RESEARCH Group 4 1

Panorama Montessori School, Inc.
National Hi-way, Canlalay, City of Biñan, Laguna

Telefax: (049) 511-72-92
The Readiness of PMSI Students towards Face-to-face Classes
from 2 years of Virtual Classes
GROUP 4:
Antonio, Caitlyn Lujile T.
Bartolome, Mark Joseph D.
Cabrera, Janine Sophia M.
Lacorum, Veronica Grace Q.
Villamin, Maria Exekiel C.
Submitted to:
Ms. Pauline Terrano
April 2022
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CHAPTER 1: THE PROBLEM AND ITS BACKGROUND
I. Introduction.............................................................................................5
II. Statement of the Problem.........................................................................6
III. Objectives...............................................................................................6
IV. Conceptual Framework............................................................................7
V. Theoretical Framework............................................................................8
VI. Scope and Delimitations...........................................................................9
VII. Significance of the Study...........................................................................9
VIII. Definition of Terms..................................................................................10
CHAPTER 2: REVIEW OF RELATED LITERATURE
I. Foreign studies
a.) JAPAN..........................................................................................................11
b.) DENMARK..................................................................................................11
c.) INDONESIA................................................................................................12
d.) UNITED STATES.........................................................................................12
e.) ISRAEL........................................................................................................13
f.) UNITED KINGDOM....................................................................................13
g.) ETHIOPIA ……….......................................................................................14
h.) INDIA…………...........................................................................................14
i.) THAILAND…………...................................................................................15
j.) SOUTH KOREA...........................................................................................15
k.) PAKISTAN…………..................................................................................16 2
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I. Local studies
a.) Safety Precautions for face-to-face classes.....................................................17
b.) Dep-Ed and DOH assure safe pilot run for face-to-face classes……………..17
c.) Preparing for face-to-face classes...................................................................18
d.) Well-planned school health protocols..............................................................18
e.) Vaccination in returning to face-to-face classes.................................................19
f.) DepEd allowing more schools to reopen...........................................................19
g.) Schools are ready to join for face-to-face classes.............................................19
h.) Hygiene kits are a must for school protocols.....................................................20
CHAPTER 3: RESEARCH AND METHODOLOGY
I. Population and Locale......................................................................................21
II. Sample and Sampling Method.........................................................................22
III. Research Instrument.......................................................................................21
IV. Data Gathering Procedure..............................................................................22
V. Statistical Treatment.......................................................................................23
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CHAPTER 4: PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
I. Presentation..............................................................................................23
II. Analysis..................................................................................................25
III. Interpretation of Data.............................................................................25
CHAPTER 5: SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION
I. Summary of Findings.................................................................................29
II. Conclusion...............................................................................................30
III. Recommendation....................................................................................31
REFERENCES..........................................................................................32
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CHAPTER 1: THE PROBLEM AND ITS BACKGROUND
I. INTRODUCTION
Virtual classes were utilized by students and teachers for the previous two academic school years.
Ever since the surge of the pandemic COVID-19, students and teachers have had to cope with online
classes. All schools around the world have instituted online classes, because of the pandemic. However,
now that the world is returning to normal again, most universities and schools in the Philippines have
reopened again for face-to-face classes. Some schools that require face-to-face classes have health
protocols and guidelines that students and teachers need to follow accordingly.
According to the Inter-Agency Task Force for the management of Emerging Infectious Diseases
(IATF, 2022). Students, teachers, and teaching personnel should be vaccinated against covid. As stated
by them, face-to-face classes are still prohibited if a person has not been vaccinated or has received less
than the recommended dose. In accordance with the Department of Health (DOH) Schools must be
located in areas under alert levels 1 and 2 based on the periodic risk assessment.
Readiness of the PMSI students towards face-to-face classes is crucial so that students will have no
trouble concerning their academics. According to the United Nations International Children's
Emergency Fund Thailand (UNICEF, 2020). Many students would rather study at school than at home
because it allows them to socialize with their classmates and teachers. Learning from home via online
platforms presents some difficulties, making them feel like they are falling behind in their education.
However, several matters need to be assessed since shifting to face-to-face classes would be an
immense change for the people inside the school facilities. Students and educators must adjust to their
current setting, even if some of them have gotten used to virtual classes. As stated by Secretary
Briones, face-to-face classes will be implemented by the Department of Education, with safety
precautions in place. (DepEd, 2021 as cited in Manila Times, 2021). Attending school at this time
involves adjusting to several precautionary measures because of the new normal (UNICEF Thailand,
2020).
This research aims to discuss the students' preparation or readiness for face-to-face classes,
particularly the students here at PMSI. Its main objective is to evaluate PMSI students on how they’re
anticipated and ready for face-to-face classes in our school.
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II. STATEMENT OF THE PROBLEM
This study aims to evaluate the readiness of the Junior High School Students of Panorama Montessori
School Inc. for face-to-face classes after 2 years of virtual classes. To obtain all the essential knowledge, data,
and information, the research sought to answer the crucial questions as follows:
1. What is the profile of the respondents in terms of:

