THE IMPACT OF COVID-19 PANDEMIC TO THE ACADEMIC

PERFORMANCE OF ABM STUDENTS

IN THEIR MAJOR SUBJECTS.

A Qualitative Research

presented to the HUMSS department

CALACA SENIOR HIGH SCHOOL

Calaca City, Batangas

in partial fulfillment of the requirements in

PRACTICAL RESEARCH 1

Adona, Chris Jay, S.

ABM 1103

Razon, Bryan.

Research Adviser

May 2022
 CHAPTER 1

THE PROBLEM AND THE BACKGROUND

Background of the Study

This description leads the reader to understand the research questions

and appreciate why they are asked. This research aims to determine how the

COVID-19 pandemic affects the academic performance of Grade 11-ABM

students of Calaca Senior High School in their major subjects.

In December 2019, the Coronavirus Disease 2019 (COVID-19) was

originally recognized as pneumonia of unknown origin in Wuhan, Hubei

Province, China (WHO, 2022). Later, the International Committee on

Taxonomy of Viruses (ICTV, 2020) determines that COVID-19 is caused by a

novel coronavirus known as severe acute respiratory syndrome coronavirus 2

(SARS–CoV2) (2). Because the COVID-19 outbreak is rapidly spreading not

just in China but also around the world, the World Health Organization (WHO)

declared it a pandemic on March 12, 2020. According to World Health

Organization (2022), as of May 27, 2022, there have been 525,467,084

confirmed cases of COVID-19, including 6,285,171 deaths, globally.

To combat the spreading of COVID-19, the government has taken

several steps. Wearing a face mask, travel restrictions, forced travel

quarantines, social distance, bans on public gatherings, business closures,

self-isolation, requiring people to work from home, curfews, lockdown, global

quarantine, and also school and universities closure are examples of these

methods. Authorities in several countries have imposed a lockdown and

curfew as a precaution against the virus's rapid spread. The said policies
affect everyone and all the areas of their life, directly. Until now, the COVID-

19 pandemic challenges all the countries, including the Philippines. The

Philippines faces various struggles in the following area because of this

pandemic: economics, agriculture, food security, labor, and employment,

businesses, MSMEs (Micro, Small, and Medium Enterprises), and also the

area of education.

The COVID-19 pandemic has affected education at all levels. Around

the world (in 192 countries), educational institutions have either temporarily

shuttered or imposed localized closures, affecting around 1.7 billion students

(UNESCO, 2020). Many institutions throughout the world have postponed or

canceled all campus activities to reduce crowding and thereby virus

transmission. These measures, however, have greater economic, medical,

and social consequences for all of the students. Due to the suspension of

classroom teaching on many campuses, students must now rely on online

instruction (Sahu, 2020). This method of instruction offers an option to avoid

either student-to-student or student-to-lecturer contact. However, many

students are unable to access online education due to a lack of resources or

equipment as a result of the economic and digital gap.

Thus, this study deals with the question of how the COVID-19

pandemic affects the academic performances of the Grade-11 ABM students

of Calaca Senior High School in their major subject to help them to manage

and improve their academic production in school while they are facing the

pandemic. The researcher’s aim is to conduct this study to deepen the

understanding and awareness of other people about how the COVID-19

pandemic affects the academic performance of the students and to help the

students emotionally, mentally, and academically.

Statement of the Problem

This study aims to determine the impact of COVID-19 Pandemic to the

academic performance of Grade 11 – ABM students of Calaca Senior High

School in their major subjects.

Specifically, it seeks to answer the following questions:

1. What is the average grade of Grade-11 ABM students of Calaca Senior

High School in their major subjects?

2. How does the COVID-19 pandemic affect the academic performance of

Grade-11 ABM students of Calaca Senior High School in their major

subjects?

3. What is the effect of spreading COVID-19 on the academic

performance of Grade-11 ABM students of Calaca Senior High School in their

major subject?
Significance of the Study

The results of this study will be useful to society. In addition, the main

beneficiaries of the study are:

To the Community. Youth is the hope of future, therefore if the

youth in the society is doing well, they can have a healthy and active

community.

To the Government. The researchers aim to determine the impact

of COVID-19 to the academic performance of Grade 11-ABM students

of Calaca Senior High School and effort will be made to suggest

possible solution to the challenges facing by the students struggling

on their performance in school because of this pandemic with

recommendations to both the religious organization and the

government.

