Preparedness for Face-to-Face Classes

LEVEL OF PREPAREDNESS ON THE RE-IMPLEMENTATION OF FACE-TO-
FACE CLASSES AMONG GRADE 12 SENIOR HIGH SCHOOL STUDENTS AT

MONLIMAR DEVELOPMENT ACADEMY, INC. S.Y 2022-2023; BASIS WILL
SERVE AS THE PREPAREDNESS OF STUDENTS ON THE RE-
IMPLEMENTATION OF FACE-TO-FACE CLASSES.
In Partial Fulfillment of the Requirements in Inquires, Investigations and

Immersion
Senior High School Department – General Academic Strand (GAS)
Submitted to:
MR. DAVENH ADDURU

Research Instructor
Prepared by:
EMERYN R. ANOS
ARYLL DAVE B. BISO
VAUGHN REIRICK T. CASTILLO
JESSICA P. CONVERSION
NATHALIE AERHYLLE INOFINADA
RYLLE SYMON W. JAGUNAP
JHON MICHAEL A. LASALA
JUSTIN JOHN M. LOBRIGO
NEIL JASPHER MADRELEJOS
JEREMY P. PARADO
2022 - 2023
APPROVAL SHEET
This research is entitled “LEVEL OF PREPAREDNESS ON THE RE-

IMPLEMENTATION OF FACE-TO-FACE CLASSES AMONG GRADE 12
SENIOR HIGH SCHOOL STUDENTS AT MONLIMAR DEVELOPMENT
ACADEMY, INC. S.Y 2022-2023; BASIS WILL SERVE AS THE
PREPAREDNESS OF STUDENTS ON THE RE-IMPLEMENTATION OF FACE-
TO-FACE CLASSES.”, in partial fulfillment of the requirements for the subject
course INQUIRIES, INVESTIGATIONS AND IMMERSION (RESEARCH
PROJECT) under the strand of GENERAL ACADEMIC STRAND (G.A.S). This
study is prepared and submitted by EMERYN R. ANOS, ARYLL DAVE B. BISO,
VAUGHN REIRICK T. CASTILLO, JESSICA P. CONVERSION, NATHALIE
AERHYELLE D. INOFINADA, RYLLE SYMON W. JAGUNAP, JHON MICHAEL
A. LASALA, JUSTIN JOHN M. LOBRIGO, NEIL JASPHER MADRELEJOS,
AND JEREMY P. PARADO. The researchers and this study are done for final
defense.
MR. DAVENH ADDURU

Thesis Adviser
Accepted and approved in partial fulfillment of the requirements given from

the department and in compliance in the said subject course.
MR. RONEL T. BORBON

Chairman
Date: _____________
MR. ALEXANDER N. IGNACIO MS. RACHEL ANN M. CERILLANO
2
Monlimar Development Academy Inc.
Effectiveness of V-Smart School Learning as an Online Learning Platform among Grade 12 Students at Monlimar Development
Academy, Inc. S.Y. 2020-2021: Basis for Implementing Modified Student’s Academic Support Programs. (PUT YOUR TITLE HERE. THIS
IS JUST AN EXAMPLE)
School Principal Head Teacher, SHS
Date: ______________ Date: ______________
ACKNOWLEDGEMENT
The researchers are extremely appreciative to the Almighty God since this study
would not have been feasible without his favor and blessing. We want to convey
our deep appreciation to our family for their support, which enabled us to finish
this research project. We express our sincere gratitude for all of your support to
anyone who helped make this study possible in any manner.
We want to thank the following individuals for the help they provided in
completing our research study. To Sir Davenh Antonio Adduru for his assistance,
words of knowledge, insightful remarks, helpful recommendations, and expertise,
all of which were extremely helpful to the researchers in completing and
successfully accomplishing this study. To Ma’am Jossalynna Añonuevo we
would like to show our appreciation for validating our survey questionnaire and
helping us to improved our study. To John Joshua Robles, we are thankful for
helping us with our research project and keep on giving us an update.
Last but not least, we would like to express our gratitude and admiration to the
researchers' colleagues who generously offered their assistance during the
whole study process.
3
IS JUST AN EXAMPLE)
DEDICATION
This research is entirely devoted to our dear parents, who have served as
our major source of inspiration, who gave us courage when we were about to
give up, and who consistently support us with their moral, spiritual, emotional,
and financial assistance.
We, the research team are dedicating this study as well to the next
generation students here at Monlimar Development Academy, Inc.
4
IS JUST AN EXAMPLE)
ABSTRACT
An abstract is a self-contained summary of a larger work, such as research and

scientific papers or general academic papers. Usually situated at the beginning of
such works, the abstract is meant to “preview” the bigger document. This helps
readers and other researchers find what they’re looking for and understand the
magnitude of what’s discussed.
Abstracts are typically 100–250 words and comprise one or two paragraphs.
As part of a formal document, informative abstracts adhere to more scientific and

data-based structures. Like the paper itself, abstracts should include all of the
IMRaD elements: Introduction, Methods, Results, and Discussion.
This handy acronym is a great way to remember what parts to include in your
abstract.
Note: It is a preview in the book to give your readers an idea on what is your
study all about and what is inside in your thesis.
Reference: grammarly.com/blog/write-an-abstract/
TAKE NOTE: Please delete the following words indicated above, those only
serve as a guide on how to construct the specified part of the research paper.
Tips: It can answer the following questions:
1. What is the title of your study?

