Chapter 1 3 Revised 1 Erica2

Republic of the Philippines
Department of Education
REGION V
SCHOOLS DIVISION OF CAMARINES SUR
NABUA NATIONAL HIGH SCHOOL
Nabua, Camarines Sur
THE ADJUSTMENTS OF 12 HUMSS J STUDENTS IN NABUA NATIONAL
HIGH SCHOOL ON THE NEW NORMAL FACE TO FACE CLASSES
A Quantitative Research
Presented to the Faculty of Senior High School Department
San Miguel Nabua, Camarines Sur
In partial fulfillment of the requirements in

PRACTICAL RESEARCH 2 and INQUIRY, INVESTIGATION and
IMMERSION
ARANDUQUE, JAMES SKIE P.
CERENO, CARLS L.
ESCALONA, JANE PRINCESS B.
ESTALLO, MADELYN E.
LARESMA, ERICA MAY E.
12-Humss-J Researchers
MR. RYAN T. PEREZ
Practical Research 2 Teacher
January 2023
1
REGION V
ACKNOWLEDGEMENTS
The researchers wish to convey their gratitude and sincere appreciation to the
following persons for their indebtedness in making this endeavor of success.
Without their support would never have been realized.
Foremost, to our almighty God, for showering the researchers with
grace, peace of mind and guidance, and also the chance to bear with the
trials and challenges throughout the study. Without all those graces and
blessings, the completion of the study will not be possible;
2
REGION V
ABSTRACT
Name of Institution : Nabua National High School
Address : San Miguel, Nabua Camarines Sur
Title : THE ADJUSTMENTS OF 12HUMSS
J STUDENTS IN NABUA NATIONAL
HIGH SCHOOL ON THE NEW NORMAL
FACE TO FACE CLASSES
Keywords :
Authors : ARANDUQUE, JAMES SKIE P.
CERENO, CARLS L.
ESCALONA, JANE PRINCESS B.
ESTALLO, MADELYN E.
LARESMA, ERICA MAY E.
Funding Resource : Personal
Date Started :
Date Completed :
Objectives of the Study
3
REGION V
General : To determine the Adjustments Of
12humss J Students in Nabua National
High School on The New Normal
Face To Face Classes
Specific : 1.) To know What is the profile of
respondents in terms of? A. Age
B. Gender C. Status
: 2.) To know What are the adjustment
made by Humss J?
: 3.) To know What is the output or material
that can be developed base from the
findings of the study?
4
REGION V
TABLE OF CONTENTS
5
REGION V
CHAPTER 1
INTRODUCTION
This chapter of the paper presents the problem and its setting. It
includes the background of the study, the statement of the problem,
hypothesis, significance of the study, and scope and delimitation of the
study, definition of terms, notes
BACKGROUND OF THE STUDY
In early January 2020, scientists identified a new infectious disease
caused by a novel coronavirus. Since then, the COVID-19 pandemic has
caused widespread disruptions to schools and universities. According to
UNESCO, as of April 10, 2020, more than 188 countries had implemented
nationwide school and university closures, impacting over 91% of the world’s
student population (UNESCO n.d.).
During these school closures, all face-to-face lessons were cancelled,
compelling many institutions, including our own school, to immediately
transition from face-to-face in-person learning to completely online lessons.
The abrupt switch to fully online learning has been particularly stressful for
6
REGION V
many teachers and students who prefer in-person interactions. Online
learning is often stigmatized as a weaker option that provides a lower quality
education than in-person face-to-face learning (Hodges et al. 2020).
One of the biggest changes brought by COVID-19 pandemic was the
need to shift to remote learning for the safety of students, teachers, and the
school community. The good news is, as the number of cases in the country
continue to decline, more and more schools, including Nabua National High
School, was now reopened to conduct face-to-face classes. For us, Humss J
students, such a news can be exciting yet equally unnerving. Just like
adjusting to the online learning set-up, being back in a physical classroom and
learning alongside your friends and classmates after two years of just
modules, google meet and messenger can require some getting used to.
In this digital age, teachers must also be able to adapt to technological
advances to be able to prepare their students for Education. This means that
schools also have the responsibility of ensuring that faculty members undergo
regular and continuous learning and skills training, focused on how to deliver
instruction effectively through both physical and remote means.
7
REGION V
This study is about how Humss J students of Nabua National High
School adjust in their new normal face to face classes in this school year
2022-2023. How they're going to adjust in the environment, classmates,
teachers and even their subjects. How they kept up with the transition from
online and modular way of learning to new normal face to face classes. Many
of us are from different schools before we transferred here in Nabua National
High School. Many of us are struggling financially especially in our
allowances, fares and other school activities necessities.
Face-to-face classes were conducted for half a day every other week. Set
A in Monday and Tuesday, modular in Wednesday, then set B in Thursday
and Friday. Participating schools ensured that class schedules were arranged
equitably so that all learners had the opportunity to attend face-to-face
classes.
As people slowly make our way in the new normal and toward recovery