a. Age
b. Gender
c. Grade level
2. What are the academic struggles faced by students in preparing for face-to-face classes?
3. What adjustments will the students make in face-to-face learning after two years of online learning?
4. How will the students guarantee their safety from COVID-19 in terms of the people with whom they
may come into contact?
III. OBJECTIVES
The study entitled, “The Readiness of PMSI Students towards Face-to-Face Classes from 2 years of
Virtual Classes” aims:
1. To find out the changes that would occur upon returning to face-to-face classes.
2. To discover how students will ensure their safety when face-to-face learning returns.
3. To know if students are prepared to participate in such activities in face-to-face learning
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IV. CONCEPTUAL FRAMEWORK
Face-to-face classes is the traditional type of learning instruction done by students and teachers before the
pandemic, COVID-19. In this study, researchers discussed the readiness of junior high school students at
Panorama Montessori School Inc. for face-to-face classes. This research’s main objective is to deliberate the
readiness of junior high school students. In addition, the safety measurements needed to be followed before
conducting face-to-face classes. In accordance with Sarmiento et al. 2020, school health protocols for
conducting face-to-face classes must be planned carefully, following national and international guidelines to
ensure that students will be safe or at least mitigate the effects of COVID-19. After all, students’ lives matter
as much as education does to them. It is the responsibility of every government to ensure its fulfillment.
Assumption of the study
1.) The students’ preparation for face-to-face classes after two years of virtual learning.
2.) The degree of struggles faced by students once face-to-face classes resume.
3.) The safety measurements needed to be followed by students in the midst of the pandemic.
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V. THEORETICAL FRAMEWORK
This study is supported by the theory of learning based heavily on behavior (Pavlov,1900) According
to him, learning occurs through the process of classical conditioning. In other words, isolated learning can
distract us from many things, whereas face-to-face classes allow us to focus more clearly. We need to make
adjustments to our behaviors or routines in order to survive face-to-face learning again. Because we've been
too caught up in our routines over the past two years of virtual learning. Students were still wearing their
sleeping clothes, had unkempt hair, and had drowsy expressions when they woke up minutes before class.
This is why, when face-to-face classes resume next school year, these habits must be corrected. According to
a theory (Maslow, 1943), safety is one of our basic evolutionary needs. Most of our decisions and actions
should be based on sustaining or improving our circumstances. That implies, just like in the upcoming
face-to-face learning, every decision we take must still be dependent on our safety. Before attending a
face-to-face class, we must guarantee that we are ready, and being vaccinated is one of the most crucial
matters we can do to secure our safety during the approaching face-to-face learning. The theoretical
underpinning of (Tinto's, 2017) theory of student motivation and perseverance is rethought to apply to
academic staff, taking into account their self-efficacy beliefs, sense of belonging, and views of career
significance in terms of motivation and adaptation to a new setting. Tinto asserted that self-efficacy beliefs, a
sense of belonging, and a perspective of professional significance all work together to generate academic
motivation and adaptability. Aspects were similar to students' difficulties due to the new normal in adapting to
a new setup, adjustments, and learning of students in an unfamiliar environment classroom impacted
self-efficacy. It can also affect the student's sense of belonging because of the mental and physical readiness
of the students, as well as the unfavorable working environments due to the new precautionary measures.
This is why this theoretical framework was developed in order to prepare and assess the students' readiness,
specifically at PMSI.
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VI. SCOPE AND DELIMITATIONS
This study was conducted to find out the student’s responses toward their readiness for face-to-face
classes. Also, the study aims to know what are the adaptations and changes which will occur to the students.
The respondents of the study are limited only to Junior High School students of Panorama Montessori School
Inc. during the academic year 2021-2022. The researchers will conduct a survey to the participants to gather
data and each respondent is given the same questionnaires to answer.
VII. SIGNIFICANCE OF THE STUDY
This study serves as a resource for the readiness of the PMSI students towards face-to-face classes.
Through this research, students will be able to have more knowledge when schools reopen next school year.
Benefiting the study are the various sectors as follows:
Students
The findings of this study may help the students of Panorama Montessori School to prepare for the
upcoming face-to-face class. It will also help them be oriented to the new setup of education and have no
feelings of uncertainty, confusion, or anxiety when moving to a new setup, therefore, helping them to easily
adapt to their new surroundings.
Teachers
The study’s findings would aid teachers in gaining a better understanding of the situation to assist students
at their school. It will inform the teacher of the cultural shock the students will encounter due to the new
education system.
Parents
These findings may guide parents in ensuring the safety of their children. It benefits them to be informed
about the guidelines and preparations for reopening the school amidst the pandemic and allowing face-to-face
classes once again.
Future researchers
This study will be very beneficial to future researchers since it might serve as a guide for them to collect
data and information. It could be helpful to them in terms of broadening their knowledge by presenting new
concepts or ideas on a similar topic they have.
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VIII. DEFINITION OF TERMS
1. Readiness refers to the state of being mentally, physically, and spiritually prepared for a task.
2. Face-to-face classes refer to both students' and teachers' physical interaction, teaching, and learning.
This is also where textbooks and classrooms are used by pupils. Since then, face-to-face classes have
always been the standard method of teaching.
3. Teaching Personnel refers to the staff of the school, specifically the teachers. The teaching personnel
