THE LEVEL OF PREPAREDNESS OF GRADE 9 STUDENTS IN LIMITED

FACE TO FACE LEARNING

A Researcher Paper

Presented to the Faculty of

Cotabato State University-University Laboratory School

In Partial Fulfillment

Of the Requirements for the

Partial Researcher II

MAUYAG, AL-WAHID S.

MEJIA, SULTAN A.

SALIBO, AL-RAUF M.

SANAYATIN, MOHAMID M.

2022
 INTRODUCTION

Background of the Study

Our elders have always emphasized the significance of education in one's

life, regardless of how dreadful one's circumstances in life are.  In fact, there is

this saying that goes, "Education is the only inheritance which nobody can

take away from you." It is valued highly in our nation as a way to improve one's

quality of life. Eventually, this saying was challenged during the COVID-19

outbreak that hit the whole world. Many lives were changed including the lives

of the students. But, despite the pandemic's financial and physical effects, the

institutions as well as the students somehow tried to keep up the continuing

process of learning.

In the Philippines, to continue education, the Department of Education

(DepEd) established distance learning modes to guarantee learning continuity

in response to the COVID-19 epidemic. DepEd is aware of the difficulties in

providing alternative learning modalities to the 27.7 million pupils enrolled in

basic education, nevertheless. According to data, the difficulties of remote

learning and unequal access to resources could cause underachieving and

underprivileged students to lag behind even further. Prior to the pandemic,

concerns about the quality of basic education were brought up since the

Philippines consistently came in last in regional and international learning

evaluations. Given these issues, the institution realized that indeed the country
still has a lot to develop if it wants to realize a progressive and meaningful way

of learning. Thus, it is the DepEd secretary announced that the country has to

go back to the usual way of learning which is through face-to-face but has to

be limited for the health protocols to be properly observed.

In 2021, hundred public schools have received approval from the

Department of Education (DepEd) to participate in the pilot program for small,

in-person classroom beginning on November 15. These schools are located in

regions that the Department of Health has identified as low-risk for COVID-19.

Additionally, on the same year on November 22, twenty private schools held in-

person classes as per instructed by the Department of Education. As months

keep on changing, many schools were also given the signal to formally open the

limited face-to-face mode of learning including both public and private schools

in the region of Bangsamoro Autonomous Region in Muslim Mindanao.

In the region of BARMM, one of the schools that observed limited face-to-

face is the Cotabato State University - University Laboratory High School. CSU-

ULHS has implemented the said program in the month of August year 2022.

The said school divided the students for the students to be catered given the

availability of the classrooms. Every Mondays, Wednesdays and Fridays the

senior high school students will have the face-to-face mode of learning while

every Tuesdays and Thursdays the junior high school students will take the

turn. Moreover, the students are having online classes during the days they are

not having face-to-face. But, given all the issues and concerns that were
present these days, are the students of the school especially the level 9

hundred percent ready to have these kind of settings? Will they be able to cope

up with the hardships that it may bring?

Theoretical Framework

An instructional strategy known as face-to-face learning involves

instructing a group of students in person about course material and content

wherein a learner and an instructor can interact live as a result. Learning in

person gives students a chance to get to know one another and helps them

better understand and remember the material covered in the lesson. Face-to-

face learning is a highly effective method for learning knowledge and skills for

the reason that it frequently combines a variety of learning methods, such as

writing, reading, discussion, presentations, projects, group work, and

demonstration. Modern education systems have largely substituted traditional

face-to-face educational instruction in favor of focusing on the needs of

individual students.

John Dewey, the proponent of learning by doing – rather than learning by

passively receiving, believed that each child was active, eager to learn and

explore things. He believed that it’s essential for children to interact with other

people, and work both alone and cooperatively with their contemporaries.

Dewey contributed many innovative and significant ideas about the state of
education. He was an advocate of progressive education, and his theories are

still relevant in today’s classrooms.