5
IS JUST AN EXAMPLE)
2. What kind of research did you conduct?
3. Who are your respondents?
4. What is the purpose of conducting this research?
5. What is the technique you do to gather data from the respondents?
6. What are the overall findings of the study based on the computed means
of the three variables?
7. What is the final result based on your hypotheses?
FONT: Arial Size no. 12
Spacing: 1.5
Alignment: Justify
6
IS JUST AN EXAMPLE)
TABLE OF CONTENTS
Title Page …………………………………………………………………………...... i
Approval Sheet …………………………………………………………………….. ii
Acknowledgement .……………………………………………………………….. iii
Dedication ……………………………………………………………………….. iv
Abstract …..……………………………………………………………………… v
Table of Contents ………………………………………………………………. vi
List of Tables ………..………………………………………………………… vii
List of Figures ………..………………………………………………………… viii
CHAPTER I: THE PROBLEM AND ITS BACKGROUND
Introduction …………………………………………………………………….… 3
Background of the study ………………………………………………………. 5
Statement of the Problem …………………………………………………….... 7
Hypotheses ……………………………………………………………………. 8
Conceptual Framework ...…………………………………………………… 9
Scope and Limitations of the Study …..…………………………………….. 12
Significance of the Study …………………………………………………….. 13
Definitions of Terms …..…………………………………………………….. 15
7
IS JUST AN EXAMPLE)
CHAPTER II: REVIEW OF RELATED LITERATURE AND STUDIES
Foreign Literature ……………………………………………………………... 17
Local Literature ……………………………………………………………... 20
Foreign Studies ……………………………………………………………... 23
Local Studies ……………………………………………………………… 27
Synthesis ……………………………………………………………… 30
CHAPTER III: RESEARCH METHODOLOGY
Research Design …………………………………………………………….. 31
Population and Sample Size ……..………………………………………… 32
Sampling Technique ………………………………………………………… 33
Instrumentation ……………………………………………………………. 34
Data Gathering Procedures …….………………………………………… 35
Statistical Treatment of Data ……………………………………………… 36
CHAPTER IV: PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA
Demographic Profile ……………………………………………………. 39
Effectiveness of V-SMART Platform ………………………………………. 41
8
IS JUST AN EXAMPLE)
(The preceded part depends on your title. This is just an example, delete this.)
Testing of Hypothesis ….………………………………………………….. 45
CHAPTER V: SUMMARY, CONCLUSION AND RECOMMENDATIONS

Findings …………………………………………………………………… 57
Conclusion …………………………………………………………………… 64
Recommendations …………………………………………………………… 68
BIBLIOGRAPHY
APPENDICES
Appendix A Curriculum Vitae
Appendix B Survey Questionnaire
Appendix C Validation Letters & Permission Letter
Appendix C T-Table
NOTE: After every category (ex. Title Page, press 1 tab the periods are as follow
then another 1 tab before the page no.) The given statement above is just an
example. Make sure that the page numbers you included in your table of
contents are consistent in the content being presented in your study.
PLEASE FOLLOW THE GIVEN FORMAT, SO WE CAN ACHIEVE

UNIFORMITY. I WILL REJECT YOUR WORK IF YOU WILL NOT FOLLOW
THE SIMPLE INSTRUCTIONS. DELETE THIS NOTE ONCE YOU ARE
ALREADY WORKING WITH YOUR CONTENT.
9
IS JUST AN EXAMPLE)
LIST OF TABLES
Table 1.0(tab) Name of the Table(tab) 5
Table 1.1 Name of the Table 7
Note: The given information above is just an example. Make sure that the page
numbers you included in your table of contents are consistent in the content
being presented in your study. Delete these once you started creating your
content.
10
IS JUST AN EXAMPLE)
LIST OF FIGURES
Figure 1.0 Name of the Figure 6
Figure 1.1 Name of the Figure 9
Note: The given information above is just an example. Make sure that the page
numbers you included in your table of contents are consistent in the content
being presented in your study. Delete these once you started creating your
content.
11
IS JUST AN EXAMPLE)
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
INTRODUCTION
The year 2019 was a calm year for students, not until 2020, when the
COVID-19 outbreak began. The Monlimar Development Academy Students will
not be able to attend their classes and former President Mr. Rodrigo Roa Duterte
established additional laws to control the virus widespread, including “NO FACE-
TO-FACE CLASSES S.Y 2020Due to devastating Spread of COVID-19.” For the
past two to three years, students have been exhausted in online and modular
classes. Everyone adjusted to the new normal Former President Mr. Rodrigo
Roa Duterte and the Department of Education was Re-implemented the new
normal of blended face-to-face, classes, or both. Students across the country
swiftly adapted to the new normal learning structure, but it cannot be denied that
some students began to display signs of mental stress, which harmed their
physical health. Students are burdened by schoolwork and their obligations at
home as a result of the nation’s crisis and the shortage of resources caused by
the pandemic, causing their mental health to suffer. According to Phil Star, 17
students committed suicide instances were documented shortly after learning
was implemented.
12
IS JUST AN EXAMPLE)
The President provided his content on September 20. 2021, for a pilot
program including face-to-face education in a select number of public and private
schools in low-risk locations. The Department of Education (DepEd) and Health
(DOH) swiftly fallowed with the issuing of Joint Memorandum Circular No. 01, s.
Limited Face-to-Face Language Modality Operational Guidelines, 2020. 2021)
(DepEd)-4 DOH JMC No. 1). The pilot Implementation took place between
November 15 and December 17, 2021 284 public and private schools from
throughout the nation participated. On February 7, 2022, the Department of
Education (DepEd) gave permission for schools to add additional grade levels to
the face-to-face instruction phase of the progressive expansion for both public
and private schools.
The purpose of this research is to see how they prepared themselves after
knowing the full face-to-face classes and how would they adjust for the upcoming
implementation by DepEd it will test their ability on how they can manage being
at school again after a long lock down.
13
IS JUST AN EXAMPLE)
BACKGROUND OF THE STUDY
The Department of Education released a memorandum of implementing

