Short Bondpaper

Paco Catholic School
521 Paz Street Paco, Manila
High School Department
PAASCU ACCREDITED Level III
THE IMPACT OF THE RE-IMPLEMENTATION OF FACE-TO-FACE CLASSES ON

THE ACADEMIC PERFORMANCE OF GRADE 12 STUDENTS
A research presented to:
MRS. CARMELITA A. SAM

In compliance with the Performance Task on the subject Research in Daily Life 1
Presented by:
GROUP 5 OF 11-STEM 3
Amoyo, Grace Monique E. Arcena, Russel John D.
Bayog, Mika Ella V. Collado, Marie Ann F.
Gapido, Fergus M. Ladrera, Emil Jeremy D.
Parcon, Angelo Rei O. Plohimon, Gino F.
Reformado, Paul Aaron B. Whitty, Juan Angelo Roy B.
Submitted on:
May 2023
TABLE OF CONTENTS
Acknowledgement ……………………………………………………………………………..3
Abstract ………………………………………………………………………………………...4
I. Introduction …………………………………………………………………………...5
a. Background of the Study ……………………………………………………………….5
b. Statement of the Problem ……………………………………………………………....8
c. Significance of the Study ……………………………………………………………....8
d. Scope and Delimitations ……………………………………………………………….11
e. Definition of Terms ………………………………………………………………….... 12
f. Conceptual Framework…………………………………………………………………13
g. Review of Related Literature …………………………………………………………. 15
II. Methodology …………………………………………………………………………. 22
a. Population and Sample of the Study ………………………………………………….. 22
b. Data Gathering Procedure and Tool ………………………………………………..… 23
III. Results, Findings, and Interpretation of Data …………………………………...… 26
a. Statement of the Problem 1 …………………………………………………………… 26
b. Statement of the Problem 2 ………………………………………………………….... 40
c. Statement of the Problem 3 …………………………………………………………….59
IV. Summary, Conclusion, and Recommendation ……………………………..……….77
a. Summary …………………………………………………………………………..…...77
b. Conclusions …………………………………………………………………………….80
c. Recommendations ……………………………………………………………………...82
References …………………………………………………………………………………….84
Appendices ……………………………………………………………………………………89
Curriculum Vitae ……………………………………………………………………………153
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ACKNOWLEDGEMENT
The researchers would like to extend their wholehearted appreciation and thanks to the
following for their assistance, support, and ofcourse their astounding contributions to the study.
Without them, the study wouldn’t have been a success. They are as follows:
To Mrs. Carmelita Sam, the researchers’ mentor in Research in Daily Life 1, for her
selfless support and guidance throughout the study process. Her willingness to share her
expertise in research is truly remarkable. Her attentive assistance and honest feedback
throughout the study are what makes the research a success.
To Paco Catholic School, the alma mater of the researchers, for giving out the values and
lessons that a good student should possess. Throughout the whole process of the study, the
researchers uphold the core values of the school which gave the researchers motivation to
accomplish the study.
To their families and friends, for their understanding and support throughout the study.
Their patience towards the researchers is greatly appreciated. Also, when the researchers are
having a hard time doing the research, they are there to be a support system for the researchers.
To the participants of this study, for sharing their precious time and effort in answering
the researchers’ questions. All of their answers are very necessary for the study. Without their
answers, the study would not be a success.
Lastly, to God, for giving the researchers all the necessary knowledge and skills to
accomplish this research. All of the success of the research is for the greater glory of God.
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ABSTRACT
The study titled ‘The Impact Of The Re-Implementation Of Face-To-Face Classes On The
Academic Performance Of Grade 12 Students’ aims to know and assess the influences of the
re-introduction of face-to-face classes on the academic performance of Grade 12 students of
Paco Catholic School. The researchers sought to understand the changes in the daily routine of
Grade 12 students after the re-implementation of face-to-face classes, how the re-implementation
of face-to-face classes influenced the academic performance of Grade 12 students, and the
particular aspects of parental involvement that had a significant influence on the academic
performance of Grade 12 students. The findings show the benefits of face-to-face instruction
compared to online learning in terms of student performance and personal growth. The majority
of students prefer in-person classes due to improved communication and collaboration. It
suggests that face-to-face instruction increases engagement and motivation, leading to higher
academic performance and easier communication and productivity. Overall, this study
emphasizes the importance of returning to face-to-face instruction and parental involvement in
improving academic outcomes.
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CHAPTER I
INTRODUCTION
A. Background of the study
The COVID-19 pandemic has caused immense disruption in traditional education
methods resulting in a shift towards online distance teaching - but not all students had
equal access to high-quality technology resources or conducive environments necessary
for effective remote learning. As countries like the Philippines resume in-person classes
slowly but surely, we must understand how transitioning back impacts academic
achievement levels among learners. This research hones in on grade twelve students
from Paco Catholic School who underwent a shift from pure remote lectures towards
blended learning approaches featuring both remote and face-to-face instructions.
Distance learning, also known as distance education, e-learning, or online
learning, is a technique that uses various technologies to physically separate teachers and
students during instruction to facilitate student-teacher and student-student interactions
(Berg, Gary A. and Simonson, Michael, 2023). Distance Learning is an extensive
educational practice that involves various techniques and approaches. Online courses,
virtual classrooms, webinars, video conferences are just some examples of what
comprises this form of education. Its primary goal is making knowledge more accessible
regardless of location restrictions or social circumstances so people can learn at their own
pace in their preferred environment. Technology has enabled distance learning's delivery
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with teachers being able deliver lectures remotely while using digital resources for
sharing information and providing feedback on student progress.
Similarly, students can also become actively involved by accessing course
materials online participating in class discussions with peers resulting in increased
engagement despite being physically dispersed from each other. The beauty of distant
education lies in its ability to be flexible meaning it could serve learners' diverse needs
and is relevant particularly during crises like the COVID-19 pandemic when face-to-face
instruction isn't possible.
Bridge (2020) reported that schools and universities are shifting toward
educational technologies for student performance to prevent strain during the pandemic
season. Course Design pertains to the knowledge of the curriculum, organization of the
program, instructional objectives, and framework of the course (Wright, 2003). If it is
planned meticulously, it can enhance the satisfaction of the students with the educational
system (Almaiah & Alyoussef, 2019). An effective course design can lead to the
acceptance of the e-learning system by the students; as a result, their performance will
also increase (M. Raisamo, 2014). Hence, many instructors giving blended courses for
the first time will have to redesign their lectures to prepare them for online study. (Bersin,
2004; Ho et al., 2006). However, if the course is poorly designed, teachers and students
may be less likely to use e-learning platforms (Almaiah & Almulhem, 2018).
The COVID-19 pandemic remains a global health emergency as the world enters
its fourth year into the pandemic. The world will enter a new era; hospitalizations and
deaths will be kept to a minimum (Kimball, S. 2023). Most countries, including the
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Philippines, are going back to normalcy and re-implementing the return of face-to-face
classes, where parents and students have a choice to attend the blended-learning modality,
a form of schooling where learners study through electronic and online media as well as
traditional face-to-face instruction or online distance learning, subject to health and safety
requirements (Staff, T. 2020).
Developers and providers of online distance learning need a better understanding
of how students perceive and react to blended learning elements because student
perception and attitude are critical to motivation (Bali et al., 2018). Paco Catholic School
was one of the educational institutions to implement the blended learning modality before
committing to a full face-to-face setup. With this change being made again after two
years of only learning through online classes, the researchers aim to know how impactful
the re-implementation of face-to-face lectures is to the academic performance of Grade
12 students in Paco Catholic School.
The primary aim of this research is to evaluate the effect of blended instruction
on student academic outcomes following the move back to in-person classes. We'll also
assess factors such as quality technology resources, internet accessibility, and optimal
learning environment which might have impacted student motivation and engagement
levels during the period of remote instruction.
The researchers seek to understand students' thoughts on blended instructive
methods, their satisfaction levels and motivation towards this approach post-pandemic -
ultimately providing valuable insights for educational establishments and policymakers
navigating post-pandemic academic landscapes.
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B. STATEMENT OF THE PROBLEM
The study aims to know and assess the influences of the re-implementation of
face-to-face classes on the academic performance of Grade 12 students of Paco Catholic
School after getting used to the online class setup. The following research questions are
what this study aims to answer:
1. What are the changes in the daily routine of Grade 12 students after the
re-implementation of face-to-face classes?
2. How did the re-implementation of face-to-face classes influenced the academic
performance of Grade 12 students?
3. What particular aspects of parental involvement have a significant influence on the
academic performance of Grade 12 students?
C. SIGNIFICANCE OF THE STUDY
Switching back to a traditional class setup is quite challenging, not just for the
school administrators, but for the students as well. In effect, we, the researchers, have
decided to conduct this study as a means to know the academic performance of the grade
12 students after re-implementing face-to-face classes. The following individuals and/or
groups, in particular, could greatly benefit from the key findings of this study:
Firstly, the re-implementation of face-to-face setup had a significant impact on
students' academic performance and achievements. This study would be able to help the
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students provide valuable insights about their performance between the two modalities of
learning. Furthermore, this research can help them understand the benefits and challenges
of face-to-face learning and how they can adapt to this change.
Secondly, this study would be beneficial for parents and/or guardians to help
them understand the struggles their children are experiencing during and after the
re-implementation. Increased engagement with children’s education; studying the
re-implementation of face-to-face classes can help parents become more engaged in their
children’s education and provide opportunities for them to get involved in school
activities and events. This can help strengthen the parent-child relationship and support
children’s academic and personal growth.
Thirdly, as guidance counselors, their primary responsibility is to support and
counsel students as they make academic and personal decisions. Students may be in need
of guidance as they face major changes like going back to face-to-face class setup. Going
back to the new normal, after 2-3 years, students may lack social communication skills,
as well as having their daily routines greatly affected. They may also provide emotional
support to students as the pandemic has taken a toll on their overall well-being as a
student.
Fourthly, teachers and academic coordinators are the ones who are responsible
for making sure that the students get a high-quality education. The findings of this
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research will help educators reform or improve their teaching approaches and strategies
that may be suited for the students to enhance their learning potential in a traditional
learning setting, especially since there were students who had a hard time adjusting to an
online setup. In addition, the teachers and academic coordinators may need to come up
with a course of action that’ll give additional support to the academic learning of
students.
Fifthly, Society could attain apprehension on how the re-implementation of
face-to-face classes influences, not only the students of Paco Catholic School but also
students nationwide. Whereas, there would be a common understanding among the
community about the impacts that the students experienced. In this way, the community
would be able to adjust and provide resolutions to certain predicaments caused by the
changes of the pandemic.
Sixthly, this study will be of great help to the researchers for it is able to give
findings to give clarity for the created research questions and objectives. Moreover,
understanding the significance of the research can help identify inadequacies in the
existing knowledge base and will be able to guide the researchers to identify the potential
impact of this study on society.
Seventhly, the role of policymakers in society is to create policies that promote
the common good and improve the overall well-being of society. This study as a whole
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will help to inform their policy decisions that will improve the quality of education for
students.
D. SCOPE AND DELIMITATIONS
The qualitative study intends to assess the impact of the pandemic on the
academic achievement of Grade 12 students as they move from online-distance learning
to face-to-face instruction. The emphasis is on the repercussions of reintroducing
face-to-face instruction on the academic achievement of current Grade 12 students
(2022-2023).
Furthermore, the study will revolve around Grade 12 students from Paco
Catholic School, specifically those enrolled in the STEM Senior High School program.
The data will be collected through in-depth interviews with the participants through
scheduled meetings in Microsoft Teams. The timeframe for the study is from February
until May.
Lastly, the study is limited to Grade 12 students from a single school and
program, which may restrict the findings' generalizability. The study also focuses solely
on academic success, perhaps overlooking other factors that influence student
performance. The study's time range is also four months, which may not represent the
pandemic's long-term consequences on academic performance.
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E. DEFINITION OF TERMS
Coronavirus disease or COVID-19 is an infectious disease caused by the SARS-CoV-2
Virus and was discovered in December 2019 in Wuhan, China. Most people infected with
the virus will experience mild to moderate respiratory illness and recover without
requiring medical treatment. However, some will become seriously ill and require
medical attention.
Pandemic. A widespread occurrence of an infectious disease over a whole country or the
world at a particular time.
Face-to-Face classes. A face-to-face session where the teacher and the student meet in a
set place for a set time, for either one-on-one learning or, most commonly, in group class
lessons similar to what happens in school.
Blended Learning Modality. It is an approach to education that combines online
educational materials and opportunities for interaction online with traditional place-based
classroom methods.
Perception. It refers to the psychological processes through the experience gained by the
five senses, individuals can process responses into positive or negative perceptions.
Apprehension. The act of understanding something, or the way that something is
understood.
Predicaments. It is an unpleasant or confusing situation that is difficult to get out of.
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Policymakers. This refers to a member of a government department, legislature, or other
organization who is responsible for making new rules, laws, etc.
Lingering. In this study, this term refers to remain or stay on in a place longer than is
usual or expected; to remain alive, continue or persist, although gradually dying, ceasing,
disappearing,
Course Design. It refers to the processes and methods around creating quality learning
environments and experiences for students.
F. CONCEPTUAL FRAMEWORK
Figure 1. Input, Process, and Output Model of the Study
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Interpretation and Analysis:
The diagram assesses the procedure of the study and demonstrates an understanding of the
importance of Grade 12 STEM students' educational experiences by focusing on the impact of
returning to in-person classes on their academic performance. With COVID-19 having catalyzed
this shift from online learning, exploring its potential effects is timely and relevant.
Through semi-structured interviews with participating students, factors that influence scholastic
outcomes such as learning environment, teaching methods, peer interactions, and individual