According to Dewey’s Theory of Education, individuals learn and grow

correspondingly to their experiences and interactions with the world. They can

discover new ideas, concepts, understandings, or knowledge in general, as a

result of these encounters and experiences, which are then polished through

the learner’s life experiences and social relationships. Some of his assertions

wereL1) interactions and exchanges aimed at improving and strengthening

shared meanings boost learning and development potential; (2) the emotional

response of a learner is always the starting point for further investigation.

Dewey supported “aesthetic” experiences, which he defined as “dramatic,

captivating, unifying, or transformative events that enliven and absorb

students.” (3) when children’s interests are piqued, they learn more effectively.

It is critical to establish concepts, activities, and events that pique students’

interests and may be used to tailor education. Teaching and lecturing are often

extremely beneficial if they are aimed at assisting pupils in analyzing or

developing an intellectual understanding of a specific and meaningful scenario.

In Dewey’s concept of education, meaningful learning activities and classroom

democracy participation were prioritized. In contrast to earlier teaching models

that relied on authoritarianism and rote learning, progressive education argued

that students must be invested in what they were learning.

 As stated by John Dewey, “Education is a key way of developing skills for

democratic activity.” Dewey emphasized the importance of recognizing and

appreciating differences as a means by which students can broaden their

horizons and become more open to new ways of thinking rather than

disconnecting themselves to their own beliefs and routines. Approaches that

are designed to be responsive to the specific needs, interests, and cultural

knowledge of students demonstrate Dewey’s ideas about education. Therefore,

teachers gain insight into the motivations and desires of their students in order

to select topics, activities, and experiences that will pique their interest and

compel them to acquire the skills, knowledge, and values outlined in the

planned curriculum. It is encouraged for students to connect what they learn

with their own lives and experiences.

Dewey’s theory has also been extended to the matter of enhancing

student engagement. Some strategies that have been found to increase student

engagement and that align with Dewey’s concept of aesthetic experiences

include: (1) engaging students in deeper perception – going beyond the simple

recognition of objects to look carefully at colors, lines and textures, question

perceptions, and use new understandings to perceive things in new ways; (2)

provoking anticipation with evocative materials or suggestive situations,

enabling students to unravel a mystery instead of follow a recipe. Dewey

believed that students should feel connected to classroom material, so as to

retain information and adapt it for personal use. Encouraging students to find

personal interest in the subject matter is one of the best things to do.

Progressive education in essence may be a vision of education that

emphasizes the necessity of learning by doing. Consistent with the John Dewey

theory, people learn best through a hands-on approach. Consequently, Dewey’s

ideas and perspectives are incorporated into the educational philosophy of

pragmatism. John Dewey and other pragmatists believe that students and

others who are learning must encounter reality as it is. From John Dewey’s

educational point of view, this suggests that students must adapt to their

environment in order to learn.

The great thinker’s views on teachers are demonstrated by the John Dewey

Education Theory. His conception of the ideal classroom shared many

democratic ideals. Dewey contends that the experience of students and

teachers together yields additional value, not just the students' alone.

Conceptual Framework

Independent Variable Dependent Variable

 Student aspects

perception
 Limited face to
 Physically
face learning
 Emotionally

 Mentally
 Figure1. Conceptual Paradigm of the Study

The figure shows two boxes and one arrow. The box on the left contains

the Limited face to face learning, which is the independent variable. The box on

the right side contains the Students aspects perception preparedness

experience which is the dependent variable.

Finally, the single headed arrow intends to determine the relationship between

Limited face to face learning to the student aspects perception preparedness

experience.

Statement of the Problem

This study aims to assess the level of preparedness of grade 9 students in

limited face to face learning.

Specifically, it sought to answer the following question.

1. What is the level of preparedness of grade 9 students in terms of;

a. Physically

b. Mentally

c. Emotionally

2. How do they cope up with their limited face to face learning?

 3. Is there a relationship between the preparedness, coping strategies

to the learning of the students?

Hypotheses of the Study

H1: There is a significant relationship between preparedness and coping

strategies to learning of the students.

H2: There is a significant relationship between COVID-19 and level of

preparedness of grade 9 students in limited face to face.

