Republic of the Philippines

Department of Education
Region XII
Division of Sultan Kudarat
ISULAN NATIONAL HIGH SCHOOL
Old Capitol East, Kalawag II, Isulan, Sultan Kudarat, Philippines

Understanding the Reluctance of HUMSS Student on Face-to-Face Classes:

Key to a More Meaningful Learning in New Normal

A Qualitative Research

Presented to Senior High School Department

Isulan National High School

In Partial Fulfillment

Of the Requirements for the Subject

Practical Research I

By

Karl Laurence G. Alba G11-HUMSS 1

S.Y. 2021-2022

Understanding the Reluctance of HUMSS Student on Face-to-Face Classes: Key to a More Meaningful Learning in New Normal | 0
 Table of Contents

1. Introduction..........................................................................................................................2

1.1 Statement of the Problem..............................................................................................3

1.2 Significance of the Study................................................................................................4

1.2 Related Studies................................................................................................................4

2. Methodology.........................................................................................................................7

2.1 Research Design..............................................................................................................7

2.2 The Participants..............................................................................................................7

2.3 Data Gathering Instrument...........................................................................................8

2.4 Data Collection Procedures...........................................................................................8

2.5 Data Analysis Procedures..............................................................................................8

3. Results...................................................................................................................................8

3.1 Thematic Analysis..........................................................................................................8

4. Findings...............................................................................................................................15

5. Conclusions.........................................................................................................................15

Recommendations..................................................................................................................16

Bibliography...........................................................................................................................17

Understanding the Reluctance of HUMSS Student on Face-to-Face Classes: Key to a More Meaningful Learning in New Normal | 1
1. Introduction

Education is one of the most affected aspects of human life because of the coronavirus

disease-2019 (COVID-19) pandemic. Many countries around the world have decided to

temporarily close schools, affecting millions of students. As a result, students, mostly high

school, have been facing a learning crisis as a result of the pandemic. In a recent

correspondence published in this journal, the authors cited that every country has the

responsibility to come up with strategies to reopen schools safely. (Fernandez-Guzman  D,

Sangster-Carrasco  L, Pinedo-Soria, 2020)

The reopening of schools for face-to-face encounters must be carefully planned in

order to safeguard the safety of students, instructors, and school staff in a phased manner,

especially in following physical distancing, (World Health Organization, 2020). To protect

students from becoming infected with the disease, the Philippine government's Department of

Education has issued rules for implementing online and modular distance learning delivery of

instruction.  However, plans to perform a pilot implementation of restricted face-to-face

delivery in low-risk COVID-19 transmission areas in January 2021 were approved by the

president, but were later canceled owing to the threat of the new COVID-19 strain. Despite

being one of the world's longest and strictest lockdowns, questions remain about whether the

country is ready to open its schools to students for face-to-face learning.

After the abrupt shift from the traditional to the new normal in the teaching and

learning process, the Department of Education (DepEd) offered three learning modalities for

the school year 2020-2021: blended, distance, and homeschooling. After 2 years, the DepEd

reopened physical classes and the majority of students in various schools have refused to

attend the Limited Face-to-Face classes. The decrease in student numbers is mostly due to

Understanding the Reluctance of HUMSS Student on Face-to-Face Classes: Key to a More Meaningful Learning in New Normal | 2
personal, financial, and familial issues. According to survey, some students are reluctant to

attend physical classes because of significant concerns relative to the impact of such formats

on the quality of instruction, learning, and participant interaction. Others may no longer

interest in taking physical class due to lack of daily allowance from parents, and some

students can be unavailable at certain periods.

The above information led the researcher to conduct a study about this matter.

Specifically, this study aims to learn more about the perspectives and opinions of selected

HUMSS students of Isulan National High School who are hesitant to attend Face-to-Face

lessons. The results of which may be discussed as regards to their opinions on face-to-face

learning.

1.1 Statement of the Problem

This study seeks to understand the reluctance of selected HUMSS students to Face to Face

classes. Specifically, it aims to answer the following:

1. Describe the Socio-demographic profiles of the respondents in terms of:

a. Name

b. Age

c. Sex

d. Grade and Section

2. Determine and understand the reluctance of HUMSS students on face to face classes.

Understanding the Reluctance of HUMSS Student on Face-to-Face Classes: Key to a More Meaningful Learning in New Normal | 3
1.2 Significance of the Study

This study aims to understand the perspective of selected HUMSS student of Isulan

National High School who are reluctant in attending face to face-to-face classes. This

researched aimed to gather the HUMSS student’s opinions, thought and point of view

pertaining to their reasons on refusing face-to-face classes. Also this study will provide new

insights to their decision prior in attending face-to-face classes.

