THE ENHANCEMENT OF FACE TO FACE LEARNING ENVIRONMENT IN SINALAYAN ELEMENTARY

SCHOOL 2022-2023

A Research Paper

Presented to the College of Education

Valencia Colleges Incorporated (Bukidnon)

Valencia City , Bukidnon 8709

In Partial Fulfillment of the Requirements in

Oman, Andres Jr. M

Researcher
 CHAPTER I

INTRODUCTION

Learning Enhancement catalogs existing practices that reflect the school's commitment to
ensuring that each student has the opportunities necessary to make meaningful progress in her
learning. It is relevant to all students, though of particular importance to those with special
needs, whether for enrichment, extension, support or modification. St Margaret's approach to
learning enhancement is built on the belief that all students are entitled to an education that
challenges them and allows them to make meaningful progress. It involves the following
practices.
The Covid-19 pandemic is expected to have long-term negative effects on the world economy
(World Bank Group, 2020). The pandemic has also directly impacted higher education and the
student experience. In most academic institutions, face-to-face (F2F) learning has been
replaced by blended learning (BL) and/or online learning. Given the sudden change in the
academic environment, it is important to document student preferences to report on how
students previously viewed different teaching methods . During the Covid-19 pandemic.
Proponents of BL suggest that it can be seen as an opportunity to enhance the student
experience (Bernard et al., 2014; Connolly et al., 2003, 2006; Hall, 2006; Kirkpatrick, 2005; Liu
et al., 2016; Mariott et al., 2004; Spanjers et al., 2015). On the other hand, there is evidence that
BL may be a limiting factor in teaching (Lomer and Palmer (2021); Burgess, 2008; Concannon
et al., 2005; Koskela et al., 2005; Lomer and Palmer (2021) Marriott Hotels Robson &
Greensmith, 2009; Selwyn, 2016).
First, from an educator perspective, the challenges (including preferences, motivation, stress,
flexibility, support, participation, and group work) posed by the sudden shift from F2F to BL due
to the Covid-19 pandemic have been widely reported in the literature (Sangster, 2020).
However, there are knowledge gaps as student preferences for BL/F2F have not been identified
during the pandemic. As such, we are motivated to report on Student Voices to provide
educators with insights on strategies to enhance the student experience. Second, the rapid
transition from F2F to BL has the potential to make BL the "new teaching normal" (Bettis, 2020;
Fogarty, 2020; Huang, 2020; Sangster et al., 2020).
Learning Enhancement is delivered by a cohesive, experienced team of professionals with
diverse backgrounds and skills, who work with our youth and families with respect. They inspire
and challenge learners to achieve their learning potential and with confidence, the Learning
Enhancement team is committed to ,continuously monitor each student's progress and
academic performance Collaborate with classroom teachers to plan, teach, assess and report to
meet the diverse needs of learners - Differentiation, Universal Learning Design, Bloom
taxonomy. Offering a rich curriculum in and out of the classroom - extension, problem solving,
co-curricular and quality PE lesson, attention to the well-being and needs of families and
learners.
Furthermore, learners are at the heart of decision-making processes and practices provide
opportunities for 'at-risk' youth to embark on an alternative pathway , to participate in and
continue their educational transition process for newly admitted students and learners with
cognitive, physical, sensory, social, emotional and medical challenges. Learning Enhancement
Learning Line Facilitating subjects, traineeship/apprenticeship requirements, skills interventions,
enrichment and extension.

Background of the Study

Enhancement here is a noun. It's the act of making something better, usually by adding
something to it. Due to the coronavirus disease 2019 (COVID-19) pandemic, education is one of
the most impacted aspects of human life. Since the rise and threat of the pandemic, many
countries around the world have decided to temporarily close schools affecting millions of
students. As a result, primarily child students have been facing a learning crisis due to the
pandemic. In a letter recently published by the journal, the authors point out that each country
has the onus is on to come up with a strategy for reopening schools in a safe manner.

In the Philippines, the government Department of Education has proposed guidelines for
implementing online and modular distance learning instruction. 4 This is to protect students from
disease. However, a limited in-person delivery pilot planned for January 2021 in low-risk areas
of COVID-19 transmission was approved by the President5 but later recalled due to the threat of
a new strain of COVID-19. Conundrums have been raised over whether the country is ready to
open schools to allow students to learn face-to-face, despite one of the longest and strictest
lockdowns in the world.