are the ones who provide knowledge and guidance to the students. They mostly do the teaching to the
students, hence the name “teaching personnel”.
4. Virtual classes refer to an online teaching and learning environment where teachers and students can
present course materials, engage and interact with other members of the virtual class, and work in
groups together.
5. Precautionary measures refer to the preventive measure an individual must execute amidst the
Covid19 pandemic. Precautionary measures in these probes are wearing masks, cleaning your hands,
maintaining a safe distance, having temperature checks, and getting vaccinated.
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CHAPTER 2: REVIEW OF RELATED LITERATURE
I. FOREIGN STUDIES
JAPAN
According to a report published in BMC Public Health (2021), the majority of Japan's temporarily closed
schools had reopened as of June 1, 2020. Face-to-face meetings are being done with safety considerations in
mind. Because the virus is still changing, this has produced dread among pupils, particularly among teachers.
However, in order to reduce COVID-19 infections, there are some constraints on school education. Students
must take a leave of absence from school until they are totally cured if students in their class become infected.
This does not, however, alleviate the teachers' fear about infection and educational anxiety. According to the
BMC Public Health (2021), in Japan, teachers hold one-hour face-to-face classes for 30-40 pupils many times
a day. And the chance of infection is great, which could explain, among other things, the high degree of
concern.
DENMARK
As stated by Coughlan (2020), Some of Denmark's schools have already opened their doors. The majority
of their schools are structured so that students can attend their school. In Denmark, primary school students
were the first to return. There are no face masks either for pupils or teachers. But according to Lange (2020),
this lack of personal protection hasn't been an issue because medical advice has focused on the strategy of
keeping pupils distanced in isolated groups and a strong emphasis on hygiene. She claims that teachers with
health concerns or who have family members who may be at risk can teach online from home. According to
Jansen (2020), each classroom has 10 students. Although it is an international school, all schools are required
to follow the health recommendations of their respective countries. She claims that there is an effective
technique with constant hand washing and minimal contact with any other group.
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INDONESIA
According to (UNICEF and WHO, Jakarta, Indonesia, 2021), over 60 million students in Indonesia were
affected by nationwide school closures in March 2020. Since then, 39 % of schools have reopened for limited
face-to-face learning. They plan to urge all schools in the country to safely reopen and resume face-to-face
learning for students as soon as possible. Given the transmissibility of vaccines, public health measures in all
settings, including schools, are essential for decreasing community transmission. Even in places where
COVID-19 is prevalent. (WHO, 2021) recommends that schools reopen safely by implementing steps to
reduce virus transmission, with a safe protocol, schools can be a safe environment for students. They
determined what kind of preparation pupils should do throughout their schooling. Students must consider
how to implement the necessary public health measures, such as social distancing. Since schools around the
country have reopened for face-to-face learning, a comprehensive recovery approach for pupils should be
settled to reduce the negative effects of long-term school closures on students' learning (Paranietharan, 2021).
According to Nugruho (2021), face-to-face learning during a pandemic must be different from the
pre-pandemic condition. In the middle of the pandemic, the class must only cover 1/3 or 1/2 of the students'
total. Therefore, schools should be ready to prepare for it. Regarding the vaccine, it is precise that the
government has made a plot on setting priorities for people to be vaccinated. As stated by Juwono S. (2021),
the implementation of face-to-face learning could be done step by step. In the first two months (July-August),
the implementation might still be on shifts or mixed learning online and face-to-face. Not to mention health
protocols, before coming to class, students should wash their hands and require them to implement other
health protocols. Besides, before this face-to-face learning is implemented, the Education Department should
inspect and monitor schools and their roles.
UNITED STATES
Felter and Maizland (2021) have found out that children across the nation are heading back to school, a
time of the year that can bring a variety of emotions, from excitement to anxiety. However, this school year
has an extra layer of uncertainty amid the continuing COVID-19 pandemic, so it’s important to take
precautions to fight the spread of the disease in the classroom. “Getting the COVID-19 vaccine and wearing a
face mask are two most important strategies to decrease the spread of COVID-19 in schools and to keep
children safely learning in person,” says JHCC pediatrician Kate Connor, M.D M.S.P.H. (2021), JHCC
experts suggest calmly talking with children about what to expect when they return and pointing out the
precautions that will be in place to keep them safe.
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ISRAEL
As stated by Kershner and Belluck (2020), Israel, one of the first to do the reopening of schools,
demonstrates the dangers of moving impulsively. The Israeli government called the student population back
in late May 2020 in return to school— the government was confident that they had defeated the coronavirus
and was ready to restart a leveled economy. Though, within a few days after returning to face-to-face classes,
infections of COVID-19 were discovered at the Jerusalem high school, which rapidly increased the number of
diseases. The virus spread from the students' homes to surrounding schools and villages, infecting lots more
children, teachers, and families. According to Dr. Hagai Levine (2020), a professor of epidemiology at
Hebrew University, states, "There seems to be an illusion that the disease is gone if there are a low number of
cases, but this is a total misconception." He also mentioned that the reopening of school must be gradual and
have certain limitations. In general, gradually, shifting to face-to-face classes is crucial to earning a sense of
prevalence and normalcy amidst the pandemic (Journal of Public Health, 2021).
UNITED KINGDOM
According to Mary Burns, a technology and professional development specialist at Education