characteristics were examined with care and attention to nuance. Ultimately providing insights
into what elements shape student achievement during this phase while highlighting parental
involvement as one particular key determinant.
This research adds to our current understanding by exploring how reintroducing in-person
classes affects the academic achievement of Grade 12 STEM students and highlighting the
influence of parents on their academic habits. The outcomes could be used to shape educational
methods and policies, striving for an excellent learning environment and supportive network for
comparable student groups.
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G. REVIEW OF RELATED LITERATURE
Over the past 3 years, the COVID-19 pandemic has significantly impacted people’s daily
lives—not only in the Philippines but also in the rest of the world, in so many aspects such as
industry, healthcare, careers, economic activities, physical interaction, and education. Now, it's
getting back to normal and people’s daily lives are going back to how it was before the
pandemic. There is no denying the change that the pandemic brought on us, and how it affected
various aspects of people's lives.
● Impact of the COVID-19 Pandemic and the Transition of Learning Modalities
During the pandemic, students and teachers involuntarily switched from face-to-face
classes to online distance learning to cope with and immobilize the spread of the virus. Using
different apps such as Microsoft Teams, Zoom, and Google Meet, students and teachers were
able to continue their classes. At the present time, since the COVID-19 virus is a lesser threat
now, the concept of going back to school, and physically interacting with teachers and classmates
in a classroom is being re-implemented. The researchers aim to know the effects of the transition
which explores how the re-implementation of traditional face-to-face classes has influenced the
student’s overall academic engagement.
According to Serhan, D. (2020), Due to the COVID-19 pandemic, universities and
schools had to completely transition from face-to-face learning to remote instruction, resulting in
an unusual instructional setting for both educators and students. Teachers utilized various
functionalities of Zoom to establish engaging educational settings. Some of these features
include a virtual whiteboard with the ability to annotate concepts, breakout rooms to promote
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small-group collaboration, polls to gather student feedback and chat to facilitate class
discussions. Furthermore, Zoom meetings can be recorded and accessed for future reference. The
quality of teaching and learning through video conferencing falls short compared to the
experience in a traditional classroom environment.
According to the study done by Rezvan Nazempour et al., (2022) COVID-19 pandemic
has affected various aspects of daily life across the globe. To help slow the spread of the virus,
many countries have implemented lockdowns and stay-at-home orders. As a result, higher
education institutions in the United States have had to switch from in-person classes to online
platforms and distance learning. However, this shift to remote teaching has been challenging, as
neither students nor faculty were fully prepared for such a sudden change, and some institutions
lacked faculty members with online teaching experience. The study emphasizes the importance
of understanding the impact of the transition to online learning on different student subgroups.
While the results suggest that academically average to high-performing students with cumulative
GPAs above 2.90 may be negatively affected by the shift to online learning, the effects on
students with lower GPAs are inconclusive. It is important to comprehend the consequences of
this transition on students' academic performance as these findings could have implications for
future courses and policies. The researchers suggest that the template approach used in their
study could be applied to other courses and used by university administrators to create
emergency policies for situations beyond pandemics.
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● Challenges and Benefits of Online-distance learning
Another study conducted by Andrew E. Clark et al., (2021) found that due to the
COVID-19 pandemic, many schools have closed, and students have had to rely on online
learning platforms to complete their education. The closure of schools during lockdowns has
caused significant difficulties for teachers, students, and parents, and the lack of physical school
attendance may have a negative impact on student's academic performance and future
well-being, according to previous research (Aucejo et al., 2020; Azevedo et al., 2021; Engzell et
al., 2021; Eyles et al., 2020). In an effort to reduce the negative impact, many schools provided
online lessons, which resulted in a 0.22 standard deviation improvement in students' academic
achievement compared to students who did not receive any support from their school. However,
the quality of the online courses mattered, with students who received lessons from external
teachers outperforming those who received lessons from their own teachers. Although distance
learning benefited both rural and urban students, those who used a computer performed better
than those who used a smartphone. Finally, the study found that low achievers benefited the most
from high-quality teachers in online learning.
A society’s development depends on a society’s educational capacity. According to the
study of Mohanad & Mohammed (2020), both distant learning and face-to-face education are
considered major methods in the education system. This study wants to determine the
commonalities and differences between the two systems in terms of educational efficiency and
people are starting to wonder if the e-learning level of learners in the distant learning system is
lower compared to learners in the face-to-face system. The findings revealed that a distant
learning system is more flexible and economically desirable than traditional education systems.
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Due to the outbreak of the coronavirus education worldwide has been affected thoroughly and
because of this both students and teachers had to adapt to a new form of learning.
● Student Preferences on Learning Modality
In a study that Nasution et al. (2021) conducted, the researchers used descriptive research
with a quantitative approach. Their research aims to determine which of the learning modalities,
namely face-to-face learning, online learning, and blended learning, are most preferred by the
students. The scope of their study focuses on the student’s preference for the said learning
modalities in the context of the COVID-19 pandemic, with the limitations that their study relied
on self-reported data from the participants and that the researchers did not explore the impacts of
factors on the student's perception of the learning modalities. Based on their research, out of the
100 students, 78% chose face-to-face learning as their most preferred learning modality, 22%
chose blended learning, and only 2% chose online learning as their learning modality. It proves
that the most preferred learning setup is face-to-face learning, despite their research proving that
there is no difference in their test results between the two learning modalities. The study that
Nasution et al. (2021) conducted is related to our research as it determined the student's
perceptions of learning and which learning is most preferred by students between face-to-face
learning and online learning.
The traditional form of education has been affected by the COVID-19 pandemic. To
enhance traditional classroom education, it is necessary to identify which components of online
education students preferred during the pandemic. According to the study done by Stoian et., al
(2022), These components include learning, teaching, assessment, and interaction with teachers
and peers. By adapting face-to-face education to their needs, we can incorporate the useful
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aspects of online education. It's essential to consider factors such as the integration of
technology, innovative teaching methods, smart technologies, and student experiences and
perceptions. The findings of the study, students prioritize the use of electronic educational
resources by teachers during face-to-face learning.
Based on the study of Vasile Gherheș et al., (2021) this study focuses on the beneficiaries
of the educational process and aims to find out their perceptions of face-to-face and e-learning
and their desire to return, or not, to the traditional form of education. The result shows that the
majority of the 604 students who were asked to answer the questionnaires want to return to
school.
According to Knipe and Lee (2020), the findings revealed that students in remote
learning had a lower quality of teaching and learning than their experience in the traditional
classroom. The finding of the study, students had an unfavorable perspective toward Zoom and
believed that it had an adverse impact on their learning experience and motivation to learn.
We know that there are a lot of factors to weigh in if what modality is best suited for a
pupil. This has been very evident since the pandemic struck our lives. The study of Bali, S., and
Liu, M. C. (2018) aims to understand how students feel about face-to-face and online courses in
terms of social presence, interpersonal interactions, and satisfaction. In order to examine student
learning perceptions independent of the method used to deliver the course and the online
environment, a comparison between the online group and the face-to-face group was conducted.
According to the study's findings, face-to-face learning was perceived as being superior
to online learning. However, there is no statistically significant difference between student levels
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in terms of learning preferences. Some students, meanwhile, were very at ease with online
education because it gave them the opportunity to be creative by utilizing technology.
● Impact of Learning Modality on Academic Performance
The learning outcomes related to the re-implementation of face-to-face learning policies
to overcome learning loss conditions are better than when using an online learning system
(learning from home). In addition, Rizaldi, et. al. (2021b) in their research also state that students
are more active during the direct learning process and provide opportunities for students to
establish good cooperation between classmates. The findings of this study coincide with our
research about finding out how the impact of the re-implementation of face-to-face affected the
student’s academic performance, positively and negatively.
Evaluating the proficiency level of undergraduates in their readiness for web-based
education relative to their technology aptitude, study methods, and autonomous drive forms the
primary focus of this inquiry. According to a study by Widodo et al. (2020) conducted among
tertiary-level learners residing in Indonesia, furnished researchers with valuable data pertaining
to student preparedness and ability when transitioning from conventional classroom setups
(face-to-face) to online medium. The findings demonstrate that students who exhibit competency
with technology alongside autonomous learning dispositions are better equipped for embracing
online learning environments effectively. As a result, it is crucial that proper guidance and
adequate resources be provided for those confronting potential challenges adapting. This study
conveys significant implications for improving virtual educational engagements.
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With the presented related literature and studies, it is clear that both face-to-face and
online distance learning have their positive and negative effects when in comparison. Having two
different modalities gives students the opportunity to have a more flexible and adaptable
approach to education. It also allows students to have more options that may suit their
preferences and accommodate their needs in studying, which may lead to their own academic
growth. However, it's important to acknowledge that not all students may do well in a certain
modality. As a result, the institution, system, and teachers must be able to provide various
methods or strategies that can support learning in all conditions to design a learning-based
system where students’ psychological conditions are understood and there is flexibility in the
materials that are used for learning.
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CHAPTER II
METHODOLOGY
This chapter will revolve around the methodology the study utilized in data collection and
analysis. It discussed the setting where the study took place, population, sampling and sample
size, research design, instrument, and technique of data collection.
I. Population and Sample of the Study
a. Population
The researchers utilized the Purposive Sampling Method under Non-Sampling
Probability due to its effectiveness to gather data as the respondents are being
selected based on the goal of the studies of the researcher. The researchers, with
the assistance of the class adviser or class president of their respective classrooms,
were given a class rank, and a total of three (3) students was chosen per section.
The study is limited to Grade 12 STEM Students of Paco Catholic School. A
total of 15 respondents were involved in conducting the study. The researchers
ensured that participants match the following requirements below:
1. The respondents must be Grade 12 students from Paco Catholic School in
the School Year 2022-2023
2. The respondents must be enrolled in Paco Catholic School’s Senior High
School strand STEM.
3. The respondents must have experienced the transition of the class set-up
from online classes to face-to-face classes in the school year
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2022-2023.Given the importance of research ethics, each respondent will
be given a consent letter before being questioned to confirm that they
accept to participate in the interview and provide their replies.
b. Setting
The study was conducted in the Final Term of the Second Semester of the
Academic Year 2022-2023. Since the researchers are focusing on academic
performance, the researchers aimed to know how it affected the student's
academic performance as they transition from online-distance learning to
face-to-face classes.
II. Data Gathering Procedure and Tool
a. Instrumentations
The researchers utilized a semi-structured questionnaire to collect the necessary
data for this study. The questionnaire included a series of questions designed to
determine how the re-implementation of the face-to-face modality affected their
academic performance. Moreover, the researchers utilized a semi-structured
format as it allows open-ended questions in the questionnaire designed to collect
the data needed for the study. Lastly, the questionnaire will be subjective; this
way, the respondents would be able to elaborate on the reasons behind their
points.
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a. Procedure
The researchers used semi-structured interviews in Microsoft Teams; the
researchers were able to converse with the participants and unravel how the
re-implementation of face-to-face classes affected their studies, notably their
performance in class and academics. Through this, the researchers were able to
understand and realize how the pandemic truly affected the lives of Grade 12
STEM students who involuntarily transitioned into an online setting to continue
the academic calendar. Furthermore, the researchers became instruments that were
able to bring to light the different difficulties the participants have gone through.
The participants were interviewed virtually through their respective Microsoft
Teams accounts.
b. Design
The study employed a phenomenological approach which allowed the
researchers to comprehend, analyze, and evaluate how individuals experience a
phenomenon in their daily lives to gain deeper perspectives into how people
understand those experiences. This research design is functional for studying a
phenomenon known through a sensory experience such as the impact of the
re-implementation of face-to-face classes on the academic performance of
students after adjusting to online learning during the COVID-19 pandemic.
Ethical considerations for this study included obtaining informed consent from
participants, ensuring the confidentiality of participants' personal information, and
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protecting participants' rights. The utilization of in-depth data gathering and
careful observation of Grade 12 students was able to generate discoveries and
insights that concluded the objectives and purpose of this research which brought
forth a thorough logical research conclusion.
a. Data Analysis
The study employed content analysis to analyze the gathered responses from the
participants and translate it into quantifiable data. Each response from each
question was transcribed and examined thoroughly to identify its main points.
After examining and synthesizing, each data underwent coding to identify the
meaning of the responses and to label them based on the essence of the
respondent’s answer. The similar coded responses were grouped into categories
and were arranged within a frequency table.
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CHAPTER III
RESULTS, FINDINGS, AND INTERPRETATION OF DATA
This chapter discusses the analysis and interpretation of the collected data, as well as the
study's main findings regarding the impact of the re-implementation of face-to-face classes on
the academic performance of Grade 12 students.
I. STATEMENT OF THE PROBLEM 1:
a. Definition of Categories
CATEGORY MEANING DESCRIPTION
NI NEGATIVE IMPACT The re-implementation of