The reopening of schools for in-person interactions must be carefully planned to keep students
as well as teachers and school staff safe in phases, especially after physical distancing.
Planning and implementing school health protocols during this pandemic must be supported by
real-world data from agencies. On 11 December 2020, the World Health Organization (WHO)
published a checklist to support school reopening and prepare for a possible resurgence of
COVID-19.10. Builds on existing WHO guidance related to COVID-19 and builds around
protective measures related to hand hygiene and respiratory etiquette; physical distancing; use
of masks in schools; environment cleaning and ventilation; and following procedures for
isolating all symptomatic individuals. 10 This checklist can help policymakers and school
officials increase adherence to and adherence to public health protocols during the pandemic.
In the literature, there is conflicting evidence whether BL is superior to F2F. Increasingly, higher
educational institutions incorporate BL into teaching deliveries (Blackmore & Kandiko,
2012; Sharpe & Beetham, 2010; UCL, 2017). Various studies imply that BL is superior to
traditional approaches because BL is interactive, Provides extensive material and tailors it to
different teaching styles (Afacan, 2016; Connolly et al., 2003, 2006; De Beer While many
consider BL to be a well-designed approach, BL may be a limiting factor, reasoning that F2F
may be more popular with students (Concannon et al., 2005; Lomer & Palmer, 2021; Marriott &
Marriott, 2003; Robson & Greensmith, 2009; Selwyn, 2016).
On the other hand, Sinalayan Elementary School is going back in enhancing face to face
learning environment after the pandemic. Teachers and students world collaboratively to pursue
new learning despite the problems brought by COVID 19.
Purpose of the Study

This study aimed to know and understand the methods , strategies and approaches acted by Sinalayan
Elementary School teachers and faculties in enhancing their face to face learning.

This study aimed to know as well the adjustments of Sinalayan Elementary School teachers and
management after online and modular learning.

Research Questions
RESEARCH TITLE: THE FACE-TO-FACE LEARNING ENVIRONMENT IN SINALAYAN
ELEMENTARY SCHOOL S.Y. 2022-2023

1. Does face-to-face learning environment still effective after the long term experienced of the
Modular Learning Modality?
2. What are the advantages towards the pupils after the long term experienced of the New
Learning Modality now that the face-to-face classes is slowly practiced in school?
3. What are the disadvantages towards the pupils after the long term experienced of the New
Learning Modality now that the face-to-face classes is slowly practiced in school?
4. How does the pupils respond on the Face-to-Face Classes?
5. What is the difference between the Modular Learning compared to the Face-to-Face Classes
after the Covid-19?
6. Was there an ease of burden for teachers and students now that the Face-to-Face learning
environment is practiced at school?
7. What are the social factors affecting the pupils on the Face-to-Face learning environment?
8. What are the adjustments done by the teachers on preparing their activities towards their
pupils after the Modular Learning Method?
9. Do the pupils find the Face-to-Face learning environment more engaging compared to the
Modular Learning?
10. How does the pupils like to be learning right now (more time at home, more time at school,
etc.)?
Significance of the Study
The results of the study is significant to the following;

Sinalayan Elementary School Teachers and Faculty

This study may serves as the way for the teachers and faculties what form of
enhancement should be injected to promote safe learning environment after the pandemic, and
able to fill in some lacking in school management, this might also give innovative ideas in school
preparation and student learning environment.
Family
This study is a way for the students families to lend their cooperation and support for the
betterment of the students and as well as the school.

Students
This study would help students to understand vulnerability and adaptability of changing
teacher learning strategies and school faculty management .

Future Researchers
This study would help future researchers to widen their knowledge about this research
problem and infused future solutions and as well as providing concurrent ideas about the said
problem.

Definition of Terms
Blended Learning (BL) –The term blended learning generally applies to the practice of using
both online and in-person learning experiences when teaching students. For example, in a
blended learning program, students can take an instructor-led course in a traditional classroom
setting while completing the online portion of the course independently outside of the classroom.
Modular Distance Learning (MDL) – Modular learning is a form of distance learning that
employs the use of self-learning modules. These self-learning modules are based on the most
essential learning competencies (MELCS) provided by DepEd.
 CHAPTER II
REVIEW OF RELATED LITERATURE

This Chapter presents the related literature and studies after the thorough and in-depth
research done by the researcher.