H3: There is a significant relationship between Limited Face to Face and

Physically preparedness.

H4: There is a significant relationship between Limited Face to Face and

Mentally preparedness.

H5: There is a significant relationship between Limited Face to Face and

Emotionally preparedness.

Review of Related Literature

This chapter provides related literature and studies where the

researchers conducted extensive foraging. The studies presented in this

chapter are a selection of literature, readings, and studies on a.) Development

of Limited Face to Face Learning b.) Limited Face to Face Learning c.) Blended

Learning d,) Student Aspect Perception.

Development of Limited Face-to-Face Learning

Several countries had also done the same thing during a pandemic that

was still sweeping the world. However, several countries still have reopened

their schools. In several countries, face-to-face learning through the reopening

of schools has been implemented. WHO Western Pacific and UNICEF East Asia

Pacific said the safe reopening of schools is an important priority, especially

entering the second year of the Covid-19 pandemic. For some countries that

have been exposed to Covid-19, they have done engaging learning again (Safira

& Ifadah, 2021). According to Liputan6.com (2021), there are several countries

have carried out back-to-school activities several times ago. Several countries

that carry out face-to-face teaching and learning activities, including Japan,

Australia, New Zealand, Papua New Guinea, North Korea, South Korea,

Vietnam, Laos, Timor Leste, Turkmenistan, Israel, Cyprus, Botswana, Burundi,

Niger , Belarus, Croatia, France, Austria, Switzerland, Estonia, Sweden,

Denmark, Norway, Uruguay, Ecuador, Nicaragua, Iceland, Greenland and

many more. As is known, the Indonesian Government finally decided to hold

limited face-to-face learning for education units in Indonesia. Minister of

Education and Culture Nadiem Makarim said schools were required to apply

face-to-face learning on a limited basis after all educators and education

personnel at the school were vaccinated. After educators and education staffs

in one school have been completely vaccinated. The Central Government,

Regional Government, or the Ministry of Religion offices require the education

unit to provide limited face-to-face learning services by implementing health

protocols. This decision was stipulated through a Joint Decree of the Minister

of Education and Culture, the Minister of Religion, the Minister of Health, and

the Minister of Home Affairs concerning Guidelines for the Implementation of

Learning during the 2019 Coronavirus Disease (Covid-19) Pandemic

According to DepEd (2021), they announce that President Rodrigo

RoaDuterte has authorized the pilot introduction of face-to-face seminars in

low-risk regions as part of the administration. Nonetheless, we would want to

underline that the pilot will only be open to at least 100 public and 20 private

schools as part of its participation requirements. These schools are located in

low-risk areas as determined by the Department of Health (DOH), and they

must have passed the safety assessment conducted by the Department of

Education (DepEd) using the school safety assessment tool, as well as the

support of the local government unit in the form of a resolution or support

letter. Even though the public schools have already gone through a selection

procedure, the participants from private schools will still have to go through a

selection process. Participating schools also needto get the written

endorsement and approval of the parents of pupils who will be participating in

the pilot program. No student will be compelled to participate in the

experimental deployment of face-to-face courses in this project. For two (2)

months, a mix of face-to-face sessions at school and distant learning modalities

will be used to experiment Sessions will be held in person once every

two weeks for half a day. Participating institutions will make every effort

to ensure that class schedules are set up fairly so that all qualifying learners

have the chance to participate in face-to-face classes. The operational

guidelines on the pilot implementation of face-to-face learning modality,

which the Departments of Health and Education developed with the

assistance of the World Health Organization(WHO), the United Nations

Children's Fund (UNICEF), and other organizations specializing in

children's health, provide health and safety standards in terms of

personal protective equipment, sanitation, detection and referral, ventilation,

contact tracing, and quarantine, as well as coordination and contingency

plans. It also includes a list of measures to prepare school officials, students,

