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 INTRODUCTION Chapter 1
Thepandemicoutbreakconstrainedmanyschoolsanduniversitiestoconduct classesonlineor rather, havevirtual
classes. Thissuddenshift, of course, hasanimpact onstudentsandeventeachers. AccordingtoKheFoonHewet
al.,(2020), educatorshavefounddevelopingeffectiveonlinelessonsinaveryshort periodof timeverystressful and
difficult.
SincetheCOVID-19pandemiccommenced, thestudents' educationfacedessential changes, thepresentationof
theoretical courseshaschangedfromface-to-facemethodstointernet-basedmethodsaccordingtoarecent study
(Hindawi,2021).
Althoughboththetraditional learningandnewlearningsystemhavetheir ownadvantages, all of thepeopleaffectedbythis
change, specifically thestudentsandeducators, havetheir ownopinion about whichwasmoreeffectivefor their academic
success. Sothat iswherethesequestionsarederivedfrom; dostudentslearnmoreinface-to-face/traditional classesor in
today'snewlearningsystem? Didtheshift intheneweducationsystemhaveanimpact ontheir academicperformance? Andare
they satisfiedwiththeir result/performance? Toanswer thosequestions, thisstudy wasconductedby theresearcherswiththe
Grade12 STEMStudentsof MisamisOriental General ComprehensiveHighSchool beingthetarget respondentsfor thisstudy. The
aimof thisstudy istocomparethechange/result inthestudent'sperformancebeforethepandemic andthiscurrently ongoing
neweducationsystem.
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 Statement of theProblem

1) WhichlearningmodalitydotheGrade12 STEMstudentsof MOGCHSpreferinusingfor efficient

learning?

2) Wasthereashift regardingthestudents' academicperformanceandlearningmodality?

3) What modalityispositivelylinkedtobetteracademicperformance?

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 Significanceof theStudy

STUDENTS, thisstudymay beabletoperceivehowthey performedinthecourseof theCOVID-19pandemicthat

causedthechangeintheeducationsystem.

TEACHERS, thisstudy maybeabletogiveinformationtotheteachersregardingthestudents’ academic

performanceamidst thepandemicandmaybeabletoslowly accommodatethestudentswithasuitable
learningenvironment that will helpthemachieveconsistent andgoodschool performanceaswell asabetter
understandingof thediscussionandreceivefair guidanceaswell asfor futuregenerationsof students.

PARENTS, for parentstohaveevidence/informationastowhichlearningenvironment their childworksinbest,

howtheirchildperformsevenwiththechangesintheeducationsystem, andtowhateverusesthey maystudy
thisresearchfor.

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 THERESEARCHERS, theresearcherscanalsogainsignificanceinthisstudy startingwithconducting
thisresearchtopic. By wantingtoassimilatethisresearchtopicandfindresponsestotheir
questions, improveskills, strategy, andknowledgeinengagingotherresearchtopicsrelatedtothis
study.

FUTURERESEARCHERS, futureresearcherscanservethisstudy astheirguidancetoacquire

informationeither if it’srelatedtotheirstudy tobeconductedor not. It canalsobeutilizedasabase
or abuildingblocktohaveabiggerstudy.

SCHOOL/DISTRICTADMINISTRATORS, theresult of thisstudywill helptheschool/district

administratorstofindout methodstoimprovethecurriculumand/orhowtoaccommodatethe
teachersandstudentstotheir preferredlearningmodalityandenvironment.

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 Definitionof Terms

ScienceTechnology EngineeringAndMathematics(STEM)-isawidewordthat groupsvariousacademic

fieldstogether.
Coronavirusdisease(COVID-19) - isaninfectiousdiseasecausedby theSARS-CoV-2 virus.
AcademicPerformance-isthemeasurement of student achievement acrossvariousacademicsubjects.

General WeightedAverage-isusedtoevaluatestudents' overall scholasticstanding.

BlendedLearning-astyleof educationinwhichstudentslearnviaelectronicandonlinemediaaswell as
modularlearning.
Modular Learning- aformof distancelearningthat employstheuseof self-learningmodules.
Onlineclasses/learning-acoursethat isdeliveredovertheinternet.
Traditional Classes-learningspaceinwhichtheteacherprovidesface-to-faceinstructiontostudentsand
communicationbetweenandamongteacherandstudentsisfacetoface.
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 ChapterII
RelatedStudies
Reviewof RelatedLiterature

Accordingto(Hodgeset al. 2020) theabrupt switchtofully onlinelearninghasbeenparticularly

stressful for manyinstructorsandstudentswhoprefer in-personinstruction. Onlinelearningisoften
stigmatizedasaweaker optionthat providesalowerqualityeducationthanin-personface-to-face
learning, Madelainest.Amour,(2021).