School Based Management

This paper estimates the impact of school-based management on student achievement in the
Philippines using an administrative dataset of all public schools in 23 school districts over a 3-
year period from 2003 to 2005. The authors tested whether schools that received early school-
based management interventions (school-based management training and direct funding for
school-based reform) achieved higher mean test scores than schools that received no such
inputs. This analysis uses overall composite test scores at the school level (including all tested
subject areas) and test scores from three separate subject areas: English, Math, and Science.
Their preferred estimator, propensity score-matched difference-in-differences, showed a mean
treatment effect of 1.5 percentage points higher for participation in SBM total composite score,
1.2 points for Math, 1.4 points for English, 1.8 points for Science. These results indicate a
statistically significant (albeit small) overall positive effect of the introduction of SBM on mean
school-level test scores across 23 school districts in the Philippines. This paper provides an
initial demonstration of the potential of school-based management in an East Asian context,
based on available administrative data. The authors suggest that the next research sequence is
to answer policy-relevant questions about the reform: what aspects of the reform brought about
the desired outcomes; were there differential effects between subgroups; and what were the
potential downsides of the reform? .The Philippines is implementing school-based management
nationwide, and the authors suggest a simultaneous push for rigorous assessment
mechanisms. Such assessments should not only more accurately estimate the effectiveness of
reforms, but also help answer policy-relevant questions about the design and implementation of
these reforms in different sociocultural contexts.
A recurring theme in school leadership research has been the persistent effort to discern how
leadership that focuses on different aspects of the education system affects teacher motivation,
which in particular affects the teaching and learning process and Overall quality of schools
(Leithwood et al., 2008; Lee et al., 2016). Researchers have proposed various models that
incorporate factors that induce school efficacy (SE) and explain differences in student
achievement (Chapman et al., 2015; Hallinger and Heck, 2010; Hopkins University, 2012;
Robinson et al., 2008). A key assumption in the field is that schools are only effective if they
commit to being accountable for their actions, not just reporting on their outputs and
achievements. Education systems around the world, including in Israel, have devolved power
and authority and transferred it to schools (Bandur, 2012; Caldwell, 2005; Cheong and Mok,
2007; Gammage, 2008; Grinshtain and Gibton, 2018; Nir, 2002, 2003). Decentralization reforms
aimed at improving SE and improving education and learning outcomes (Bandur, 2008;
Caldwell, 2016; Volansky and Friedman, 2003) are increasingly encouraging the adoption of
School-Based Management (SBM) in state education systems(Allen, 2010; Arar and Abo-
Rome, 2016; Barrera-Osario et al., 2009; Caldwell, 2016; 2005). SBM empowers principals,
including decisions about curriculum and learning management; the recruitment and
management of educational staff; and the financial management of schools (Arar and Abo-
Rome, 2016; Caldwell, 2005; Grinshtain and Gibton, 2018).
Teacher motivation is one of the most important variables that can play a key role between SBM
and SE and can affect the progress of the education system. Teacher motivation has been the
focus of numerous studies in recent years (Arar and Massry-Herzallah, 2016; Eyal and Roth,
2011; Finnigan, 2010; Leithwood et al., 2008; Li et al., 2016). Teachers' positive attitudes
towards teaching are critical to SE (Leithwood et al., 2008), not only by what they do, but also
by the conditions under which they work. According to Bogler (2001: 2), "teacher job satisfaction
is important in retaining teachers but is also related to teacher empowerment, school climate,
quality of work environment, student achievement and management style"(Abu Nasra and
Heilbrunn, 2016; Robinson et al., 2008). Therefore, the influence of various factors on teacher
motivation in different education systems has been investigated (Budden, 2009; Eyal and Roth,
2011; Rich and Shiram, 2010; Seebaluck and Seegum, 2013). Few studies, either in Israel or
abroad, have examined the effects of SBM on teacher motivation-mediated SE.
When Modular Learning
According to Lev Vygotsky (2000), modular learning is a form of distance learning that uses self-
study modules (SLMs) based on minimum learning competencies (MELCS). These modules
include sections on motivation and assessment and serve as a complete guide to the
competencies required by teachers and students. Teachers will monitor learners' progress
through home visits. .A modular approach allows Filipino students to study from the comfort of
their homes. Limited contact with teachers will allow parents or guardians to become role
models or "more knowledgeable others" (MKOs) for learners. Someone has a better
understanding or higher level of competence than the learner for a particular task, process, or