Development Center (2020), Online learning during the COVID-19 pandemic suffered under the weight of
such expectations and failed to live up to its considerable promise. She went on to say that the pandemic
brought to light the importance of technology in schooling. With nearly all of their students out of school,
over 90% of high-income countries and 60% of upper-middle-income countries resorted to online learning in
a pandemic. Many districts, according to Mary Burns (2020), have struggled to provide online instruction to
all students in real-time. COVID-19, she claimed, has disproportionately impacted the poorest areas, layering
one inequality on top of another. Students from low-income families are less likely to seek and receive
academic assistance, to engage in online learning, and utilize computers for critical thinking. According to
Mary Burns (2020), the burden for teaching and learning has been shifted into home environments, which
have not been able to support students learning online during this pandemic.
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ETHIOPIA
The Ethiopian government is preparing to reopen schools, and the Ministry of Higher Education (2020)
has issued guidelines that limit the number of students per classroom and dormitory, as well as face-to-face
class sessions. Teachers and parents are concerned about the safety of the students. According to the Ministry
of Education (2020), 90% of families wanted the school to reopen, but they need assurances about COVID-19
prevention measures. They supply thousands of schools with sanitation and safety materials, run an extensive
communication campaign to inform parents and students about available resources and re-opening
procedures, and set up an emergency helpdesk to report COVID-19 incidents to support the reopening of
schools in Ethiopia (World Bank, 2020).
INDIA
India is the second most impacted country globally, as of April 16, 2021, with a total of 13,358,805 cases
and 180,530 fatalities, with a case fatality rate of 1.3 percent (WHO, 2021). The State of Andhra Pradesh
reopened the schools in November, following a Standard Operating Procedure (SOP) released by the Ministry
of Health and Family Welfare, the Government of India in the voluntary reopening of schools for higher
classes (Government of India, 2020). Regardless of the strict implementation of precautionary measures,
around a cluster of 575 students and 829 teachers tested positive for COVID-19 after the school reopened.
However, due to the minor quantity of 0.1 percent of the total number of students enrolled in the state, that is
to say around 975 000, policymakers and administrators did not believe that such groups impart to
COVID-19 community transmission (DNA Web Team, 2020).
As stated by the National Institute of Health of India, three operational steps will aid in the
implementation of the same practice in any Indian school, making it conducive and safe for reopening of
face-to-face classes: 1) identify problems using the "Readiness Checklist." 2) acquire preliminary information
and advanced measures. 3) Establish corrective actions in place through supportive monitoring (NIH, 2021).
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THAILAND
Children may not be able to avoid the new normal of going to school during COVID-19 for long. They
noticed signs and information on COVID-19 wherever they went. To avoid large crowds, the students studied
while wearing masks, desks were moved farther apart, and morning activities were canceled. All procedures
were carried out by the safe school standards and teacher guides prepared by UNICEF, the Ministry of
Education, and the Ministry of Public Health, with cooperation from the Japanese government (UNICEF,
2020)
The struggles of students in physical activity amidst the pandemic of their education, certainly have an
effect on the children. According to the National Institutes of Health (2021), the frequency of adequate
moderate-to-vigorous PA (MVPA) varied from 19.0 percent to 27.6 percent among Thais under 6–17 years
old, with a notable reduction throughout the COVID-19 spread in 2020. During the pandemic, the average
daily MVPA varied from 46 to 57 minutes then declined to 36 minutes. Additionally, in accordance with
Dunton, Do, and Wang (2020), short-term changes in Little physical activity (PA) and excessive sedentary
behavior (SB) in response to COVID-19 may become permanently established, raising the risk of obesity,
diabetes, and cardiovascular disease in children (BMC Public Health, 2020).
SOUTH KOREA
According to the article by Smith (2021) "South Korean schools resume full in-person lessons," all schools
across the country resumed full-time in-person classes on Monday for the first time since South Korea began
battling its coronavirus outbreak in early 2020. South Korea's schools have seen various stages of shutdowns,
remote learning, and hybrid arrangements as the first country outside of China to encounter a severe epidemic
of the virus. South Korea has been able to prevent the spread of the virus without the major lockdowns seen
in other nations because of "widespread testing", detailed contact tracing, and tracking applications, but prior
efforts to completely open schools have been thwarted by new waves of cases.
The completely reopened schools are part of South Korea's "living with COVID-19" strategy, which was
established last month when the country met its vaccination goals. Overall, 78.8% of the population is fully
vaccinated, but only 12.8 percent of those aged 12 to 17 are fully vaccinated. "It is true that many issues
persist," Yoo Eun-Hye, the South Korean education minister, said during a visit to a Seoul primary school on
Monday (2021).
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The increase in serious cases needing hospitalization, which has hovered near record highs of more than
500, is particularly concerning for health officials. If the coronavirus situation warrants it, schools can return
to remote learning or other hybrid arrangements. Precautions like masks, dividers, and other barriers are still
in place. "As the number of new confirmed cases rises, we ask parents and family members to pay special
attention to preventative efforts," Yoo (2021) stated, adding that "the education ministry and education offices
will thoroughly verify prevention measures and will support areas in need."
PAKISTAN
According to the article of PTS (TheIndianExpress, 2021) "Several provinces in Pakistan reopen schools
after drop in Covid-19 cases", most provinces in Pakistan, including Punjab and Khyber Pakhtunkhwa,
reopened their educational institutions on Monday (June 7, 2021), after the country reported a drop in the
number of positive coronavirus cases. The National Command and Operation Center (NCOC, 2021), which
oversees the country's fight against Covid-19, had originally scheduled the reopening of educational
institutions for May 24, 2021, in all districts with a positive rate of less than 5%, but had postponed it until
June 7, 2021, for the rest of the country. "Educational institutions in Pakistan resumed on Monday," according
to an official statement, "since the country reported low incidences recently." According to the Express
Tribune, while Punjab has opened all of its educational schools, Sindh and Khyber Pakhtunkhwa have opened
schools for children in grades 9 and up. According to the report, Sindh has opted not to open the school for its
primary kids and has decided to wait a few more days for the pandemic to subside. The decision would be
reconsidered if the pandemic improves, according to Sindh's education minister, Saeed Ghani.