Specifically, this research will benefit the following:

Isulan National High School – through this research, academic institutions and

administrators may promote awareness activities regarding with face-to-face learning in

school that already participated it.

Parents – this research may convince parents to allow their children in attending face-to-face

classes in the next academic years.

Students – students will be directly benefited from this research as its findings may

encourage them to have a strong decision-making as they will attend on face-to-face classes.

Future researchers – this study covers information involving the reluctance of students as

an approach to the face-to-face classes. Thus, the result of this study can be used for future

discussions about the new normal education modality.

1.2 Related Studies

This chapter presents a compilation of the related literature and studies that the

researchers used as a reference for the betterment and understanding of this present study.

Understanding the Reluctance of HUMSS Student on Face-to-Face Classes: Key to a More Meaningful Learning in New Normal | 4
 According to Gomez (2011), face-to-face education is mostly provided in physical

venues (such as classrooms, labs, libraries, and computer rooms) where the instructor has

direct contact with the students. He usually sets goals, develops activities, gathers resources,

conducts the session, and assesses students. Because oral communication is so important in

this modality, students are given several opportunity to improve their skills in the classroom.

The main characteristics of face-to-face education, according to Galindo (2002), are the

presence of the teacher in front of the students in a room, ensuring greater interaction, the

time and location are set, the content of the course consists of notes prepared by the teacher to

present and discuss in class, and the theoretical basis of instruction can be behaviorism,

cognitivism, constructivism, or a combination of these. However, given the country's current

health crisis, face-to-face learning is difficult. As a result, students must be confined at home

to complete their modules with their learning facilitators, some of whom are unable to give

the necessary aid and direction that the child need.

In addition, as specified in the 2018 ministerial document "National Indications and New

Scenarios" Physical Education constitutes a “discipline of connection between the scientific

fields (knowledge of one’s body, its functioning, physical movement, correct lifestyles, etc.),

communicative and expressive, relationship and citizenship" (Raiola, D’Elia, &Altavilla,

2018)

UNESCO (2022) stated that students returned to school in September 2020, virtually in a

"regular" schedule, however the aforementioned goals were extremely difficult to achieve for

the following reasons. COVID-19 preventative measures have been implemented in all

schools. All school employees were required to wear masks and maintain a safety distance of

at least 1 meter, and all students were required to follow the same guidelines. Regardless, the

children gave it their best in this situation. The class was carried out using open spaces, when

Understanding the Reluctance of HUMSS Student on Face-to-Face Classes: Key to a More Meaningful Learning in New Normal | 5
available, and school gyms with the appropriate distance between students to carry out

physical activities.

Moreover, Following the reopening of all schools, the following physical distancing

measures were implemented: mandatory wearing of surgical masks for children at all times

except when they are seated at their desk and not speaking; only single desks (rather than

traditional double desks) are used, and desks must be at least 1 m apart; crowding at separate

school entrances and exits is minimized by creating temporal and spatial pathways for the

different classes; mixing classes for extra-curricular activities have been suspended; When

classrooms are too small to accommodate physical separation, pupils are separated into two

groups that alternate attending school and studying remotely. (Kessler and colleagues, 2020)

As stated to Abdullah et al. (2012), the majority of learning activities in formal

education take place in a classroom. A classroom is a built-in space in which formal learning

occurs. It is a critical arena in which students and instructors interact to share information in

their pursuit of knowledge. Classroom time is a perfect chance for the teacher to meet face to

face with the students, properly present the teaching material, and ensure that students are

learning what is being taught. Students, on the other hand, are expected to arrive on time and

actively participate in absorbing, seeking, and applying the skills and knowledge offered in

the classroom or other learning activities. These complementary interactions between

lecturers and students help to create a positive classroom atmosphere. Two-way contact

between students and teachers was required in a productive classroom setting. This style of

learning environment stimulates learning and makes both the instructor and the students

satisfied, resulting in a successful learning process.

As reported by Wade (1994), most students may reap the benefits of active

participation in class discussion, such as the pleasure of sharing thoughts with others and the

Understanding the Reluctance of HUMSS Student on Face-to-Face Classes: Key to a More Meaningful Learning in New Normal | 6
opportunity to learn more. When instructors and students engage and actively participate in

learning activities, the learning process is more effective. Despite instructors' encouragements

and employment of various instructional strategies to encourage active engagement from

students, students still do not actively participate or become passive in the classroom, as we

frequently hear from the academic world. Concerns about student engagement lead a research

to look into the culture of student involvement in the learning process.