face-to-face classes has a
negative impact on the
academic performance of
Grade 12 students
PI POSITIVE IMPACT The re-implementation of

face-to-face classes has a
positive impact on the
Grade 12 students
NE NO EFFECT The re-implementation of

face-to-face classes has no
effect on the academic
performance of Grade 12
students
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b. Definition of Codes
CODE MEANING DESCRIPTION
D DISTRACTION Online modality has resulted

in numerous distractions for
students
P PRODUCTIVITY Students share their

productivity in a specific
modality
MU MENTALLY Online modality is mentally

UNHEALTHY unhealthy for students
PPE POSITIVE PEER Refers to instances where

ENGAGEMENT students express positive
experiences with engagement
with their peers
NPE NEGATIVE PEER Refers to instances where

ENGAGEMENT students express negative
experiences with engagement
with their peers
LH LIMITED HANDS-ON Student describes that there

are limited hands-on on the
said modality
R ROUTINE The students describe their

routine activities
Page 27 of 162
c. Presentation and Interpretation of Data
Figure 1.1
SOP 1: What are the changes in the daily routine of Grade 12 students after the
re-implementation of face-to-face classes?
Question Category Code Exact Response
1) How was your NI D “In terms of school I

life before the don't think I was
face-to-face
able to fully focus
modality was
reimposed? on the classes
because of many
distractions that are
brought by the
online learning
modality.”
“I began noticing
that there were so
many distractions
around me like my
phone”.
P “I was more
productive back then
since I was the class
president when I
was in grade 11 and
being an officer
makes me
productive”
Page 28 of 162
MU “During the
pandemic it was
very linear, boring,
and unhealthy since
I spent most of my
time in front of my
computer”
“Online seems to be
really draining and
more tiring ”
LH “It was hard because

it’s just like a cycle
since I can only do
limited things at
home”
“Online classes
lacked activities
such as laboratory
experiments”.
PPE “I could talk to like

whoever I wanted,
like my friends from
other sections”
NPE “Since I was stuck

in the ODL, it was
very anti-social.”
Page 29 of 162
“In terms of
contacting
classmates, it was
different for
everyone because
some preferred
certain times while
others did not..”
“ It was different
from face-to-face
classes, where there
were engaging
activities.”
“We can’t avoid

stress, because it is
online, for me it is
quite confusing.”
MU “It was much easier

because you can
search online, and it
was more
accessible.”
PI P “I can say it was

kind of lonely and
hard.”
Page 30 of 162
Interpretation of Data - Figure 1.1
The data collected shows that although some students preferred when they were in the
online modality, saying that they were more productive because of the availability to use the
internet when doing homework, and that they could chat with their friends and classmates much
more easily, while the majority of the students had a negative experience. Most students felt
more unproductive when they were in online class. Most said that it was boring, uninteresting,
and full of distractions. Others said that classes lacked excitement/engagement due to the online
modality, which also affected the sociability some students had, saying that because of the online
set-up they felt out of place and alone, not fully connecting with their fellow classmates.
Figure 1.2
SOP 1: What are the changes in the daily routine of Grade 12 students
after the re-implementation of face-to-face classes?
2) What do you PI P “I became

believe enthusiastic about
happened in writing again
your study
because I can
habits when
the class express my
format was creativity”
changed back
to “I started using a
face-to-face? notebook again,
starting reverting
Page 31 of 162
back to the old ways
of learning”
“My study habits

have improved since
when you’re in a
classroom”
“For me, it was

much easier because
you can be able to
search online”
“I felt motivated to
do advanced
studying in the first
few days of the
school year,”
“Even after my short

time of going
face-to-face, it
rekindled my
note-taking, and I
performed better this
quarter”
“For me, I have been

able to become more
productive. When it
was in online, I was
very lazy to do task”
Page 32 of 162
“I believe my study
habits have
improved because I
can easily keep track
of all my
assignments and
coursework”
PPE “It changed in a way

that I became more
active in class. I can
talk to my other
classmates more
easily.”
NE R “My study habits

from before are still
the same until now,
so I think nothing
has changed”.
“For my study
habits, it’s the same.
“
NI P “I developed certain
habits during online
classes such as
taking screenshots
for notes. I also
found it harder to
Page 33 of 162
digest lessons
immediately”.
“Maybe the change

in terms of writing
notes in a notebook
since, during online
classes, our notes
are usually
screenshots.”
R “The face-to-face
setup is tiring
because of the
asynchronous early
in the morning.”
“I would say that I

made a lot of
adjustments
especially when it
comes to
scheduling.”
Page 34 of 162
There has been a noticeable shift in the daily routines of students following the return of
in-person classes. Participants reported a range of changes, including waking up earlier to
complete the test and prepare for afternoon classes, feeling more competitive and confident in
expressing themselves, and reacquainting themselves with writing in notebooks instead of
relying solely on technology for note-taking.
Figure 1.3
SOP 1: What are the changes in the daily routine of Grade 12 students
after the re-implementation of face-to-face classes?
3) What habits PI P “What hasn’t

do you think changed is the habit
were retained of taking notes.”
or changed
after the “I maintained the
re-implement
habit of using
ation of
technology,
face-to-face
classes? ? particularly my
laptop, this habit has
persisted due to the
school's hybrid
system”.
“In face-to-face, I
become more active,
and I use my
Page 35 of 162
notebook now which
makes it easier to
recall and
understand the
lessons more.”
“I really like playing

online games, and
it's something that I
couldn't get rid of.
It's something that
helped me release
the pressure from
studies.”
“Taking a bath helps

with productivity
now because you
take a bath and you
are more productive
when listening in
class”
PPE “It is easier to ask

questions, and
interact with your
teachers and
classmates regarding
your activities?”
Page 36 of 162
“Habits that did
stay where I was
able to start calling
with friends more,
like a group study
because before the
pandemic I wouldn’t
usually do that
together you will
study with friends.”
“With face-to-face
classes you will feel
motivated and at the
same time it is fun
because you are with
your friends
physically.”.
NE R
“I didn't retain any
habits because
everything changed
again when we
shifted back to
face-to-face
classes.”
Page 37 of 162
“For that, I think I
retained staying at
home; that’s one.
But I think what
changed was the
time difference
between when I
would wake up.”
P
“I think what's being
retained is the
studying after class,
whether it's online or
face-to-face”
NI R “What has changed

is my work
scheduling.”
“I think what really

changed is my
sleeping schedule”
P
“I feel unmotivated
to study because of
online tests”
Page 38 of 162
“I find it more
challenging to keep
track of my
assignments since
most tasks are now
assigned through
traditional learning”
The information gathered indicates the alterations and adherence of the students' routines
subsequent to the resumption of in-person classes. The data demonstrates that some students
have maintained their routines without any modification. Based on the collected data, the
majority of the participants disclosed that they usually took screenshots of the presentation
slides. Conversely, some students revealed that their schedule was impacted, compelling them to
adjust it to align with the school timetable. Additionally, some individuals reported being
accustomed to waking up early, as it was necessary for them to do so to take exams. Some
respondents expressed that they were keen on utilizing technology, whereas others claimed that
their bathing habits were affected. As a result, they had to alter their routine and bathe after class
instead. Unfortunately, a portion of the students have lost their motivation and made no
modifications to their routines.
Page 39 of 162
II. STATEMENT OF THE PROBLEM 2:
F2F FACE-TO-FACE The modality of learning is
face-to-face
O ONLINE The modality of learning is
online
Y YES The student believes that
reintroducing face-to-face
interactions will improve
their academic lifestyle
N NO The student does not believe
that reintroducing
face-to-face interactions will
improve their academic
lifestyle
Page 40 of 162
a. Definition of Codes
E ENGAGEMENT Refers to the engaging
experiences of a student on a
learning modality
AP ACADEMIC The student’s competence in
PERFORMANCE their academic performance
PG PERSONAL GROWTH Students show or express
personal development in their
academic or non-academic
lives
SG SOCIAL GROWTH Students show or express
growth or improvement in
their social skills and
interactions
ODL ONLINE DISTANCE The student is enrolled in an
LEARNING online distance learning
modality
Page 41 of 162
b. Presentation and Interpretation of Data
Figure 2.1
SOP 2: How did the re-implementation of face-to-face classes influence the academic
F2F E “I am more attentive

1) Are you more
in face-to-face
attentive and
participatory in classes”
the online classes
compared to the “I’m definitely more
traditional participative in the
face-to-face
face-to-face learning”
learning? Please
describe your
“I am more attentive
experience.
face-to-face since it is
more interactive
when face-to-face.”
and participate a lot
in face to face “
“You will be able to

participate more and
focus more; you will
be able to give it
100% if you are in a
classroom”.
“I am more
participatory in face
Page 42 of 162
to face, because
online, I am
distracted with things
around me. “
“I believe that
reciting in a
face-to-face class lets
me interact and
engage with
classmates more
effectively”
“I think I am more
attentive and
participative during
face-to-face learning”
“I prefer face-to-face
learning as I am more
attentive and
participatory”
“Before, during the

online class, I still
recited and
participated but it was
different because in
face-to-face classes,
you can interact with
your teacher and
Page 43 of 162
classmates..”
“Honestly, I am more
attentive to traditional
face-to-face learning
because there are so
many distractions in
online classes.”
“I feel that traditional

classroom settings
allow for better
communication and
collaboration between
students.”
“For me, I really feel

like there is more
interaction happening
when you are in a
face-to-face setting
rather than an online
setting.”
O E “For me I am more
attentive in online
classes because
nobody is around me
and I only focus on
the screen in front of
me”.
Page 44 of 162
“I was actually more
participatory in
online classes.”
The information gathered indicates the alterations and adherence of the students' routines
subsequent to the resumption of in-person classes. The data demonstrates that some students
have maintained their routines without any modification. Based on the collected data, the
majority of the participants disclosed that they usually took screenshots of the presentation
slides. Conversely, some students revealed that their schedule was impacted, compelling them to
adjust it to align with the school timetable. Additionally, some individuals reported being
accustomed to waking up early, as it was necessary for them to do so to take exams. Some
respondents expressed that they were keen on utilizing technology, whereas others claimed that
their bathing habits were affected. As a result, they had to alter their routine and bathe after class
instead. Unfortunately, a portion of the students have lost their motivation and made no
modifications to their routines.
Page 45 of 162
Figure 2.2
2) Where do you F2F E “It's face-to-face for

think you me because as a
excelled more on
competitive person, I
the online
learning modality am more motivated
or face-to-face? when I have someone
How do you say
to study with.”
so?
“I think I improved
more academically
face-to-face. That is
where I ‘bloomed’
and I was able to use
the old methods of
learning”
and participative
face-to-face since I
can feel my
engagement as a
student more since I
am more vocal”
“Face-to-face because
you are more
encouraged to study
Page 46 of 162
and you are more
motivated”
AP “I excelled more in
face to face. There is
no distraction in face
to face, and your
brain can function
more”
“Face to face,
because you are
focused in your
studies, in your
lessons, and the
lecture. “
“Face-to-face classes
were more
challenging, I think I
excelled more in
them overall,
including grades,
recitations,
performance, and
participation”
“ I believe that I can

excel better in
because I can feel
Page 47 of 162
more of the student
experience.”
“I'm trying my best to

change the habits I
developed during
online classes to be
better in face-to-face
classes. It’s effective
because face-to-face,
there was change in
my grades.”
O AP “I would say that I

excel more in online;
The fact that you
have everything like
the internet and
technology and it
makes it so much
easier.”
“I feel like I excel

more online because I
never really got to
achieve an honor
reward and when the
online modality was
implemented I started
to achieve honor
rewards”
Page 48 of 162
“For me, I think I
excelled more in this
online learning. I
think it would
enhance things like
studying and grades
more because using
just one medium for
learning”
“I excelled way more

in the online learning
modality because it
was way more
conducive to my
learning style”
E “I’d say online

classes since I'm
more aware of my
responsibilities and
I’d be able to tasks in
my own pace”
Page 49 of 162
Most students excelled more in face-to-face classes rather than the online distance learning
modality because being in a real classroom where the interaction between friends, classmates,
and teachers are present, it offers more experiences for engagement affecting the student’s
academic performance and personal growth in a good way, where they are motivated, seen, and
heard. This coincides with the study of Rizaldi, Fatimah, & Makhrus (2022), who states students
look more enthusiastic and active in following each stage of the learning process. The return of
pleasant learning conditions for students will increase the chances of overcoming the problem of
learning loss in students.
Figure 2.3
3) Do you believe Y PG “Yes, because based

that on studies,
reintroducing
interaction with other
face-to-face
interactions will people gives you
improve your growth and wisdom”
academic
lifestyle? “Yes, since before the
pandemic, our usual
class, I was not that
productive. Now, I
am more productive
so I feel like it's better
now face-to-face
Page 50 of 162
again”
“Yes of course,
because it helped me
a lot.”
“I believe that
transitioning from
online to face-to-face
will improve the
experience compared
to online”.
“I think somehow, it
improved my
academic lifestyle
since you are not
limited in what you
can do anymore and
you are more
engaged”
“Yes, because just

like I said earlier, you
become more active
and get more into the
lessons”
“Of course, yes, I

believe that
is still the best
Page 51 of 162
because online
classes are quite
challenging for those
who are not
privileged like me”
SG “I definitely think
that face-to-face
interaction improved
my academic lifestyle
both socially and
academically”
“Yes, since it's such a

different feeling when
actually going
face-to-face rather
than going online
because you engage
so much more”
“It boosts me because

we have someone
beside us and we are
not alone in our own
rooms”
“I think you will