Distance Learning that helps every student to catch up with the school year. With
this memorandum the school gives us an option if we want to be an online class
or if we want a learning material/module. And as we experience the changes in
our country, we as a students need to follow the orders of our community or our
government.
Knowing the preparedness of the students about the rumored full face-to-
face classes will be extremely valuable and directly applicable to enhance the
safety of the students that could help them perform better at school and go back
home knowing that they are safe from the virus, by learning from this study, not
only students will benefit but also their worried parents, and ways to secure the
mental stress, anxiety, and fear of the pandemic to the students that could
generate and use. During the COVID-19 one of the affected space is education
also, couldn’t able to continue the school year during the pandemic.
The purpose of this study in to determine the level of preparedness on the re-
implementation of face-to-face classes among grade 12 students of Monlimar
Development Academy INC.
14
IS JUST AN EXAMPLE)
STATEMENT OF THE PROBLEM
This research study aims to determine Level of Preparedness on the Re-

implementation of Face-to-Face Classes among Grade 12 Senior High School
Students at Monlimar Development Academy, Inc. S.Y 2022-2023: The Basis
Will Serve as the Preparedness of Students on the Re-implementation of Face-
to-Face Classes.
Specifically, it sought to answer the following questions:

1. What are the demographic profile of respondents in terms of:
1.1. Sex
1.2. Age
1.3. Strand
2. What is the Level of preparedness on the Re-Implementation of Face-to-

Face classes among Grade 12 Senior High School Students at Monlimar
Development Academy, Inc. S.Y 2022-2023 in terms of:
2.1 Time Management Preparedness

2.2 Physical Preparedness
2.3 Financial Preparedness
15
IS JUST AN EXAMPLE)
3. Is there significant difference on the level of preparedness on the re-
implementation of face-to-face classes among the respondents when
group according to:
3.1 Sex
3.2 Age
HYPOTHESES
The following hypothesis were tested in the study:
H 0 : There is no significance difference on the level of preparedness on the re-

implementation of face-to-face classes among the respondents when grouped
according to sex.
H 0 : There is no significance difference on the level of preparedness on the re-

implementation of face-to-face classes among the respondents when grouped
according to age.
16
IS JUST AN EXAMPLE)
CONCEPTUAL FRAMEWORK
INPUT PROCESS
SOUTPUT
1. Demographic Survey
profile The level of Preparedness
(Survey questionnaire) on the
a. Age
b. Sex Statistical Analysis of Data Re-implementation of
c. Strand face-to-face classes among
the Grade 12 Senior High
2. Level of Research method School Students at the
preparedness in Monlimar Development
Quantitative – Survey
face-to-face Academy INC.
classes Research Design
2.1. Time The findings will serve as
Descriptive Research basis of the level of
Management
Preparedness Sampling Method preparedness in face-to-
2.2. Physical face classes S.Y 2022-2023
Stratified Random
Preparedness
2.3. Financial Sampling/254 Students
Preparedness
Survey
3. Review of Related (Close-Ended
Literature and Questionnaire)
studies
17
IS JUST AN EXAMPLE)
Figure 1.0: Conceptual Paradigm
We can see that we used graphic organizers in the input, processing, and
output to make the data and ideas simple to understand and well-organized.
Because these are the factors that we should take into consideration to truly
know and understand our respondents, we included sex, age, and strand in our
demographic profile. In order to clearly define the scope of our research, we
included the problem and the three variables we wanted to concentrate on in the
input. During the procedure, we make use of those items to address the
information we require
Since we are still recovering from the pandemic, we use our knowledge to
create survey questions that will allow us to collect the data we require despite
the circumstances. Lastly, in our output, we only include the research title, as it
reflects the main idea of our study.
18
IS JUST AN EXAMPLE)
SCOPE AND LIMITATIONS OF THE STUDY
The study focuses on what are the preparedness of senior high school students.
This includes survey for the senior high school students of Monlimar
Development Academy Inc. 2022-2023 The selection of the whole senior high
school since they were the focus of the study.
This study will only focuses on the aspect of the students of Monlimar
Development Academy Inc.
19
IS JUST AN EXAMPLE)
SIGNIFICANCE OF THE STUDY
This study seeks to determine the Level of Preparedness on the Re-

Implementation of face-to-face classes among Grade 12 Senior High School
Students at Monlimar Development Academy Inc. S.Y 2022-2023; The Finding
will serve as the basis of the Level of Preparedness in face-to-face classes.
Students – Every person learns differently and performs better in various

contexts. Since the epidemic began a few years ago, millions of articles have
been published extolling the advantages of people working and learning from
home. Although there are numerous advantages, many people are considering
staying at home now that life is returning to normal.
Parents – It is easy for their children to understand things and for the parents not
to be worried about their children’s academic performance.
Teachers – They can easily access their students when it comes to their
academic performance.
20
IS JUST AN EXAMPLE)
DEFINITION OF TERMS
OPERATIONAL
Time management - is the process of organizing and planning how to divide you
time between different activities.
Academic performance - how a student is doing in school. This is usually

measured by testing and observation.
Physical - Physical qualities, actions, or things are connected with a person’s

body.
Mental - preparing your mind for any situation, at work or in your personal life.
Face-to-Face classes - an instructional method where course content and

learning material are taught in person to a group of students.
Modular - a part of the main course that can stand alone.
CONCEPTUAL
21
IS JUST AN EXAMPLE)
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
FOREIGN LITERATURE
As stated by UNICEF.org, (2020), for students who are disenfranchised,

the sudden switch to new learning modalities and the indefinite suspension of
courses presented a number of difficulties, including unequal access to
technology and online resources, the Nation, which was already striving to
improve the standard of basic education before the pandemic, suffered another
setback as a result. If there is a bright spot, it is the pandemic’s illumination of a
not-so-obvious truth regarding the crucial function of educational institutions in
the upbringing and care of children. Parents who had to work from home
struggled to perform their roles as both employees and housekeepers. Before the
epidemic, parents had no trouble fulfilling these obligations since they had
teachers’ support in fostering and promoting the well-being of their children.
According to the report of the Observatory of Face-to-Face Return to