concept. Human learning is a social process. Parents are teachers' educational partners. They
are "family facilitators", "tagapagdaloy" means channel, but they don't teach the subject.
Teachers have a responsibility to teach, Dr. Lourdes Servito, (2001). A Filipino author noted that
a module is a self-contained and self-contained unit of instruction that focuses on some well-
defined goals. The handouts distributed during the Educational Technology Applications
Symposium DECS-UNESCO refer to it as a set of learning opportunities organized
systematically around a well-defined theme with pedagogical elements covering specific
objectives, Instructional activities and assessment using standard reference measures, Moralo,
(2000). As Fe C. Nepomuceno, (2000) quote, modules can be short fragments of programs
interleaved between other forms of instruction to cover limited, specific units rather than the
whole course. Another Filipino author categorizes the use of modules, programmed instruction,
self-study kits and correspondence courses, and mastery of learning technology as self-paced
pedagogy, Garcia, (2015)
Nepomuceno describes the modules in the following statements: they are short enough to allow
students to use their study time efficiently; it is self-study in nature, although it may encourage
group work; theory and practice Combining doing and reading with reflection; it provides a list of
further reading or sources relevant to the skill being improved; it offers advice for students to
participate in designing their own projects, interpreting activities and assessment criteria; in a
sense it is reality oriented and puts students in the Real-world situations and experimenting with
stimulation techniques; it provides feedback for improvement and redesign. A module can be
beneficial to students and teachers because: it provides the opportunity to organize a large
sequence of experiences to reflect the particular interests of the teacher or student; self-study
units allow the teacher to focus on deficiencies in the subject that the student must correct, and
also help to eliminate the need to cover topics known to the student the necessity it provides a
way of assessing students‟ progress in learning; It reduces the routine aspects of instruction
learning. The teacher is free to engage in personal contact with the student; the independent
nature of self instructional units facilitated the updating of study materials without major
revisions; and It serves as model for teachers who wish to develop their own materials and
insert their own personality.
Modular instruction was first introduced by American educators. John L. Hughes (2000)
describes it as personalized instruction that provides the basis for an intimate interaction
between the learner and the subject matter. With these modules, learners should respond
frequently in their interactions with the teaching program at the pace of their learning.
Evaluate.Student Studies are three units of specialist education subjects studied by Education
students. It involves concepts and principles about what and how our future teachers assess
their future learners. Although there are existing references on the subject, there is only one
limited book that contains all the lessons prescribed in the course design or study program used
by universities. As a lecturer in Learning Assessment for almost 8 years, researchers have seen
the relevance of using modules when delivering content on this topic. In addition to the fact that
it provides personalized instruction, the module incorporates theory and practice that are central
to the student's learning experience (Good, 2000).
.Researched on 'personalization' of modules, as learners are instructed at their own pace, also
noted that modular instruction caters to individual learning differences, thereby prompting
learners to be actively involved in determining what they need to learn (Duke, 2000). The
amount and pace of their learning must match their abilities, motivation and interests, not
compare to other learners. According to Gibbons (2001), personalized instruction is a
multimedia approach that provides a coherent instructional program that prepares learners to
take full control of their education.
Classroom Environment
Classroom environment refers to the surroundings, atmosphere and things students use,
including things we most commonly find in classrooms like whiteboards, armchairs and
electric/ceiling fans. Academic performance refers to the overall academic activity a student
undertakes in the classroom/school for achievement. The classroom is where students learn
about their place in the world and the gift they have to offer. This is where students develop
knowledge of what they want their future to look like, and the skills needed to make it happen.
Since the classroom is such an important place in a child's development, it is important to
understand the ways in which this environment can be influenced in order to achieve maximum
teaching effect. Schools do play an important role in teaching the next generation how to be
successful members of society, so every precaution should be taken to ensure the learning
environment helps students thrive. If not done properly, classrooms can be set up in a way that
can stifle creativity or not promote a positive learning environment. (Hannah, 2013)