from the drastic impacts of the pandemic, there is one important lesson that
schools must keep: the way to go is to embrace innovation. While it is
uncertain whether we would ever have to weather another global epidemic as
large in scale as the COVID-19 pandemic in the future, it is best to be
prepared. For
8
REGION V
schools, they can do this by cultivating an innovative mindset and by going
out of their way to support students and teachers alike.
As we struggle to get back to normal, we must adapt to the system that
will help the learners since they have been and still are deprived of a truly
face-to-face way of learning. We must not compromise the safety of our
students and teachers while ensuring the quality and efficiency of education
for all Filipino students. Better days are coming and with these incredible
efforts of the government, the Department of Education, parents, teachers,
and stakeholders, we will see a brighter future for our education system. Let
us have faith and claim that there will be a silver lining when we all pray
together for a better education system in the Philippines.
STATEMENT OF THE PROBLEM
The effects of the COVID-19 panic has caused a massive change to
our daily lives, changes that have often happened rapidly and abruptly. Life
adjustments often come with a wide range of experiences and emotions. In
this study the researchers, gather some effective research questions for the
Humss J students about their adjustments:
9
REGION V
1.What is the profile of respondents in terms of?
A. Age
B. Gender
C. Status
2. What are the adjustment made by Humss J?
3.What is the output or material that can be developed base from the findings
of the study?
HYPOTHESIS
The adjustment of Humss J students in Nabua National High School on the
new normal face to face classes was not that hard or easy either. The class
took-up the psychosocial activities in order for them to be physically,
emotionally and physically ready before they proceed to new normal face to
face classes. Many students said that they would rather study at school than
at home because there, they can meet up with friends and interact with their
classmates. They can ask teachers whenever they don’t understand a topic or
need more clarification on any lessons. Learning through online platforms at
home poses
10
REGION V
some challenges, making them feel like they are falling behind in their
education. The researchers examined that under the new normal classes, it is
good for we have a concrete plan for our teachers and student but it's good if
we study more and everyone's to achieve at least let have a better normal in
this time of pandemic.
SIGNIFICANCE OF THE STUDY
This study is important to know the adjustment of 12 HUMSS J
student in nabua national high school on the new normal face to face
classes. The result of this study will provide a great contribution to the
existing body of knowledge to the following:
Students. This study will help the student maximize the chances of
finding people they get on with.
Parents. the outcomes of the study will help the parents to support and
to advice to their child in adjustments on the new normal face to face classes.
Teachers. It will benefit to them in ways of encourage social
interaction.
School. It will benefit to them in ways of ensures a better
understanding and re-collection of lesson content and give class members a
chance to bond with one another.
11
REGION V
Future Researcher. The result of this study will help the future
researchers who might conduct similar study will be guided with related facts
necessary for deeper and wider scope of the research. In addition to that, this
study will provide them with the necessary data to answer some of their
queries.
SCOPE AND DELIMITITION
This study was focused on describing the adjustment of 12
HUMSS J student in nabua national high school on the new normal face
to face classes.
The scope of this study are the Grade 12 HUMSS J students of
Nabua National High School ranging from first to second section and the
other sections are not included in this study.
DEFINITION OF TERMS
The following terms were defined theoretically and operationally to
facilitate easy comprehension:
Face-to-face learning. Is an instructional method where course
content and learning material are taught in person to a group of
students. This allows for a live interaction between a learner and an
instructor. It is the most traditional type of learning instruction.
12
REGION V
Implemented. Carry out, accomplish especially: to give practical
effect to and ensure of actual fulfillment by concrete measures. to
provide instruments or means of expression for.
Presume. To believe something to be true because it is very likely,
although you are not certain:
Student. operationally defined as the respondents of the researchers.
students are theoretically defined as the body of educational psychology that
theorizes how students gain knowledge in post-secondary educational
environments.
Unprecedented. without previous instance
13
REGION V
ENDNOTES
Hew, K.F., Jia, C., Gonda, D.E. et al. Transitioning to the “new normal”
of learning in unpredictable times: pedagogical practices and learning
performance in fully online flipped classrooms. Int J Educ Technol High Educ