Classrooms, as of September 16, 1,803 (3%) schools at the pre-school, primary,
secondary, and higher education levels are still partially or totally closed. Support
from the Ministry of Education. Approval of a budget line under the "Return to
22
IS JUST AN EXAMPLE)
School" program, which identifies children who have been removed from
educational centres. Continuity in the actions of the "Connect Equality Plan",
which provides technology to the educational system through connectivity
programs, teacher training proposals and the free virtual educational platform
"Juana Manso". Online education, including college English education, has been
developing rapidly in the recent decade in China. Such aspects as e-readiness
LOCAL LITERATURE
On the report of Carlos (2022), President Rodrigo Duterte agreed on

Friday that the resumption of face-to-face classes is vital in restoring normalcy to
the country amid the prevailing coronavirus disease 2019 (Covid-19) pandemic.
This was after Duterte expressed confidence in the Department of Education’s
(DepEd) readiness to supervise the gradual expansion of in-person classes
nationwide. During his visit to typhoon-hit Baybay City in Leyte province, Duterte
backed the reopening of physical classes, saying the number of Covid-19 cases
un the country is on the decline. “Ang problema pud sa eskuwelahan kay ang
desisyon sa Secretary of Education mubalik na man. Tama na. Para nako,
kinahanglan mubalik na ta sa normal. Wala na man kaayo’y takod (The problem
is the secretary of Education has decided to resume face-to-face classes.
Amidst the threat of COVID-19 pandemic in the Philippines, the educators,

students, and the school are still coping and adjusting to the distance learning
education. This study explored teachers' awareness about the COVID-19
pandemic and their opinion on their respective schools’ readiness, as well as
their response to the challenges of conducting distance learning education in the
Philippines. A validated questionnaire was developed to collect the relevant data
for this study. The initial reliability test obtained 8.9 Cronbach’s alpha. Data
23
IS JUST AN EXAMPLE)
gathering procedure was done through Google forms, which, after validation from
the respective DepEd divisions and universities, were subsequently sent to the
teachers via email. The results show that the teachers were highly aware of the
presence and consequences caused by the COVID-19 pandemic. The
correlation between teacher’s demographic profiles and awareness to COVID-19
shows no relationship at all. Nevertheless, the length of teaching experience and
specialization is very strongly correlated to readiness to distance learning
education.
Simultaneously, the teachers’ geographic location is strongly correlated to

readiness to adapt to distance learning education. Furthermore, only the
teachers’ gender has a significant difference in their awareness of the COVID-19
pandemic. In contrast, teachers’ gender, length of teaching experience, and
geographic location have significant differences with their readiness to distance
learning education. This study can be used as a basis for further research
particularly in developing institutional plans to better understand the status of
their teachers and educational organizations, and schools’ readiness to teach
and learn through distance learning approach; hence, preserving and continuing
educational mission during the current or future pandemic as well as be prepared
for any natural disasters.
24
IS JUST AN EXAMPLE)
FOREIGN STUDIES
Based on the study by Sarmientos and Tolentino (2021), the coronavirus

disease-2019 (COVID-19) pandemic has had a particularly negative impact on
education. Since the pandemic's emergence and threat, numerous nations
around the globe have made the decision to temporarily close schools, affecting
millions of students. As a result, students, most of whom are children, have been
experiencing a learning crisis as a result of the pandemic. In a recent
correspondence published in this journal, the authors stated that every nation is
responsible for developing plans to reopen schools in a safe manner.
The study of Tira Nur Fitria 2022 the COVID-19 epidemic first surfaced
last year, all teaching and learning activities have been mandated to be done
online. Indonesian education officials implemented a policy of closing schools
and replacing the conventional teaching and learning technique with an online
learning system in response to the global Covid-19 outbreak (Fitria, 2020b). In
order to stop the spread of COVID-19, countries around the world, including
Indonesia, were compelled to adopt these actions. As is well known, the
Indonesian government ultimately chose to hold a small amount of face-to-face
instruction for educational institutions there. After all teachers and other
education staff at the school received vaccinations, according to Minister of
25
IS JUST AN EXAMPLE)
Education and Culture Nadiem Makarim, schools were compelled to use face-to-
face instruction on a restricted basis. once all of the academic staff and teachers
at one school have received their vaccinations. By putting health regulations into
place, the education unit must give a certain amount of face-to-face learning
services as required by the Central Government, Regional Governments, or the
Ministry of Religion office.A joint decree issued by the ministers of education and
culture, religion, of health, and of home affairs titled Guidelines for the
Implementation of Learning During the 2019 Coronavirus Disease (Covid-19)
Pandemic stipulated this choice.
This School Year 2020-2021, DepEd will implement distance learning on a

scale never done before due to Public Health Emergency as a result of the threat
imposed by the COVID-19 virus, During this time of the pandemic distance
leaning will be the modality in delivering education. Instruction can be done using
various means such as the use of self-learning modules, TV, radio, Internet and
other communication platforms. While the system in place is not to new to
DepEd, its implementation on wide-scale may influence teachers on the field to
adjust and retool considering that they will be doing it in this magnitude.
Implemetation of distance learning at this level will replace the regular classroom
set-up or the conventional face-to-face teaching and learning. Distance learning
in the context of public elementary schools are challenged in many aspects such
as the availability of the internet to both learner and teacher,the necessary
hardware such as computers, financial resources to supply all printed materials,
learning resource, and among all others the teacher preparation in the
implementation of Distance learning. Alternative deliver modalities are explored
to deliver education on areas that are facing armed conflict, ht by calamities
where attending school becomes impossible, and to learners whose life
circumstances make it hard or them to attend a regular class. There are
measures implemented or programs that ensure that these basic services will
reach their beneficiaries, The Alternative Learning System (ALS), Instructional
26
IS JUST AN EXAMPLE)
Management by parents, Communities and Teacher (IMPACT), Modified in-
school Off- School Approach (MISOSA), and the Open High School Program
(OSHP) which allows the students to not physically report at school regular.
LOCAL STUDIES
Based on the study of Kemp and Grieve (2014) Universities are offering
more "flexible" learning settings as a result of changing student lifestyles and
rapidly evolving technologies. In keeping with the potential that technology
advancements present, the provision of online, e-learning experiences has been
rapidly expanding in the higher education sector for more than a decade (Imel,
2002). Today, a sizeable share of university students in a number of nations
participate in online learning as part of their studies (e.g., Ituma, 2011; Otter et
al., 2013; Tucker et al., 2013). The goal of the current study was to assess how
well students performed and experienced traditional face-to-face learning with
online learning.
According to the DOH (2021), The pilot implementation will be done