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I. LOCAL STUDIES
A.) Safety Precautions for face-to-face classes
According to the report of Sarmiento et al 2022, School reopening for face-to-face interactions must be
carefully planned to ensure the safety of students as well as teachers and school staff in a staged fashion. Last
11 December 2020, the World Health Organization (WHO) has published a checklist to support school
reopening and the preparation for the possible resurgence of COVID-19. WHO cited that ‘The checklist is
aligned with, and builds upon, existing COVID-19-related WHO guidelines and is structured around
protective measures related to 1) hand hygiene and respiratory etiquette; 2) physical distancing; 3) use of
masks in schools; 4) environmental cleaning In conclusion, school health protocols in conducting face-to-face
classes must be planned carefully following national and international guidelines to ensure that students will
be safe or at least mitigate the effects of COVID-19.
In accordance with Ordinario (2021) openings must also be accompanied by a vaccination program and
contact tracing measures to ensure that children, teachers, and non-teaching personnel are kept safe from
Covid-19, according to an economist from the De La Salle University (DLSU). DLSU School of Economics
Assistant Professor Paulynne C. said a school-based vaccination program and community transmission
monitoring system should be added to the health safety protocols in schools. Castillo added that with public
schools piloting face-to-face learning, the government should also promote vaccination and address vaccine
hesitancy in communities through the students and their families. She said the DepEd and the Department of
Health (DOH) should conduct information campaigns that encourage vaccine trust and confidence as well as
institutionalize policies to support those who participate in the vaccination programs.
B.) Dep-Ed and DOH assure safe pilot run for face-to-face classes
According to the Departments of Education (DepEd, 2021) and Department of Health (DOH, 2021). The
pilot implementation will be done among a maximum of 120 schools across the country that pass the School
Readiness Assessment by (DepEd) and their local governments. In accordance with Sec. Duque ( 2021), for
them to teach in face-to-face classrooms, teaching personnel should have been vaccinated. A combination of
face-to-face and online classes will be used in the pilot ( Sec. Briones, 2021). She also emphasized that the
learners' and teachers' health and safety, as well as ensuring that learning occurs and learning gaps are
addressed, are their top priority. Although vaccination is not required, unvaccinated teachers may use distance
or online courses to teach. This gives parents who are still afraid to send their children to school options (Sec.
Duque, 2021).
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According to GOV (2021), students in low-risk locations for the coronavirus began to return to limited
face-to-face sessions around the country after years of blended learning. Despite the pandemic's difficulties,
the Department of Education (DepEd, 2021), in collaboration with other government agencies and partners,
has made tremendous headway in reintroducing face-to-face education. To protect the safety of the students,
all teaching and non-teaching employees involved in the pilot were obliged to be vaccinated against
Covid-19. The participating schools were allowed to join after meeting the requirements set by the relevant
government authorities and getting correspondence from their local governments. As stated by The United
Children's Education Fund (UNICEF, 2021), they expressed support to the Philippine government in
welcoming children back to schools as it started its pilot of limited and voluntary in-person classes in
minimal-risk areas.
C.) Preparing for face-to-face classes
According to an interview with Education Undersecretary Nepomuceno Malaluan (2021), the department's
review, which led to the pilot phase of face-to-face lessons, was based on school readiness and a COVID-19
risk level assessment. Senator Sonny Angara's (2021) research predicted that additional schools will be added
in the next months, therefore they determined that adequate budgetary assistance for face-to-face classes be
provided to the Department of Education (DepEd). He also stated that they allowed greater flexibility in the
use of funds for both basic and higher education budgets.
D.) Well-planned school health protocols
Thorough planning in reopening schools to face-to-face classes is necessary to ensure the safety of
students and school staff, particularly in following social distancing. Accurate data provided by numerous
entities must support the planning and implementation of school health policies (Journal of Public Health,
2020). The World Health Organization (WHO,2020) has published a checklist to help school reopening and
preparation for the possible resurgence of COVID-19. They also stated that the following should be
monitored 1) the effectiveness of symptom reporting, monitoring, rapid testing, and tracing of suspected cases
2) the effects of policies and measures on educational objectives and learning outcomes 3) the effects of
policies and measures on the health and well-being of children, siblings, staff, parents, and other family
members 4) the trend in school dropouts after the restrictions are lifted 5) the number of children who drop
out. 6) Evaluation of the effect of remote instruction on learning outcomes (WHO, 2O21). The learnings from
this monitoring offer more changes to be implemented to continue, in terms of having the safest environment
for the children and staff.
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E.) Vaccination in returning to face-to-face classes
According to Education Secretary Briones (2022), vaccination for children is not mandatory. However,
vaccination is voluntary or optional since parents will be the ones to decide regarding the matter. She also
added that they recommend and encourage having vaccines to protect the children (Manila Bulletin, 2022).
As stated to DepEd Planning Service Director Masapol (2021), all school personnel involved in the pilot
face-to-face are required to be fully vaccinated. On the contrary, Secretary Briones declared that vaccination
for teachers is not mandatory (CNN Philippines News, 2021). In compliance with the Inter-Agency Task
Force, qualified employees who are still unvaccinated may not be dismissed only for this reason. They will,
however, be obliged to undertake RT-PCR testing daily at their own expense for on-site work. Given that,
antigen tests may resort if the RT-PCR test is unavailable (IATF, 2021).
F.) DepEd allowing more schools to reopen
According to the Department of Education (DepEd, 2022), regional directors have submitted a list of
schools nationwide that have passed the School Safety Assessment Tool (SSAT, 2022). The Department of
Education (DepEd, 2022) has yet to provide a list of the schools. But according to them, the face-to-face
session can begin as long as the schools' settings are in Alert Level 2. Schools may already include other
grade levels during the expansion phase based on their capacity. For the pilot run, only a few grade levels
were allowed. The first phase ran for a month in November and December of 2021, with 287 public and
private schools participating (DepEd, 2022).
G.) Schools are ready to join for face-to-face classes
According to the report of Mendoza (2022), MANILA, Philippines—The Department of Education