Asstatedinasurveyconductedby OneClass, aneducationtechnologycompanythat givesvirtual

accesstostudy materials, manycollegestudentsclaimthat theCOVID-19pandemichashadanegative
impact ontheir academicperformance. Thepoll receivedresponsesfromstudentsfrom232colleges,
bothpublicandprivate.

Americanuniversitiesrevealedthat asmanyas70% of therespondentsmostlyor completelyprefer face-to-

facelearningenvironments

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 Studentsthat usedthemodularlearningtechniqueimprovedtheir academicperformance
dramatically. It alsoshowsthat studentswhoadoptedthemodularlearningstrategy improvedtheir
academicperformanceinmanylearningareassuchasMathematics, Science, andEnglish, Eunicel
B.,(2021). Learnersthat alsoparticipateinmodulardistancelearningdosoat their ownspeed, intheir
ownway, andintheirowntimeutilizingself-study modules(SLMs).

Accordingtothearticle‘AShift fromClassroomtoDistanceLearning: Advantagesand

Limitations’.Advantagesof DistanceLearninginclude; Timeorganization, studentsmaystudy anytimeand
anywhereandfit it intotheirschedule. Disadvantagesincludehighchancesof distractionwhichmaylead
toprocrastination, complicatedtechnology, andlittletonosocial interactionwithfellowstudentsand
instructors, Sadeghi,(2019).

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 CHAPTER3
METHODOLOGYANDPROCEDURE

TheResearchDesign
Aquasi-experimental researchdesignwaschosenfor thisstudy

ResearchRespondents
Thestudy'sonlinerespondentswere55studentsof MisamisOriental General
ComprehensiveHighSchool (MOGCHS)Grade12 STEMduringtheschool year2021-2022.
ResearchInstrument
Theresearchersconductedasurvey questionnairebasedonthetopic: TheEffect of ChangeintheNew
EducationSystemof MisamisOriental General ComprehensiveHighSchool Grade12STEMStudents’
AcademicPerformance. Theresearchersusedtwoadditional researchinstruments, thesecondof which
isconcernedwiththerespondents' GWAontheirreport cards.
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 DataGatheringProcedure
Inthisstudy, theresearchersusedcheckboxesinthesurvey questionnairetospecify thelevel of agreement of the
respondent tothestatement, averagegradesof therespondentsfromgrades10,11, and1st semesterof 12thgradeare
alsoincludedinthedatagathering.

StatisticalTreatment
Tointerpret thedataeffectively, theresearcherwill employthefollowingstatistical treatment. Frequency
count andpercentagewereusedtodeterminethenumberof respondents.

DataAnalysis
TheresearcherusedTabularDatatodeterminetheeffect of theneweducationsystemtowardstheiracademic
performance. Frequency andpercentageareusedinthisstudy.

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 CHAPTERIV
Presentation, Analysis, andInterpretationof
Data

Dataispresented, evaluated, andinterpretedinthischapter. Tablesarealsoprovided

tosupport theimportant pointsonthepresentation, analysis, andinterpretationasthey
arepresentedintheresearchquestions.

Thefollowingtableshowssimilardatabut isseparatedintodifferent gradelevels.

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 Problem 1. To determine the number of students with reference to their General Weighted Average (GWA) during
grade levels 10, 11, and 12;

Table 1. Frequency and Percentage of students’ GWA from grade 10

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 In table 1, it shows that most of the students got a GWA of 1.8 or 89.00-90.00
in 10th grade which comprises 24.9% of the respondents followed by 12
students who got a GWA of 1.4 or 94.00-95.00 which is 23% of the students.
Table 1.1: Frequency and Percentage of students’ GWA from grade 11 (1st semester)
GENERAL WEIGHTED AVERAGE FREQUENCY PERCENTAGE(%)
(GWA)
— —
1.0 / 99.00-100

1.1 / 97.75-98.75 1 1.9

— —
1.2 / 96.50-97.50
1.3 / 95.25-96.25 1 1.9
1.4 / 94.00-95.00 7 13.5

1.5 / 92.75-93.75 8 15.4

1.6 / 91.50-92.50 4 7.7
1.7 / 90,.25-91.25 6 11.5
1.8 / 89.00-90.00 10 19.2
1.9 / 87.75-88.75 4 7.7
2.0 / 86.50-87.50 3 5.8
2.1 / 85.25-86.25 1 1.9
2.2/84.00-85.00 1 1.9
— —
2.3/82.75-83-75
2.4/81.50-82.50 1 1.9
— —
2.5/80.25-81.25
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 Intable1.1, it showsthesameresultswithmost of thestudentsgettingaGWAof 1.8or 89.00-
90.00in11thgradewherethechangeintheeducation systemstartedcausedby theboomingof
casesfromtheCOVID-19pandemic.
Table 1.2: Frequency and Percentage of students’ GWA from grade 11 (2nd semester)
GENERAL WEIGHTED AVERAGE (GWA) FREQUENCY PERCENTAGE(%)