among a maximum of 120 schools across the country, prioritizing Key Stage 1
learners (Kinder to Grade 3), after passing the School Readiness Assessment
by DepEd and their local governments. Recognizing the need to safely reopen
schools and that schools cannot operate in silos, DepEd and DOH worked hand-
in-hand in crafting the operational guideline on the pilot implementation of face-
to-face learning. “Our utmost priority is the health and safety of our learners and
teachers while ensuring that learning happens and learning gaps are addressed.
We have been proactive in planning for safe return to schools. The operational
27
IS JUST AN EXAMPLE)
guideline for the pilot run of face-to-face classes is a product of our collaboration
with DOH, in consultation with various stakeholders, including child health
experts. This will only be applicable for the schools that passed the strict vetting
process by DepEd and DOH, and have the support of their respective local
government units,” Secretary Leonor Magtolis Briones said. Sec. Briones added
that the pilot will feature a combined implementation of face-to-face classes and
distance learning. The guideline sets standards on the readiness of schools for
re-opening.
It implements the Prevent, Detect, Isolate, Treat, and Reintegrate framework

highlighting the importance of the availability of water, sanitation, and hygiene
(WASH) facilities, proper ventilation in classrooms, ensuring that classroom
layouts enable physical distancing between persons, prioritization of students
who will benefit most from limited face-to-face learning modality, management of
foot traffic, and conduct of simulation activities prior to implementation of the
pilot, among others. “We want to ensure that we provide safe learning spaces for
children during this pandemic. The pilot run will be a shared responsibility among
DOH, DepEd, and local government units to ensure that mechanisms are in
place from the prevention of COVID-19 infection to the reintegration of recovered
patients. It is also a shared responsibility among school management, teachers,
and families for ensuring that all minimum public health standards are observed
and possible COVID-19 cases are detected early through regular symptoms
screening and reporting,” Health Secretary Francisco T. Duque III said.
According to Senator Sonny Angara's (2021) report, face-to-face

instruction resumed lately for the first time in over two years in 100 public schools
nationwide. Given that the COVID-19 epidemic has caused a considerable
number of students' education to be disrupted, this trial run of lessons is very
much appreciated.While the Department of Education (DepEd) and the
28
IS JUST AN EXAMPLE)
Commission on Higher Education (CHED) worked hard to introduce blended
learning and distance learning tools so that students could continue learning
even while inside their homes, many families have found that adjusting to the
new system's many challenges has been very stressful and difficult. The absence
of a steady internet connection is one of the most prevalent problems that
families encounter. In addition to their roles as de facto teachers or tutors for their
children at home, parents now also bear the added responsibility of educating
those youngsters, which adds to their already difficult daily lives.
SYNTHESIS
(The summary of all the literature and studies that the researcher provided in this
chapter. Explain why the researcher included those literature and studies in the
research paper)
29
IS JUST AN EXAMPLE)
CHAPTER III
RESEARCH METHOHDOLOGY
(overview)
RESEARCH DESIGN
(content)
POPULATION AND SAMPLE SIZE
(content with tabular presentation and interpretation. do not forget in your sample
size, you need to show the slovin’s formula, computation and interpretation)
SAMPLING TECHNIQUE
30
IS JUST AN EXAMPLE)
(CONTENT)
INSTRUMENTATION AND VALIDATION
(CONTENT)
DATA GATHERING PROCEDURES
(content PLEASE NUMERICAL AND LIST IN FORM)
e.g. the following are the steps action taken and implemented by the researchers
in this study.
1. The researchers gathered the number of students …..
2. After gathering the total number of population …….
31
IS JUST AN EXAMPLE)
STATISTICAL TREATMENT OF DATA
(content should be in NUMERICAL FORM)
e.g. the following are the formulas applied by the researchers in analyzing the
data being gathered in this study.
1. Slovin’s Formula – meaning
Formula:
Where:
n = sample
N = population
1 = constant
0.05 = margin of error
2
= square root
2. Frequency and Percentage Distribution
3. Mean
4. General Mean
32
IS JUST AN EXAMPLE)
5. Standard Deviation
6. Variance
7. T-Test/ T-value
8. Degree of Freedom
CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
(Overview)
A. Demographic Profile
Table 2.1 Sex