To the Youth. This study will undoubtedly become as a reliable tool

for youths in the entire society to inform about the impact of COVID-19

pandemic to their academic performance.

To the Department of Education. This study will serve as the basis

for making or improving government policies, rules and regulations

regarding to the impact of COVID-19 to the academic performance of

the students.

To the School. The results of this study will contribute to the

schools that apply the recommended approach derived from the

results of this study will be able to train students better.

 To the Calaca Senior High School. This study can be a

guideline for Calaca Senior High School on what should be

emphasized by teachers on the school curriculum to improve

academic performance of the students while they are facing COVID-

19 pandemic.

To the Guidance Counselors. They can be able to offer

interventions to the students that have greatly affect by the COVID-19

pandemic to help them concentrate on their studies and build good

relationships with other students.

To the Teachers. This study can be used as a way for teachers to

identify the impact of COVID-19 Pandemic to the academic

performances of the students and it would also be relevant to teachers

in order to help their students regardless of study problems, and to

provide encouraging advice and counseling about their current

situations.

To the Students. This study can provide students with information

on how COVID-19 pandemic affects their academic performance.

To the Future researcher. This study will help future researcher

who is interested in this study and this will be used as a basis of

research and their background about their research.

Scope, Limitation, and Delimitation

The study is carried out in Calaca Senior High School during the

academic year 2021-2022. The study is concerned with the impacts of

COVID-19 pandemic to the academic performance of the student. The

participants of this study are limited to some selected Grade 11 - ABM

students of Calaca Senior High School whose ages range from fifteen (15) to

twenty (20) years of age. Students who are not enrolled in Grade 11 – ABM

strand in Calaca Senior High School SY 2021-2022 are not included. The

study focuses more on the academic performance of Grade 11- ABM students

of Calaca Senior High School in their major subjects only and how it is

affected by the pandemic. This study faces a number of challenges, including

difficulties in gathering information, because only a few studies have been

carried out in this regard, and lack of resources.

 CHAPTER 2

REVIEW OF RELATED LITERATURE

Education in the midst of COVID-19 Pandemic

The COVID-19 pandemic is by far the most significant disturbance to

education systems in the twenty-first century. Low and middle-income

countries were already dealing with pockets of low enrolment and poor

instructional quality before the pandemic. Over 280 million children were out

of school in 2019 (UIS), and many of those who were in school had not

achieved minimum literacy and numeracy competencies after many years of

education (World Bank, 2018). School closures affected 94% of all students

globally during the peak of the first wave in mid-April 2020. This shock has

had tremendous impact on teachers, families, and educational systems in

addition to pupils. The crisis will have long-term and negative consequences

for educational attainment, career transition, and socio-economic disparities if

it is not addressed explicitly.

According to OECD (2020), although necessary to control the spread

of the virus, school cancellations can exacerbate already low learning levels

and raise dropout rates. Distance learning solutions transfer the responsibility

of learning onto families, making students' learning outcomes dependent on

their home surroundings and parental support. A supportive home

environment is less likely to benefit students from low socioeconomic origins.

Furthermore, without a structured school schedule and increased household

financial hardship, vulnerable adolescents may become permanently

disconnected from their education.

 A crucial problem, aside from "how much" students learn, is "how

many" students remain engaged with remote learning (OECD, 2020).

Students on the verge of dropping out can become even more disconnected

without a structured school schedule and frequent contact and support from

teachers and peers. Furthermore, teachers may have a harder time

recognizing and responding to warning indicators. Several approaches in low

and middle-income countries have concluded structured pedagogy programs,

in which educators are provided with specific lesson plans and specialized

support. Higher completion rates are aided by materials for students and

teachers, as well as short-term training courses (Snilstveit et al., 2015).

Disruptions in schooling may have an impact on students' academic

development, especially those who are about to graduate or enter the

workforce.

Online Distance Learning versus Face-to-Face Learning

Before the pandemic, a huge number of studies compared face-to-face

and online distance courses in terms of university student performance, as

well as a variety of other academic and demographic characteristics. For

example, Soesmanto and Bonner (2019) investigated a dual mode design in

which first-year business school students at Griffith University in Australia

could attend the same statistics course in a face-to-face or online format.

Within the dual mode system, the comparative study revealed no significant

changes in learning satisfaction or academic achievement between the two

cohorts.
 Cavanaugh and Jacquemin (2015) used a huge dataset of 5,000

courses taught by over 100 faculty members over the course of ten academic

terms at a large, public, four-year university to evaluate grade-based learning

outcomes between online and face-to-face courses taught at Ohio University.