2. Methodology

2.1 Research Design

This study was utilized using qualitative method. The participant’s point of view and

perspective were determined using the validated researcher-made questionnaire.

Questionnaires were answered by the respondents via Google forms platform.

2.2 The Participants

The study gathered six (6) HUMSS students from Isulan National High School as the

participants/respondents. Snowball sampling was used to select the respondents in the

Humanities and Social Science (HUMSS) strand who were in grade eleven and twelve.

According to Bryce B. Frey (2018), snowball sampling is a sampling method used by

researchers to generate a pool of participants for a research study through referrals made by

individuals who share a particular characteristic of research interest.

Understanding the Reluctance of HUMSS Student on Face-to-Face Classes: Key to a More Meaningful Learning in New Normal | 7
2.3 Data Gathering Instrument

A researcher-made questionnaire guide was used in gathering the responses of the

participants. This was validated by the research adviser of Practical Research 1. The

questionnaires were given to obtain data and information using open-ended questions.

2.4 Data Collection Procedures

A total of six (6) students accomplished the survey questionnaire. Each student was

given one day to respond to the given questions about themselves as sources of information.

Open-ended questionnaires were used to identify their perspectives and ideas for the

qualitative analysis. Questionnaires with chosen HUMSS strand students were used to

validate these for triangulation. Additional information on the participants was obtained

through Google forms platform. The students' responses were recorded through thematic

analysis and interpretation were performed.

2.5 Data Analysis Procedures

Thematic analysis was used to figure out the opinions and perspective of them.

According to Jack Caulfield (2019), “Thematic analysis is a method of analyzing qualitative

data. It is usually applied to a set of texts, such as an interview or transcripts.” Common

themes on their perspective and opinion as a HUMSS student were analyzed.

3. Results

3.1 Thematic Analysis

Guide Questions:

Understanding the Reluctance of HUMSS Student on Face-to-Face Classes: Key to a More Meaningful Learning in New Normal | 8
 1. In your opinion, what are the benefits of face-to-face classes?

2. What are the disadvantages of face-to-face classes?

3. Why don't you take part of face-to-face classes?

4. Do you believe that face-to-face communication will be useful during the pandemic? What

are your thoughts on this?

5. What make you think that modular learning is better than face-to-face classes?

6. What motivates you to study when you are not in a classroom set up?

7. What was it like to be one of the students who refused to attend face-to-face classes?

8. How will you deal with the topics discussed in face-to-face classes?

9. When you are not in face-to-face classes, how can you communicate with your teachers and

classmates?

10. Can you still access information from them when you are not in your classroom?

Table: Opinions and perspective gathered of the HUMSS students in terms of their

reluctancy to the Face-to-face classes.

Question Significant Statement Formulated Theme Findings

Meaning
1. In your opinion, R1: “Face-to-face classes have Respondents feel Accessing, According to the
what are the several advantages. But for me, one that face-to-face involvement and key informants'
benefits of face-to- thing that I believe can benefit us is classes can provide interaction are responses, The
face classes? that you can ensure a better a deeper knowledge, the benefits of benefits of
understanding and an opportunity to more learning face-to-face from having face to
engage with our classmates and opportunities, and the particpants. face classes is it
friends. We can access more improved can help all the
information to help us cope with the communication. students to
lesson that we are having difficulty understand the
understanding.” topics. In face-
to-face classes
R2: “In my opinion, the benefits of you can easily
face-to-face classes is you'll be able understand the
to concentrate harder on your lesson with the
learning and you can gain greater help of the
understanding.” teachers. You
can also improve
R3: “Sa asking palagay,ang your your social
pakinabang ng face to face ay mas interaction
maraming matutunan ang mga mag because you're

Understanding the Reluctance of HUMSS Student on Face-to-Face Classes: Key to a More Meaningful Learning in New Normal | 9
 aaral.” learning with
your classmates.
R4: “Ang pakinabang ng face to face
ay mas mapapadali Ang iyong
komunikasyon sa bawat tao at sa
iyong classmate lalong Lalo na sa
iyong teacher.”

R5: “The benefits of having a face to

face classes is it can help all the
students to understand the topics and
we can have a proper communication
and guidance to the teachers.”