Frequency Percentage
Female 53
Male 50
Total 103
33
IS JUST AN EXAMPLE)
Table 2.2 Age Range
Frequency Percentage
17 & Below 55
18 & Above 48
Total 103
B. Effects of Poor Internet Connection
This section presents and interprets the results collected from the online
survey that tackle the three main factors of this study; mental health, personal
factor, and time management. This chapter solely focuses on presenting the
gathered data in a significant way to precipitate the findings and conclusion,
which will be presented in the next chapter.
a. Mental Health
Table 3.1
Q1. I am pressured if I can’t do the tasks because of having poor internet
connection.
Frequenc Percentage Female Male 17 & 18 &
y Below Above
Always 34 18 16 21 13
Often 7 3 4 5 2
Sometime 54 32 22 21 33
s
34
IS JUST AN EXAMPLE)
Never 8 0 8 8 0
Total 103 53 50 55 48
Mean
Adjectival
Rating
Table 3.2
Q2. I am stressed because I can’t answer the activities given online or during
online classes due to poor internet connection.
y Below Above
Always 22 9 13 15 7
Often 18 7 11 11 7
Sometime 56 34 22 23 33
s
Never 7 3 4 6 1
Total 103 53 50 55 48
Mean
Adjectival
Rating
35
IS JUST AN EXAMPLE)
Table 3.3
Q3. I am so distressed if I fail to submit my assessments on time due to error or
fail to submit online.
y Below Above
Always 28 16 12 15 13
Often 16 6 10 8 8
Sometime 49 26 23 24 25
s
Never 10 5 5 8 2
Total 103 53 50 55 48
Mean
Adjectival
Rating
36
IS JUST AN EXAMPLE)
Table 3.4
Q4. I feel worried if I can’t understand the lessons or assessments due to poor
internet connection.
y Below Above
Always 25 19 6 11 14
Often 15 7 8 9 6
Sometime 57 27 30 30 27
s
Never 6 0 6 5 1
Total 103 53 50 55 48
Mean
Adjectival
Rating
37
IS JUST AN EXAMPLE)
Table 3.5
Q5. I feel envy to others because they can do the tasks well and on time unlike
yours, you have difficulty to submit on time due to problem with your internet
connection.
y Below Above
Always 11 4 7 4 7
Often 13 6 7 8 5
Sometime 65 37 28 34 31
s
Never 14 6 8 9 5
Total 103 53 50 55 48
Mean
Adjectival
Rating
38
IS JUST AN EXAMPLE)
A. MENTAL HEALTH FACTOR ANALYSIS
Question Always Often Sometimes Never Mean Adjectival
No. Rating
Q1 34 7 54 8
Q2 22 18 56 7
Q3 28 16 49 10
Q4 25 15 57 6
Q5 11 13 65 14
General
Mean
39
IS JUST AN EXAMPLE)
b. Personal Factor
Table 4.1
Q1. I feel lazy to do the tasks if my internet connection is weak
y Below Above
Always 36 17 19 24 12
Often 13 4 9 3 10
Sometime 49 32 17 24 25
s
40
IS JUST AN EXAMPLE)
Never 5 0 5 4 1
Total 103 53 50 55 48
Mean
Adjectival
Rating
Table 4.2
Q2. My mood suddenly changes during online classes if problem with internet
connection encounters (ex. When you are reciting then suddenly internet
connection fails.)
y Below Above
Always 35 18 17 24 11
Often 14 9 5 7 7
Sometime 48 23 25 20 28
s
Never 6 3 3 4 2
Total 103 53 50 55 48
Mean
41
IS JUST AN EXAMPLE)
Adjectival
Rating
Table 4.3
Q3. I feel shy and intimidated if my teacher asks me to recite but don't know what
to answer due to weak connection.
y Below Above
Always 24 12 12 13 11
Often 25 12 13 11 14
Sometime 43 23 20 24 19
s
Never 11 6 5 7 4
Total 103 53 50 55 48
Mean
42
IS JUST AN EXAMPLE)
Adjectival
Rating
Table 4.4
Q4. I feel lack of confidence because I cannot attend classes consistently.
y Below Above
Always 15 6 9 12 3
Often 16 7 9 9 7
Sometime 50 25 25 21 29
s
Never 22 15 7 13 9
Total 103 53 50 55 48
Mean
43
IS JUST AN EXAMPLE)
Adjectival
Rating
Table 4.5
Q5. I tend to not attend classes due to slow internet connection instead go
anywhere else.
y Below Above
Always 8 4 4 6 2
Often 11 5 6 5 6
Sometime 55 24 31 26 29
s
Never 29 20 9 18 11
44
IS JUST AN EXAMPLE)
Total 103 53 50 55 48
Mean
Adjectival
Rating
B. PERSONAL FACTOR ANALYSIS

No. Rating
Q1 36 13 49 5
Q2 35 14 48 6
Q3 24 25 43 11
Q4 15 16 50 22
Q5 8 11 55 29
General
45
IS JUST AN EXAMPLE)
Mean
C. Time Management
Table 5.1
Q1. I can't submit the assessments on time due to internet problem.
y Below Above
Always 22 9 13 16 6
Often 13 3 10 6 7
46
IS JUST AN EXAMPLE)
Sometime 56 34 22 26 30
s
Never 12 7 5 7 5
Total 103 53 50 55 48
Mean
Adjectival
Rating
Table 5.2
Q2. I can't finish the intended tasks to do within the day because of poor internet
connection.
y Below Above
Always 23 9 14 18 5
Often 17 7 10 11 6
47
IS JUST AN EXAMPLE)
Sometime 51 32 19 16 35
s
Never 12 5 7 10 2
Total 103 53 50 55 48
Mean
Adjectival
Rating
Table 5.3
Q3. I am running out of time because of having slow internet connection during
online classes due to always reconnecting.
y Below Above
Always 16 8 8 9 7
48
IS JUST AN EXAMPLE)
Often 18 9 9 9 9
Sometime 62 33 29 32 30
s
Never 7 3 4 5 2
Total 103 53 50 55 48
Mean
Adjectival
Rating
Table 5.4
Q4. I can't easily rejoin in the class (eg. there is task/groupings to do) due to poor
y Below Above
49
IS JUST AN EXAMPLE)
Always 8 4 4 4 4
Often 14 5 9 9 5
Sometime 67 36 31 33 34
s
Never 14 8 6 9 5
Total 103 53 50 55 48
Mean
Adjectival
Rating
Table 5.5
Q5. I almost forget some assessments to submit due to some problem with your
50
IS JUST AN EXAMPLE)
y Below Above
Always 12 8 4 8 4
Often 19 6 13 11 8
Sometime 60 32 28 27 33
s
Never 12 7 5 9 3
Total 103 53 50 55 48
Mean
Adjectival
Rating
C. TIME MANAGEMENT FACTOR ANALYSIS