Given the study's vast scope, the findings show that there is no difference in

grade-based student performance for courses when both instructional

techniques are applicable. The primary influence on individual course grades,

according to the study's regression analysis, was student GPA. Students with

higher GPAs performed better in online courses, and students with lower

GPAs performed worse when taking courses in an online format compared to

a face-to-face format.

At Chapman University in California, Nyer (2019) researched

successful techniques of swiftly giving an online lecture in a course that is

typically delivered via traditional face-to-face lectures. The study compared

student learning outcomes (measured by test scores) in three modes of

lecture delivery: (1) traditional face-to-face lectures, (2) online instruction

using a video recording of the classroom lecture, and (3) online instruction

using a static document created from an edited transcript of the classroom

lecture embedded with charts, graphs, and other visual aids. When compared

to traditional face-to-face lectures, the results showed that swiftly developed

online training techniques had lesser engagement. When compared to

students who were exposed to a video recording, students who were exposed

to an online lecture presented using a static document and students who

attended a face-to-face lecture both reported having higher quality notes.

Finally, student involvement and perceived note quality were found to

modulate the effect of different instructional materials on student test scores.

Online Distance Learning in the COVID-19 Lockdown

The study by Bozkurt et al. (2020) is one of the first to report the impact

of the COVID-19 pandemic on education disruption in 31 nations. In addition

to assessing each case individually, the study emphasized major themes that

have emerged in these countries as a result of the disruption of education

caused by COVID-19, such as (1) inequity and the digital divide, which have

been exacerbated by the pandemic, (2) the need for alternative assessment

and evaluation methods, including the switch to formative assessments via

both synchronous and asynchronous means, and (3) the use of online

proctoring.

As a result of a survey of 303 university students and 56 educators in

Norway, Hjelsvold et al. (2020) published one of the first studies to analyze

educators' feedback on remote learning during the COVID-19 lockout.

According to the study, a lack of ready resources and a lack of time were

significant impediments to a fast change to distance learning. Despite the fact

that both learners and educators indicate a lack of experience with online

learning, the study found that they both adapted quickly and had a favorable

attitude regarding the change. According to the survey's findings, the following

factors influence the online experience during the first weeks of distance

learning: feedback to instructors, participation in discussion forums, use of

online tutorials, and group work; from educators' perspectives, timely

communication and clear instructions about formative and summative

assessments, exams, quizzes, and assignments, informing learners of how to

get help, and providing online tutorials, and providing advice to students on

how to set up their study space and schedule for a successful study-at-home

experience; timely communication with students, particularly regarding exam

regulations and petitions; supporting learners in developing new pedagogical

approaches to teaching as well as learning new tools; and providing a more

collective approach to activity coordination and collaboration between

educators.

COVID-19 PANDEMIC AFFECTING THE ACADEMIC PERFORMANCE OF

THE STUDENTS

According to Vargas-Ramos et al. (2022), academic performance

refers to a student's level of educational knowledge, skills, and competences,

which is frequently measured by the grades earned in the topics that make up

the study plan. However, it is a difficult notion to grasp because it can be

measured in a variety of ways other than the student's academic average.

The majority of studies found that students prefer face-to-face activities

and have a negative attitude and low enthusiasm for virtual learning (Vargas-

Ramos et al., 2022). Theoretically, this student view and attitude can have a

negative impact on academic achievement, although not all students

demonstrate a drop in academic performance, and some appear to benefit

from this modality.

Throughout the epidemic, global organizations such as UNICEF and

UNESCO have expressed worry about the pandemic's severe influence on

child education, which is predicted to affect 1.5 billion children worldwide.

They believe that the health crisis is swiftly turning into a child rights

catastrophe, like many children around the world lack access to an excellent

education. The right to education is recognized in Article 28 of the United

Nations Convention on the Rights of the Child (1989). For students living and

studying in disadvantaged situations, recent COVID-19 literature raises

concerns about increasing absenteeism, low literacy and math outcomes, and

the risk of long-term educational disengagement, drop-out, and lifelong

declines in educational and vocational attainment (Brown et al., 2021).

According to the study of Mahdy (2020), the study found that the

COVID-19 pandemic lockdown had variable degrees of impact on most

participants' academic performance. Students benefit from online education

since it allows them to learn at their own pace. However, the most difficult

aspect of online education is delivering practical courses. Because most of

the subjects are practical, learning them online is difficult. Students believe

that completing competency only through online education is challenging.