really improve
face-to-face because
as we all know when
Page 52 of 162
we get a job, social
interaction is needed”
“Yes, face-to-face
learning is preferable
for improving
academic
performance and
socializing with
peers”
“Face-to-Face
interaction is
important for mental
health and academic
success”
“I think having
face-to-face
interaction, like
connecting with your
teacher and bonding
with your classmates,
is absolutely
important”
N PG “For me personally,
no. One of the
reasons I chose to
stay in online classes
is because traditional
Page 53 of 162
face-to-face classes
take so much energy
from me”
All students believe that re-introducing face-to-face class improved their academic
lifestyle. Majority of them said that it is much easier to communicate with their classmates as
well as their teachers. If they have questions about academics, it is easy to bring it up since they
are there with their schoolmates and teachers. Some of them said as well that they are more
productive compared to online classes. Social interactions as well make academics easier.
Distractions are not that evident in face-to-face classes according to one interviewee, because in
online class, you can easily browse and scroll in your different social media accounts, unlike in
face-to-face, your whole focus is within the class discussion.
Figure 2.4
4) Do you believe Y PG “Yes, because to be

that honest with you I am
reintroducing
a transferee student
face-to-face
interactions will and I was really
improve your culture shocked
academic
because the
lifestyle?
Page 54 of 162
difference is really
significant when you
compare my old
school to PCS”
“I can say that it did,

when the time of
face-to-face came
around i actually
started joining
contests again“
“Yes, because since

the pandemic has
started, we are more
into gadgets and
devices. Though, it
makes our life easier,
it is much greater if
we do our
assignments with our
own hands”.
“Yes, it affected my
academic
performance in a
positive way: I have
gained more
knowledge in face to
face”
Page 55 of 162
“My overall
academic
performance
improved when they
returned to
because I was more
engaged in
participating and
performing well”.
“Yes, for sure. The

return of face-to-face
classes affected my
academic
performance”
“Yes, it affected me
in a positive way. My
relationship with my
classmates improved,
and I got to know
them better compared
to when I was in
grade 11”
“I have excelled more

now than before for
the past two years.
My academic
performance became
Page 56 of 162
better”
“The return of
face-to-face classes at
has been beneficial
for me due to
increased interaction
with my classmates
and the school's focus
on academic
competitiveness.”
“Some of my
classmates are
face-to-face, and I
myself am stuck in
the online set-up, and
whenever I try to
recite, it always feels
like you're on the
other side of the
world, and I think it
affects my academic
performance.”
“Before, I didn't need

to prepare early, but
now that I have to
physically go to
school, I need to
Page 57 of 162
prepare a lot of things
beforehand”
“I feel more
responsible and
participative in the
lessons during
face-to-face classes.”
SG “Going back to
after two years of
online learning might
be difficult for some
students who have
become used to the
computer.”
N ODL “No, because I’m still

in the online class
setup.”
PG “I think it won’t
because my study
habits really changed
when the online set
up was introduced, so
I think it won’t
change and my only
goal is to improve.”
Page 58 of 162
Majority of the students agreed that the return of face-to-face classes affected their
academic performance. They are more engaged in the class discussions in face-to-face classes, as
a result, their grades slightly increased. They also were able to participate actively in the class
compared to face-to-face class. There’s this one participant that was stuck in the online class,
whenever the teacher is discussing and there is a recitation, he/she said that he feels that he’s like
on the other side of the world, because the teacher can’t give importance and they’re being left
out.
III. STATEMENT OF THE PROBLEM 3:
NI NO IMPACT Parental involvement has no
impact on the academic
performance of grade 12
students.
SI SIGNIFICANT IMPACT Parental involvement has a
significant impact on the
grade 12 students.
Page 59 of 162
b. Definition of Codes
PF PERSONAL FREEDOM Students have their own
freedom to do their
academic-related work
EMS EMOTIONAL SUPPORT Parents providing emotional
comfort, encouragement, and
empathy to their children
FIS FINANCIAL SUPPORT Parents provide financial
support to their children by
paying for school fees,
supplies, and other related
expenses
INS INFORMATIONAL Parents share knowledge and
SUPPORT expertise, provide advice, and
help children make informed
decisions
IP INTERNAL PRESSURE There is no external source of
pressure; rather, they pressure
themselves for the betterment
Page 60 of 162
of their lives
NE NO EFFECT The students’ parents have no
effect on or impact on their
academic performance
c. Presentation and Interpretation of Data
Figure 3.1
SOP 3: What particular aspects of parental involvement have a significant influence on

the academic performance of Grade 12 students?
1) How do your NI PF “They do not

parents motivate me because
motivate you to
they let me do what I
achieve
academic love.”
success without
overlooking “My parents are not
your individual really pushy. Of
interests and
course they ask me
passions?
from time to time
how was school
doing but mostly it
was in my own
interest to study well”
“As for me, they don't

really look at my
Page 61 of 162
academic
performance, they
just say ‘Just do your
best’ without the
pressure"
“My parents are

supportive of my
academic success as
long as I pass”
IP “They let me do my
thing, they give me
the freedom to choose
what we want to do in
life”
SI EMS “The motivation that

my parents give me is
that they always
provide me words of
wisdom”
“Though I am not
used to my mother
being at home
always, but when I
am down, she will
stop whatever she is
doing, she will be
there to support me
Page 62 of 162
and tell me that I can
do it”
“They motivate me
by emphasizing my
abilities to achieve
academic honors
without pressuring
me to pursue specific
career paths or
hobbies”
“As for my parents,

since they are not the
“You have to attain
this, you have to
attain that”, the way
they motivate me is
through rewarding,
even if it is
intangible”
FIS “My parents are very

supportive of my
interests and needs,
even going out of
their way to help me
with things like late
night searches and
early morning
exams”
Page 63 of 162
“They are very
supportive, no matter
what happens; they
always try to accept
me, no questions
asked”
PF “My parents are very

supportive of what I
want; in fact, they
tend to follow my
desires in terms of
academics rather than
their own”
“They're also very

supportive of my
interests and
passions; they like it
when I want
something new”
“My parents have

served as a source of
motivation by
working hard and
sacrificing their time
to take care of our
family”
“My parents motivate
Page 64 of 162
me by not putting
pressure on me to
achieve academic
excellence, allowing
me to set my own
goals and work
towards them without
feeling
overwhelmed”
The students clearly demonstrate that the role of parents in the academic success of their
children is significant. The majority of the participants were motivated by their parents,
suggesting that parental involvement plays a vital role in the academic performance of students.
Furthermore, the data shows that parents provide motivation to their children not by putting
pressure on them, but by showing support and providing encouraging words. This type of
motivation is effective in motivating children to perform better academically. However, some
students also said that they are not receiving any form of motivation from their parents when it
comes to academic achievements. These students tended to be more self-driven and independent
when it came to their academic achievements. They did not feel the need to rely on external
motivation from their parents and were more likely to pursue their own interests and passions.
Page 65 of 162
Figure 3.2

2) Do you believe NI IP “Actually mostly no,

your parents but what impact that I
have had an
could think of
impact on your
academics, whether face-to-face
particularly or online is to make a
now that we
better future for
have returned to
the face-to-face myself.”
format?
EMS “I can’t answer it
with yes or no,
because my mother,
her message for me
all the time is ‘do
your best at all
times’. There is no
pressure that I am
receiving from her.”
NE “I don't think their

caring about my
grades or my
academic
performance is tied to
my learning
modality”
Page 66 of 162
“Right now, there are
no changes in how
they treat me”
SI IP “The influence and

impact they have on
my academics is
immeasurable
because they gave me
the standard because
before I was
frequently compared
to other people.”
“Yes, my parents
have an impact
because I study not
just for myself and
they are my
motivation because I
plan once I get a job I
will focus on them
first “
“Actually, they have

a big impact, because
they are my parents,
whatever they say is
affecting me as well
because of course, I
am their daughter.”
Page 67 of 162
“When they
transitioned from
online to face-to-face
classes, my parents
made an effort to
provide for my needs
despite their unstable
income due to the
pandemic”
FIS “Yes, I believe that

my parents have an
impact on the
transition to F2F
since in a practical
sense, they also
provide an
allowance”
“My parents are

providing me with an
allowance again since
I am attending
face-to-face classes,
and l feel motivated
to study hard to make
their parents proud
and repay them for
their hard work and
tuition fees”.
Page 68 of 162
“My parents have a
significant impact on
my academic
performance and
serve as inspiration
and motivation for
the author to strive
harder in their
studies”
EMS “My parents have

been more lenient
with me when it
comes to my
academics right now”
“Yes, their influence

on my academic
performance is that
they are supportive,
which motivates me
to study well and do
my best.”
“I believe that my
family's support has
had a positive impact
on my academic
performance, even
during the pandemic”
Page 69 of 162
PF "I believe that if
teachers are
motivated and show
support to their
students, it can make
them feel good and
improve their
academic
performance”
Grade 12 STEM students had different experiences with the impact of their parents on their
academic performance. The researchers also observed that the impacts of parental involvement
can differ among students. and may either have no impact or a significant impact on their
academic performance. Some of the students stated that they get emotional, financial, and
informational support from their parents, which encourages them to perform well in school. Most
said that the pressure they experienced came from their own sense of responsibility as
individuals to strive harder in their studies without their parents pressuring them. On the other
hand, there are some who stated that their parents’ involvement in their studies has no effect on
their academic performance, while a few said that their parents gave them personal freedom to
do their academic-related work.
Page 70 of 162
Figure 3.3

3) Do you feel SI IP “The pressure

pressured to continues to boil up
achieve well in to the present, even if
school when they only assist me
your parents financially today”
assist you?
“Now that you say
that, actually they
really do help
because my dad is a
Grade 12 and
Marketing professor
in Benilde, so
sometimes if I have
questions regarding
the topic that has
relation to research
and marketing he is
the one I approach”
“I feel pressure when

they assist me but
they don’t pressure
me verbally, because
I only want to make
them proud since
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I’ve been excelling
throughout this
school year”.
“Yes, I do feel the

pressure to achieve
well in school
because, despite what
I say about my
parents being lenient
with me, when it
comes to academics,
it has been more of an
internalized pressure
for me”
“I think the pressure

is just from myself.
When they assist me,
they don't pressure
me, but I put pressure
on myself—not in a
bad way, but in a
good way”
“There is some
pressure, but mostly
it motivates me to do
better and to try
different things to
find my own way of
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doing things.”
“I feel pressure when

someone helps me
because I feel judged
and inadequate. I also
feel bad if the
outcome is not good
despite the help,
making the pressure
and expectation
negatively affect me”.
INS “They don’t ask me

to achieve well but, in
my perspective, this
is the way I can give
back to them through
my achievements in
school”
EMS “My parents are not

strict, and do not put
pressure on me to be
perfect. Rather, my
parents motivate me
to do my best and
avoid failure”
NI PF “For me no, because

my mother, even if
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you have
achievements or not,
it’s okay for her. As
long as your grades
are passing. Even
though you don’t
have awards, it's
okay”.
“No, for me I don’t

feel pressured,
because they trust me
and they have trust in
what I can do, and
they never judge my
grades”.
“For me, no. They

didn't pressure me on
some stuff like when
I said earlier that "Do
your best. Enjoy" and
as long as they
support me, I feel
determined and
everything.”
EMS “I do not feel