Teachers and Faculties Research Capability

One of the core functions of a Higher Education Institution (HEI) is research as well as
instruction and promotion. The ability of university faculty to conduct research is an advantage
in improving student quality and research-led teaching and purposeful outreach to the
community (Caingcoy, 2020). Therefore, teaching and outreach should be research-based.
Research skills gain overwhelming interest in literatureover the decades. Most of the research
has been in determining the research capacity of Department of Education (DepEd) teachers as
this research has been institutionalized by the department (Wong, 2019;
Ulla et al., 2017; Abalo et al., 2016). However, there are no literature or local studies focusing
on the research capacity of university faculty in different universities in the Philippine Visayas
(Kho et al., 2017; Salem et al., 2016). The premise that university faculty complete a master's or
doctorate gives the idea that they should conduct and publish research articles, but this is not
always the case. They are able to complete postgraduate study According to Salom (2013),
research is effective and essential for changing society. Teachers should have research
consciousness. This awareness is important in productionThe Department of Education
(DepEd) embeds action research in teacher year-end assessment ratings with management
guidelines and procedures that can improve the quality of teaching practice and pedagogy for
meaningful learning experiences (Deped Order no. 16, s .2017 ). Research competence refers
to the ability to answer questions following the scientific process of planning, collecting data,
and interpreting them using appropriate statistical tools or qualitative analysis (Salom et al.,
2013; Ismael et al., 2012). A faculty member's ability to research may develop over time, as it is
a skill that requires constant practice.
Transition from Blended Learning to Face to face
The Covid-19 pandemic has had a huge impact on academics' professional/personal lives. Jung
et al. (2021) reported uncertainty related to online/BL instruction; increased teacher workload;
disrupted work procedures; and increased Anxiety and psychological problems associated with
isolation are prevalent. In the Dutch context, de Boer (2020) speculates that the challenges
associated with online teaching have made university employment less attractive. Greenberg
and Hibbert (2020) extrapolate that, given the losses due to Covid With implications for both
private and professional life in academia, special attention should be paid to PTSD. Belkire et al.
(2019) suggest that early career researchers are at risk of being negatively affected mentally
due to stress related to Covid-19. Sangster et al. (2020) collected qualitative data from 72
accounting academics in 30 countries with each academic reporting context, challenges,
reflections and future plans (amongst others). They find that 48.3% consider that the
modifications required to deliver lectures has increased stress levels. Taken together, reflective
studies acknowledge that the sudden and dramatic pivot from F2F to BL and/or online teaching
has had a negative impact on higher education practitioners.
On the other hand, some see the Covid-19 pandemic as an opportunity to develop new virtual
frameworks. Sangster et al. (2020: 437) report that before the pandemic, hybrid approaches
were considered tomorrow's world. But in the wake of the pandemic, virtual environments are
expected to become a more ubiquitous feature of higher education. Sangster et al. (2020) report
that the academic community is optimistic about the opportunities to enhance virtual learning
environments. It has also been reported that the implementation of BL can enhance the
experience of students. Using a case study approach, Yang and Huang (2020) argue that while
there are downsides to sudden changes in teaching, the pandemic can speed up the
development of new online materials. They also believe that BL has the potential to adapt to
different learning styles and thus become the "new normal". Bettis (2020) conjectured that
although the adoption of online teaching by traditional universities would bring new challenges,
The Covid-19 pandemic can be an opportunity to enhance the student experience by offering
students flexibility in how classes are delivered through recorded lectures. Baber (2021) showed
that Korean students have adapted to e-learning during the Covid-19 pandemic, which means
that students did not have a negative perception of the change from F2F to online.
In the UK and at the University where this study was conducted (Sheffield Hallam University),
the majority of teaching delivery was face-to-face. However, more and more people are
incorporating BL into curriculum design. Among other things, the Teaching Excellence
Framework has been an extrinsic driver for educators to come up with unique and marketable
teaching outcomes (Cleaver et al., 2014; Gewirtz) In the extant literature, various advantages
have been shown to be associated with BL. BL is considered interactive, suitable for different
learning styles, and can provide more material (Afacan, 2016; Connolly et al., 2003, 2006; De
Beer) BL can be adjusted to meet student requirements (Benson and Kolsaker and 2015;
McCabe) On the other hand, while BL is theoretically considered a value-added instructional
strategy, there is evidence that when F2F is replaced by BL, students perceive some aspects of
the virtual environment as limiting (Bentley, 2012; Turner, 2015 )). Some consider BL to be a
limiting factor as it reduces students' motivation to engage in technical subjects (Concannon et
al., 2005; Robson)