(DepEd) confirmed on Friday that 304 schools under alert level 2 are now ready to participate in the pilot
face-to-face seminars. In Mendoza's presentation at an online briefing, DepEd Assistant Secretary Malcolm
Garma stated that 123 of the total number are in Metro Manila, 106 in Region 3, 54 in Region IV-A, and 12 in
Region 2. These 304 institutions are among the 6,347 public schools that are now "ready" to be joined to the
limited face-to-face class expansion, according to Garma. There are 6,043 public schools in Alert Level 3
locations, out of a total of 6,347. However, according to Garma (2022), the aforementioned schools were
unable to continue. Under the DepEd-DOH (Department of Health) Joint Memorandum Circular 001 series of
2021, the Department of Education (DepEd) previously permitted the initiation of face-to-face sessions in
public and private schools in areas under alert levels one and two.
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Students who will be attending face-to-face sessions must also obtain their parents' written agreement,
according to the regulation. In face-to-face sessions, only vaccinated teachers are permitted, and vaccinated
students are preferred. 71 percent of DepEd teaching and non-teaching professionals, as well as 64 percent of
kids aged 12 to 17 without comorbidities, are now fully vaccinated against COVID-19, according to the
agency (INQUIRER, 2022).
According to the Department of Education (DepEd, 2022), a total of 6,145 public schools are ready for
the gradual expansion phase of restricted face-to-face classes As of February 22. The regions having the most
schools ready for in-person sessions, according to DepEd data, are Bicol (921), Zamboanga (845), and
Cordillera (732). Eastern Visayas, with 60 schools, and Western Visayas, with 78, have the fewest schools
prepared for face-to-face classes. As of March 2, 2022, a total of 4,315 institutions, including 4,239 public
and 76 private schools, have begun implementing in-person classes. There are around 47,000 public schools
and 12,000 private schools in the state, according to the Department of Education (DepEd, 2022).
H.) Hygiene kits are a must for school protocols
Apart from adhering to the school's rules, students must also contribute to keeping their campus
Covid-free. It is recommended that all students carry their own hygiene kits, which must include alcohol,
wipes, soap, and an additional face mask. These will aid in limiting the virus's transmission in school and at
home. However, bringing a hygiene kit and not using it is not the way to go. In some schools, parents agreed
to assist in disinfecting the students' tables and chairs after each lesson with the help of school employees.
Students should wash their hands frequently and avoid touching their eyes, nose, and mouth as much as
possible. Teachers can remind students to do this, but parents must supervise: As soon as students arrive
home, they should disinfect their phone, ID, purse, eyeglasses (if they wear them), and shoes or sneakers. It's
best to shower as soon as you get home from school. As a result, their family will be protected from possible
viral exposure (Borja, 2022).
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CHAPTER 3: RESEARCH AND METHODOLOGY
This chapter covers the method of research to be employed by the researcher in conducting the study which
includes population and locale, sample and sampling method, research instrument, data gathering procedure,
and lastly the statistical treatment.
I. POPULATION AND LOCALE
The respondents of this study are the students in Junior High School of Panorama Montessori School Inc.
In Junior High School, there are sixteen (16) students in grade 7, in grade 8, there are twenty-three (23)
students, in grade 9; there are twenty-six (26) students. Lastly, in grade 10, there are twenty-three (23)
students. The total number of Junior High School students is eighty-eight (88). For this study, the researchers
picked forty (40) students to be the respondents, ten (10) students in each grade level. The researchers
conducted a survey to determine what preparations the Junior High School students have for face-to-face
classes after 2 years of virtual learning.
II. SAMPLE AND SAMPLING METHOD
The researcher used quantitative methods and stratified sampling for the Junior High School of Panorama
Montessori School Inc. Stratified sampling is where the researcher involves dividing the population into
subpopulations (McCombes, 2022). In other words, it will select a population that will serve as a
representative of the entire population. It is the method used because the researcher divides the 40
respondents into 10 respondents at each grade level.
III. RESEARCH INSTRUMENT
According to the definition of survey research, the survey is the collection of information from a sample of
individuals through their responses to questions (Check & Schutt, 2012, p. 160) (NIH, 2015). The researchers
used the Likert scale survey to collect the data. The survey contained questions regarding the return of
face-to-face classes amidst the pandemic. These questions will help the researchers learn the readiness of the
PMSI junior high school students in face-to-face classes after the two years of virtual classes.
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IV. DATA GATHERING PROCEDURE
The researchers used a questionnaire survey validated by the subject teachers. The questionnaires are
collected on a Google Form by the researchers. Then, the Junior High School students of PMSI are requested
to fill out the created Google Form. The researchers asked the students to answer honestly, and the
researchers did their best to accommodate the participants' inquiries. After the participants answer the
questionnaire, the data for interpretation are collected and tallied by the researchers.
V. STATISTICAL TREATMENT
The researchers will interpret and analyze the gathered data from the respondents through the use of
Percentage Frequency Distribution. According to Paul J. Lavrakas, The frequency distribution is the basic
building block of statistical analytical methods and the first step in analyzing survey data. It helped
researchers organize and summarize the survey data in a tabular format, interpret the data, and detect outliers
(extreme values) in the survey data set. The formula is represented by:
𝐹
𝑃 = 𝑁
𝑥 100
Where:
P = Percentage (%)
F = Number of respondents who answered the given choices in the survey
N = Total number of respondents
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CHAPTER 4: PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
The data acquired, the results of the statistical analysis, and the interpretation of the findings are all
presented in this chapter. These are organized in graphs and tables in accordance with the sequence of the
specific research problem regarding the Readiness of PMSI Students towards Face-to-Face Classes from 2
years of Virtual Classes.
I. PRESENTATION
Preparing for face-to-face learning after two years of isolated study can be difficult for some
students and they may experience some problems in doing so. Just like when online learning was first
implemented because of a pandemic, there are adjustments that students and teachers need to make,
academic struggles, and being mentally unstable because of the sudden isolated learning. After two
years of virtual learning, we prepared eleven (11) questions for forty (40) junior high school students
of Panorama Montessori School Inc. to answer honestly about their readiness for face-to-face classes.
The researchers chose ten (10) from each grade level to participate in our survey. This includes their
age, grade level, and gender. The poll was conducted using statement questionnaires. The questions
cover the need to modify behavior, academic problems, and potential dangers and safety concerns for
the students.
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I. ANALYSIS AND INTERPRETATION OF DATA
The following are the results of a survey of 40 male and female students of Panorama Montessori
School Inc. from grades 7, 8, 9, and 10. See the tables below for an explanation of each percentage
number computed from the survey questions.
Legend:
TNR: Total Number of Respondents
Question No. Strongly Agree Neutral Disagree Strongly TNR