R6: “In face-to-face classes you can

easily understand the lesson with the
help of the teachers. You can also
improve your your social interaction
because you're learning with your
classmates.”
2. What are the R1: “The disadvantages of face-to-face The disadvantages Expressing fear Respondents
disadvantages of learning nowadays are that it can cost of face-to-face for their safety expressed that
face-to-face more in transportation expenses and, for classes, according to and health as a Face-to-face
classes? someone like me, who is having a some respondents, result of the learning has the
problem or an issue with finances, it can are related to viruses downside of
be a burden on my family, especially on commuting costs widespread to being more
my mother. It can also be an unsafe and financial the community. expensive in
environment because COVID-19 is still difficulties. terms of
lingering and we cannot be sure of our transportation. It
safety.” can also be a
dangerous
R2: “The disadvantages of face to face situation because
classes are the expensive fare and fuel COVID-19 is
and there is a possibility that we will be still there, and
infected with Coronavirus and also we don't know
there's a lot of trouble outside, so our how safe we are.
parents will be worried.” Now that we are
facing a
R3: “Ang pagkukulang ng face to face pandemic, we
ay hindi na kagaya ng dating face to feel this is a
face.” risky situation.

R4: “Ito ay nakakasama sa atin dahil

maraming pagkukulang Ang face to face
tulad ng barkada mas lalong nabibigyan
ng pansin ito”

R5: “Now that we are facing pandemic I

definitely believe that this could be kind
a risky, Because we don't know who are
we gonna socialized and this kind of

Understanding the Reluctance of HUMSS Student on Face-to-Face Classes: Key to a More Meaningful Learning in New Normal | 10
 situation we need to care our health.”

R6: “Due to Covid 19 Pandemic, face-

to-face classes were limited. We cannot
assure our safety when we're already at
school since we are interacting with
different people.”

3. Why don't you R1: “We are having a financial The respondents Due to family In general,
take part of face- problem– my family is facing a crisis cited financial and financial respondents
to-face classes? these days and I don't want to be an hardship and safety concerns and unable to attend
burden on my mother, so I was unable concerns as reasons safetiness was face-to-face
to participate in face-to-face classes this for not attending the factor why classes because
semester.” face-to-face the respondents of fear of
sessions. unable to attend. contracting the
R2: “Because of fear of being infected coronavirus and
with the coronavirus and to save money a need to
for household expenses” conserve money
for household
R3: “Dahil,hindi pumuyag Ang aking bills and fear of
mga magulang sa face to face classes.” becoming
infected with
R4: “Natatakot matamaan ng COVID COVID 19.
19”

R5: “Because i want to have a good

health and also a safety life.”

R6: “I actually wanted but my parents

won't let me.”
4. Do you believe R1: “Yes, because it can help us again Face-to-face Learning is one Respondents said
that face-to-face how to connect with others and to communication is of the factors that through the
communication ensure our learning.” beneficial during the that interacting instructor and
will be useful pandemic, according in person in face- other students,
during the R2: “Yes, it would be useful during to all respondents, to-face kids can have
pandemic? What pandemic because you can access more since they can learn classrooms is access to
are your thoughts information and richer understanding more and have a still effective in additional
on this? through teacher and other students.” better connection the midst of the knowledge and a
with their peers and pandemic. deeper
R3: “Oo,dahil maraming matutunan at mentors. understanding.
maintindihan Ang mga mag-aaral kahit They cannot
ito ay limitado lamang. Ang asking deny that in the
saloobin ay malayo Ang face to face midst of the
ngayon kaysa noon.” epidemic, we are
experiencing
R4: “Oo dahil napapadali Ang mga worry,
aralin” depression, and
boredom.
R5: “Yes, we cannot deny that during
the middle of the pandemic we are

Understanding the Reluctance of HUMSS Student on Face-to-Face Classes: Key to a More Meaningful Learning in New Normal | 11
 facing anxiety,Depression and boredoms
now that face to face are already
conducted i believe that we can escape
from our darkest times,and we can build
memories to our calssmate and
teachers.”

R6: “It's very useful because

communication was very accessible
when it's face-to-face.”