Search Description
The researcher search keywords, exact phrases, subject headings and citation searching in
making this chapter.
Conceptual or Theoretical Framework

Blended learning students adjustment

Blended learning “is part of the ongoing convergence of two archetypal learning environments”
(Bonk & Graham, 2006, p. 2). However, the influences of the two types of delivery are not equal,
and how to blend looks different if you are starting from an in-person school to how it looks if
you are coming from a distance education background.
Teacher competencies are also new in hybrid environments and will co-develop with students
as they engage with and adapt to each other and the other four elements in the system. It is
hypothesized that teachers involved in blended learning will adapt pedagogy not only for
blended learning but also for learners who are prepared to participate effectively in 21st century
society, which is characterized by significant diversity. These “teachers” will be identified by new
labels .
Modular learning transition to face to face learning environment
COVID-19 has become a global health emergency. As of October 6, 2020, nearly 36 million
people have been infected and more than 1 million people have died. (Worldometer, 2020).
Most countries have opted to use quarantine protocols and temporarily close their educational
institutions to stop the spread of COVID-19.
To stop the spread of COVID-19. As a result, more than 1 billion students worldwide are
affected. More than 28 million Filipino students of all academic levels are required to stay home
and follow Philippine government quarantine regulations (UNESCO, 2020).
School Readiness
School readiness can generally be defined as the skills, knowledge and abilities that children
need to succeed in formal schooling, which for most begins in kindergarten (Snow, 2006). Over
the past 40 years, research on school readiness has produced many different theories and
perspectives (Snow, 2006; Winter and Kelley, 2008).
From a maturity perspective, readiness for learning depends on a child's level of skill and
cognitive maturity (Kagan, 1992). More recent views, however, have shifted toward holistic,
multidimensional definitions of school readiness, emphasizing the importance of personal and
social skills and the role of family and community (eg, Diamond, 2010).

Teachers Readiness
As the country continues to grapple with the COVID-19 pandemic, the Philippine Department of
Education (DepEd) recently signaled possible action to implement a combination of traditional
and online instruction for the planned 2020 start of classes. It is currently investigating various
alternative ways of delivering education to students. It argues that the learning process must
continue whether the child stays at home or attends school (Bernardo, 2020).
With this possible transition to blended learning, schools need to plan for virtual learning
solutions, including assessing their capacity based on the reliability of local power sources,
internet connectivity, and teacher readiness (Obana, 2020).

Review of Research
Of the alternatives currently being investigated, technology plays the most powerful role in changing the educational
landscape in the post-COVID-19 era. In China, the first epicenter of the virus, for example, more than 180 million
children have been forced to stay home. But while schools are closed due to quarantine, technology is used to
continue learning in a different mode It is developed through various online courses and electronic textbooks
(Patrinos).

Decades of research have shown that a school’s transition to technology often depends on
multiple interdependent factors. On the one hand, Petko et al. (2018) confirmed that educational
technology integration depends on the readiness of individual teachers. Teachers’ readiness to
integrate educational technology depends on their perspective and skills. Numerous studies
have shown the need to determine teacher readiness .
The Ministry of Education has prepared a framework called Continuity of Learning Plan to help
teachers adjust to the new normal (Luz, 2020). This Learning Continuity Plan (LCP) focuses on
the framework and structure that the Regional Office provides to the District. Also noted that the
role of the school sector is to work with their schools to implement this framework into their
School Improvement Plan (SIP) which will help them deal with any issues that may arise
As for teacher readiness for the new normal, Alea et al. (2020) examined teachers’ willingness
to switch to distance learning education under the threat of COVID-19; however, they were
hampered by a lack of facilities, equipment, and capacity building for distance learning
education. Most educators believe they can adapt their teaching methods if their institutions
provide them with the necessary resources. Principals generally support teachers’ readiness
( Moreno and Gortazar, 2020)
 CHAPTER III
METHODOLOGY
This chapter reveals the methods of research to be employed by the researcher in conducting
the study which includes the research design, research questions and hypothesis , setting,
participants, data collection, data analysis, conclusion and its development establishing its
validity and reliability.
Research Design
The researcher used Grounded Theory research design to be able to gather in-depth, multi-
faceted explorations According to Glaser and Strauss (1967), is a theoretical discovery based
on data collected and analyzed in a systematic manner. According to Kaiser and Presmeg
(2019), grounded theory is a unique systematic approach that supports the analysis and
abstraction of data to construct theories based on empirical data. These methods use constant
comparison techniques to implement unique encoding procedures such as open encoding, axial
encoding
about the enhancement of face to face learning environment in Sinalayan Elementary School.