1.0 / 99.00-100 — —

1.1 / 97.75-98.75 — —

1.2 / 96.50-97.50 1 1.9

1.3 / 95.25-96.25 3 5.8
1.4 / 94.00-95.00 12 23
1.5 / 92.75-93.75 6 11.5
1.6 / 91.50-92.50 — —

1.7 / 90.25-91.25 2 3.8

1.8 / 89.00-90.00 10 19.2
1.9 / 87.75-88.75 4 7.7
2.0 / 86.50-87.50 1 1.9
2.1 / 85.25-86.25 1 1.9
2.2/84.00-85.00 5 9.6
2.3/82.75-83-75 — —

2.4/81.50-82.50 1 1.9
2.5/80.25-81.25 1 1.9
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 Table 1.3: Frequency and Percentage of students’ GWA from grade 12 (1st semester)

GENERAL WEIGHTED FREQUENCY PERCENTAGE(%)

AVERAGE (GWA)
— —
1.0 / 99.00-100
— —
1.1 / 97.75-98.75
— —
1.2 / 96.50-97.50
— —
1.3 / 95.25-96.25
1.4 / 94.00-95.00 3 5.8
1.5 / 92.75-93.75 7 13.5
1.6 / 91.50-92.50 9 17.2
1.7 / 90,.25-91.25 7 13.5
1.8 / 89.00-90.00 7 13.5
1.9 / 87.75-88.75 3 5.8
2.0 / 86.50-87.50 2 3.8
— —
2.1 / 85.25-86.25
2.2/84.00-85.00 4 7.7
2.3/82.75-83-75 1 1.9
2.4/81.50-82.50 1 1.9
— —
2.5/80.25-81.25
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 Problem2. Whichlearningmodality dotheGrade12STEM Graph2: showswhat modalitythe
studentsof MOGCHSprefer inusingfor efficient learning? studentsusedin12thgrade.

Graph1: showswhat modalitythe

studentsusedin11thgrade
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 Graph3: showswhat modality thestudentsprefer Graph4: showswhat modality givesthestudents’
touse. better gradesbasedontheir General Weighted
Average(GWA).

Problem3. Basedonthestudents’ GWA. Whichlearning

modality givesthembetter gradesover all?
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 ChapterV
Summary, Conclusions, and
Summary Recommendations

Theresultsof thedataanalysiswereasfollows:
● Theresearchersconductedasurvey questionnaireusingGoogleformswiththegrade12
STEMstudentsof MisamisOriental General ComprehensiveHighSchool asthetarget
respondents.
● Out of the55respondents, themajorityof thestudentsgot aGeneral WeightedAverage(GWA) of 1.8
or 89.00-90.00duringtheir 10thandthe1st semesterof their 11thgrade.
● Thestudents’ gradesintheir2ndsemesterof 11thgradeshowsthat themajorityof themgot ahigherGWAof
1.4or 94.00-95.00andthemajorityof themgot aGWAof 1.6or91.50-92.50inthefirst semesterof 12thgrade.

● Most of thestudentsansweredBlendedLearningaswhat modalitywasbeingusedduring11thand12thgrade.

Whilethegraphshowsthat themajorityof themchoseTraditional Face-to-Faceclassesastheir preferred
modalityandwhat modalitygivesthembettergrades.

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 Conclusions
Thissectionincludestheconclusion of thestudy:

Theresearchersconcludedthat theseresultscorrespond tothechangesinthestudent’slearningsystemandenvironment.

1.)Inthegraphthat wasgatheredthroughgoogleformsshowsthat 57.7% of studentsinMOGCHSgrade12

STEMprefer tousetraditional face-to-faceclassesastheirlearningmodality.
2.)Theresearchersconcludedthat therewasashift inthestudents’ academicperformanceby theirused
learningmodality, if factorsof it wereincludedandstudiedusingthegivendatathat wasgathered,
resultswouldbeaccuratelyproven.
3.)Basedontheresultsthat theresearchershavegathered, agreat percentageof it indicatesthat
studentshaveshownbetteracademicperformanceusingblendedlearningduringtheir2nd
semesterof 11thgradewhilst they chosetraditional face-to-faceclassesasthepreferred
modality. Thisresult maysuggest thestudents’ preferredlearningenvironment but withabetter
learningsystem.
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 Recommendations

Basedonthestudy'sfindings, theresearcherscameupwiththefollowingrecommendationsfor theSenior

HighSchool'sadministrationtoconsider:

● Futureresearchersshouldbroadenthestudy'starget groupif they plantoutilizethis

studyasafoundationfor theirownresearch.

• Teachers/School Administratorsshouldfindout methodstoimprovethecurriculum

and/orhowtoaccommodatethestudentstotheirpreferredlearningmodality and
environment.

● Broaderresearchonthestudyissuggested.
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