No. Rating
51
IS JUST AN EXAMPLE)
Q1 22 13 56 12
Q2 23 17 51 12
Q3 16 18 62 7
Q4 8 14 67 14
Q5 12 19 60 12
General
Mean
C. Testing the Hypothesis

In this section, the findings concerning to the testing of hypothesis in
terms of age and sex category are presented and interpreted. The gathered
results from the second research problem of this study are examined which is
52
IS JUST AN EXAMPLE)
shown through tables and graphs. Testing the hypothesis is one of the most
important concepts in this chapter for the researchers to determine whether
the assumption/hypothesis is accepted or not.
a. Sex Category - Mental Health Factor

Table 6.1
Q1. I am pressured if I can’t do the tasks because of having poor internet
connection.
Female Male
Frequency Percentage Frequency Percentage
Always 18 16
Often 3 4
Sometimes 32 22
Never 0 8
Total 53 50
Mean
Adjectival
Rating
53
IS JUST AN EXAMPLE)
54
IS JUST AN EXAMPLE)
CHAPTER V
Summary of Findings, Conclusion and Recommendations
SUMMARY
55
IS JUST AN EXAMPLE)
This chapter presents the culmination of the research study, which aimed
to investigate the effects of lack of Level of Preparedness on the Re-
Implementation of Face-to-Face Classes among Grade 12 Senior High School
Students at Monlimar at Monlimar Development Academy, Inc S.Y 2022-2023:
Basis of the level of Preparedness in face-to-face Classes”.
The previous chapters of this research provided a detailed analysis of the

data collected from Grade 12 Senior High School Students by using quantitative
research stratified random sampling. In this chapter, the findings of the study are
summarized, and conclusion are drawn based on the results. Moreover,
recommendations for future research and practical application of the study’s
findings are provided.
The simplified form of the research’s findings, emphasizing the key

findings, is included in the summary of findings. Contrarily, the conclusion
analyses the data and provides a response to the research questions, as well as
any restrictions or implications of the study. Finally, suggestions are provided for
additional research in the area as well as ideas for practical applications of the
findings. Ultimately, this chapter helps to bring the many parts of the research
together and to explain the study’s significance to the are in a clear and succinct
manner.
FINDINGS
The following are the salient features of the findings of the study:
1. Profile of the Respondents
56
IS JUST AN EXAMPLE)
In profiling of the respondents according to their sex, it shows that
50.39% are male and the remaining 49.61% are female. Meanwhile in the
profiling of the respondents in terms of their age, the 27.95% belong to the age
bracket of 15-17 and the 72.05% majority of the respondents are from the age
bracket of 18 and above.
2. How effective is the Level of Preparedness on the Re-implementation of Face-

to-Face Classes among Grade 12 Students in terms of:
2.1 Financial Management Preparedness
2 is the computed general mean of the specified factor with an adjectival

rating of Agree. The researchers were able to get the value of the general mean
by adding all of the computed mean of each number that were presented in table
3.5 at the previous chapter, and then dividing it to 5 which are the number of the
questions. It was shown at the aforementioned table that most of the calculated
mean for this factor is 2 that were derived from the responses of Grade 12
Students of Monlimar Development Academy, Inc. Based on the responses from
the survey questionnaire, in terms of affording school materials, enough
allowance to pay emergency contribution, and can still save their allowance even
though some of the activities require contribution, the platform is somewhat
effective. On the other hand, it was shown that the modification feature of the
financial management preparedness platform is effective in the students
balancing their financial sources.
2.2 Physical Preparedness
The factor's calculated general mean 2 with an adjectival rating of agree, the
researchers added all the computed mean of each number that were provided in
table 4.5 at the previous chapter, and then they divided it to 5 which are the
57
IS JUST AN EXAMPLE)
number of questions. Based on this table, most of the calculated mean for the
second chosen factor of the researchers that were derived from the responses of
the Grade 12 students of Monlimar Development Academy Inc. That's why the
adjectival rating of this factor is agree. Again, according to the responses from
the survey questionnaires, the student Face to Face Classes way to learn the
content lessons and participate activities is effective in the students in terms of
physical preparedness
2.3 Time Management Preparedness
CONCLUSIONS
58
IS JUST AN EXAMPLE)
1.The research team comes to the conclusion that the academic performance of
the students indicates that they are somewhat ready for the upcoming face-to-
face classes.
2.The research team came to the conclusion that the grade 12 students are well
organized and ready both physically and mentally for the upcoming face-to-face
classes based on the data gathered in this study.
3. The research team concludes that the Monlimar Grade 12 students are well-
built and prepared for any challenges that they might face in the upcoming face-
to-face classes.
4.Based on the finding and discussion above. It can be concluded that the re-
Implementation of face-to-face classes have a positive impact on students’
academic performance in terms of learning motivation, learning achievement,
and learning engagement.
5. Furthermore, Flexibility, Enhancing, learning autonomy and boosting

