, support from other educators, and/or places to find teaching materials.

In student learning support, earning materials can also add important structure to

lesson planning and the delivery of instruction. Particularly in lower grades, learning

materials act as a guide for both the teacher and student in that they offer a valuable

routine. For instance, if they are a language arts teacher and they teach new vocabulary

words every Tuesday, knowing that they have a vocabulary game to provide the students

with practice regarding the new words will both take pressure off to them and provide

important practice (and fun) for the student students.

In differentiation of nstruction, instructional differentiation is also a part of the

learning experience in the classroom. The learning materials differentiate according to the

types of learning styles. Differentiation of instruction is the tailoring of lessons and

 34

instruction to the different learning styles and capacities within their classrooms.

Learning materials such as worksheets, group activity instructions, games, or homework

assignments all allow them to modify assignments to best activate each individual

student's learning style.

In acquiring teaching materials, attaining teaching materials is not difficult. There

are plenty of instructional resources to support lesson planning and teaching. The Internet

has many resources for teachers, most of them free, that can significantly increase the

contents of your teaching toolbox. Teachers can also make their own materials. Every

learning material they develop will be an asset to them when they next teach a similar

unit. An investment of time or money in good teaching materials is an investment in good

teaching. (PennState, 2022) (Punzalan, 2020) (Right, 2018)

The Importance of School Facilities in Improving Student Outcomes –

Center for Evaluation and Education Policy Analysis (psu.edu)

2 Teaching in the time of pandemic | Philippine News Agency

(pna.gov.ph)

The Importance of Learning Materials in Teaching | The Classroom

The composite mean is 4.36 and described as “Strongly Agree”.

(you may provide literature to support your findings)

 35

Table 5
Difference of Responses on Factors Affecting the Study Habits
when Grouped According to Profile Variables
Verbal
Factors λ2 c / U p-value
Interpretation
Economic Factors
Age 2.62 0.454 Not Significant
Sex 2.22 0.14 Not Significant
Monthly Family Income 12.2 0.007 Significant
Parent’s Highest Educational
21.77 0.001 Significant
Attainment
Educational Resources
7.66 0.264 Not Significant
Available at Home
Social Factors
Age 0.16 0.984 Not Significant
Sex 3.08 0.083 Not Significant
Monthly Family Income 2.71 0.438 Not Significant
Parent’s Highest Educational
9.74 0.136 Not Significant
Attainment
Educational Resources
12.98 0.043 Significant
Available at Home
Institutional Factors
Age 7.35 0.062 Not Significant
Sex 1.08 0.301 Not Significant
Monthly Family Income 2.41 0.492 Not Significant
Parent’s Highest Educational
4.25 0.643 Not Significant
Attainment
Educational Resources
3.65 0.724 Not Significant
Available at Home

Table shows the difference of the responses on factors affecting the study habits

of BS Criminology Students when grouped according to profile variables. It can be seen

that there were no significant difference on the responses in terms of institutional factors

when grouped according to their profile variables.

 36

However, there was statistically significant difference on the responses on the

economic factors when grouped according to monthly family income and parent’s highest

educational attainment. Based on the Kruskal-Wallis Test, it was found out that those

who have a monthly family income of 5,000 to 10,000 and parents who were elementary

undergraduate have higher assessment on the economic factors compared to the other

type of respondents. (Analysis!)

Further, there was also a significant difference on the responses on social factors

when grouped to the educational resources available at home. Based on the said test, it

was found out that those who have computers at home tend to have a higher assessment

and responses on the social factors. (Analysis!)

Data Analysis

Frequency and percentage distribution were used to describe the demographic

profile of the respondents. Weighted mean and rank were used to determine the factors

affecting the study habits of BS Criminology Students. The result of Kruskal-Wallis Test

showed that p-values of three variables are less than 0.05 which means that the data set is

not normally distributed. Therefore, Mann-Whitney U test for two groups and Kruskal

Wallis test for more than two groups were used as part of the non-parametric tests to

determine the significant differences. All analyses were performed using SPSS version

26.

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 37

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Grades During the Pandemic — and Traditional Approaches Like Credit
Recovery Will Not Be Enough to Manage It. Retrieved from The 74 Million:
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