17, 57 (2020). https://doi.org/10.1186/s41239-020-00234-x
https://businessmirror.com.ph/2022/09/13/first-day-high-in-the-new-
normal-students-ultimate-guide-to-face-to-face-classes/
https://mentoracollege.ca/blog/general/embracing-the-new-normal-as-
a-student/
https://malaya.com.ph/news_living/transition-smartly-and-level-up-your-
face-to-face-classes/?amp
https://www.unicef.org/thailand/stories/school-reopening-how-teachers-
and-students-are-adjusting-new-normal-thailand
https://l.facebook.com/l.php?u=https%3A%2F
%2Fwww.panoramaed.com%2Fblog%2Fquestions-to-ask-students-pandemic
%3Ffbclid
%3DIwAR2FGlwnQJKgMqSC2IrT_1249pRupcUOBaHENkz4Alj2vRILRf2GKg
IX4aY&h=AT0dMkOLNHupx058hBWCZySoA8onAg5Pd3vmRIkPEOsDLTQY
k0hIp9hWS8nKI6EwdJKjCoeiAqagn5__jHy1qq-
aPU98im3dxz0WrBRpvm7RDGFRiPuXdR7za_9XDuaJE8bm9A
14
REGION V
CHAPTER 2
REVIEW OF RELATED LITERATURE AND CONCEPTUAL
FRAMEWORK
This chapter presents the review of related literature and studies, which
gathers studies and dissertations which focus on similar topic; conceptual
framework which shows the importance, Knowledge, Confidence and
Readiness of the study; Theoretical Framework ; research assumptions; and
definition of terms.
REVIEW OF RELATED LITERATURE
This part is a presentation of related literature and studies focusing on
the subject under study. These were taken from articles and journals and
found to be important on the present study.
In regard to that, Garrison, Anderson, and Archer one of the most
important factors in learning is social presence. Social presence can be
defined as the degree of salience between two communicators using a
15
REGION V
communication medium due to the differing perceptions of medium of its
online learning. Social presence also can be interpreted as the degree to
which a person is perceived as “real” in mediated communication, which
contribute to the social climate in the classroom experience. Also argued that
social presence refers to Community of Inquiry (CoI) framework, namely the
students’ ability to project themselves socially and emotionally as “real
people” in an online learning community which is support cognitive and
affective objectives of learning in a community of learners.
According to the study of Salmon argued, the importance of social
presence is to cultivate and build the successful of communication and group
which has something to do with cognitive presence.
According to Gunawardena argued, social presence is necessary to
increase the communication both in traditional and technology-based
classrooms. Instructor must be able to create and maintain the educational
arrangements, while students enjoy that arrangement. If the social presence
is low, it means the interaction in learning is also low.
The study of Moore demonstrated that interaction is one of the most
important components of teaching and learning experiences. Interaction is the
most important thing when it comes to face-to-face learning or even in online
learning. Inevitably, interaction that uses the social aspect must be apply in
16
REGION V
learning in order to improve student learning by enhancing student
knowledge.
According to Tu, social interaction is fundamental to the explanation of
the relationship between social presence and the social learning theory. When
social interaction becomes part of the classroom dynamics, therefore
classrooms become active places. Also, social interaction of learning which is
very essential for the successful learning provides and support productive and
meaningful learning. Besides, social interaction also promotes learning
engagement which has been identified as positively affecting achievement of
learning outcomes.
In regard to that, Gunawardena and Zittle similar to social presence and
social interaction, satisfaction in courses is an important thing in learning.
When comparing satisfaction with online and face-to-face courses, many
researchers argued that learners tend to be more satisfied with face-to-face
interactions. Also argued interactions between learner and instructor also
contribute to satisfaction.
According to the study of Jansen (2004) since the beginning of higher
education, from the time of colonization to the era of decolonization, almost all
South African universities have been dependent on face-to-face learning
(Cuban, 1986; Mgqwashu’, 2017). Argues that face-to-face learning is
believed be traditional and excludes students’ experiences, because it occurs
17
REGION V
in the presence of a lecturer depositing knowledge for students in a
demarcated classroom, using traditional methods (lecturer-centered) and
traditional resources like textbooks, chats, chalkboards and others. However,
these demarcated physical classrooms are not accessible in the case of
challenges ranging from student protests to pandemic outbreaks. Face-to-
face learning provides real-time contact with resources and others, takes
place within a specified contact time, and provides prompt feedback to
students (Black and Wiliam, 2006; Waghid, 2018). That said, e-learning is
education that takes place over the Internet is alternatively called online
learning, and it is an umbrella term for any learning that takes place across
distance and not in a face-to-face platform (Anderson, 2016; Mpungose,
2020a).
Furthermore, Choudhury and Pattnaik (2020) affirm that, e-learning
definition evolves with the evolution of Web from Web 0 to 4.0. Thus, “the
world was introduced to Internet-based learning with Web 0, which was a
read-only site. Thereon, Web (2.0) and Web (3.0) allowed real-time interaction
and connected intelligence, respectively. We now witness Web 4.0 where
machine and the human brain can directly interact” (Choudhury and Pattnaik,
2020, p. 2). The concepts of e-learning, distance education, online learning
and web-based education are concepts that have been used in the literature.
However, Rodrigues et al. (2019, p. 88) affirm that both these concepts share
18
REGION V
the common feature that “they are a form of instruction that occurs between a
learner and an instructor and are held at different times and/or places, using
several forms of material”.
As such, Arkorful and Abaidoo (2015) refer to e-learning as the use of
educational technologies to enable access to learning and teaching material
online. Thus, the importance of e-learning which takes place through the use
of the Internet in 21st century university education is undeniable, particularly
for the students of today as digital natives (Bennett et al., 2008; Prensky,
2001).
Amory (2010) and Khoza (2019b) state that e-learning is capable of
making course content available online, because of the widespread use of
modern technologies such as hardware resources (computers, laptops,
mobile phones and others), and software resources (learning management
system, software applications, social media sites and others). This suggests
that students have freedom to access course information/content anytime and
anywhere, irrespective of challenges such as the pandemic outbreak—
provided they have access to hardware and software resources.
In some studies (Liu and Long, 2014; Nikoubakht and Kiamanesh, 2019)
further argue that face-to-face learning is irreplaceable and is the cornerstone
of every learning institution, even if the current discourse and technological
revolution demand the use of e-learning. The latter studies believe that there
19
REGION V
is still a conundrum between face-to-face (person-to-person interaction in a
live synchronous platform) and e-learning (self-paced learning in an
asynchronous platform). As a solution to this conundrum, other scholars
(Anderson, 2016; Bates, 2018; Graham, 2006) believe that blended learning
which combines online and face-to-face learning is the way to go, so that
students can use many ways of accessing course content based on their
needs (strengths/limitations).
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. Traditional face-to-face, in-person,
classroom-based teaching and learning has been used for centuries as the
ubiquitous delivery method. Distance and distributed teaching and learning
opportunities are much newer, particularly in reference to technology-enabled
learning. When online education became available, it was used first in
distance education, with students studying fully online. Notions of blending
classroom-based learning and online or distance education came later.
Only over the last few decades has technology for learning been
readily available. It emerged so quickly that use of these technologies was
implemented well before we had substantial knowledge of its impact and the
20
REGION V
differences it made for teachers and students. Now, with more evidence,
improved theories and models, and more clarity about how to use both in-
person and online teaching and learning, we can blend the two delivery
modes with careful attention to each.
REVIEW OF RELATED LITERATURE AND STUDIES
The literature and studies cited in this chapter tackle the different
concept, understanding, and ideas, generalization or conclusions and different
development related to study of the enrollment from the past up to the present
and which serves as the researchers guide in developing the project. Those
that were also included in this chapter helps in familiarizing information that
are relevant and similar to the present study.
After a prolonged period of learning at home during school closures,
children in Thailand are back in the physical classroom since July 1 and
adjusting to the new normal. The first day of school started with pouring rain in
the early morning. Kids commuted on a school bus, which picked them up
from their villages. Due to COVID-19, the bus needs to make up to six rounds
and pick up a limited number of children at a time to ensure it is not too
packed to abide by physical distancing measures. All children are required to
have their temperature checked before getting on the bus, register with their
teachers and clean their hands with alcohol-based hand sanitizers at the
school’s screening point. Some teachers stand by with hand-held
21
REGION V
thermometers to check the temperatures of children accompanied by their
parents. The children then clean their hands with hand sanitizer and receive a
stamp reading “PASS” on their wrist, after which they are allowed to enter
classrooms.
The new normal of going to school during COVID-19 may not remain
unfamiliar to children for too long. No matter where they looked, they saw
posters and information related to COVID-19 everywhere. They wore masks
while studying, desks were set further apart, and morning activities were
cancelled to prevent large gatherings. All of these practices were
implemented in line with the safe school guidelines and teacher manuals
developed by UNICEF, the Ministry of Education and Ministry of Public
Health, with assistance from the Government of Japan. The prolonged school
closures this year caused unprecedented challenges to teachers and children,
especially children from migrant and ethnic groups. Some children were
struggling with online learning, while others had to help out their families
during the day. Efforts made from teachers kept children learning and
prepared for the new semester. In the meantime, support from all sectors
helped strengthen the COVID-19 prevention measures when children were
finally back in school. All of these efforts are contributing to keeping children
safe while learning and helping them adjust to their unfamiliar routine under
the ‘new normal’ environment.
22
REGION V
Two years after face-to-face classes have been suspended by the
government due to the threat of Covid-19, the Department of Education
(DepEd) is implementing the progressive expansion of limited in-person
learning. However, Education Secretary Leonor Briones noted that the
implementation of face-to-face learning would not be the same as it was
before the pandemic. “Even as we are excited about face-to-face, the face-to-
face that we are implementing is not going to be like the face-to-face that you
are used to where you are with the teacher, where the children move around
as they please,” Briones said in a virtual presser on Wednesday, March 23.
“Even in the most admired countries who are supposed to be active in face-to-
face [learning], they don’t have face-to-face every day, every day,” Briones
added. DepEd’s latest data showed that 10,196 public and private schools are
currently implementing limited face-to-face classes nationwide. More schools
are expected to hold limited face-to-face classes as DepEd revises its School
Safety Assessment Tool (SSAT) which has streamlined the requirements for
the conduct of in-person sessions
“The dominant approach is a blended approach where you have both
online teaching as well as face-to-face,” she said. Briones explained that in
the future, the world would be different “much of how the world operates
including the Philippines will be online, and will use very high levels of
technology.” Thus, Filipino learners will “have to be prepared not only by face-
23
REGION V
to-face but also they have to be prepared for online, for technology, for the
advances of science and technology.”
MANILA – After missing out on face-to-face classes and meeting new
friends for more than a year due to the pandemic, learners once again get to
cherish the joys of going to school. In November, students in areas identified
low risk for the coronavirus started to return to limited face-to-face classes
across the country after 20 months of blended learning. It is a school year
unlike any other and the Department of Education, along with other
government agencies and partners, made strides in reintroducing face-to-face
classes amid the challenges of the pandemic. For Education Secretary
Leonor Briones, the pilot run of limited in-person classes, which began on
November 15, was “very successful." In her report to President Rodrigo
Duterte on December 28, Briones noted the effective implementation of the in-
person classes in all the schools that participated – public, private, and
international schools. Consequently, the schools have been able to operate
safely during a pandemic, strictly observing health protocols. There were no
reports of Covid-19 cases and serious incidents involving learners. Teaching
and non-teaching personnel involved in the pilot were also required to be
vaccinated against Covid-19 to ensure the learners' safety.
“So, we believe that we can proceed, and we thank you for your
permission given to the DepEd and the Department of Health as well as the
24
REGION V
DILG (Department of the Interior and Local Government) to continue the
assessment of schools which can be eligible for the expansion of face-to-face,
Mr. President,” Briones said. The department remains hopeful to expand the
number of schools that can implement face-to-face learning, subject to the
approval of the president. Amid hesitancy from some parents and students,
thousands of students in about 100 schools nationwide reopened for limited
in-person classes. A total of 20 private schools followed suit a week after.
Meantime, 28 public schools in the National Capital Region joined the pilot run
of limited in-person classes on December 6. The participating schools were
allowed after meeting the qualifications set by concerned government
agencies – correspondence from their local governments, low-risk
classification for Covid-19, and passing school safety assessment tool. As for
the participating learners, only those who were able to secure consent from
their parents, have no comorbidities were allowed to join the classes. The
limited in-person classes covered learners in kindergarten to Grade 3 Level
and Senior High School (SHS) taking Technical-Vocational-Livelihood Track.
The class sizes were also limited with 12 learners in kindergarten; 16 for
Grades 1 to 3; and 12 for SHS.
25
REGION V
CONCEPTUAL FRAMEWORK
THEORETICAL FRAMEWORK
The effects of the COVID-19 panic has caused a massive change to
our daily lives, changes that have often happened rapidly and abruptly. Life
adjustments often come with a wide range of experiences and emotions.
26
REGION V
Sometimes that transition can feel smooth and other times that journey to the
new normal is choppy or downright bumpy! Some people may find themselves
in survival mode, gathering information and resources necessary to function
at school, work, as a person, and in our relationships with others. Others may
be attempting to settle into their new routines. For some, this means trying to
combat social isolation. For many, it means learning how to live (or re-live)
with friends, family members, partners, or roommates, which is not always
easy. I hear a lot of people struggle to find a distraction-free space at home
that is conducive to do productive and effective work. For myself, I feel like it
takes twice as much time, effort, and energy to do even simple tasks, which
can be quite draining. I’ve really had to be very compassionate and patient
with myself lately. Others may be struggling with the fatigue, frustration,
sadness, anger, grief, and anxiety (among other things) of adjusting. Some
people (and I hope there are a lot of you out there), have gone through the
adjustment process and are finding comfort in your new norm. In all of this,
here are a few important things to remember.
ASSUMPTION OF THE STUDY
The subjects of the study are expected to provide accurate responses
to the survey questions about "The adjustments of Humss J students in
Nabua National High School on the new normal face-to-face classes" with
regard to academic learning. The researchers presume that the following
27
REGION V
premises about the study are true. Additionally, it is anticipated that
participants in the survey, which will yield accurate information regarding the
new standard face-to-face classes, will be able to detect their symptoms and
reflect as they complete it.
DEFINITION OF TERMS
Adjustments. The ability to become more familiar with a new situation.
Face to face learning. Is an instructional method where course content and
learning material are taught in person to a group of students. This allows for a
live interaction between a learner and an instructor. It is the most traditional
type of learning instruction.
Implemented. Carry out, accomplish especially to give practical effect to and
ensure of actual fulfillment by concrete measures to provide instruments or
means of expression for.
Presume. To believe something to be true because it is very likely, although
you are not certain:
Students. A person who is studying at a school, college, or university.
28
REGION V
END NOTES
https://l.facebook.com/l.php?u=https%3A%2F%2Fthe-science-net.com
%2F2022%2F09%2F14%2Fback-to-f2f-adjusting-once-again-to-the-old-
normal%2F%3Ffbclid
%3DIwAR3cV6prTNd48YYx9wp_TJ7d847DYlZuyO5CZgmEFzj9iwHnuhbiLus
baN0&h=AT2TNfciwOdU8shop3PKQcV_HQf2jEXP1TfV23dXkARb95weuaQ
Pf5PLKViQ-
dpTtxOJr16GM821iCerP_zQH2pyN2NunP1GfFiv6E_zASVxaZh2WVKLdDoKl
lB4gcrQmgow08CRUwweCMmKvJG96A
29
REGION V
CHAPTER 3
METHODOLOGY
This chapter is the presentation of the definite steps and
procedures in the conduct of the study. It discussed about the data
gathering tools and the interpretation of data. This includes the research
method that was used, the retrieval of the questionnaires as well as the
other tools that was applied to the data collected that would be great to
help to the present study.
RESEARCH DESIGN
This study will gather information using descriptive quantitative
research to adjustments of Humss J students in Nabua National High
School on the new normal face to face classes. Descriptive research
methods are pretty much as they sound, they describe situations. They
do not make accurate predictions, and they do not determine the cause
and effect. There are three main types of descriptive methods:
observational methods, case study methods and survey.
RESEARCH METHOD
30
REGION V
This study the researchers will use the survey or questionnaires which ask the
same question to large numbers of participants or use Likert scales which
measure opinions as numerical data. And an Observation which can either
involve counting the number of times a specific phenomenon occurs, or the
coding of observational data in order to translate it into numbers. And the
Experiments testing hypotheses in laboratories, testing cause and effect
relationships, through field experiments, or via quasi- or natural experiments.
RESPONDENTS OF THE STUDY
Population of the study will be the Grade 12 HUMSS J of Nabua National
High School from a total number of 55 students. Some of them will be the
subject or respondents of the study.
RESEARCH INSTRUMENT
The questionnaire was utilized as the main data gathering instrument. The
instrument to be prepared focused on answering the statement of the
problem.
The questionnaire
The adjustments of Humss J students in Nabua National High School on
the new normal face to face classes"
Part I- Demographic Profile of the respondents
31
REGION V
Instruction: Kindly shades the corresponding circles on the parenthesis
provided which reflects the applicable information about yourself.
Gender: O Male
O Female
Age: O 17-19
O 20-27
Part II: "The adjustments of Humss J students in Nabua National High
School on the new normal face to face classes"
This part of the questionnaire seeks to find out the adjustments of Humss J
students in Nabua National High School on the new normal face to face
classes.
Instruction: Kindly shades the corresponding circles behind the
numbers to rate how you are related to the questions below.
1. How much effort are you putting into your classes right now?
1.O 2. O 3.O 4. O 5.O
2. How difficult or easy is it for you to stay focused on your schoolwork
right now?
1.O 2. O 3.O 4. O 5.O
32
REGION V
3. How happy are you with the amount of time you spend speaking with
your teacher?
1.O 2. O 3.O 4. O 5.O
4. How happy are you with how much time you spend in specials or
enrichment (role plays, music, speech, PE, etc.)?
1.O 2. O 3.O 4. O 5.O
5. How sure are you that you can do well in school right now?
1.O 2. O 3.O 4. O 5.O
6. In your classes, how eager are you to participate?
1.O 2. O 3.O 4. O 5.O
7. How often do you get so focused on activities in your classes that you
lose track of time?
1.O 2. O 3.O 4. O 5.O
8. How excited are you about going to your classes?
1.O 2. O 3.O 4. O 5.O
9. How much you are satisfied with your efforts right now?
1.O 2. O 3.O 4. O 5.O
33
REGION V
10. How do you manage your time when you still have tons of unfinished
school works and personal problems?
1.O 2. O 3.O 4. O 5.O
DATA GATHERING PROCEDURE-
As a Researcher, we're focused on a procedure to know the adjustments
of students on the new normal f2f classes. First, we conduct a survey to my
fellow students in Nabua National High School to know what are the
adjustments and what does it feels about this comeback f2f classes. We were
put an average of 1-5 points. Afterwards, collecting data proceeds and based
on the gathered data the results will get ranked using the ranking method and
percentage count. The Researchers hoped that this action will help to know
the adjustment not only the students but also to the instructors in nabua high.
DATA ANALYSIS
The researcher will retrieve the questionnaires and after which careful
analysis will be done. An appropriate tool shall be used as written in the
statistical treatment. The researcher will use tables in the interpretation of
data and all the questionnaires will be accounted appropriately.
34
REGION V
STATISTICAL TREATMENT OF DATA
The data was tabulated, analyzed and interpreted using the
Percentage Technique, Slovin's Formula and Weighted Mean.
Percentage Technique
The Researchers determined the percentage equivalent of responses
to each question in terms of their personal student profile. The Formula is
shown below.
P=(n/N) x 100
Where:
P= Percentage
n= Number of Respondent
N=Total Number of Respondent
Slovin's Formula
The Researchers utilized this formula to determine the total number of
the respondents. The formula is shown below.
n= N/1 +Ne²
Where:
35
REGION V
N= Total Number of Respondents
n= Required Sample Size
e= Margin Error (0.5)
1= Constant in the Equation
Weighted Mean
The Statistical reflecting the degree of knowledge and awareness of the
HUMSS J students regarding the competency standard. The formula is shown
WM=TWF/N
Where:
WM= Weighted Mean
TWF=Total Weighted Mean
N= Number of Respondents
ETHICAL STANDARDS
Research ethics provides guidelines for the responsible conduct of research.
In addition, it educates and monitors scientists conducting research to ensure
a high ethical standard. The following is a general summary of some ethical
principles: Honesty: Honestly report data, results, methods and procedures,
36
REGION V
and publication status. Do not fabricate, falsify, or misrepresent data.
Objectivity: Strive to avoid bias in experimental design, data analysis, data
interpretation, peer review, personnel decisions, grant writing, expert
testimony, and other aspects of research. Integrity: Keep your promises and
agreements; act with sincerity; strive for consistency of thought and action.
Carefulness: Avoid careless errors and negligence; carefully and critically
examine your own work and the work of your peers. Keep good records of
research activities. Openness: Share data, results, ideas, tools, resources. Be
open to criticism and new ideas. Respect for Intellectual Property: Honor
patents, copyrights, and other forms of intellectual property. Do not use
unpublished data, methods, or results without permission. Give credit where
credit is due. Never plagiarize. Confidentiality: Protect confidential
communications, such as papers or grants submitted for publication,
personnel records, trade or military secrets, and patient records.
37
REGION V
ENDNOTES
https://l.facebook.com/l.php?u=https%3A%2F%2Fwww.philstar.com
%2Fopinion%2F2022%2F09%2F20%2F2210832%2Freturning-full-face-face-
schooling%3Ffbclid
%3DIwAR3c7AvZWNIeRhIb_VlE4assyegAc9lTAPjB75sPi1QTNgeEa-KP-Il-
CQI&h=AT2TNfciwOdU8shop3PKQcV_HQf2jEXP1TfV23dXkARb95weuaQPf
5PLKViQ-
dpTtxOJr16GM821iCerP_zQH2pyN2NunP1GfFiv6E_zASVxaZh2WVKLdDoKl
lB4gcrQmgow08CRUwweCMmKvJG96A
38

Chapter 1 3 Revised 1 Erica2

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Chapter 1 3 Revised 1 Erica2

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

THE ADJUSTMENTS OF 12 HUMSS J STUDENTS IN NABUA NATIONAL

HIGH SCHOOL ON THE NEW NORMAL FACE TO FACE CLASSES

In partial fulfillment of the requirements in

ARANDUQUE, JAMES SKIE P.

ESCALONA, JANE PRINCESS B.

LARESMA, ERICA MAY E.

MR. RYAN T. PEREZ

Practical Research 2 Teacher

following persons for their indebtedness in making this endeavor of success.

Without their support would never have been realized.

Foremost, to our almighty God, for showering the researchers with

blessings, the completion of the study will not be possible;

Name of Institution : Nabua National High School

Address : San Miguel, Nabua Camarines Sur

Title : THE ADJUSTMENTS OF 12HUMSS

J STUDENTS IN NABUA NATIONAL

HIGH SCHOOL ON THE NEW NORMAL

FACE TO FACE CLASSES

Authors : ARANDUQUE, JAMES SKIE P.

ESCALONA, JANE PRINCESS B.

LARESMA, ERICA MAY E.

Funding Resource : Personal

Objectives of the Study

General : To determine the Adjustments Of

12humss J Students in Nabua National

High School on The New Normal

Face To Face Classes

Specific : 1.) To know What is the profile of

respondents in terms of? A. Age

: 2.) To know What are the adjustment

: 3.) To know What is the output or material

that can be developed base from the

findings of the study?

includes the background of the study, the statement of the problem,

hypothesis, significance of the study, and scope and delimitation of the

study, definition of terms, notes

BACKGROUND OF THE STUDY

In early January 2020, scientists identified a new infectious disease

caused by a novel coronavirus. Since then, the COVID-19 pandemic has

caused widespread disruptions to schools and universities. According to

student population (UNESCO n.d.).

During these school closures, all face-to-face lessons were cancelled,

compelling many institutions, including our own school, to immediately

transition from face-to-face in-person learning to completely online lessons.

many teachers and students who prefer in-person interactions. Online

learning is often stigmatized as a weaker option that provides a lower quality

education than in-person face-to-face learning (Hodges et al. 2020).

One of the biggest changes brought by COVID-19 pandemic was the

In this digital age, teachers must also be able to adapt to technological

instruction effectively through both physical and remote means.

This study is about how Humss J students of Nabua National High

2022-2023. How they're going to adjust in the environment, classmates,

of us are from different schools before we transferred here in Nabua National

High School. Many of us are struggling financially especially in our

allowances, fares and other school activities necessities.

A in Monday and Tuesday, modular in Wednesday, then set B in Thursday

equitably so that all learners had the opportunity to attend face-to-face

schools must keep: the way to go is to embrace innovation. While it is

uncertain whether we would ever have to weather another global epidemic as

large in scale as the COVID-19 pandemic in the future, it is best to be

schools, they can do this by cultivating an innovative mindset and by going

out of their way to support students and teachers alike.

As we struggle to get back to normal, we must adapt to the system that