5. What make you R1: “Less hassle sa paggising ng maaga. Participants agreed Inconvenience The majority of
think that modular Also, it enables me to have a flexible that modular and concern on their responses,
learning is better schedule, lessons that I can study at my learning is the COVID-19 Modular learning
than face-to-face own pace, some flexibility in how I preferable because it riskiness in face- is better than
classes? finish them all, and less worry about our allows them to to-face classes, face-to-face
financial concerns.” better organize their and they prefer classes because
time at home and the modular students may
R2: “Modular learning is better that devote more time to modality. choose what they
face-to-face classes because I can decide studying. want to learn
for myself what I want to dig deeper on, more about and
and spend more time learning.” spend more time
doing so. Less
R3: “Ang nagustuhan ko sa modular trouble getting
ay,ipapasa mo lang at umiiwas ako sa up early, classes
sakit na COVID-19.” that students may
study at their
R4: “Lalong Lalo na Yung naiiwasan own speed, and
Ang pagkalat ng COVID 19” less stress about
their financial
issues.
R5: “Because through this I can be abke
to be productive I can managed my
time.”

R6: “In learning, Face-to-face classes was

way better than modular for i can really
say that i don't understand much
especially when you were just learning it
by yourself but in safety modular learning
is safer.”

6. What motivates R1: “My family situation is the first They are driven to Family is their According to the
you to study when thing that motivates me to study. study when they are motivation to interviewees,
you are not in a Second, I remind myself of my long- not in a classroom study, given the what inspires
classroom set up? term goals. Last, I read my motto on my setting for a variety current situation, them is the fact
wall, saying, "Educational success of reasons, including which requires that they can
requires studying.” their aspirations and them to study learn more in the
future. harder. classroom. It's
R2: “My parents motivated me to study refreshing
to fulfill my dreams even when I was because there are
not in the classroom set up.” no recitations

Understanding the Reluctance of HUMSS Student on Face-to-Face Classes: Key to a More Meaningful Learning in New Normal | 12
 available other
R3: “Ang nag udyok sakin ay, mas than through
marami palang matutunan pag nasa silid zoom. Looking
aralan na.” at their parents'
efforts and
R4: “Nakakapanibago dahil walang mga sacrifices is
recitation na nagagawa..mayroon din motivation
pero via zoom” enough for them
to achieve in life.
R5: “My parents is one of my
motivations in life because when i look
at them their efforts and sacrifices is
enough to tell myself i need to succeed
in life.”

R6: “Thinking about the sake of my

future.”

7. What was it like R1: “Parang napag-iiwanan lalo na if Respondents felt Their positive The responders
to be one of the mag ask one of my classmates na kasali behind because they thoughts enable typically express
students who sa face-to-face classes about sa were behind in their them to carry out that they felt safe
refused to attend activities na ipapasa nila next meeting. learning, while some many more because staying
face-to-face Like parang may side sa’kin na feeling respondents claim it activities at at home was
classes? ko kulang mga napasa ko dahil hindi feels wonderful for a home. advised these
ako included doon sa mga pinapagawa variety of reasons, days. According
na acitivities sa face-to-face.” including stress-free to some of
and productivity. which, “It
R2: “Reduced stress and I can also help appears to be
housework” overlooked,
particularly if
R3: “Sa akin ay Isang malaking one of my
pagkasisi,dahil mas pinili ko Yung classmates
modular kaysa sa face to face” attends face-to-
face sessions.
R4: “Wala namang halong pag sisi dahil There is no need
may mga bagay na nagagawa kahit Dito to blame because
ka sa bahay” things may be
done even if you
are at home.”
R5: “It feels good because through this i
can be able to have time management.”

R6: “Staying at home was advisable

these days so, i felt safe. But still
worried not to improve my
comprehension.”

8. How will you R1: “I actually don't know how to deal Respondents Understanding In general,
deal with the with the topic being discussed in face- mentioned that they and analyzing respondents seek
topics discussed in to-face classes while I’m a modular get access to and were the assistance from
face-to-face learner who is also dealing with how I communicate with respondent’s their peers and

Understanding the Reluctance of HUMSS Student on Face-to-Face Classes: Key to a More Meaningful Learning in New Normal | 13
classes? can understand the topic on my own. their teachers and technique to deal professors in
But if the question is about how I can classmates by with the topics. order to have a
deal with the lesson being discussed in engaging with the better grasp of
face-to-face classes while I am a topics discussed what was
modular learner, I can message one of face-to-face. covered in face-
my classmates who I know can help me to-face class.
to enhance or to better understand the While they are a
particular topic.” modular learner,
they understand
R2: “I deal with the topics discussed by how to deal with
face-to-face learning by reading and the topic being
understanding the module provided or discussed in
the link sent by the teacher.” face-to-face
lessons. 
R3: “Hinaharap ko Ang mga paksang
ibinibigay,sa pamamagitan ng
pagtanong sa mga Guro.”