Research Questions and Hypothesis

Research Questions

RESEARCH TITLE: THE FACE-TO-FACE LEARNING ENVIRONMENT IN SINALAYAN ELEMENTARY SCHOOL

S.Y. 2022-2023
1. Does face-to-face learning environment still effective after the long term experienced of the Modular
Learning Modality?

2. What are the advantages towards the pupils after the long term experienced of the New Learning
Modality now that the face-to-face classes is slowly practiced in school?

3. What are the disadvantages towards the pupils after the long term experienced of the New Learning
Modality now that the face-to-face classes is slowly practiced in school?

4. How does the pupils respond on the Face-to-Face Classes?

5. What is the difference between the Modular Learning compared to the Face-to-Face Classes after the
Covid-19?

6. Was there an ease of burden for teachers and students now that the Face-to-Face learning
environment is practiced at school?

7. What are the social factors affecting the pupils on the Face-to-Face learning environment?

8. What are the adjustments done by the teachers on preparing their activities towards their pupils after
the Modular Learning Method?

9. Do the pupils find the Face-to-Face learning environment more engaging compared to the Modular
Learning?

10. How does the pupils like to be learning right now (more time at home, more time at school, etc.)?

Hypothesis

H1. Acknowledging and accepting the inevitability of educational transformation brought on by

the pandemic is critical to learning continuity and transition.
H2. Teachers are taking individual actions to meet the needs of learners in face-to-face
learning.
H3. Teachers’ ability to adjust in the face of adversity have acknowledged them as an
instructional specialist in the educational transition back to face-to-face learning.

Setting

The study will be conducted in Sinalayan Elementary School , which can be located at Purok 7, Sinalayan
Lumbo, Valencia City, Bukidnon.

Participants

The participants of the study will be the teachers and faculties of Sinalayan Elementary School,
8 participants will be interviewed by the same sets of questions. They are chosen through
Purposive sampling. The researcher took data saturation into account when determining the
number of participants for the study.

Data Collection

The researcher will collect data through interview and observation which is fit to be use in this study.

Data Analysis
The researcher will use Qualitative Content Analysis
Numerous and different characteristics serve to maintain the “groundedness” of the
Grounded Theory methodology. Davidson (2001) states that data collection and analysis are
combined on purpose, and that primary data analysis is used to construct a profile of
ongoing data collecting. It is believed that interweaving data collecting and analysis will amplify
the insights and clarify the limits of the emerging theory by posing different questions that
account for the real phenomenon relevant to the respondents. Kaiser and Presmeg (2019)
explain that the collected data are assessed using various coding approaches as the central
procedure. Coding is a form of conceptual abstraction in grounded theory that assigns broad
concepts (codes) to specific data occurrences. Coding and continual comparative approach are
crucial for discovering a grounded theory in this circumstance (Charmaz, 2006). The continual
comparative methodology is a continuous and inductive method of data classification that
involves constant recoding. During the coding phase, the information or incidents are compared
and examined with the other data (Glaser & Strauss, 1967)
Data Generalization:
-All respondents answered that students missed the face to face classes and they find blended
learning difficult.
-Teachers and faculties strengthen the authentic mode of learning
-Teachers and faculties able to realize and differentiate the academic performance of students
from blended learning to face to face learning.

Conclusion

The School itself , their vision is to make the institution a safe space of learning, make education
comfortable and fun, and able to impart knowledge whether academic or non academic. Sinalayan
Elementary School had already produced students entitled of different profession. The Sinalayan
Elementary School always provide top caliber of education management to the learners. Accordingly to
all respondents, whether blended or face to face they assured that they provide progressive and
competitive learning strategies to the students. But with regards to COVID-19 pandemic, both the school
and students had adjusted, however it does not education stopped their, as what the Department of
Education Secretary says that “no one should be left behind”. Sinalayan Elementary School is making
their best to give everything for the students.