and community members before reopening. Though the Department of

Education is preparing for local face-to-face classrooms by installing acrylic

barriers on each workstation, despite classrooms being retrofitted to

assure their safety against Covid-19, not all parents feel comfortable bringing

their children back to school on November15, 2021, when restricted face-

to-face sessions commence at chosen institutions. The coronavirus

illness 2019 (Covid-19) is decreasing, but some parents are hesitant to

bring their children back to school for face-to-face instruction, even

though instances of the disease are lessening. Someparents said that

it would not be until the virus had been eliminated or until the whole
population had been vaccinated that the situation would be resolved. They

went on to say that they preferred that their children remain at home for

integrated learning. On the other hand, others want to see their children enjoy

more regular lives and alleviate the burden of having been at home for more

than a year at this point. Following the resuming of physical

education courses in 30 schools on November 15, according to responses

obtained by the Philippines News Agency, netizens have expressed

contrasting views (Moaje, 2021).

Limited Face-to-Face Learning

Limited Face-to-face Learning is a learning process that is carried out

offline by considering several aspects such as limiting the number of students

attending offline lectures. In addition, another limitation is the time used in the

learning process itself which only uses half the time of normal classes. Some

institutions that have implemented limited face-to-face learning are pre-schools

(Al-Iftitah and Syamsudin, 2022), elementary schools such as Ende 8

Catholic Elementary School (Suryani etal., 2022), junior high schools such

as Beringin Ratu Serupa Indah Middle School (Suwece and Kusuma, 2021). ),

high schools such as Santa Maria Vocational High School (Powa et al.,

2021), and at the university level such as Syekh Manshur University of

Education and Teacher Training (Mustakim et al., 2021). The results of the

limited face-to-face implementation carried out at each level of education

showed different results. One of the reasons for this difference is the different
preparedness of each institution. One of the state Islamic religious

universities that implement this limited face-to-face learning is the Faculty

of Education and Teacher Training which is one of the faculties at UIN Sunan

Gunung Djati Bandung.The implementation of limited face-to-face meetings at

the Faculty of Education and Teacher Training began in early November 2021.

This implementation coincides with the implementation of face-to-face

learning carried out by other universities such as Padjadjaran University,

Bandung Institute of Technology and other universities in Indonesia. In

its implementation, face-to-face learning, which is carried out in each

institution, has special characteristics and descriptions that differ from one

institution to another. Reported from its official website of Padjadjaran

University, the implementation of this limited face-to-face learning is

carried out with hybrid learning at the undergraduate level

(unpad.ac.id).The implementation of limited face-to-face learning has an

influence on the psychological condition of students. Bahrodin and

Widiyati (2021) stated that this limited face-to-face learning affects the

stress level of students with moderate stress levels as much as 80%. Other

research stated that this limited face-to-face learning can also pose a risk of

decreased learning outcomes (Tanuwijaya and Tambunan, 2021). Seeing

this phenomenon, more data is needed regarding how is the

implementation of limited learning in other educational institutions,

such as in state Islamic university. Therefore, this paper will try to

describe the implementation of limited face-to-face learning at the Faculty

of Education and Teacher Training, UIN Sunan Gunung Djati Bandung.

The results of this study are expected to provide another description of the

implementation of limited face-to-face learning at the university level, especially

Islamic religious universities so that it can be used as consideration for

policymakers either atUIN Sunan Gunung Djati Bandung itself or for

other institutions.

In the Philippines, according to the education secretary they will

continue to provide limited face-to-face lessons, as previously agreed and

directed by the President and his staff. They will begin with 100 public schools,

20 private schools, and a few foreign institutions as a starting point. Because

they are still undergoing examinations, some private schools will begin classes

on November 22 after public schools have begun the trial program on

November 22 (Fernandez, 2021).

According to Llimet (2021), due to the continuing Covid-19 epidemic, the

City Government of Davao has proposed that five schools in the city's

"minimum risk" districts be included in the experimental run of the restricted

face-to-face sessions being offered in the nation. The mayor also said that they

have already talked with DepEd-Davao Region about the list of schools that will

be included in the first deployment of the face-to-face learning based on the

city's risk assessment and that they have already communicated with them.
 With changing student lifestyles and fast-developing technology,

universities are increasingly offering more “flexible” learning environments.