Agree Disagree
1 7 18 15 0 0 40
2 30 6 4 0 0 40
3 11 22 7 0 0 40
4 4 14 16 6 0
40
5 23 8 9 0 0
40
6 18 12 9 1 0
40
7 8 18 14 0 0 40
8 3 11 18 8 0 40
9 23 15 2 0 0 40
10 11 19 10 0 0 40
11 16 20 4 0 0 40
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These tables show the overall percentage value of the forty (40) respondents about their readiness for
face-to-face classes after two (2) years of virtual classes.
Table 1. Respondents
Problem # 1: What are the academic struggles faced by students in preparing for face-to-face classes?
Questions Strongly Agree Neutral Disagree Strongly TNR

Agree Disagree
1. After two years of

virtual education, I am
ready to work on my 17.5% 45% 37.5% 0% 0% 40
learning gaps when
face-to-face classes
resume.
8. I can still communicate

to a large group of people 7.5% 27.5% 45% 20% 0% 40
after two years of isolated
learning.
Table 1 shows the result regarding our statement of the problem: ‘What are the academic struggles faced
by students in preparing for face-to-face classes?’ In response to question 1, the majority of students agree
to work on their learning gaps, with (45%) agreeing to do so, (37.5%) of students are still neutral or
undecided, and (17.5%) strongly agree or they are completely prepared to work on their learning gaps. In
response to question 8, the majority of students chose neutral with the result of (45%). That is, they are still
unsure if they can interact effectively with a huge group of people. With (27.5%) agreeing, (20%)
disagreeing, and (7.5%) strongly agreeing. After two years of isolated learning, we can notice that many
pupils are still not ready or unable to communicate with a large group of individuals. However, there are still
students who are prepared and capable of communicating with a large group.
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Problem # 2: What adjustments will the students make in face-to-face learning after two years of online
learning?

Agree Disagree
4. It will be challenging for me to

get up and prepare for school 10% 35% 40% 15% 0% 40
early in the morning.
6. I'm willing to participate in

face-to-face learning with a mix 45% 30% 22.5% 2.5% 0% 40
of online learning when needed.
7. I will be able to follow a rigid

schedule every school day once 20% 45% 35% 0% 0% 40
face-to-face classes resume.
Table 2 shows the result regarding our statement of the problem: ‘What adjustments will the students
make in face-to-face learning after two years of online learning?’ In question 4, the neutral received the
most votes, with (40%) of the students voting for it. According to the results, (35%) are agreeing and (10%)
are strongly agreeing that it will be challenging for them to get ready in the morning. But there are (15%) that
disagree. In question 6, with (45%) of responders that strongly agree, this received the most votes, (30%) of
the students agree, (22.5%) who voted for neutral, and (2.5%) of students voted for disagree. In conclusion,
the majority of the students are willing to participate in face-to-face learning with a mix of online learning
when needed. The highest vote in question 7 are the students who voted agree with the result of (45%) votes.
Next is the students who strongly agree with the result of the (20%) vote. And (35%) of students voted for
neutrality or they are still undecided if they will be able to follow a rigid schedule every school day once
face-to-face classes resume.
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Problem #3: How will the students guarantee their safety from COVID-19 in terms of the people with
whom they may come into contact?

Agree Disagree
2. I am willing to be fully
vaccinated for the safety of the 75% 15% 10% 0% 0% 40
majority in a face-to-face class.
3.When incidents of COVID-19

arise, I will not be attending any 27.5% 55% 17.5% 0% 0% 40
face-to-face classes.
5.I am willing to keep a social

distance and wear a face mask 57.5% 20% 22.5% 0% 0% 40
for the upcoming face-to-face
classes.
9. I will bring extra hygiene kits

on a daily basis (like alcohol, 57.5% 37.5% 5% 0% 0% 40
masks, hand soap, etc.)
10. I will immediately go home

after face-to-face classes to 27.5% 47.5% 25% 0% 0% 40
prevent possible exposure to
COVID-19.
11. I am knowledgeable of the