Making online education more interactive, presenting procedures in real-life

settings, delivering succinct information, and providing 3D virtual tools to

match the real situation are all ways to improve it.

Philippines’ Education Status during COVID-19 Pandemic

According to Enicola (2021), education concerns in the Philippines

have intensified as a result of COVID-19, which has added new hurdles to the

country's current situation. Distance learning modalities via the internet or TV

broadcasts were ordered in response to the unexpected events caused by the

health crisis. In addition, in October 2020, a blended learning program was

launched, which includes online classes, printouts, and lessons broadcast on

television and social media. As a result, the new learning paths rely on

students and teachers having internet connectivity. This raises another

problem with the current system. Millions of Filipinos lack access to

computers and other digital tools at home, preventing them from benefiting

from blended learning. As a result, many pupils are affected by the usefulness

of technology in education. Money for mobile load is the #1 concern for

parents and guardians (Enicola, 2021). It's important to mention that equipped

schools have more opportunities to employ various approaches to cope with

the new problems for remote learning, such as a shortage of gadgets, bad

internet signal, students' inability to focus and learn online, and parents' lack

of knowledge of their children's lessons. This highlights the disparities in

funding and training between private and public schools at the K-12 and

postsecondary levels.

Another possibility is that schools may be unable to convey the most

fundamental abilities required. Furthermore, the current situation may have an

impact on how tertiary education seeks to instill respect for and responsibility

for information, as well as a critical mindset. Previously, teachers were

responsible for 40 to 60 students. If the class reaches 70 to 80 students, the

current online configuration may degrade the quality of learning (Enicola,

2021).

Due to COVID-19 closures, 89 percent of the world's student

population, or 1.52 billion children and youth, are out of school. According to

the Department of Education, about 4 million pupils in the Philippines were

unable to enroll for the current school year. As a result, the number of out-of-

school youth (OSY) continues to rise, posing a severe problem that must be

addressed to avoid long-term consequences (Enicola, 2021).

CHAPTER 3

METHODOLOGY

Research Design

This research is a survey designed to investigate the "The Impact of

COVID-19 Pandemic to the academic performance of the Grade-11 ABM

students of Calaca Senior High School in their major subjects.”. This study

uses descriptive qualitative research design. The researcher utilizes the use

of survey research design under descriptive research design involving the use

of questionnaire because it is best served to answer the questions and

purpose of the study.

Ndagi (1984), survey research is a type of descriptive research that

measures people polling test hypotheses for several educational issues. It is

also a technique that includes a large population with a large number of

people characterized by selected unbiased samples. It includes

questionnaires and sometimes interview tests, and also summarizes the result

of the survey to the population from which it's drawn. A descriptive survey

research technique is most appropriate for the purpose of the study to explore

and provide a detailed description of the phenomenon.

Research Environment

This study was planned to be conducted in Calaca Senior High School;

however, it will be done online due to CoViD-19 pandemic.

Respondents/Subjects of the Study:

The first step leading to the process of collecting quantitative data is to

identify the people and places you plan to study. This involves determining

which group of people will you study, who, specifically, these people are, and

how many of them you will need to involve. The population study is consisted

of selected ABM Grade 11 students of Calaca Senior High School. The

researcher chooses 25 respondents through purposive sampling.

Data Gathering Procedure:

The data for this research are collecting through questionnaire using

Likert Scale. The items for the questionnaire to be selected will be carefully

examine and clearly print on the computer. This is the step-by-step process

by which the researchers collecting the data from the respondents.

1. Construction of the Questionnaire

The researcher constructs a questionnaire according to the

given statement of the problem.

2. Validation of the Questionnaire

 After the construction of the questionnaire, the researcher gives

it to the research adviser for checking and validating it. When it is

validated, ready for administering it to the selected subjects.

3. Administration of the Questionnaire

The researcher administers the questionnaires which were

filled in by the selected Grade 11 ABM students of Calaca Senior High

School.

4. Retrieval of the Questionnaire

Respondents ask to fill out the questionnaire by following the

instructions by answering question, if agree or disagree on the given

situations. The data from the respondents were kept safe, and

confidential and return it to the researchers for collecting the data

analysis.

5. Scoring of the Responses

Researcher might encounter difficulties. Nevertheless, the

survey is still a huge success despite the difficulties faced by the

researcher in conducting the questionnaire.

6.
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