Commensurate with the opportunities that technological advances afford, for

over a decade (Imel, 2002) the provision of online, e-learning experiences has

undergone rapid expansion in the higher education sector. Today, online

learning is part of the student experience for a substantial proportion of

university students in a variety of countries (e.g., Ituma, 2011; Otter et al.,

2013; Tucker et al., 2013). The current study aimed to compare students'

experience and performance in both online and traditional face-to-face learning

experiences.

Blended Learning

Blended learning is a combination of face-to-face instruction in

classroom and technology-mediated learning, or a support of traditional

teaching by using internet-based technology such as chat rooms, discussion

groups, podcasts, and self-assessment tools (Allan, 2007; Sharma and Barrett,

2007). During the technology-mediated learning mode of this learning

environment, students are not required to physically gather in the same

classroom, but they can connect digitally through online network. In blended

learning course, students could involve in a class taught or directed by a

teacher in a face-to-face classroom setting and complete online learning

component of the course independently, outside of the classroom through

online platform. Online learning experiences may replace classroom instruction

and can include interaction with others or learning alone using an independent

study. The different learning experiences are complementing each other, and

managed to process in parallel (Cleveland-Innes and Wilton, 2018). In short,

there are two main delivery modes of learning in the blended learning

approach: face-toface classroom learning and online-based learning experience.

Hence, blended learning can refer to an incorporation of online learning tools

and activities into face-to-face classroom instruction. Wang et al. (2015)

posited that blended learning system consist of six interconnected components.

They are teacher, learner, institution, content, technology and learning

support. Each of them is independent, but interdependent at the same time.

The teachers act as facilitators, moderators, advisors, and learning guides, not

just knowledge source while the students become researchers, practitioners,

and collaborators. The institution should provide strategies, policy supports,

and necessary infrastructures to facilitate teaching and learning in blended

setting.

The content for blended learning should promote both collaborative and

individual learning. The complexity of technology and challenges caused by it

should be realized. In addition, the learning support including academic

support and technical supports should assist students to develop effective

learning strategies such as collaborative work and time management skills. The

supports should satisfy students’ needs, created by the teacher’s knowledge

and skills, and advocated by the institution. From abovementioned, when

employing blended learning approach, the policy makers should consider all
possible factors having impact on students’ learning. Learning readiness is

considered the preparation for performing learning activities. Besides, learning

readiness is the level of students’ exiting capacities related to teaching

purposes. Students’ readiness is crucial for successful learning in any

conditions. The students’ learning readiness is correlated with their learning

outcomes. The students having more readiness had the greater results of

learning, and those who were not ready to do learning tasks faced difficulties in

learning or felt frustrated (Winarso, 2016). In blended learning environment,

Tang and Chaw (2013) suggested that students’ readiness can be investigated

through their viewpoints on six aspects of learning including classroom

learning, online learning, online interaction, technology, learning flexibility,

and study management. First, classroom learning can create real and

meaningful interaction between students and teachers which online learning

mode cannot offer. Second, online learning mode, students can spend more

time thinking about responses and expressing their ideas or opinions better.

This aspect can satisfy introverted learners who may feel uncomfortable with

expressing their thoughts in class. The next dimension is online interaction.

Blended learning setting should provide opportunities for interaction and

discussion which are essential for learning process. Asynchronous web-based

tools such as online discussion board can be used to carry out online

interaction. Another aspect is concerning technology used in blended learning

setting. Information technology is a key element of this approach. High

accessibility of and great familiarity with digital tools among students are
inevitable for fruitful implementation of blended learning. For learning

flexibility, blended learning makes students’ learning become flexible and

convenient in terms of place and time. They should be able to access course

materials on online platforms every time and everywhere when they need.

Finally, study management is seen as a process of self-regulated learning in

which students put efforts into planning, managing, and directing learning

activities, and sharing responsibility with their teachers. The study

management is important because it leads to stronger motivation and better

time management for learning online. In blended learning environment,

students need to be self-disciplined and self-motivated.Moreover, according to

Osman and Hamzah (2017) readiness in adopting blended learning is related to

capability to learn on one own, self-reliance in completing given task, feeling

comfortable in utilizing technology in learning, and skills for applying e-

learning. Besides, readiness for blended learning correlates to good attitudes

toward face-to-face and e-learning, interest in following blended learning, and

readiness to encounter challenges of such learning experience.Based on

previous studies, the students with positive opinions on the aspects of online

learning, study management, online interaction, and learning flexibility tended

to be more ready for blended learning approach whereas the students who had

strong desires for face-to-face instruction were less ready for blended learning

setting. Nonetheless, using technology in learning was not barrier for students

(Tang and Chaw, 2013).Furthermore, Osman and Hamzah (2017) found that

the level of students’ readiness was high for both face-to-face and online
learning. On the other hand, the lowest mean score on the statement of self-

learning indicated that the students might not be ready to learn on their own

paces because they still relied on teachers’ guidance.

Student Aspects Perception

According to Wang (2007); Arslanyilmaz, and Sullins (2013); Kirmizi

(2015), online interaction in learning occurs when students interact with

course content and with instructors and peers. Well-designed interactive

learning tasks tend to promote student interaction with instructors and peers

and increase student involvement with course content. Students benefit from

providing explanations rather than receiving them. In this form of interaction,

students are encouraged to pose questions about an issue in order to find an

explanation to their inquiry. “Such proactive learning engages students in a

higher level of thinking than the reactive type of learning” (Wang, 2007).

In addition, Wang states that assessment, including assigning a grade to

collaborative learning tasks, positively relates to students’ learning.

Furthermore, Jackson, Jones, and Rodrigues (2010) find that significant

factors that enhance student learning and satisfaction are instructors’ prompt

responses, clarity of expectations, and accessibility of content. Overall, Carr

(2000); Frederickson, Picket, & Shea (2006); Jung, Choi, Lim, and Leem (2002)

agree that student interaction with instructors and peers play a pivotal role in
student learning success. The authors emphasize the importance of student

participation and level and quality of collaboration with peers and instructors.

PHYSICALLY

Physical education is an inseparable part of education in general which

affects the potential of learners in terms of cognitive, affective, and

psychomotor activity through physical activity (Pangrazi & Beighle, 2019).

Through physical activity, children will gain various kinds of valuable

experiences for life, such as intelligence, emotions, attention, cooperation,

skills, and so on. Physical activity for physical education can be through sports

or non-sports. The point of concern is the improvement of human movement

(Bailey et al., 2009). More specifically, physical education is concerned with the

relationship between human movement and other areas of education; the

relationship of body-physical development to mind and spirit. His focus on the

influence of physical development on the area of growth and development of

other aspects of the human being is what makes it unique. No other single

field, like physical education, is concerned with total human development

(Gallahue & Donnelly, 2007).

MENTALLY

The fear and anxiety of contracting the virus, the suspension of physical

classes, the disruption of regular daily routine, and the decrease of social

support from school peers collectively add burden to the mental well-being of

children. [Loades ME (2020); UNICEF (2020)] The shift to online classes

increases the burden on the mental well-being of children. Excessive use of

these technologies has been associated with developmental delays and has

resulted in sleep schedule disruptions. [Hageman JR (2020)]This situation is

aggravated by the strict implementation of the confinement of children at

home. Children living with preexisting mental health concerns [Lee J (2020)]

and living in cramped households and communities face worse circumstances.

EMOTIONALLY

Pekrun et al. described “emotions of progress” as emotions that are

directly linked to either emotion during the activities or its consequences,

which consists of various situations. Their study findings revealed that

academic emotions were remarkably associated with the students’ enthusiasm,

academic achievement, self-regulation, cognitive resources, and learning

strategies, as well as class experiences and character [Pekrun R, Goetz T, Titz

W (2002)].

Positive emotions include pride, hope, and enjoyment, while negative

ones include anger, anxiety, hopelessness, shame, and boredom. The public

opinion considers positive emotions to have positive consequences and negative

emotions to have negative consequences; however, each of these two categories

of emotions has its own benefits. Positive emotions broaden the circle of

human thinking; spreading creativity, curiosity, and bonding with others;

discovering social perspectives and connections; and acquiring physical and

social skills. On the other hand, negative emotions are the motivational sources
for self-defense, spirit of cooperation (feeling guilty), seeking justice (anger),

informative aspects (for example, sadness about deficiency), and assist in

learning. Negative feeling indicates a problem and, therefore, motivates us to

solve that problem [Pekrun R, Goetz T, Titz W (2002),Pekrun R, Lichtenfeld S.

(2017),Sakiz GJRiS, Education T. (2017)]. In another study, it was

demonstrated that positive emotions positively predicted subsequent

achievement (math test scores and end-of-the-year grades), and that

achievement positively predicted these emotions, controlling for the students’

family socioeconomic status, and intelligence; however, negative emotions

negatively predicted achievement, and achievement negatively predicted these

emotions [Pekrun R, Lichtenfeld S.(2017)]. Also, Sakiz et al. state that the total

effect of perceived teacher affective support on behavioral engagement was as

effective as that of the students’ perceived academic self-efficacy beliefs in

science [Sakiz GJRiS, Education T. (2017)].

Significance of the Study

The research finds it significant for the following key audiences:

Teachers: Teachers can benefit from the study. The result of this study can

help them devise learning materials that best fit their students. It can also help

them understand.
The importance of limited face-to-face learning is regardless of their limitations

for them to reach out with their students and become more engaged with their

students.

Students: This study can benefit the students since they will learn and adjust

how to improve themselves in their learning process. They will also learn at

their own pace and comfort.

School administrators: The result of the study can be an eye-opener for the

school administrator in coming up with a strategic plan for providing quality

education amidst the pandemic situation.

Parents: Realizing their obligations as parents and to their children can help

parents learn from this study assisting them as they learn in this new regular

environment. They’ll also be able to comprehend. The significance of quality

time spent with their children.

Scope and Limitation

This study focuses on the level of preparedness of grade 9 students in

Limited face to face learning of Cotabato State University – Laboratory High

School Students. The data was obtained from grade 9 students of Cotabato

State University – Laboratory High during the School Academic Year 2022 –

2023 who will represent the population or respondents.

 The Cotabato State University – Laboratory high School students as the

primary target of the study. Each of the respondents was given the same

questionnaire to answer. The information needed will be obtained utilizing a

research – made questionnaire with test items and a checklist style. This study

was coordinated at the Cotabato State University – University Laboratory

School, Sinsuat Avenue Cotabato City.

Definition of Terms

The following key terms used in this study are defined operationally.

Education is the process of receiving or giving systematic instruction,

especially at a school or university.

Coping strategies are the behaviors, thoughts, and emotions that you use to

adjust to the changes that occur in your life.

COVID-19 is an acute respiratory illness in humans caused by a coronavirus

(covid-19), capable of producing severe symptoms and in some cases death,

especially in older people with underlying conditions.

Limited Face to Face it pertains to restricting the member of students who

will attend face to face classes in-campus on any given day based on the

cyclical students shifting/rotating schedule, observance of physical distancing,

and other health and physical protocols.

Preparedness is an important quality in achieving goal and in avoiding and

mitigating negative outcome.

Skill is the learned ability to act with determined results with good execution

often within a given amount of time, energy, or both.

Chapter II

METHODOLOGY

This chapter presents and discusses the research design, respondents

and sampling techniques, locale of the study, instrument use, data procedures

and data analysis.

Research Design

The researchers used the descriptive method to measure the level of

preparedness of grade 9 students in limited face to face learning on the Junior

High School students of Cotabato State University – University describe the

existing phenomena. It systematically describe the situation or area of interest

factually and accurately. It allowed the researchers to carefully describe and to

answer the research problem.

Respondents and Sampling Techniques

The studies participants are Cotabato State University-University

Laboratory School grade 9 students. The grade 9 students divided into three

sections, each with its own ratio or number of students, in total, there were

138 students in grade 9. In this study, the researcher used stratified random
sampling to select their respondents, selecting a few students from each

section. In each section there are 10 students that will serve as respondents on

the study. Therefore, the respondents of the study are the grade 9 students

which the total population is 30 out of 138 students.

Locale of the Study

This study was conducted at Cotabato State University – University High

School (CSU-ULS). The address is Rosary Heights 4, Sinsuat Avenue, Cotabato

City, Philippines. It began operations in June 1989 with two sections in its first

year. It provides a general secondary curriculum that promotes the inclusive

and well-rounded development of its students' potential.

Cotabato State University was formerly known as Cotabato City State

Polytechnic College, and it was the city's only publicly operated state college.

Previously, the institution was renamed state university following the

implementation of Republic Act 11031.

Research Instrument

The instrument used to collect data was the questionnaire method

techniques. This was used because it gathered data faster than any other

method. Beside the respondents were the grade 9 students of Cotabato State

University – University Laboratory School. They could read and answer the

questionnaire with ease.

The researchers prepared own questionnaire. The draft of the

questionnaire was drawn out based on readings, reviewed published and

unpublished theses relevant to the study. The researchers saw that there were

enough items to collect data to covers all aspects of the problem and to answer

all the specific questions under the statement of the problem. Then, the

researchers submitted the questionnaire to the adviser for correction after

which it was finalized.

For the reliability of instruments, the researcher utilized Cronbach’s alpha.

Cronbach’s alpha is a measure of internal consistency, or how closely a group

of things are connected to one another. It is regarded as a scale dependability

indicator. The presence of a “high” alpha value does not mean that the

measure is unidimensional. Additional analyses can be undertaken if you want

to give proof that the scale in issue is unidimensional in addition to testing

internal consistency. One way for determining dimensionality is exploratory

factor analysis. Cronbach’s alpha, in technical terms, is a

Coefficient of reliability,not a statistical test (or consistency).

The value and interpretation of Cronbach’s Alpha is shown below.

Cronbach’s Alpha Internal Consistency

> 0.9 Excellent

> 0.8 Good

> 0.7 Acceptable

> 0.6 Questionable

> 0.5 Poor

> 0.4 Unacceptable

For validity purpose, the copies of questionnaire were given to the panelist for

checking data or result was correctly. We asked them to check if all the items

were clear and unequivocal; if the number of items were adequate enough to

collect data pertinent to the study; if all items were objective and not biased;

and if all the items were relevant to the research problem. Afterwards, the

items in the questionnaire were revised for more clarity and definiteness. The

copies of the questionnaire were then distributed personally by the researchers

to the respondents.

Data Gathering Procedure

The researcher obtains a letter of authorization from Cotabato State

University-Laboratory High School before conducting the study. The researcher

directly addressed the research's justification with the university president and

offered a timeline for its execution. Additionally informed was the respondents'

students' section adviser. Finally, the survey or data gathering schedule was

approved by the school principal and section adviser. Furthermore, they offered

the researcher access to classrooms for the survey or data collection.

Statistical Treatment of Data

 The following statistical procedures were used to interpret the data

gathered from the respondents of the study.

1. Simple Percentage. The demographic profile variables of the

respondents were analyzed using the simple percentage with the following

formula.

F
P= (100)
N

Where:

P = Percentage

F = Frequency for each category

N = Total number of respondents

100 = Constant multiplier

3. Likert Scale. The following Likert Scale serves as the guide for

interpreting the data gathered.

Scale Weighted Means/Equivalent Corresponding Remarks

5 4.20 – 5.00 Always

4 3.40 – 4.19 Often

3 2.60 – 3.39 Sometimes

 2 1.80 – 2.59 Seldom

1 1.00 – 1.79 Never

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