risks I might get while attending 40% 50% 10% 0% 0% 40
face-to-face classes.
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Table 3 shows the result regarding our statement of the problem: ‘How will the students guarantee their
safety from COVID-19 in terms of the people with whom they may come into contact?‘ In question 2,
students who voted strongly agreed received the largest vote of (75%), followed by students who agreed with
(15%) votes, and (10%) for the neutral. In conclusion, many students are willing to be fully vaccinated for the
safety of others. In question 3, the majority of the students agreed, with the result of (55%, then 27.5% of
students who strongly agree that they will not be attending any face-to-face classes when incidents of the
virus arise again. 17.5% of students voted neutral. In question 5, many students 57.5% strongly agreed and
this got the highest vote. There are 20% of students who agree that they are willing to keep their distance and
wear a face mask but surprisingly there are 22.5% of students who chose neutral. In question 9, the majority
of students (57.5%) strongly agree that they will bring extra hygiene kits on a daily basis. There are (37.5%)
of students who just agree and (5%) of students who chose neutral. In question 10, most of the students
(47.5%) agree and (27.5%) of students strongly agree that they will immediately go home after classes to
prevent possible exposure to the virus. Again, there are (25%) who chose neutral, perhaps because they still
have other things to do after school. In question 11, (50%) of students agree and (40%) of students strongly
agree that they are knowledgeable of the risks they might get while attending face-to-face classes. But (10%)
of students are neutral or still unsure.
CHAPTER 5: SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION
I. SUMMARY OF FINDINGS
This research aimed to discuss the readiness of junior high school students for face-to-face classes after two
years of virtual learning. Junior high school students were asked to answer a survey made by the researchers
to allocate data on their preparation for face-to-face classes. The data was analyzed, and the following
questions were constructed in response to the specific questionnaires provided by the researchers in the
statement of the problem.
A.) The academic struggles faced by the students in preparation for face-to-face classes.
The data collected indicated that the majority of PMSI junior high school students were ready to work on
their learning gaps. Despite that, the least amount of data collected from the PMSI junior high school students
appeared neutral about their readiness to work on their learning gaps. On the other hand, after two years of
isolated learning, most of the PMSI students were impartial in communicating with a large group of
individuals.
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B.) Face-to-face learning adjustments that students will make after two years of online learning.
Findings revealed that junior high school students from PMSI are partially ready for face-to-face learning
adjustments that will be made after two years of online learning. (40%) of students were neutral about the
adjustments needed for face-to-face classes, which led to having the most votes. In addition, most junior high
school students from PMSI were impartial and undecided about adjusting to face-to-face classes.
C.) The students ensure their safety from COVID-19 in terms of the people with whom they may come
into contact.
Findings revealed that most of the Junior High schools of PMSI are willing to be fully vaccinated for their
safety for the upcoming face-to-face class, which has the highest total of votes (75%). To sum it up, Junior
High School students of PMSI were willing to guarantee their safety when face-to-face classes resumed. Most
of the questionnaires regarding how Junior High School students of PMSI will ensure their safety don't have a
disagreement vote, indicating that most of them are willing to participate and make adjustments for their
safety in the upcoming face-to-face learning.
I. CONCLUSION
Understanding the student's readiness would help the school and the nation know how the students would
perform in face-to-face classes. After all, being ready implies that you have the necessary abilities to manage
anything that comes next and learn from and contribute to what occurs. Researchers have collected numbers
of related literature to have more knowledge about the student's readiness— through that, the researchers
have found out that safety measures, adjustments, and academic struggles, are the primary matters that
students and school personnel would encounter. On the other hand, the researchers have surveyed 40
respondents in the PMSI junior high school students, grades 7, 8, 9, and 10 have an equal amount of
respondents.
Early preparation of students, teachers, and school administrators for face-to-face classes is one of the
approaches the researchers think might solve the problem. It's vital to be physically, emotionally, and
mentally prepared to return to school with learning adjustments, safety measures to comply with, and possible
academic challenges. Since the outbreak of the pandemic, students and teachers have used virtual learning for
two academic years. Due to the fact that schools and colleges are reopening in the midst of the outbreak, all
students and teachers must acknowledge their readiness and should begin preparing for face-to-face lessons
as soon as possible.
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II. RECOMMENDATION
The following suggestions have been made based on the study's findings:
1. The parents need prodding to give their children hygiene kits containing alcohol, hand soap, extra
masks, and many more that could protect their children from harm against COVID19.
2. School personnel and students must work together to establish a secure school environment and
maintain a healthy state.
3. Students should focus on possible academic struggles and be aware of the learning adjustments that
will be necessary once face-to-face classes resume.
IV. DEDICATION
The researchers would want to dedicate this research to students who are preparing for the upcoming
face-to-face class. Hopefully, this study will aid students in determining the readiness of PMSI students for
face-to-face classes after 2 years of Virtual Classes.
Also, thank you, Ms. Pauline Terrano and Sir. Russel Araniego for helping us with this research. We won't
be able to accomplish this without your help. Thank you so much for your assistance and suggestions. Thank
you to everyone in this group. Last but not least, God. Thank you for granting us the courage, strength, and
guidance we needed to conduct this research.
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Panorama Montessori School, Inc.

National Hi-way, Canlalay, City of Biñan, Laguna

The Readiness of PMSI Students towards Face-to-face Classes

from 2 years of Virtual Classes

Antonio, Caitlyn Lujile T.

Bartolome, Mark Joseph D.

Cabrera, Janine Sophia M.

Lacorum, Veronica Grace Q.

Villamin, Maria Exekiel C.

Ms. Pauline Terrano

CHAPTER 1: THE PROBLEM AND ITS BACKGROUND

II. Statement of the Problem.........................................................................6

IV. Conceptual Framework............................................................................7

VI. Scope and Delimitations...........................................................................9

VII. Significance of the Study...........................................................................9

VIII. Definition of Terms..................................................................................10

CHAPTER 2: REVIEW OF RELATED LITERATURE

d.) UNITED STATES.........................................................................................12

f.) UNITED KINGDOM....................................................................................13

g.) ETHIOPIA ……….......................................................................................14

j.) SOUTH KOREA...........................................................................................15

a.) Safety Precautions for face-to-face classes.....................................................17

c.) Preparing for face-to-face classes...................................................................18

d.) Well-planned school health protocols..............................................................18

e.) Vaccination in returning to face-to-face classes.................................................19

f.) DepEd allowing more schools to reopen...........................................................19

g.) Schools are ready to join for face-to-face classes.............................................19

h.) Hygiene kits are a must for school protocols.....................................................20

CHAPTER 3: RESEARCH AND METHODOLOGY

I. Population and Locale......................................................................................21

II. Sample and Sampling Method.........................................................................22

III. Research Instrument.......................................................................................21

IV. Data Gathering Procedure..............................................................................22

CHAPTER 4: PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

III. Interpretation of Data.............................................................................25

CHAPTER 5: SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION

CHAPTER 1: THE PROBLEM AND ITS BACKGROUND

II. STATEMENT OF THE PROBLEM

1. What is the profile of the respondents in terms of:

IV. CONCEPTUAL FRAMEWORK

Assumption of the study

VI. SCOPE AND DELIMITATIONS

VII. SIGNIFICANCE OF THE STUDY

VIII. DEFINITION OF TERMS

CHAPTER 2: REVIEW OF RELATED LITERATURE

According to Mary Burns, a technology and professional development specialist at Education

A.) Safety Precautions for face-to-face classes

C.) Preparing for face-to-face classes

D.) Well-planned school health protocols

E.) Vaccination in returning to face-to-face classes

F.) DepEd allowing more schools to reopen

G.) Schools are ready to join for face-to-face classes

According to the report of Mendoza (2022), MANILA, Philippines—The Department of Education

H.) Hygiene kits are a must for school protocols

CHAPTER 3: RESEARCH AND METHODOLOGY

I. POPULATION AND LOCALE

II. SAMPLE AND SAMPLING METHOD

III. RESEARCH INSTRUMENT

IV. DATA GATHERING PROCEDURE

F = Number of respondents who answered the given choices in the survey

N = Total number of respondents

CHAPTER 4: PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA