Thesis in Final Defense

Saint Louis Anne Colleges of
San Pedro Laguna Incorporated

Old National Highway, Brgy. Nueva, San Pedro City, Laguna
Collegiate year 2022-2023
College of Education
FACTORS AFFECTING NEW NORMAL EDUCATION ON ACADEMIC PERFORMANCE
OF THE SELECTED GRADE 12 HUMSS STUDENTS OF
BIÑAN INTEGRATED NATIONAL HIGH SCHOOL
An Undergraduate Thesis Presented to the
College of Education of Saint Louis Anne
Colleges of San Pedro Laguna, Inc.
BY:
Añover, Stephanie Aeriel
Deguia, Lean Mae P.
Malupeng, Aldre Mark D.
Bachelor of Secondary Education – Major in Social Studies
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CHAPTER I
INTRODUCTION
There are currently troubling and urgent issues that are impacting everyone. In response to
these changes, researchers are experiencing progress in various areas that they did not previously
pursue. They are implementing restricted movements, practices, activities, modes, and strategies in
their daily lives. The coronavirus has had a significant impact on not only researchers and workers
but also students who need to continue their studies and focus on their bright future despite the
pandemic. Researchers are still trying to adapt to these difficult circumstances as they do not want
to be stagnant and wait for the pandemic to end. Research organizations and government agencies
have made efforts to continue education and schooling during the pandemic. That is why the new
normal has been implemented and is still being applied in the current situation.
Education in the new normal presents a unique set of challenges in the Philippines, as the
country strives to continue education amid the COVID-19 pandemic. The Department of Education
(DepEd) has adopted a flexible model of blended learning, combining online and in-person
instruction, in order to complete the school year while also prioritizing public health and safety.
According to DepEd Order No. 34 Series of 2020, the DepEd is committed to ensuring the
effective implementation of the K to 12 curriculum, even in the face of the challenges posed by the
pandemic. The DepEd has advocated for strict adherence to public health protocols and has
implemented policies that aim to provide accessible, responsive, and quality education throughout
this health crisis. This includes the use of digital learning technologies (DLT) as a means of
continuing education in an online environment.
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However, the adoption of DLT has not been without its challenges. There are concerns about
the availability and accessibility of technology for all students, as well as the need for proper training
and support for both teachers and students in using these technologies effectively. There are also
concerns about the impact of the loss of in-person contact hours on students' academic
performance, as well as the potential for social isolation and other negative psychological effects
(Ferran et. al; Prudente & Saguja, 2021).
To address these challenges, the DepEd has implemented a number of measures, including
the distribution of learning materials and devices to students and teachers, the provision of technical
support and training, and the development of alternative models and curricula to ensure that
students are able to continue learning and achieving their goals.
Despite these efforts, the impact of the COVID-19 pandemic on education in the Philippines
has been significant. According to Anzaldo (2021), the closure of schools and the shift to remote
learning have disrupted traditional teaching and learning practices and have led to a loss of contact
hours for students. This has had a particularly negative impact on disadvantaged and marginalized
groups, who may lack the resources or support to fully participate in remote learning.
In addition to the challenges of remote learning, the COVID-19 pandemic has also had
economic impacts on families and communities, which can further compound the challenges faced
by students and teachers. The loss of income and job security for many families has made it difficult
for them to support their children's education and has led to increased stress and anxiety.
Given these challenges, it is important for the DepEd and other stakeholders to continue to
prioritize the needs of students and teachers and to work towards finding solutions that ensure that
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education can continue in a safe and effective manner. This may include a continued emphasis on
the use of DLT, as well as the development of additional support systems and resources to help
students and teachers overcome the challenges of the new normal.
Overall, the COVID-19 pandemic has had a significant impact on education in the Philippines
and has presented a number of challenges that need to be addressed in order to ensure that
students are able to continue learning and achieve their goals. While the DepEd and other
stakeholders have made efforts to adapt to the new normal, there is still much work to be done in
order to overcome the challenges of the pandemic and ensure that education remains a priority in
the Philippines.
This research aims to demonstrate the factors affecting new normal education on the
academic performance of the students. It will also assist future researchers in their future studies.
BACKGROUND OF THE STUDY
The COVID-19 pandemic has had a significant impact on the education of students around
the world. As governments implemented measures to contain the spread of the virus, schools were
closed, and students were forced to transition to remote learning. While this was a necessary step
to protect the health and well-being of students and educators, it has also presented numerous
challenges and had significant consequences for the education of students. One of the main
challenges of remote learning is the lack of access to technology and resources. Many students,
particularly those from low-income families or in developing countries, do not have access to laptops,
tablets, or reliable internet connectivity. This has made it difficult for these students to fully participate
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in online classes and has contributed to inequities in education. According to a report by the United
Nations Children's Fund (UNICEF), "the COVID-19 pandemic has exacerbated pre-existing
inequalities and has disproportionately affected the most vulnerable children and adolescents,
including those living in poverty, those with disabilities, and those living in humanitarian settings."
In addition to the lack of access to technology and resources, remote learning has also
presented challenges for students with learning disabilities or those who struggle with self-motivation
and self-regulation. According to a report by the International Council for Open and Distance
Education (ICDE), "students with learning disabilities or special educational needs may find it difficult
to learn remotely, as they may not have the same level of access to support and accommodations
that they would have in a face-to-face setting." Similarly, students who struggle with self-motivation
and self-regulation may have difficulty staying on track with their coursework and meeting deadlines
when learning remotely (ICDE, 2020).
The transition to remote learning has also had an impact on the mental health and well-being
of students. According to a report by the World Health Organization (WHO), "the COVID-19
pandemic has had a significant impact on the mental health and well-being of children and
adolescents, with many experiencing increased levels of stress, anxiety, and depression." The report
cites factors such as social isolation, changes in routine, and the loss of support systems as
contributing to these mental health issues (WHO, 2020).
In addition to the challenges faced by students, the COVID-19 pandemic has also had a
significant impact on the education of teachers. Many teachers have had to quickly adapt to new
technologies and teaching methods in order to deliver effective instruction to their students remotely.
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This has been a challenge for many teachers, particularly those who are not comfortable or familiar
with using technology in their teaching.
The COVID-19 pandemic has had a significant impact on the education of students and
teachers around the world. It has presented numerous challenges, including the lack of access to
technology and resources, the difficulties faced by students with learning disabilities or those who
struggle with self-motivation and self-regulation, and the impact on the mental health and well-being
of students. While remote learning has been a necessary measure to protect the health and well-
being of students and educators, it has also had significant consequences for the education of
students and the profession of teaching.
The COVID-19 pandemic has had a significant impact on education in the Philippines. With
the sudden shift to distance learning, many students, particularly those from disadvantaged
backgrounds, have struggled to adapt to the new learning modality.
One major issue is the lack of access to technology and the internet. According to a survey
conducted by the Department of Education (DepEd), only about 60% of students in the Philippines
have access to a computer, and only about half have access to the internet at home. This has meant
that many students have been unable to participate in online classes and have fallen behind in their
studies.
Another issue is the lack of resources and support for distance learning. Many schools and
teachers were not prepared for the sudden shift to online learning, and many have struggled to
provide adequate support and resources for their students. In addition, the lack of supervision and
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guidance for students during the transition to distance learning has led to a decrease in academic
performance for many students.
The impact of the pandemic on education has also been felt at the tertiary level. Universities
have had to shift to online classes, which has led to a decrease in student engagement and a rise
in dropout rates. In addition, the economic downturn caused by the pandemic has led to financial
difficulties for many students, making it difficult for them to afford tuition and other expenses.
The COVID-19 pandemic has also had a negative impact on the mental health of students.
The sudden shift to distance learning, along with the stress and uncertainty caused by the pandemic,
has led to an increase in anxiety and depression among students.
In response to these issues, the Philippine government has implemented various measures
to support distance learning, including providing free internet connectivity and devices to students
and teachers, and increasing funding for the DepEd's distance learning program. However, more
needs to be done to address the challenges faced by students and ensure that they are able to
continue their education despite the ongoing pandemic.
According to a study published in the Philippine Journal of Education, "the COVID-19
pandemic has exposed the vulnerabilities of the Philippine education system, particularly its reliance
on traditional face-to-face instruction and lack of infrastructure and resources for distance learning."
The study recommends a number of measures to address these issues, including increasing funding
for distance learning, improving access to technology and the internet, and providing support and
resources for teachers and students (Philippine Journal of Education,2021).
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In conclusion, the COVID-19 pandemic has had a significant impact on education in the
Philippines, with many students facing challenges such as lack of access to technology and the
internet, lack of resources and support for distance learning, and mental health issues. It is important
for the government and other stakeholders to take action to address these issues and ensure that
students are able to continue their education despite the ongoing pandemic.
Biñan Integrated National Highschool in the Philippines, like many schools around the world,
has faced numerous challenges during the COVID-19 pandemic. The school has had to adapt and
find ways to continue providing education to its students while also ensuring their safety and well-
being. When the pandemic first hit the Philippines, Binan Integrated National Highschool, like many
other schools, was forced to close its doors and transition to remote learning. This was a major
challenge for the school, as many of its students did not have access to the necessary technology
and resources to participate in online classes. The school worked to provide students with laptops
and internet access, but these efforts were not enough to ensure that all students were able to
participate fully in online classes. To address this issue, the school turned to a hybrid model of
learning, combining online classes with in-person instruction. This allowed students who were able
to attend in-person classes to receive a more traditional education, while those who were unable to
attend due to health concerns or other issues were able to continue learning remotely. The school
also implemented numerous safety measures to protect students and staff from COVID-19. This
included frequent hand washing and sanitizing, temperature checks, and the wearing of masks and
other personal protective equipment. The school also limited the number of students in each
classroom to allow for proper social distancing.
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Despite these efforts, the pandemic has had a major impact on the education and well-being
of students at Biñan Integrated National Highschool. Many students have struggled with the stress
and isolation of remote learning, and some have fallen behind in their studies. The school has
worked to provide additional support to these students, including one-on-one tutoring and extra help
with coursework.
The COVID-19 pandemic has presented significant challenges for Binan Integrated National
Highschool and its students. However, the school has shown resilience and determination in finding
ways to continue providing education and support to its students despite these challenges. By
adapting to the changing circumstances and implementing safety measures, the school has been
able to navigate the pandemic and continue providing a high-quality education to its students.
THEORETICAL FRAMEWORK
Connectivism is a learning theory that was proposed by George Siemens in 2005. It suggests
that learning occurs through the creation and maintenance of connections between individuals,
ideas, and experiences.
According to the theory, individuals are no longer passive receivers of information, but rather
active constructors of their own knowledge. They do this by connecting and integrating new
information with their existing knowledge and experiences, creating a network of connections that
serves as a foundation for learning.
Connectivism emphasizes the importance of context and interaction in learning, recognizing
that knowledge is not isolated but rather exists within a larger network of connections. It also
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acknowledges the role of technology in facilitating learning, as it allows for the creation of
connections and the exchange of information and ideas on a global scale (Siemens, 2004).
Connectivism suggests that learning is ongoing and dynamic, and that it is not limited to
traditional classroom settings. Instead, it can occur anywhere and at any time, as individuals seek
out new information and connections in order to learn and adapt to changing environments
(Bessenyei, 2008).
In practice, connectivism can be implemented through a variety of teaching strategies, such
as problem-based learning, collaborative learning, and the use of social media and other online
platforms for communication and information exchange.
Overall, connectivism is a learning theory that recognizes the importance of connections and
interaction in the process of learning and acknowledges the role of technology in facilitating this
process.
The connectivism theory can be related to the impact of the "new normal" education on the
academic performance of students in several ways.
First, the shift to online learning and distance education as a result of the COVID-19 pandemic has
made it more important than ever for students to be able to connect and integrate new information
with their existing knowledge and experiences in order to learn effectively. This aligns with the
fundamental principle of connectivism, which emphasizes the importance of connections and
interaction in the learning process.
Second, the use of technology and online platforms for communication and information exchange
has become more prevalent in the new normal education, which aligns with the connectivism
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theory's acknowledgement of the role of technology in facilitating learning. However, the reliance on
technology and online platforms also highlights the need for students to have access to these
resources in order to fully participate in the learning process. This becomes particularly relevant for
students from disadvantaged backgrounds who may not have equal access to technology and the
internet.
Finally, the new normal education has made it more important for students to be self-directed and
take responsibility for their own learning, as they may not have the same level of supervision and
guidance as they would in a traditional classroom setting. This aligns with the connectivism theory's
recognition of the importance of individual agency in the learning process.
The connectivism theory can be related to the impact of the new normal education on the
academic performance of students in that it emphasizes the importance of connections, interaction,
and technology in the learning process, as well as the need for individuals to be self-directed and
take responsibility for their own learning.
CONCEPTUAL FRAMEWORK
This study developed from ideas, revealed and cited researchers brought by local and foreign
studies and literature. Considered as independent variables is the factors affecting new normal
education especially in the Selected Grade 12 HUMMS students of Biñan Integrated National High
School.
Here we will include the experience and relationship of the students to teachers. Considered
as dependent variables are the academic performance of Selected Grade 12 HUMMS senior high
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school of Biñan Integrated National High School, their way on how they perform the projects,
activities and other performance they need to accomplish in school. Based on the foregoing
literature, the paradigm as shown in Figure 1 presents the causes or factors of new normal
education, their effectively, and the effects on academic performance of Senior High School
students, meaning their relationship to others when they are already affected by much interaction to
others especially to the peers. Here also, included some graphs, and data to be
evidence of the study.
Independent Variable Dependent Variable
Respondent’s Profile Determine the factors affecting on
Gender the Academic Performance of the
Selected Grade 12 HUMSS

Age
Students of Biñan Integrated
Monthly Family Income
National Highschool.
STATEMENT OF THE PROBLEM
This study aims to determine the factors affecting new normal education on the
academic performance of the selected Grade 12 HUMSS students of Biñan Integrated
National High School. Specifically, it seeks answer to the following questions.
1. What is the demographic profile of respondents in terms of:
1.1 Gender
1.2 Age
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1.3 Monthly Family Income
2. What is the extent of Level on Academic Performance of Selected G12 HUMSS Students of
Biñan Integrated National High School with respect to:
2.1 Online Learning;
2.2 Time management;
2.3 Behavior; and
2.4 Availability of Gadgets.
3. Is there a significant difference on new normal education and academic performance of a selected
Grade 12 HUMSS Students of Biñan Integrated National High School with respect to:
3.1 Age;
3.2 Gender;
SIGNIFICANCE OF THE STUDY
This study will be conducted to determine the factors affecting new normal education in
academic performance of the Grade 12 students at Biñan Integrated National High School.
Teachers. This research contains literature and studies from experts on which they can rely when
their students seek or consult them for advice. This may provide them with a tool and source to help
their students on how to apply time management, the importance of communications, as well as
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relationships and academic problems, because this research contains literature and studies from
experts on which they can rely when their pupils seek or consult them for advice.
Students. This study may be a great help to the learners. It could give them an idea of how the
new normal education works amidst the pandemic. They will be aware of the impact of online
learning especially for those students who are not capable of using gadgets.
School Administrator. Through the study's recommendation, they will be able to implement a new
and improved curriculum for those students who have struggled in the new normal situation.
Parents. In this new normal, parents and elderly must have a larger part in their child's learning and
development than they did in the past. More so, because the majority of education today takes place
from home rather than on a school site, and without the physical presence of teachers. By this stage
of the pandemic, they should be more encouraging and understanding.
Future Researchers. This study may serve as a reference for other topics that they will need to
investigate that are directly related to the New Normal. In addition, if they are concerned about the
new normal, this might be a great reference book in comparison to other inspirational books.
SCOPE AND DELIMITATIONS
The overall objective of this study was to know the factors affecting new normal education on
the academic performance particular on Biñan Integrated National High School Grade 12 HUMMS
students.
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This study limited specific coverage to 12th grade students. Its primary objective was to determine
their knowledge acquired through a new normal education and the challenges they faced.
Encountered in distance education. This study looks at each student's personal information that
affects their academic performance, such as education level, income, gender, age, home, and
location. Each student will have to answer the same questionnaire. And this study focuses on the
school year of grade 12 students HUMMS 2021-2022.
DEFINITION OF TERMS
The following terms will be defined operationally for the purpose of clarity and understanding
as to the manner in which they will be used in the study.
Education – The process of receiving or giving systematic instruction, especially at a school or
university.
Factor – A condition, element, or influence that contributes to or affects something. Factors can be
external or internal, and they can have positive or negative effects.
Internet – A global computer network providing a variety of information and communication facilities,
consisting of interconnected networks using standardized communication protocols.
Learning – The acquisition of knowledge or skills through study, experience, or being taught.
Online learning – The process of learning using the internet and digital resources.
Pandemic – An outbreak of a disease that occurs over a wide geographic area and affects a
significant proportion of the population.
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Resources – A source of supply, support, or aid, especially one that can be readily drawn upon
when needed.
Technology – The application of scientific knowledge for practical purposes, especially in industry.
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CHAPTER II
REVIEW OF RELATED LITERATURE
Online Learning
Online learning has become increasingly popular in recent years, with many educational
institutions offering courses and programs through the internet. A growing body of literature has
explored the effectiveness of online learning, with research spanning a wide range of disciplines and
perspectives.
One study that has contributed to the understanding of online learning is "A systematic review
of the effectiveness of online learning in K-12 education" by Zhang and Goodson (2019). This study
conducted a systematic review of research on the effectiveness of online learning in K-12 education,
and found that overall, online learning can be effective in improving student outcomes. However, the
authors also identified a number of challenges and factors that can affect the effectiveness of online
learning, such as the lack of access to technology and the internet for some students, and the need
for adequate teacher training and support.
Another important study on online learning is "Evaluation of evidence-based practices in
online learning: A meta-analysis and review of online learning studies" by Means et al. (2009). This
meta-analysis and review of online learning studies examined the effectiveness of various evidence-
based practices in online learning, including course design, instructional strategies, and student
support services. The authors found that, overall, online learning can be effective, but that its
effectiveness depends on a number of factors, such as the quality of the course design and the level
of student support provided.
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In conclusion, the literature on online learning suggests that it can be an effective way to
learn, but that there are also a number of challenges and factors that can impact its effectiveness. It
is important for educational institutions and teachers to consider these issues when implementing
online learning programs.
Time Management
One study on time management in the new normal of education is "Time management
strategies of college students during the COVID-19 pandemic" by Kim et al. (2021). The study found
that college students facing the challenges of online learning during the COVID-19 pandemic utilized
a variety of time management strategies, including setting daily and weekly schedules, prioritizing
tasks, and using time management tools such as calendars and to-do lists.
The authors also found that students who reported higher levels of self-regulation and
motivation were more likely to use effective time management strategies. This suggests that
developing self-regulation and motivation may be key factors in helping students manage their time
effectively in the new normal of education.
Another study, "Time management practices of online learners: A review of the literature" by
Rovai (2003), highlights the importance of setting goals, prioritizing tasks, and creating a schedule
in effective time management for online learners. The study also discusses the role of technology in
helping students manage their time, such as through the use of calendars, to-do lists, and project
management software.
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Overall, research suggests that setting goals, prioritizing tasks, creating a schedule, and
utilizing technology can be effective time management strategies for students in the new normal of
education.
Behavior
One study on behavior in the new normal of education is "Adapting to the new normal: A
study of students' behaviors and attitudes during the COVID-19 pandemic" by Al-Kahtani et al.
(2021). The study found that students experienced a range of emotions during the COVID-19
pandemic, including anxiety, stress, and boredom. These emotions were often related to the
challenges of online learning, such as difficulties with technology and a lack of motivation.
The authors also found that students displayed a range of adaptive behaviors in response to
the pandemic, including seeking support from peers and teachers, using technology to stay
connected with others, and finding ways to stay engaged in their studies.
Another study, "Student behaviors during the COVID-19 pandemic: Implications for teaching
and learning" by Kaya et al. (2021), examined the impact of the COVID-19 pandemic on student
behaviors in higher education. The authors found that the pandemic led to a decrease in student
engagement, as well as an increase in absenteeism and cheating. They also found that students
who experienced a higher level of stress and anxiety were more likely to exhibit negative behaviors.
Research suggests that the COVID-19 pandemic has had a significant impact on student
behavior, with students experiencing a range of emotions and exhibiting both adaptive and negative
behaviors.
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Availability of Gadgets
One study on the availability of gadgets in the new normal of education is "Digital divide and
educational equity during the COVID-19 pandemic" by Lee et al. (2020). The study found that the
shift to online learning due to the COVID-19 pandemic highlighted the digital divide, with some
students having access to the necessary technology and others lacking it.
The authors also found that students who had access to gadgets such as laptops and tablets
were more likely to have positive experiences with online learning, while those who did not have
access faced significant challenges. This suggests that the availability of gadgets is a key factor in
ensuring educational equity during the new normal of education.
Another study, "Digital inequality and the COVID-19 pandemic: Implications for education" by
Mishra et al. (2020), examines the impact of the COVID-19 pandemic on digital inequality and
education. The authors found that the pandemic has exacerbated existing inequalities in access to
technology, with students from low-income households and rural areas particularly disadvantaged.
Overall, research suggests that the availability of gadgets is a crucial factor in ensuring
educational equity during the new normal of education, with the COVID-19 pandemic highlighting
and exacerbating existing digital inequalities.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter has described the methodology used in conducting the research. This chapter
presents the study design, target population, and sampling techniques used. It further identifies the
data collection tools that were used in the study and the data collection process. We concluded by
describing how to conduct the data analysis and the results.
Research Design
Research design is the plan and structure of a survey designed to provide an answer to a
research question. A plan is the overall scheme or program of research (Robson, 2002). A
descriptive study design was used in this study. The main purpose of descriptive research designs
is to provide information about the characteristics of populations or phenomena (Mugenda &
Mugenda, 2003). Descriptive research is used as a precursor to quantitative research design
because it provides a high-level overview.
Respondents of the Study
The respondents of this study are Selected Grade 12 HUMSS Senior High School students
of Biñan Integrated National High School.
Sampling Techniques
The researchers use random sampling where every member of the population was given a non-zero
chance of being selected as sample, meaning to say everyone in the population has the chance to
live included in the sample as long as they free and convenient. (Using Fishbowl Method).
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Research Instrument
The researchers used survey questionnaire to measure the effects of new normal education
in the Academic performance of every Selected Grade 12 HUMSS Senior High School student of
Biñan Integrated National High School.
Data Gathering Procedures
The research will now start to bloom with the following procedures: First, the Researchers
need to have permission to the Senior High School coordinator, and to the signal of the Practical
Research Instructor to survey Senior High School students. The researcher will personally distribute
the questionnaire to each student and they will only give 20 minutes to answer the questionnaire.
After that, the survey questionnaires
will be tabulated, and tallied.
Scale
The researchers use a Likert Scale to measure the level of the academic performance of the
selected Grade 12 HUMSS student of Biñan Integrated National High School.
Numerical Range Verbal Interpretation
4.01 – 5.00 Strongly Agree
3.01 – 4.00 Agree
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2.01 – 3.00 Neutral
1.01 – 2.00 Disagree
0.01 – 1.00 Strongly Disagree
Stastical Treatment of Data.
After all the data needed are obtained from the respondents, the following statistical tools will
be executed for presentation and analysis. These are:
Frequency Distribution. This is the most important form of tabulation from the standpoint
of mathematical analysis of statistics. It presents data irrelatively compact form, give a good overall
picture and contains information that is adequate for many purposes.
P = Percentage ƒ = Frequency ƞ = Number of Sample
Frequency Count – The tally or frequency count is the calculation of how many people fit into a
certain category or the number of times a characteristic occurs. This calculation is expressed by
both the absolute (actual number) and relative (percentage) totals.
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Weighted Mean – The weighted mean is a type of mean that is calculated by multiplying the weight
(or probability) associated with a particular event or outcome with its associated quantitative
outcome and then summing all the products together
ƒ = Frequency × = Score ƞ = Number of Scores x̄ = Weighted
Mean
Percentage Analysis. This serves two purposes in data presentation. It simplifies by
reducing all numbers to a range of from 0 to 100. Second, the use of percentage translates the data
into standard form with a base of 100, for relative comparison.
Slovin’s Fromula where:
N- total population (n)= N / (1+Ne)2 n- sample size e- margin of
error
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CHAPTER IV
RESULTS AND DISCUSSION
This chapter presents and discusses the results of the study on the Factors affecting the New
Normal Education on the Academic Performance of the Selected Grade 12 HUMMS students of
Biñan Integrated National High School. It includes the presentation and interpretation of data
gathered by the researchers.
I. Respondents’ Profile
The table below show the frequency and percentage of the profile of the students in terms of
gender, age and monthly family income.
1.1 Gender
Table 1
Distribution of Respondents in terms of Gender
Gender Frequency Percentage
Male 13 50%
Female 13 50%
Total 26 100%
This first table illustrates the respondents' gender profiles. The survey included 26 selected
Grade 12 HUMSS students. Both male and female respondents have the same number of
surveys, which is 50%, for a total of 100%.
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1.2 Age
Table 2
Distribution of Respondents in terms of Age
Age Frequency Percentage
16 years old 7 26.92 %
17 years old 8 30.77 %
18 years old & above 11 42.31 %
Total 26 100%
The second table illustrates the respondents' age profiles. Like in the first table, the total
number of respondents in the study is 26. The greatest number of respondents in the survey is 18
years old and above, which is 11, corresponding to 42.31%. The second largest group is 17 years
old, with 8 respondents, corresponding to 30.77%. The last group is 16 years old, with 7
respondents, corresponding to 26.92%. Together, these groups account for a total of 26
respondents, or 100%.
Table 3
Distribution of Respondents in terms of Monthly Family Income
Monthly Family Income Frequency Percentage
₱10,000 & below 5 19.23 %
26
₱10,001- ₱15,000 3 11.54 %
₱15,001- ₱20,000 15 57.69 %
₱20,001- ₱25,000 1 3.85 %
₱25,001 & above 2 7.69 %
Total 26 100%
This table shows the distribution of the respondents according to their monthly family income.
Based on the result, 15 respondents belong to the income range of ₱15,001 to ₱20,000, which
corresponds to 57.69%. Next, there are 5 respondents who belong to an income range of ₱10,000
and below, corresponding to 19.23%. Third, there are 3 respondents with an income range of
₱10,001 to ₱15,000, corresponding to 11.54%. Fourth, there are 2 respondents with an income
range of ₱25,001 and above, corresponding to 7.69%. Finally, only 1 respondent belongs to a family
with an income range of ₱20,001 to ₱25,000, corresponding to 3.85%.
II. Factors affecting the Academic Performance of the Students
The table below shows the frequency and percentage of the factors affecting new normal
education in academic performance of the respondents.
Table 4
Respondents’ Level of Academic Performance in New Normal Education
1.1 Online Learning
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Rank Statement Weighted Mean Verbal
Interpretation
3 1. I find online learning to be 2.42 Neutral
more convenient than in-
person classes.
4 2. I am able to retain information 2.31 Neutral
better in online classes.
2 3. I prefer the flexibility in online 2.77 Neutral
classes.
5 4. I feel that online classes offer 2.19 Neutral
a better learning experience.
1 5. I think that online classes are 3.04 Agree
less effective for learning
than in-person classes.
This table shows on how online learning affects the academic performance of the students.
In statement #5, with a weighted mean of 3.04 and a verbal interpretation of “agree,” it portrays that
the students prefer in-person classes over online classes. This is followed by statement #3 with a
weighted mean of 2.77, statement #1 with a weighted mean of 2.41, statement #2 with a weighted
mean of 2.31, and statement #4 with a weighted mean of 2.19, all with a verbal interpretation of
“neutral.”
Table 5
28
1.2 Time Management
Interpretation
2 1. I am able to stay focused 3.46 Agree
during class.
4 2. I often find myself off-task 3.23 Agree
during class.
1 3. I am able to manage my time 3.58 Agree
effectively during class.
3 4. I struggle to balance taking 3.31 Agree
notes and paying attention
during class.
5 5. I have trouble completing all of 2.97 Disagree
my class assignments on time.
This table shows on how time management affects the academic performance of the
students. Statement #3 has the highest weighted mean of 3.58, with a verbal interpretation of
“agree.” This is followed by statement #1 with a weighted mean of 3.46, statement #4 with a weighted
mean of 3.31, and statement #2 with a weighted mean of 3.23, all with a verbal interpretation of
“agree”. Only statement #5 had trouble completing all class assignments on time, with a weighted
mean of 2.97 and a verbal interpretation of “disagree.”
29
Table 6
1.3 Behavior
Interpretation
2 1. I am generally well-behaved 4.12 Strongly Agree
in class.
4 2. I often find myself talking with 3.42 Agree
my classmate during class.
1 3. I make an effort to pay 4.58 Strongly Agree
attention in class.
3 4. I sometimes have difficulty 3.69 Agree
following the rules in class.
5 5. I frequently disrupt the class 2.58 Neutral
with my behavior.
This table show on how behavior affects the academic performance of the students.
Statement #3, which states that they make an effort to pay attention in class, received a weighted
mean of 4.58 and a verbal interpretation of “strongly agree.” This is followed by statement #1, which
states that they are generally well-behaved in class, with a weighted mean of 4.12 and a verbal
30
interpretation of “strongly agree.” Statement #4 got a weighted mean of 3.69, and statement #2 had
a weighted mean of 3.42, both with a verbal interpretation of “agree.” Statement #5, with a weighted
mean of 2.58, is interpreted as neutral.
Table 7
1.4 Availability of Gadgets
Interpretation
1 1. I have all necessary 3.88 Agree
gadgets for studying.
2 2. I sometimes have trouble 3.69 Agree
accessing the gadgets I
need for studying.
3 3. I often have to share 3.42 Agree
gadgets with others in order
to study.
4 4. I do not have some of the 2.81 Neutral
gadgets that would be
helpful for studying.
31
5 5. I do not have any gadgets 2.54 Neutral
that are specifically for
studying.
This table shows on how availability of gadgets affects the academic performance of students.
Statement #1, which has a weighted mean of 3.88, indicates that all respondents have the necessary
gadgets for studying, with a verbal interpretation of “agree.” This followed by statement #2, which
has a weighted mean of 3.69, that states the trouble of accessing the gadgets needed for study and
is interpreted “agree”. Statement #3, which has a weighted mean of 3.42, is also interpreted as
"agree", similar to the first statements. The remaining statements, #4 and #5, which have weighted
means of 2.81 and 2.54, respectively, are both interpreted as “neutral.”
32
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
This chapter contains the summary of findings, conclusions, and recommendations
formulated based on interpretation of data. Specifically, it represents the overall view of the factors
affecting new normal education on academic performance of the selected grade 12 HUMSS student
of Biñan Integrated National High School.
Summary of Findings
Supported by the gathered figures, the researchers were able to arrive with the following findings:
• In this study, 26 students participated in the research. Wherein 57.69% of the respondents
has 15,001 to 20,000 family monthly incomes.
• The majority of the respondents were age 18, 11 out of a total of 42.31%, showing that the
best age for a Grade 12 student is 18.
• The data reveals that our respondents are 13 male and 13 females which are total of 26
students.
• An average weighted mean of 4.58 revealed that the respondents are making effort to pay
attention in class.
• The “I think the online classes are less effective for learning than in-person classes” question
to the students in factors affecting Online class gathered 3.04 weighted mean, which means
the students are most wants to study face to face or traditional learning.
33
Conclusion
Based on the above study, it is reasonable to conclude that the Biñan Integrated National
High School has shown indications that the factors affect the academic performance of the students.
The basis for the conclusion is from the result given,
• Males and females aged 18 years old and above who have a monthly family income of PHP
15,001- PHP 20,000 are disproportionately affected by the unstable and limited financial
support in this new normal education.
• The academic performance of students is greatly affected by various factors due to the
changes brought about by the new normal education. As a result, many students are finding
it challenging to adapt, which hinders their academic progress.
• Among all the contributing factors, online learning has had the most significant effect on
students, demonstrating that not all students are able to adapt to this change in the education
system. As a result, traditional methods of learning are still widely regarded as the most
effective due to students' prior learning experiences.
Recommendations
The following are offered as recommendations based on the summary of findings in this study:
34
1. This study would help Grade 12 Humanities and Social Sciences students by ensuring that
all students have access to the new normal platform, schools can help level the playing field
and mitigate any negative effects on academic performance.
2. School Administrators may use the result of this study to that will help the Grade 12
Humanities and Social Science students to make a program that will encourage them to
prioritize the provision of adequate technology and resources for online learning.
3. This study can serve as a basis for curriculum development. This will lead to proposing
programs that will uplift the Grade 12 Humanities and Social Science to excel in their
academic performance.
4. Future researchers may conduct a more extensive study about the factors affecting new
normal education on academic performance of the Grade 12 Humanities and Social Science
Students.
35

Thesis in Final Defense

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Saint Louis Anne Colleges of

San Pedro Laguna Incorporated

FACTORS AFFECTING NEW NORMAL EDUCATION ON ACADEMIC PERFORMANCE

OF THE SELECTED GRADE 12 HUMSS STUDENTS OF

BIÑAN INTEGRATED NATIONAL HIGH SCHOOL

An Undergraduate Thesis Presented to the

College of Education of Saint Louis Anne

Colleges of San Pedro Laguna, Inc.

Añover, Stephanie Aeriel

Deguia, Lean Mae P.

Malupeng, Aldre Mark D.

Bachelor of Secondary Education – Major in Social Studies

continuing education in an online environment.

(Ferran et. al; Prudente & Saguja, 2021).

students are able to continue learning and achieving their goals.

students and teachers overcome the challenges of the new normal.

BACKGROUND OF THE STUDY

when learning remotely (ICDE, 2020).

contributing to these mental health issues (WHO, 2020).

with using technology in their teaching.

students and the profession of teaching.

backgrounds, have struggled to adapt to the new learning modality.

performance for many students.

has led to an increase in anxiety and depression among students.

continue their education despite the ongoing pandemic.

According to a study published in the Philippine Journal of Education, "the COVID-19

resources for teachers and students (Philippine Journal of Education,2021).

classroom to allow for proper social distancing.

ideas, and experiences.

serves as a foundation for learning.

Connectivism emphasizes the importance of context and interaction in learning, recognizing

In practice, connectivism can be implemented through a variety of teaching strategies, such

platforms for communication and information exchange.

academic performance of students in several ways.

fundamental principle of connectivism, which emphasizes the importance of connections and

interaction in the learning process.

recognition of the importance of individual agency in the learning process.

academic performance of students in that it emphasizes the importance of connections, interaction,

take responsibility for their own learning.

evidence of the study.

Independent Variable Dependent Variable

Respondent’s Profile Determine the factors affecting on

Gender the Academic Performance of the

Selected Grade 12 HUMSS

STATEMENT OF THE PROBLEM

academic performance of the selected Grade 12 HUMSS students of Biñan Integrated

National High School. Specifically, it seeks answer to the following questions.

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

1.3 Monthly Family Income

Biñan Integrated National High School with respect to:

2.1 Online Learning;

2.2 Time management;

2.3 Behavior; and

2.4 Availability of Gadgets.

3.3 Monthly Family Income

SIGNIFICANCE OF THE STUDY

of the pandemic, they should be more encouraging and understanding.

SCOPE AND DELIMITATIONS

school year of grade 12 students HUMMS 2021-2022.

as to the manner in which they will be used in the study.

Education – The process of receiving or giving systematic instruction, especially at a school or

external or internal, and they can have positive or negative effects.