Students’ achievement become the strengths of conducting Re-Implementation
of Face-to-Face classes. However financial issue and lack of preparation
become problems that hamper Re-Implementation of Face-to-Face Classes.
RECOMMENDATIONS
59
IS JUST AN EXAMPLE)
Base on the finding of the study, the fallowing recommendation were made:
Teacher
The teachers of Monlimar Development Academy, Inc. must utilize the feature of
upcoming face-to-face classes where they can modify the lessons more often
since it was found out that this feature plays a tremendous role in students’
remembering and understanding of the lessons presented.
School Administrator
An essential suggestion for school administrators is to support students in

developing strong time management skills by encouraging and providing
opportunities for students to do so. Incorporating time management strategies
and practices into the curriculum is one way to do this. Another is by giving
students tools like planners and calendars to help them schedule and prioritize
their household duties and academic obligations. Students can be encouraged
by school administrators to reflect on their successes and adjust their time
management techniques as necessary, as well as to ask for assistance from
teachers and counselors when necessary. School administrators can help
students to be more prepared and succeed in their academics by teaching them
effective time management techniques.
Vibal Group
The Vibal group should consider making further improvements of face-to-face
classes inside and out of Monlimar Development Academy Inc. In findings, the
preparation of students there are times that they may encounter challenges in the
face-to-face settings.
Parents
60
IS JUST AN EXAMPLE)
According to the study's findings, parents should actively encourage and assist
their kids as they learn effective time management techniques and get ready for
new challenges. Parents may evaluate their children by establishing a calm and
organized study environment at home and by giving them supportive and positive
feedback on their work. Additionally, it is crucial for parents to keep their kids'
teachers informed about their academic progress and any issues they may have
in traditional classroom settings.
Government
Governments should give the inclusion of time management and organizational
skills in the curriculum of the educational system a high priority, according to the
study's conclusions. Governments have the power to enact laws that help
schools execute successful strategies by funding teacher training programs,
supplying resources and materials, and monitoring student progress. The
government can also organize programs to inform students about the detrimental
effects of face-to-face interactions on academic performance and provide them
with the resources they need to develop effective time management skills. By
taking proactive measures to prevent tardiness in the classroom, governments
may improve academic performance and help kids get ready for success in their
future careers.
61
IS JUST AN EXAMPLE)
APPENDICES
62
IS JUST AN EXAMPLE)
APPENDIX A
CURRICULUM VITAE
APPENDIX B
QUESTIONNAIRE
(Note: Copy and Paste your questionnaire on the next page)
APPENDIX C
T-TABLE
(Note: Copy and Paste your questionnaire on the next page then delete this
after)
63
IS JUST AN EXAMPLE)
64
IS JUST AN EXAMPLE)
65
IS JUST AN EXAMPLE)

Preparedness for Face-to-Face Classes

Uploaded by

Document Information

Original Description:

Original Title

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

Preparedness for Face-to-Face Classes

Uploaded by

Copyright:

Available Formats

LEVEL OF PREPAREDNESS ON THE RE-IMPLEMENTATION OF FACE-TO-

FACE CLASSES AMONG GRADE 12 SENIOR HIGH SCHOOL STUDENTS AT

In Partial Fulfillment of the Requirements in Inquires, Investigations and

Senior High School Department – General Academic Strand (GAS)

MR. DAVENH ADDURU

This research is entitled “LEVEL OF PREPAREDNESS ON THE RE-

MR. DAVENH ADDURU

Accepted and approved in partial fulfillment of the requirements given from

MR. RONEL T. BORBON

MR. ALEXANDER N. IGNACIO MS. RACHEL ANN M. CERILLANO

An abstract is a self-contained summary of a larger work, such as research and

Abstracts are typically 100–250 words and comprise one or two paragraphs.

As part of a formal document, informative abstracts adhere to more scientific and

Tips: It can answer the following questions:

1. What is the title of your study?

FONT: Arial Size no. 12

Title Page …………………………………………………………………………...... i

Approval Sheet …………………………………………………………………….. ii

Acknowledgement .……………………………………………………………….. iii

Table of Contents ………………………………………………………………. vi

List of Tables ………..………………………………………………………… vii

List of Figures ………..………………………………………………………… viii

CHAPTER I: THE PROBLEM AND ITS BACKGROUND

Background of the study ………………………………………………………. 5

Statement of the Problem …………………………………………………….... 7

Conceptual Framework ...…………………………………………………… 9

Scope and Limitations of the Study …..…………………………………….. 12

Significance of the Study …………………………………………………….. 13

Definitions of Terms …..…………………………………………………….. 15

Foreign Literature ……………………………………………………………... 17

Local Literature ……………………………………………………………... 20

Foreign Studies ……………………………………………………………... 23

Local Studies ……………………………………………………………… 27

CHAPTER III: RESEARCH METHODOLOGY

Research Design …………………………………………………………….. 31

Population and Sample Size ……..………………………………………… 32

Sampling Technique ………………………………………………………… 33

Data Gathering Procedures …….………………………………………… 35

Statistical Treatment of Data ……………………………………………… 36

CHAPTER IV: PRESENTATION, ANALYSIS AND

CHAPTER V: SUMMARY, CONCLUSION AND RECOMMENDATIONS

PLEASE FOLLOW THE GIVEN FORMAT, SO WE CAN ACHIEVE

Table 1.0(tab) Name of the Table(tab) 5

Table 1.1 Name of the Table 7

Figure 1.0 Name of the Figure 6

Figure 1.1 Name of the Figure 9

THE PROBLEM AND ITS BACKGROUND

The Department of Education released a memorandum of implementing

This research study aims to determine Level of Preparedness on the Re-

Specifically, it sought to answer the following questions:

2. What is the Level of preparedness on the Re-Implementation of Face-to-

2.1 Time Management Preparedness

The following hypothesis were tested in the study:

H 0 : There is no significance difference on the level of preparedness on the re-

H 0 : There is no significance difference on the level of preparedness on the re-

This study seeks to determine the Level of Preparedness on the Re-

Students – Every person learns differently and performs better in various

Academic performance - how a student is doing in school. This is usually

Physical - Physical qualities, actions, or things are connected with a person’s

Face-to-Face classes - an instructional method where course content and

Modular - a part of the main course that can stand alone.

REVIEW OF RELATED LITERATURE AND STUDIES