R4: “Hindi ko alam dahil nagtanggi Ako

sa face to face classes”

R5: “Modular learning and face to face

classes has the same topics and I can
deal with this in a way of focusing and
analyzing the topics.”

R6: “By asking my classmate who were

in face to face classes, reading my SLM
and doing more research about the
topic.”
9. When you are R1: “Through messenger and or every The majority of Students may According to the
not in face-to-face Monday at school when passing answer respondents claimed communicate respondents, they
classes, how can sheets for the week scheduled.” they can use with their peers communicate
you communicate Messenger and and mentors well and deeply
with your teachers R2: “I communicate them through chat Group Chats to more easily with asking
and classmates? on messenger.” connect with their using online classmates and
teachers and platforms. Teacher. We
R3: “Nakikipag-usap ako ng maayos at classmates. communicate via
sinsinan sa asking mga kaklase at zoom and in
Guro.” group chat.

R4: “Sa via zoom soon kami nag

communicate at sa gc”

R5: “Via messenger and face book.”

R6: “Chatting through messenger”

10. Can you still R1: “Yes, I have some close friends who Respondents stated Nowadays, the According to the
access information are attending face-to-face classes that I that they can get usage of social responses, even
from them when can ask about the updates that our information, updates media has a if they are in the

Understanding the Reluctance of HUMSS Student on Face-to-Face Classes: Key to a More Meaningful Learning in New Normal | 14
you are not in your adviser or subject teachers give. Or I and queries from significant modular
classroom? can directly message my adviser and their classroom influence on the modality,
some of my subject teachers or in our using social media. present situation classmates and
group chat about the updates or in terms of professors create
questions I want to ask.” improved a group chat for
communication. them to have
R2: “Yes through online” updates,
communication,
R3: “Oo,dahil may binibigay Ang mga and information.
kaklase kung mga natutunan nila sa They can send
klase.” direct messages
to their adviser
R4: “Oo sa pamamagitan ng gc or group and some of their
chat” subject teachers,
or they can ask
questions via
R5: “Yes because my classmates and
their group chat.
teachers creates a groupchat for us to be
able to have an updates,communication
and information even though we are in
the modular modality.”

R6: “Yes, i ask them about it through

social media”

4. Findings

As a result of the diseases spreading across the community, respondents voiced

concern for their safety and health. Respondents are generally unwilling to attend face-to-face

sessions due to familial and financial concerns at home. The majority of their responses are

worried about the COVID-19 danger in face-to-face sessions, and they prefer the modular

method. Respondents, on general, seek help from their classmates and teachers to better

understand what was discussed in face-to-face class. According to their responses, students

seek information from their classmates even when they are not in the classroom.

5. Conclusions

In the new normal, HUMSS students demonstrated their reluctance to face-to-face

classes. HUMSS students appear to have benefited from learning from home. Despite some

Understanding the Reluctance of HUMSS Student on Face-to-Face Classes: Key to a More Meaningful Learning in New Normal | 15
problems in their home studies, students appear glad to be learning even if they are not in a

face-to-face setting.

The Covid-19 virus is a serious threat to students, which is why they refuse to attend

face-to-face classes. Participants agreed that modular learning is preferable because it allows

them to better organize their time at home and devote more time to studying. Family is their

motivation to study, given the current situation, which requires them to study harder.

Students are driven to study when they are not in a classroom setting for a variety of

reasons, including their aspirations and future. Learning is one of the factors that interacting

in person in face-to-face classrooms is still effective in the midst of the pandemic. They

express their feelings positively since it will allow them to do more things at home.

According to the responses of the participants, it would be beneficial since some students

suffer from mental illnesses such as anxiety and depression.

Online platforms allow students to interact with their peers and mentors more

effectively. Students can use social media to acquire information, updates, and questions

from their classroom. The use of social media nowadays has a huge impact on the current

situation in terms of distance learning in the new normal.

Recommendations

The study recommends that the school's security and safety measures be strengthened.

Faculty, staff, teachers, and students are strongly encouraged to get vaccinated in order to

practice the new face-to-face protocol around the school. The school's administration may be

informed about how to manage flipped classroom learning modalities, shorter lectures, and

Understanding the Reluctance of HUMSS Student on Face-to-Face Classes: Key to a More Meaningful Learning in New Normal | 16
increased teacher-student interaction. Parents may consider their children's struggles while

studying at home as an obligation to support them in this difficult situation.

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