pressure from my
parents regarding my
grades. However, I
Page 74 of 162
sometimes feel
pressure from myself
to excel
academically”
“I do not feel
pressure or
nervousness when my
parents assist me.
Instead, I feel
motivated to succeed
and repay my parents'
support”
IP “While my parents
were aware of my
goals, they did not
exert pressure on me
and allowed me to
pursue my interests”
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Most of the students stated that the pressure that they are feeling comes from themselves to
achieve well in school when their parents get involved in their academic performance. This
relates to the study of Laura, L., and Mahia, S. (2019). It is proven in this article that children
whose parents have low involvement have lower academic achievement. It states that parents’
involvement in school has been said to be a key factor in their children’s academic outcomes.
Most of the students who answered question no. 3 stated that they feel pressure because they
want to make their parents proud and they want to repay them for what they’ve done for them.
Other students also stated that they don’t feel pressure to achieve high marks because their
parents motivate them to do their best and to avoid failure. Some believe that pressure would
kind of hinder a student’s academic performance and that the assistance of their parents is meant
to acknowledge and help them.
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CHAPTER IV
SUMMARY, CONCLUSION, RECOMMENDATION
This chapter presents the summary of the findings, conclusions of the researchers with the
study based on the results gathered from the selected participants and their recommendations to
determine the impact of the re-implementation of face-to-face classes on the academic
performance of Grade 12 students.
a. SUMMARY
The researchers conducted a study about "The Impact of the Re-implementation of
Face-to-face Classes on the Academic Performance of Grade 12 Students" with the main
objective of knowing and assessing the influences of the re-implementation of face-to-face
classes on the academic performance of Grade 12 students at Paco Catholic School after getting
used to the online class setup. The participants were interviewed virtually through their
respective Microsoft Teams accounts. The study was limited to Grade 12 STEM Students of
Paco Catholic School and a total of 15 respondents were involved in conducting the study.
The following were determined in acquiesce with the First Statement of the Problem:
1. Some of the students preferred online classes due to the availability of the internet
and ease of communication. The majority found it unproductive, boring,
uninteresting, full of distractions, lacking excitement, and affecting their
sociability.
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2. The students have experienced changes in their daily routine after returning to
in-person classes, including waking up earlier, feeling more competitive and
confident, and using notebooks instead of relying solely on technology for
note-taking.
3. Some students have maintained their routines without changes after returning to
in-person classes, while others have had to adjust their schedules to align with the
school timetable
Moreover, the following were determined in acquiesce with the Second Statement of the
Problem:
1. Students acknowledge the importance of interactive learning experiences in
traditional classroom settings, and while they may concentrate more during virtual
classes, they are more engaged and attentive in face-to-face classes due to the
eagerness to participate in group activities and communicate and collaborate with
classmates and instructors, resulting in improved comprehension and the
generation of new ideas.
2. Most students performed better in face-to-face classes compared to online
distance learning because the presence of interaction with friends, classmates, and
teachers in a real classroom provides more engaging experiences that positively
affect the students' academic performance and personal growth, leading to
increased motivation, visibility, and communication.
3. All students believe that re-introducing face-to-face classes improves their
academic lifestyle, with the majority citing easier communication with classmates
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and teachers, increased productivity, and reduced distractions compared to online
classes.
4. The majority of the students agreed that the return of face-to-face classes
positively affected their academic performance, with increased engagement in
class discussions and active participation resulting in slightly higher grades.
Lastly, the following were determined in acquiesce with the Third Statement of the
Problem:
1. Parental involvement in the academic success of students is significant, with the
majority of the students reporting that they were motivated by their parents
through supportive words and encouragement, while some were self-driven and
independent in their academic pursuits.
2. While some students are motivated and encouraged by their parents' emotional
and financial support, others prefer to be more independent and rely on their own
sense of responsibility.
3. Most of the students explained that the pressure that they are feeling comes from
themselves to achieve well in school when their parents get involved in their
academic performance.
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b. CONCLUSION
Statement of the Problem #1. Majority of the students preferred face-to-face classes
over online classes. It was found that most students found online classes unproductive,
uninteresting, and full of distractions that negatively affected their productivity, and sociability.
According to Nasution et al. (2021), whose study focuses on the student's preferred learning
modality in the context of the COVID-19 pandemic, the most preferred learning set-up was
face-to-face classes over online classes, although it was shown that there was no significant
difference in the test result of the students, there was a drastic difference in the routines of the
students when it comparing the two learning modalities. While students explained that online
classes felt lack-luster, unengaging, and boring, students were a lot more active during
face-to-face classes and provided opportunities for students to establish good cooperation
between classmates (Rizaldi, et. al., 2021b). Returning to face-to-face classes resulted in changes
to students' daily routines, including earlier wake-up times and the use of traditional note-taking
methods. Some students were able to maintain their routines, while others had to adjust to the
school timetable.
Statement of the Problem #2: Every student has their own preferred method of learning
that they want to incorporate into their studies. This study addresses the impact of reintroducing
in-person classes on the academic achievements of grade 12 students. In this study of Vasile
Gherheș et al. (2021), the beneficiaries of the educational process aim to find out their
perceptions of face-to-face and e-learning and their desire to return, or not, to the traditional form
of education. Some students find that they are more invested in traditional in-person classes, and
Page 80 of 162
they observe greater personal and social development as a result. On the other hand, there are
individuals who favor online classes because they believe they will perform better in this format.
It also shows how students feel about face-to-face and online courses in terms of social presence,
interpersonal interactions, and satisfaction. In order to examine student learning perceptions
independent of the method used to deliver the course and the online environment, a comparison
between the online group and the face-to-face group was conducted Bali, S., and Liu, M. C.
(2018). Each individual student possesses their own set of preferences. Every person has unique
preferences.
Statement of the Problem #3: Parents are present to assist or offer guidance regarding
our education. Additionally, this research examines the impact of parents on the scholastic
achievement of students. According to a study by Widodo et al. (2020), it is crucial that proper
guidance and adequate resources be provided for those confronting potential challenges adapting.
This study conveys significant implications for improving virtual educational engagements. With
the presented related literature and studies, it is clear that both face-to-face and online distance
learning have their positive and negative effects when in comparison. Having two different
modalities gives students the opportunity to have a more flexible and adaptable approach to
education. The majority of students stated that their parents provide them with support rather
than pressure. However, some students tend to impose pressure on themselves to increase their
motivation and compensate for the efforts their parents put in. Parents exert a significant
influence on their children, inspiring them to pursue their academic aspirations and attain greater
success.
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In conclusion, this study sheds light on the impact of the re-implementation of
face-to-face classes on the academic performance of Grade 12 students at Paco Catholic School.
The findings suggest that while some students preferred online classes due to the convenience,
the majority found face-to-face classes more engaging, interactive, and productive. The students
acknowledged the importance of traditional classroom settings in generating new ideas,
increasing comprehension, and boosting personal growth. Additionally, parental involvement
was reported to be a significant factor in motivating students to achieve academic success, albeit
with varying degrees of influence. The results of this study provide valuable insights into the
challenges and benefits of returning to face-to-face classes after a prolonged period of online
learning, which may inform educational policies and strategies in the future.
c. RECOMMENDATION
The study can serve as the foundation in investigating the influences and
repercussions of the re-introduction of face-to-face classes on the academic performance
of students. However, the findings of this study must be treated with caution due to the
design, sample size, collection of data technique, and setting. Our world is very uncertain,
we don’t know what could possibly happen next. This research would be very significant
to future researchers for this study can serve as their reference and as guidance in the
future if any epidemic, pandemic, or any hazards can possibly stop the traditional
face-to-face setup. Moreover, they can fill in the gaps where we, the researchers, lacked.
With everything said, the following are the recommendations of the researchers:
1. Schools should consider the full return of face-to-face classes, as the findings
suggest that students performed better academically in physical classrooms.
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2. Teachers should incorporate more interactive learning experiences, such as group
discussions and collaborative projects, to keep students engaged in their classes,
may it be online or onsite.
3. Teachers should help students struggling to adapt through the changes and to
know what style in their teaching is needed for the re-implemented modality for
the betterment of both student and educator.
4. Parents should be encouraged to get involved in their children's academic
performance by providing emotional, financial, and informational support,
without putting excessive pressure on their children.
Page 83 of 162
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Nazempour, R., Darabi, H., & Nelson, P. C. (2022). Impacts on students’ academic
performance due to emergency transition to remote teaching during the COVID-19
pandemic: A financial engineering course case study. Education Sciences, 12(3), p202.
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Rizaldi, D. R., Fatimah, Z., Susilawati, S., & Makhrus, M. (2022). Student Responses related
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Page 88 of 162
APPENDICES
I. APPENDIX A - REVIEW OF RELATED LITERATURE MATRIX

Research in Daily Life 1
Second Semester
Review of Related Literature Matrix
TITLE: The impact of the re-implementation of face-to-face classes on the academic
performance of Grade 12 students
AUTHOR TITLE/ Year of PUBLICATION
Abdulabbas, Mohanad & The impact of face-to-face education and distance education
Jawad, Mohammed. on student performance: A comparative analysis. (2021)
RESEARCH QUESTIONS/ PARTICIPANTS FINDINGS
OBJECTIVES
To determine the The present study applies a The research results show that
commonalities and quasi-experimental the learning level of learners
differences between the two (semi-experimental) method in the distant learning system
systems in terms of and uses two experimental compared to learners in the
educational efficiency. groups (distant learning face-to-face system is not
students) and (face-to-face lower, provided that the
students) as the control group principles of learning,
educational design and
considering the
student-centered nature of
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planning benefit from
adequate resources and
appropriate media.
Rizaldi, D. R., Fatimah, Z. ., Student Responses related to Face-to-Face Learning Policies
Susilawati, S., & Makhrus, to Overcome Learning Loss Conditions.
M. (2022)
OBJECTIVES
Based on the problems and
discussion, it can be seen that

This study aims to describe The sample in this study was
the student’s response to the
student responses and 30 students at Madrasah
re-enactment of face-to-face
learning outcomes related to Aliyah Plus Nurul Islam
learning in class is quite good
the re-implementation of Sekarbela who represented
when compared to using an
face-to-face learning policies each department (Science and
online learning system
to overcome learning loss Religion) from grades 10 to
(learning from home.) This is
conditions. 12.
also supported by student
learning outcomes using the
face-to-face learning system
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in madrasas that have a
higher final average score
than during the online
learning process.
Vasile Gherheș, Claudia E.
Stoian, Marcela Alina E-Learning vs. Face-To-Face Learning: Analyzing Students’
Fărcașiu, and Miroslav Preferences and Behaviors (2021)
Stanici
OBJECTIVES
The results show the

The aim of the study was to
respondents’ levels of desire
identify whether there are
to return to school (especially
differences in attitudes among 604 students of the
of those who have only
the surveyed population Politehnica University of
benefited from e-learning)
towards face-to-face vs. Timisoara
and their degree of
e-learning; the sample was
involvement during online
constructed taking into
classes. The results also
Page 91 of 162
account only the respondents’ specify the advantages and
year of study. disadvantages of the two
forms of education from a
double perspective, namely
that of first-year students
(beneficiaries of e-learning
exclusively), and of
upper-year students
(beneficiaries of both
face-to-face and e-learning).
Andrew E. Clark, Huifu Compensating for academic loss: Online learning and student
Nong, Hongjia Zhu, and performance during the COVID-19 pandemic (2021)
Rong Zhu
OBJECTIVES
The researchers estimate the Ninth Graders from three In this paper, we examined
causal effects of online Chinese Middle Schools in the causal effects of online
education on student exam the same country in Baise education on student
performance using City academic performance, when
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administrative data from face-to-face education was
Chinese Middle Schools prohibited under
human-mobility restrictions,
using administrative data
from Middle Schools in
China that introduced
different educational practices
for around seven weeks
during the COVID-19
lockdown. Our DID estimates
reveal that online learning, as
opposed to no learning
support, had a large positive
effect on students' overall
subsequent exam
performance. But the content
of the (recorded) lessons also
mattered: those recorded by
higher-quality teachers
produced better exam results.
Moreover, while the academic
benefits of online learning
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were the same for rural and
urban students, students who
engaged in online learning
with a computer profited
more than those who used a
smartphone. Furthermore,
quantile DID analysis showed
that while any online learning
benefited all students outside
of the top performers, it was
the academically-weaker
students who benefited the
most from online education
and were more reactive to the
quality of the teachers
providing the online lessons.
Ram Gopal, Varsha Singh, & Impact of online classes on the satisfaction and performance
Arun Aggarwal of students during the pandemic period of COVID 19 (2021)
Page 94 of 162
OBJECTIVES
The results suggest that the
four independent factors that
the research used 'viz'. The
quality of the teacher, course

The study's goal is to
design, fast feedback, and
investigate the elements
The information was gathered student expectations all have
influencing students'
from 544 respondents who a favorable impact on student
satisfaction and performance
were enrolled in business satisfaction, which in turn has
in online classes during the
management (B.B.A. or a positive impact on student
COVID-19 epidemic period
M.B.A.) or hotel management performance. These four
and to establish the
courses in Indian institutions. variables are fundamental for
relationship between these
educational management in
variables.
order to achieve high levels
of satisfaction and
performance for online
courses.
Page 95 of 162
A Comparative Analysis of Student Performance in an Online
Jasmine Paul & Felicia
vs. Face-to-Face Environmental Science Course From 2009 to
Jefferson
2016 (2019)
OBJECTIVES
There was no significant
difference in student
performance between online
and face-to-face (F2F)
learners overall, by gender, or

The results of 548 students in
by class rank. These findings
The main objective of this an environmental science
show that environmental
research was to establish class, 401 traditional students
science topics may be
which teaching style was and 147 online students, were
translated identically for
more effective over an utilized to assess which
non-STEM majors in both
eight-year period. instructional mode produced
traditional and online venues,
superior student performance.
regardless of gender or class
rank. The flexibility of online
learning has the potential to
increase the number of
non-STEM majors engaging
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in citizen research by
teaching environmental
science key ideas.
Sutiah, S., Slamet, S., Implementation of distance learning during the COVID-19
Shafqat, A., & Supriyono, S. pandemic in Faculty of Education and teacher training. (2020)
OBJECTIVES
A total of 750 active students The results of the research

The purpose of this study was
of Faculty of Education and students prefer face-to-face
to reveal the implementation
Teacher Training, Maulana learning rather than distance
of distance learning that was
Malik Ibrahim State Islamic learning. Students find it
carried out suddenly as a
University, Malang, Indonesia difficult during distance
result of Covid-19 and
during 2020 academic years learning and worry about
assessed by the learning
were enrolled in this study. achieving learning outcomes.
process, learning facilities
In conclusion, distance
and infrastructure, as well as
learning is a worthy substitute
the psychological aspects of
when classroom education is
Page 97 of 162
FKIP students towards deferred during the
distance learning. COVID-19 pandemic period.
T.Nennig, H., L. Idárraga, K.
D. Salzer, L., April Comparison of student attitudes and performance in an online
Bleske-Rechek, & M. and a face-to-face Inorganic Chemistry course. (2019)
Theisen, R.
OBJECTIVES
“Do students’ learning of Students in the online course
concepts in inorganic and face-to-face course did

The study was conducted at a
chemistry, as indexed by not differ in their
public institution in the
performance on common performance on the common
Midwestern United States
exam questions and course exam questions, course grade
with an undergraduate
grade, differ in the online distribution, or attitudes
enrollment of 10,022
course compared to the toward chemistry. Although
students.
face-to-face course?” few studies have compared
online and face-to-face
Page 98 of 162
learning environments in the
“Do students’ attitudes
physical sciences, our results
toward chemistry, as indexed
are consistent with the idea
by responses to the ASCIv2,
that students who complete an
differ in the online course
online course fare just as well
compared to the face-to-face
as those who attend
course?”
face-to-face classes.
Rezvan Nazempour,
Transition to Remote Teaching during the COVID-19
Houshang Darabi, and Peter
Pandemic: A Financial Engineering Course Case Study (2022)
C. Nelson
OBJECTIVES
This study aims to The researcher’s analysis on
statistically investigate the the findings reveals that the

A novel rank percentage
impacts of differences are significant
measure is proposed and
such a transition on the between specific subgroups
employed to compare the
academic performance of of
undergraduate students students. The findings suggest
around 500 students who
enrolled in the Financial that the academic
Page 99 of 162
Engineering course. attended the course during the performance of students with
four semesters, cumulative
including the transitional GPAs greater than 2.90,
disrupted semester by the specifically higher than 3.40,
pandemic, two consecutive has been negatively impacted
online semesters, by
and the traditional the transition, whereas the
face-to-face classroom. impact on students with
cumulative GPAs below 2.90
are not very conclusive.
Comparative Analysis of Senior High School Learners’
Junar Sebua Cano Academic Performance in Traditional Face-to-Face and
Online Distance Learning Modalities (2022)
OBJECTIVES
Page 100 of 162

Results revealed that the
learners' academic
performance in the traditional
face-to-face and online
distance learning modality
was generally considered
This study aimed to compare This study compared the proficient. Furthermore, a
the academic performance of academic performance of statistically significant
SHS learners in traditional SHS learners in the traditional increase (p<0.05) in learners'
face-to-face and online face-to-face and online academic performance in the
distance learning modalities. distance learning modalities. online distance learning
modality was observed. This
study supports that online
distance learning modality
can improve the academic
performance of SHS learners
amid COVID-19 pandemic.
Face-to-face versus online learning: A review of the
Johnson, M. F., & Lomas, L. literature. Nurse Education Today, 50, 17-24. (2017)
Page 101 of 162

OBJECTIVES
The face-to-face class

This literature review
performed statistically,
compares and contrasts the
significantly better than the
effectiveness of face-to-face
This study compared the online class in terms of the
and online learning in the
academic performance exam average and
nursing education context.
between the online and improvement in post-test
The authors examine the
face-to-face sections of instructor questions. There
advantages and disadvantages
Whitney Bunting College of was no statistical evidence for
of each mode of instruction
Business. a difference in improvement
and explore the implications
in total post-test questions or
of their findings for
improvement in post-test
educators.
TUCE questions.
Pedagogies of uncertainty. Liberal Education, 91(2), 18-25.

Shulman, L. S.
(2005)
OBJECTIVES
Page 102 of 162

Students were randomly
This study aims to answer assigned to either an online or
the role of uncertainty in face-to-face section of the
pedagogy, finding out if same class to minimize
face-to-face classes offer sample selection bias. There

This study shows that this is
unique opportunities for were two broad measures of
a valuable tool for promoting
creating and managing student performance: the
deep learning and
uncertainty in the classroom. exam average for the entire
engagement among students.
course and the improvement
on a post-test relative to a
pre-test.
Effectiveness of learning in online academic courses
Soffer, T., and Nachmias, R. compared with face-to-face courses in higher education
(2018)
OBJECTIVES
The study aims to answer Students who were attending Studies showed that students
which learning format is more online classes and who were in online classes
Page 103 of 162

effective when compared to face-to-face classes were had overall higher final
each other other through 3 researched for its grades compared to those
courses for both online and effectiveness using a wide who were in face-to-face
face-to-face with the same array of variables classes. While students who
characteristics with each were in face-to-face classes
other reported better contribution to
the learning content, students
who were in online classes
reported better understanding
of the course structure, better
communication with the
course staff, and had a higher
engagement and satisfaction.
Widodo, A., Nursapitani,

From face-to-face learning to web base learning: How are
Novitasari, S., Sutisna, D.,
student readiness? (2020)
Umar
OBJECTIVES
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The study showed that a
significant amount of
students’ learning readiness

The study aims to determine
was still lacking as well as
the readiness of students
experiencing many problems
transitioning to online classes 260 PGSD students from
such as lack of online
due to the Covid-19 pandemic Mataram University
mastery, limited costs, no
and what the problems
training, and difficulties with
students face are
their internet connection.
Most students expected to go
bak cto face-to-face classes.
Dr. Marcela A. Fărcașiu, Dr. Transition from Online to Face-to-Face Education after
Claudia Stoian, Dr. COVID-19: The Benefits of Online Education from Students’
Gabriel-Mugurel Dragomir, Perspective
Dr. Gherheș Vasile (2022)
OBJECTIVES
Page 105 of 162

According to the results of
the study, first of all, students
would like teachers to use

The article intends to bring
electronic educational
novelty to the field of The information were
resources in face-to-face
education in all its aspects, gathered from Romanian
learning activities. These
namely learning, teaching, students from Politehnica
played an important role
assessment, and interaction, University of Timișoara
during the pandemic and were
and points out practical
important when there was the
suggestions to improve them.
need for adequate and useful
resources to support teachers
in the teaching process
Face to Face Learning vs Blended Learning vs Online
Awal Kurnia Putra Nasution Learning (Student Perception of Learning)
(2021)
OBJECTIVES
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The results showed that face
to face learning was the most
preferred choice by students

The purpose of this study is
of the Islamic Religious
to determine student
Education study Program in
perceptions of learning, 100 students of Islamic
IAIN Takengon, which is 78
which learning is most Religious Education study
students or at 78%, while a
preferred by students between programs
total of 20 students or 20% of
face to face learning, blended
the study was done in blended
learning, and online learning
learning, and only 2 students
or 2% who chose online
learning.
Face-to-face, online and hybrid education: University
Nikolopoulou, K. students’ opinions and preferences
(August, 2022)
OBJECTIVES
The purpose of this study was The participants were 24 Students’ perceived
to investigate university Greek students pros/advantages and
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students’ opinions and cons/disadvantages of the
preferences regarding three modes of education are
face-to-face, online and presented in Table 2; the
hybrid modes of education, number of references is
soon after their return to shown in parenthesis.
tradition. Perceived pros of face-to-face
education include immediacy
with teachers (16 references),
socialization and interactions
(14 references), as well as
active participation of
students and better
communication-collaboration,
while major perceived cons
include more demanding
timetable (nine references),
minimal/no use of technology
from teachers (nine
references) and less free time.
The major perceived benefit
of online education was the
time and space flexibility
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when studying from home (19
references), followed by
familiarity with digital
technology; the major
disadvantage was related to
technical problems such as
bad (or loss of) internet
Michael Detyna, Rodrigo Hybrid flexible (HyFlex) teaching and learning: climbing the
Sanchez-Pizani, Vincent mountain of implementation challenges for synchronous
Giampietro, Eleanor J online and face-to-face seminars during a pandemic.
Dommett, Kyle Dyer (2022).
OBJECTIVES
This article provides an
outline of how such an In conclusion, it is clear that
approach was conceptualized the Covid-19 pandemic has

Online Students
and implemented in a produced a push for
higher-education institution developing and evaluating
during an intense three-month new approaches to the
Page 109 of 162

period over that summer and university classroom. The
prior to the limited re-opening HyFlex approach was
of the university campus. completely novel to Kings’
College London and largely
novel to the UK. We
identified a number of
challenges, particularly
around technology, student
equity, acoustics, and
pedagogy. Further evaluation
is needed into how effective
this was as an approach,
especially in the context of
real teaching sessions and
outside of the Covid-19
context.
Page 110 of 162

Students’ perceptions toward online learning and face-to-face
Bali, S., & Liu, M. C.
learning courses. (2018, November)
OBJECTIVES
Our findings demonstrated
that the level in the university
Participants in this study were does not have influence on
undergraduate students online learning and
This study examined the pursuing a bachelor degree in face-to-face learning. With
issues of student perception Indonesian Open University, respect to learning
toward online learning and Taiwan branch, which perspectives, there was no
face-to-face learning in the consisted of three majors statistically significant
context of social presence, namely Management, English difference between the
social interaction, and Literature and participants enrolled in the
satisfaction in Indonesia Communication. They were online and face-to-face
Open University, Taiwan enrolled in blended education learning. Even though
branch. learning for some courses on face-to-face learning was
the field of humanities and perceived as more satisfying,
social sciences. many chose online learning
over face-to-face classes for
the convenience and ease of
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time and for the opportunity
to work when they wanted
instead of when they had to.
Transitioning from Face-to-Face to Remote Learning:
Serhan, D. Students' Attitudes and Perceptions of Using Zoom during
COVID-19 Pandemic. (2020).
OBJECTIVES
The results indicated that

The purpose of this study was
students had a negative
to investigate students’
attitude toward the use of
attitudes towards the use of Thirty-one university students
Zoom and perceived it as
Zoom in remote learning, and participated in this study.
having a negative effect on
their perceptions of its effects Data were collected using a
their learning experience and
on their learning and 5-point Likert-type survey.
their motivation to learn.
engagement in comparison to
Students listed flexibility as a
FTF learning.
main advantage to using
Zoom for learning.
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II. APPENDIX B - RESEARCH PROPOSAL MATRIX
RESEARCH OBJECTIVES STATEMENT OF THE PROBLEM
One of the research objectives of this study is The study aims to know and assess the
to know the effects of the transition which influences of the re-implementation of
explores how the re-implementation of face-to-face classes on the academic
traditional face-to-face classes has influenced performance of Grade 12 students of Paco
the students’ overall academic engagement. Catholic School after getting used to the
The study also aims to investigate and online class setup. The following research
explain the various factors that affected the questions are what this study aims to answer:
student’s grades, attendance, and studies
during the transition from online to 1. What are the changes in the daily routine of
face-to-face learning. Grade 12 students after the re-implementation
Additionally, the research intends to help of face-to-face classes?
struggling students after the transition by
identifying the challenges and the strategies 2. How did the re-implementation of
that can support addressing their needs most face-to-face classes influence the academic
effectively. performance of Grade 12 students?
3. What particular aspects of parental
involvement have a significant influence on
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the academic performance of Grade 12
students?
RESEARCH DESIGN INSTRUMENT
This research will use a phenomenological The researchers will hand out
approach which allows the researchers to semi-structured questionnaires to chosen
comprehend, analyze, and evaluate how Grade 12 students to collect the necessary
individuals experience a phenomenon in their data for this study.
daily lives to gain deeper perspectives into
how people understand those experiences. The questionnaires will include a series of
questions designed to determine how the
This research design is functional for studying re-implementation of the face-to-face
a phenomenon known through a sensory modality affected their academic
experience such as the impact of the performance.
re-implementation of face-to-face classes on
the academic performance of students after Moreover, the researchers chose a
adjusting to online learning during the semi-structured format as it allows
COVID-19 pandemic. Ethical considerations open-ended questions in the questionnaires
for this study will include obtaining informed designed to collect the data needed for the
consent from participants, ensuring the study.
confidentiality of participants' personal
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information, and protecting participants' Lastly, the said questionnaires will be
rights. subjective; this way, the respondents would be
able to elaborate on the reasons behind their
The utilization of in-depth data gathering and points.
careful observation of Grade 12 students will
generate discoveries and insights that can
conclude the objectives and purposes of this
research which will bring forth a thorough
logical research conclusion.
PARTICIPANTS DATA COLLECTION TECHNIQUE
The researchers will utilize the Purposive The study will utilize semi-structured
Sampling Method under Non-Sampling interviews in Microsoft Teams; the
Probability due to its effectiveness to gather researchers will be able to converse with our
data as participants and unravel how the
the respondents are being selected based re-implementation of face-to-face classes
on the goal of the studies of the affected their studies, notably their
researcher. performance in class and academics. Through
this, the researchers can understand and
The researchers, with the assistance of the realize how the pandemic truly affected the
class adviser or class president of their lives of millions, including students who
respective classrooms, will be given a class
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rank, and a total of five (5) students will be involuntarily transitioned into an online
chosen per section. setting to continue the academic calendar.
Researchers will ensure that participants
match the following requirements below: Furthermore, the researchers can become
instruments that can bring to light the
1. The respondents must be Grade 12 students different difficulties the participants have
from Paco Catholic School in the School Year gone through. Data from questionnaires alone
2022-2023. will not be sufficient to produce a
comprehensive study regarding the matter;
2. The respondents must be enrolled in Paco this is why interviews can assist the
Catholic School’s academic strand, STEM. researchers in identifying the implications and
repercussions of the educational modality
3. The respondents must have experienced the change within the walls of Paco Catholic
transition of the class set-up from online School.
classes to face-to-face classes in the school
year 2022-2023.
Given the importance of research ethics, each
respondent will be given a consent letter
before being questioned to confirm that they
accept to participate in the interview and
provide their replies.
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SETTING
The study will be conducted in the Final Term of the Second Semester of the Academic Year
2022-2023. Since the researchers are focusing on academic performance, the researchers want
to know how it affects the student's academic performance as they move from online-distance
learning to face-to-face classes.
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III. APPENDIX C - INTERVIEW QUESTIONNAIRE
PAASCU Accredited Level III
Research Interview Questionnaire
“The Impact of the Re-Implementation of Face-to-face Classes on the Academic Performance
of Grade 12 Students”
SOP # 1 - How did your habits and daily activities change when face-to-face classes were
reintroduced?
1) How was your life before the face-to-face modality was reimposed?
2) What do you believe happened in your study habits when the class format was changed
back to face-to-face?
3) What habits do you think were retained or changed after the re-implementation of
face-to-face classes?
SOP # 2 - How did the re-implementation of face-to-face classes influence the academic
1) Are you more attentive and participatory in the online classes compared to the traditional
face-to-face learning? Please describe your experience.
1) Where do you think you excelled more on the online learning modality or face-to-face?
How do you say so?
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2) Do you believe that reintroducing face-to-face interactions will improve your academic
lifestyle?
3) Does the return of face-to-face classes to our institution affect your academic
performance?
SOP # 3 - What particular aspects of parental involvement have a significant influence on
1) How do your parents motivate you to achieve academic success without overlooking your
individual interests and passions?
2) Do you believe your parents have had an impact on your academics, particularly now that
we have returned to the face-to-face format?
a. If yes: What do you think is/are the influence of your parents on your academic
performance?
b. They have no impact on my engagement with my academics.
3) Do you feel pressured to achieve well in school when your parents assist you?
A. If yes: Why do you feel the pressure?
B. If no: Elaborate,
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IV. APPENDIX D - CONSENT LETTER
PAASCU Accredited Level III
April _, 2023
Dear (Participant’s Name),
Praised be Jesus Christ our Lord and Savior!
We, the 5th Group researchers from Grade 11-STEM 3, are currently conducting our study
entitled, “The Impact of the Re-Implementation of Face-to-face Classes on the Academic
Performance of Grade 12 Students” in fulfillment of the course Research in Daily Life 1.
We humbly ask for your consent for an interview that will be held on April __, 2023, _:__
PM/AM on Microsoft Teams.
Your responses are beneficial in accomplishing the goals of this study. This interview will be
recorded and guarantee that it will be deleted after it’s been anaylzed and evaluated. We, the
researchers, guarantee the confidentiality of your comments and feedback as well as your
personal information in compliance with the Data Privacy Act of 2012.
If there are any concerns or clarifications regarding the interview or the study, you may contact
Paul Aaron Reformado through the Microsoft Teams Chat, or the email address:
paulaaron.reformado@pcs.edu.ph.
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We thank you with our utmost gratitude.
Sincerely,
_________________________ _________________________
Paul Aaron B. Reformado Participant’s Signature over
Leader of Research Group 5 Printed name
Noted by:
______________________
Mrs. Carmelita Sam
Teacher of Research Group 5
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V. APPENDIX E - CODED INTERVIEW TRANSCRIPTIONS
SOP #1: How did your habits and daily activities change when face-to-face classes were
reintroduced?
1.1 How was your life before the face-to-face modality was reimposed?
● Participant 1: “In terms of school I don't think I was able to fully focus on the
classes because of many distractions that are brought by the online learning
modality.”
● Participant 2: “I would say that I began noticing that there were so many
distractions around me like my phone.”
● Participant 3: “I was more productive back then since I was the class president
when I was in grade 11 and being an officer makes me productive.”
● Participant 4: “During the pandemic it was very linear, boring, and unhealthy for
me as a student because I spent most of my time in front of my computer
attending online classes.”
● Participant 5: “For me, online seems to be really draining and more tiring than
face-to-face since you only sit all afternoon.”
● Participant 6: “It was hard because it’s just like a cycle since it’s only online so I
can only do limited things at home.”
● Participant 7: “I had a routine where I would wake up early and attend classes in
front of my computer. However, online classes lacked activities such as laboratory
experiments that were present in face-to-face classes”.
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● Participant 8: “I could talk to like whoever I wanted, like my friends from other
sections, it would be so easy to just talk to them like you would in face-to-face
class.”
● Participant 9: “Since I was stuck in the ODL, it was very anti-social, if that's
what I can say; we didn't have any interactions with each other, and we couldn't
go.”
● Participant 10: “In terms of contacting classmates, it was different for everyone
because some preferred certain times while others did not, which caused conflicts
in scheduling..”
● Participant 11: “What I noticed was that the online classes had a routine. You
would wake up early and go in front of the computer, and then everyone would do
the same thing when the teacher started to discuss the lesson. It was different from
face-to-face classes, where there were activities such as laboratory experiments..”
● Participant 12: “We can’t avoid stress, because it is online, for me it is quite
confusing.”
● Participant 13: “For me, it was much easier because you can be able to search
online, and also it is more accessible if you have activities to do, like if you lack
the materials, you’ll be able to have your materials easily.”
● Participant 14: “With face-to-face classes you will feel motivated and at the
same time it is fun because you are with your friends physically which I didn’t get
to experience with the online class so with that I can say it was kind of lonely and
hard.”
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● Participant 15: “Personally, Because you just sit for an afternoon, online classes
are more exhausting and stressful than face-to-face.”
1.2 What do you believe happened in your study habits when the class format was
changed back to face-to-face?
● Participant 1: “I became enthusiastic about writing again because I can express
my creativity.”
● Participant 2: “I took notes online but after the reimplementation of face-to-face
classes I started using a notebook again, starting reverting back to the old ways of
learning.”
● Participant 3: “My study habits have improved since when you’re in a classroom
and it helps me be more engaged in my own studies. It also helps me be more
consistent in all of my subjects”
● Participant 4: “For me, it was much easier because you can be able to search
online, and also it is more accessible if you have activities to do, like if you lack
the materials, you’ll be able to have your materials easily.”
● Participant 5: “I felt motivated to do advanced studying in the first few days of
the school year, as I had three science subjects and one math subject. I was
hesitant to recite during online distance learning but became more eager to
participate in face-to-face classes”
● Participant 6: “Even after my short time of going face-to-face, it rekindled my
note-taking, and I actually performed better this quarter than the previous
quarter.”
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● Participant 7: “For me, I have been able to become more productive. When it
was in online, I was very lazy to do task.”
● Participant 8: “Prior to the pandemic, I believe my study habits have improved
because I can easily keep track of all my assignments and coursework.
Additionally, I don't feel as tired from commuting and attending school, as I
previously had to walk home and would often be exhausted by the time I arrived.”
● Participant 9: “It changed in a way that I became more active in class. I can talk
to my other classmates more easily unlike online where it is difficult to
communicate with the teacher since you have to raise your hand like that.”
● Participant 10: “My study habits from before are still the same until now, so I
think nothing has changed”.
● Participant 11: “For my study habits, it’s the same.”
● Participant 12: “I developed certain habits during online classes such as taking
screenshots for notes. I also found it harder to digest lessons immediately and
developed a lack of discipline.”
● Participant 13: “Maybe the change is in terms of writing notes in a notebook
since, during online classes, our notes are usually screenshots. When we went
back to face-to-face classes, it became challenging for me because I wasn't used to
writing notes anymore. Not totally, but I'm not used to taking notes anymore, so
I'm still struggling with it right now.”
● Participant 14: “The face-to-face setup was tiring and then, there was
asynchronous early in the morning. So you have to wake up early when there are
summative tests like that or there are long tests.
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● Participant 15: “I would say that I made a lot of adjustments especially when it
comes to scheduling since as a student leader, a student, a child, your tasks are
different at home, at school so the concept of returning to face-to-face is a lot of
work especially in the aspect of transportation so something has changed for
sure.”
1.3 What habits do you think were retained or changed after the re-implementation
of face-to-face classes?
● Participant 1: “What hasn’t changed is the habit of taking notes.”
● Participant 2: “I maintained the habit of using technology, particularly the
laptop, this habit has persisted due to the school's hybrid system, which still
incorporates technology. I believe that technology is essential for research and
academic work and therefore anticipates that this habit will continue.”
● Participant 3: “What I do is type notes on the PC, use MS Word or take
screenshots so that I can focus more on the lesson. In face-to-face, I become more
active, and I use my notebook now which makes it easier to recall and understand
the lessons more.”
● Participant 4: “I really like playing PC or any online games, and it's something
that I couldn't get rid of. I'm not normalizing or romanticizing it but having a
breakdown didn’t change , but it's something that helped me release the pressure
from studies and other things, especially since I'm about to graduate.”
● Participant 5: “I think maybe taking a bath is also a factor because when we are
online I take a bath after class and I barely take a bath before class so I don't know
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what to do, maybe taking a bath helps with productivity now because you take a
bath and you are more productive when listening in class.”
● Participant 6: “ It is easier to ask questions, and interact with your teachers and
classmates regarding your activities, you don’t need to wait for their reply which
would take a longer time.”
● Participant 7: “Habits that did stay where I was able to start calling with Friends
more too like group study because before the pandemic i wouldn’t usually do that
together you will study with friends. The pandemic made me use Discord and MS
Teams for academic performances and I started to implement that in my study
habits now.”
● Participant 8: “With face-to-face classes you will feel motivated and at the same
time it is fun because you are with your friends physically which I didn’t get to
experience with the online class.”
● Participant 9: “I didn't retain any habits because everything changed again when
we shifted back to face-to-face classes. Online and face-to-face are really
different, so I didn't retain any habit,”
● Participant 10: “For that, I think I retained staying at home; that’s one. But I
think what changed was the time difference between when I would wake up. I
would usually wake up at the same time as my classmates.”
● Participant 11: “I think what's being retained is the studying after class, whether
it's online or face-to-face. You still need to review the lessons you tackled today to
be prepared for tomorrow, especially for subjects that require it.”
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● Participant 12: “What has changed is my work scheduling since the schedule
changed after classes in senior high, so I needed to adjust my sleeping schedule.
Either I’ll do it when I get home or I’ll do it the next day during asynchronous
time.”
● Participant 13: “I think what really changed is my sleeping schedule because last
year class started in the morning and this year classes started in the afternoon so
because of the changes it is hard for me to wake up early for synchronous
activities.”
● Participant 14: “I feel unmotivated to study because of online tests. I started
doing advanced studying after a change but noticed that tests are still being
conducted online in the retained setup.”
● Participant 15: “After the re-implementation of face-to-face learning, I find it
more challenging to keep track of my assignments since most tasks are now
assigned through traditional learning methods instead of using the online tools
like MS Teams that we used during online learning.”
SOP #2: How did the re-implementation of face-to-face classes influence the academic
2.1 Are you more attentive and participatory in the online classes compared to the
traditional face-to-face learning? Please describe your experience.
● Participant 1:“I am more attentive in face-to-face classes”
● Participant 2:“I’m definitely more participative in the face-to-face learning”
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● Participant 3:“I am more attentive face-to-face since it is more interactive when
face-to-face.”
● Participant 4:“I am more attentive and participate a lot in face to face “
● Participant 5:“You will be able to participate more and focus more; you will be
able to give it 100% if you are in a classroom”.
● Participant 6:“I am more participatory in face to face, because online, I am
distracted with things around me, even though you feel comfortable in your place.
● Participant 7:“I believe that reciting in a face-to-face class lets me interact and
engage with classmates more effectively, making me more attentive and
participatory.”.
● Participant 8:“I think I am more attentive and participative during face-to-face
learning. And I can say that it’s much fun in face-to-face classes because there is
an actual interaction between people.”
● Participant 9:“I prefer face-to-face learning as I am more attentive and
participatory. I also feel less motivated to recite in online classes, as I see fewer
classmates participating”.
● Participant 10:“Before, during the online class, I still recited and participated
especially in group activities but it was different because in face-to-face classes,
you can interact with your teacher and classmates.”
● Participant 11:“Honestly, I am more attentive to traditional face-to-face learning
because there are so many distractions in online classes. I know I'm not the only
one experiencing this, but during online classes, there are so many temptations not
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to listen. It's different when you're in a class where your focus is on the teacher,
and I'm more eager to participate and recite.”
● Participant 12:“I find face-to-face learning to be more effective than online
learning. I feel that traditional classroom settings allow for better communication
and collaboration between students, making it easier to generate ideas and
understand teacher instructions.”.
● Participant 13:“For me, I really feel like there is more interaction happening
when you are in a face-to-face setting rather than an online setting.”
● Participant 14:“For me I am more attentive in online classes because nobody is
around me and I only focus on the screen in front of me”.
● Participant 15:“I was actually more participatory in online classes because, for
example, when it came to reciting, I would know the concept and answer but
might forget a term or phrase. It's easier to search for these things during online
classes, so I didn't suffer as much from stage fright.”
2.2 Where do you think you excelled more on the online learning modality or
face-to-face? How do you say so?
● Participant 1:“It's face-to-face for me because as a competitive person, I am
more motivated when I have someone to study with, someone to share the stress
with, and someone to make me feel that I am not alone.”
● Participant 2:“ I think I improved more academically face-to-face. That is where
I ‘bloomed’ and I was able to use the old methods of learning like doing
experiments and being able to collaborate with your classmates physically.”
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● Participant 3:“I excelled more in face to face. There is no distraction in face to
face, and you are able to think and your brain can function more because you are
present there”
● Participant 4:“Face to face, because you are focused in your studies, in your
lessons, and the lecture. “
● Participant 5: “Face-to-face classes were more challenging, I think I excelled
more in them overall, including grades, recitations, performance, and
participation. Therefore, I believe that face-to-face classes are better than online
classes”.
● Participant 6: “I prefer face to face learning over online learning. I prefer face to
face tests because they are clearer, and I can use the effort I put into studying to
pass them. I believe that I can excel better in face-to-face learning because I can
feel more of the student experience.”
● Participant 7:“I'm trying my best to change the habits I developed during online
classes to be better in face-to-face classes. I can say it's effective because when I
transitioned to face-to-face, there was change in my grades.”
● Participant 8:“I would say that I excel more in online ‘cause it was so easy. The
fact that you have everything like the internet and technology and it makes it so
much easier and definitely comfortable when it’s online.”
● Participant 9:“I feel like I excel more online because before the online learning
set up, I never really got to achieve an honor reward and when the online modality
was implemented I started to achieve honor rewards”.
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● Participant 10:“For me, I think I excelled more in this online learning, but it was
only because of the reminders on the assignments tab. I think it would enhance
things like studying and grades more because using just one medium for learning,
just like speaking it out verbally, doesn't really get absorbed as much by students.”
● Participant 11:“I excelled way more in the online learning modality because it
was way more conducive to my learning style. In traditional face-to-face classes, I
often feel rushed and unable to fully grasp the lesson. With online classes, I can
take my time to understand and research details that I may have missed or need
clarification on. I appreciate the flexibility and autonomy that online learning
provides.”
● Participant 12:“I frequently experience rushing through and failing to fully
absorb what is being taught in traditional face-to-face classes. On the other hand,
with online classes I fully understand concepts and look up information I might
have missed or that I need to be more certain about. “
● Participant 13:“Face-to-face because you are more encouraged to study and you
are more motivated since you have your classmates around you then you have
your teacher in front of you who you can easily talk to if you have questions.”
● Participant 14:“I’d say online classes since I'm more aware of my
responsibilities and I’d be able to tasks in my own pace”
● Participant 15:“I am more attentive and participative face-to-face so I can feel
my engagement as a student more since I am more vocal. I interact with my
fellow students and I think I excelled more face-to-face, in terms of grades
maybe.”
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2.3 Do you believe that reintroducing face-to-face interactions will improve your
academic lifestyle?
● Participant 1:“Yes, because based on studies, interaction with other people gives
you growth and wisdom. If you interact with other people, you will see your
perspective in life to those who you interact with, and in some way you appreciate
your life because it will allow you to see how lucky you are in life.”
● Participant 2: “I definitely think that face-to-face interaction improved my
academic lifestyle both socially and academically. I got to know my classmates
more and the fact that I got to know my classmates more, the people who you
collaborate and study with together, the level of my education is getting higher”
● Participant 3: “Yes, since before the pandemic, our usual class, I was not that
productive. Now, I am more productive so I feel like it's better now face-to-face
again”
● Participant 4: “Yes, since it's such a different feeling when actually going
face-to-face rather than going online because you engage so much more and you
feel the words from your teacher actually affects you and it makes me atleast want
to be more responsible and participative in the lessons that they teach.”
● Participant 5: “I think you will really improve face-to-face because as we all
know when we get a job, social interaction is needed which can be applied
face-to-face so I really think that reintroducing face-to-face will really improve
our academic lifestyle”.
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● Participant 6: “It boosts me because we have someone beside us, we are not
alone in our own rooms, you are able to see and talk to your classmates if you
have questions and queries. That’s why for me, it boosts my performance”.
● Participant 7: “Yes of course, because it helped me a lot.”
● Participant 8: “I believe that transitioning from online to face-to-face will
improve the experience compared to online, but for me personally, it just returns
to normal. But in the context of that question, yes, it will definitely improve”.
● Participant 9: “I think somehow, it can improve my academic lifestyle since you
are not limited in what you can do anymore and you are engaged and you have
this sense of being inside the school again and it’s really different with just being
online and then you will see your friends too.”
● Participant 10: “Yes, face-to-face learning is preferable for improving academic
performance and socializing with peers, compared to online learning. Traditional
in-person classes are what people are accustomed to, and that being physically
present with classmates fosters more opportunities for social interaction and
collaboration beyond just academic discussions”.
● Participant 11: “Yes, because just like I said earlier, you become more active and
get more into the lessons. You become more hands on with the activities and
because before the pandemic we seem to be used to group activities with
classmates then when gone online it seems like it’s just different because
everybody has their own thing and it doesn't really become more hands on
because we’re always more on the internet.”
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● Participant 12: “Face-to-Face interaction is important for mental health and
academic success, and relying too much on technology can be harmful. Limited
online interactions are not enough, and it is important to balance academic and
social activities. The importance of having a circle of friends who can provide
support, motivation, and help in improving academic performance”.
● Participant 13: “Definitely, I think that face-to-face is better than an online setup
because you don't really get to talk to people. It kind of feels lonely and puts a toll
on their mental health. So I think having face-to-face interaction, like connecting
with your teacher and bonding with your classmates, is absolutely important. It's
kind of the key to academics and your overall school life, because if you don't
have that, it's like you're losing part of your developmental phase.”
● Participant 14: “Of course, yes, I believe that face-to-face learning is still the
best because online classes are quite challenging for those who are not privileged
like us. With online classes, you need internet access and gadgets, so those who
cannot afford them cannot focus on online classes and cannot keep up with the
lessons.”
● Participant 15: “For me personally, no. One of the reasons I chose to stay in
online classes is because traditional face-to-face classes take so much energy from
me. I'm a very kinesthetic person, and I need to be moving around or doing
something else, like multitasking. I have a very active lifestyle, and online classes
allow me to have more flexibility with my schedule while still being able to focus
on my studies.”
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2.4 Does the return of face-to-face classes to our institution affect your academic
performance?
● Participant 1: “Yes, because to be honest with you I am a transferee student and I
was really culture shocked because the difference is really significant when you
compare my old school to PCS”
● Participant 2: “I can say that it did, when the time of face-to-face came around i
actually started joining contest again in any given moment and i started become
more academically competitive “
● Participant 3: “Yes, because since the pandemic has started, we are more into
gadgets and devices. Though, it makes our life easier because we are able to type
it easily, it is much greater if we do our assignments while we are writing it with
our own hands”.
● Participant 4: “Yes, it affected my academic performance in a positive way;, I
have gained more knowledge in face to face”.
● Participant 5: “While my grades and exam scores slightly decreased during
online classes due to the ease of taking notes, my overall academic performance
improved when they returned to face-to-face classes because I was more engaged
in participating and performing well”.
● Participant 6: “Yes, for sure. The return of face-to-face affected my academic
performance. I think both negative and positive may introduce me to that effect.”
● Participant 7: “Yes, it affected me in a positive way. My relationship with my
classmates improved, and I got to know them better compared to when I was in
grade 11. Having a good relationship with your classmates also affects your
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academic performance, so I became more active in group work and in the
classroom”.
● Participant 8: “Yes, maybe. I have excelled more now than before for the past
two years. My academic performance became better. I became more participative
and it's the same but I excelled more now in terms of participation then in grades,
I become hands on in activities unlike before where it was a bit boring to do
leader stuff in groupings because in online classes, there are others who don't
respond through online, in chats than now when you see them face to face and
you can talk to them more.”
● Participant 9: “The return of face-to-face classes at Paco Catholic School has
been beneficial for me due to increased interaction with my classmates and the
school's focus on academic competitiveness. The school measures academic
performance through tasks such as thesis, allowing for a comparison between
online and face to face classes. I personally prefer face to face classes and have
seen an improvement in my grades since returning to in-person learning.”
● Participant 10: “Yes, because they implemented the blended learning style, so
some of my classmates are face-to-face, and I myself am stuck in the online
set-up, and whenever I try to recite, it always feels like you're on the other side of
the world, and I think it affects my academic performance.”
● Participant 11: “In terms of academic performance, I think it's about
self-discipline. Before, I didn't need to prepare early, but now that I have to
physically go to school, I need to prepare a lot of things beforehand. When I was
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just at home, everything was easily accessible. So, I think I need to be more
responsible when it comes to academics.”
● Participant 12: “Face-to-Face classes have a different impact than online classes
as the engagement and the impact of the teacher's words are felt more strongly. I
feel more responsible and participative in the lessons during face-to-face classes.”
● Participant 13: “Going back to face-to-face classes after two years of online
learning might be difficult for some students who have become used to the
computer. However, I believe that with time, students will be able to adapt.”
● Participant 14: “No, because I’m still in the online class setup.”
● Participant 15: “I think it won’t because my study habits really changed when
the online set up was introduced, so I think it won’t change and my only goal is to
prepare for face-to-face and to know what I need to do in order to be more
effective in face-to-face so I think it won’t change a bit and my only goal is to
improve.
SOP #3: What particular aspects of parental involvement have a significant influence on
3.1 How do your parents motivate you to achieve academic success without
overlooking your individual interests and passions?
● Participant 1: “To be honest, they do not motivate me because they let me do
what I love and overall they know that my track is not STEM. My true passion is
in Arts and Design and before I enrolled in PCS I had enrolled in a school, I have
a section there already and I have established a connection between me and my
adviser there. What’s important for them is that I know how to balance my
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academics and my passion: I dance, I organize, I put my talents up for
commisions. They do not interfere with my life because they let me pave my own
path in life, but they always remind me to put my studies first before anything else
because I know it is for my own benefit.”
● Participant 2: My parents are not really pushy,of course they ask me from time
to time how was school doing but mostly it was in my own interest to study well,
in terms of passion actually i was more inclined to arts but i also think that
personally I'd rather take jobs that require less arts and more on logical thinking
since I was told before that, actually they say that don’t waste your intellect that
was what they said directly but i took that as, I kinda agree that i can be creative
but I wasn’t able to do my best on my own terms, I’ll do my best on my own
terms and less of they will.”
● Participant 3: “They let me do my thing, they give me the freedom to choose
what we want to do in life, and they are not giving me pressure in achieving high
grades, because they are not the ones who will choose the things that is for me, so
they let me do my thing.”
● Participant 4: “This pandemic, my mother and I are working and studying
online, though I am not used to my mother is at home always, but when I am
down, she will stop whatever she is doing, she will be there to support me and tell
me that I can do it. She will say something comforting everytime you need it.”
● Participant 5: “For an early age, my parents they took time to be strict with me
while I'm from like grade 1 to like about grade four but after that they just kind of
let me alone to do my own work and I find myself enjoying the competitive spirit
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when it comes to having academics. So I pushed myself more rather than my
parents, my parents are just there to like congratulate me when it comes to like
“oh you got a nice score on your test” or “you got a good score in your card” but
when it comes to like motivations of how to like take notes, or they don't really
remind me much but they are very supportive no matter what happens they
always try to accept me no questions asked there.”
● Participant 6: “My parents are very supportive of what I want, actually, they
tend to follow my desires in terms of academics rather than their own. For them, I
won't be motivated if I don't like what I'm doing, so they're not pressuring me.
They just look for what I'm capable of and if I can't do it, it's fine with them.
Though, I'm the one giving pressure to myself because I know I can do such
things that I thought I couldn't, so the pressure is just within myself, and my
parents are supportive.”
● Participant 7: “They’re very supportive of both and they don't really ask to see
my card anymore because they trust me now which is also a new feeling with
grades they’re not always like “uy mikan nasaan yung card mo, ganito ganyan ano
score mo sa test” because i don't do on our exam so when my exam grades were
bad, they asked that why are your grades so low but right now they see my cards
even if my grades is forty or fourty one over sixty i still passed so i’ve reassured
them enough that they trust me and they don't really mind me like just doing my
own thing even if like during class right sometimes my head hurts so i just like lay
down or yeah i just lay down and they don't really care anymore and they’re very
also supportive of my interest and passions they like when i want something new
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or like for example i want to join taekwondo they would go the extra mile of like
searching around our area because we just moved here right they went the extra
mile of like looking for of an taekwondo here in cavite imus for me which i really
appreciate so how do your parents motivate you to achieve academic success it
comes to the point that they don’t need to because they trust me and they know
the best way to motivate my academic to achieve my academic success is to
support my individual interest in passions because that’s really what keeps me
going again that’s it that’s the answer sorry I talk about”
● Participant 8: “When my parents look at my report card, they don't say much
except that I'm perfect or doing well. But I know deep inside they are happy and
proud of me. The way they motivate me is by saying things like "You can do it,
you can achieve honors." They motivate me without getting too much involved in
my personal interests. They keep themselves focused on my grades. As my dad
said, they support what I want to do, but when it comes to changing my interests,
they don't say anything. They support me in that way, which motivates me to
succeed academically without neglecting my individual passions and interests.”
● Participant 9: “Maybe they're just supportive, for example, if I need
something even if it's late or at night, they'll still look for it so they're very
supportive. In terms of individual interests and passions, they're also
supportive of what I want, although sometimes they suggest, "Hey, try
doing this." But at the end of the day, the choice is still mine. As a
graduating student, I was able to apply to universities and choose my
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course, and they were not a factor in my choice of course. They are also
supportive when it comes to entrance exams, so if it's a morning exam, they
wake up early, cook breakfast, and buy what I need, so that's it.”
● Participant 10: “Actually, regarding my academic success, it's okay with them
whatever the result of my grades is, as long as I pass, it's okay with them. But in
my case, I am the one pushing and striving harder for myself because I will be the
one to benefit from it in the future. If I start now by giving importance to my
grades and academic performance, it will be a great help for me in college,
especially in college applications where grades are also considered in the
selection process. Without overlooking my individual interests and passions, I
first focus on my nearest target, which is to get into college, and start improving
my grades and my academic routine. When I reach college, that's when I can test
myself if I'm really good or not. In addition, my parents motivate me by just
telling me to do my best, and as long as I am doing my best, they accept the
result.”
● Participant 11: “The motivation that my parents give me is that they always
provide me words of wisdom they say to me that “It’s not important to have high
grades as long as you are passing and we know that you are studying well” my
mother also reminds me not to let the work of my father go to waste because he is
still working despite of his age and those are the things that motivates me to study
harder and those are the motivations my parents always tell me. No because as
long as I can balance doing those things and doing my part as a student and as a
teenager it is okay for them because being a teenager isn’t just about studying, we
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need to have fun and continue doing our hobbies and my parents also reminds me
to not just study but to have fun sometimes.”
● Participant 12: “As for me, they don't really look at the academic performance,
they just say, what I need is what they seem to have done, which is how are you,
then it's like "Just do your best" without the pressure, it's like "Do your best. Have
fun" like that and "Enjoy yourself.”
● Participant 13: “As for my parents, since they are not the “You have to attain
this, you have to attain that”, more on the way they motivate me is through
rewarding, so even if it is not material or material; Let’s say, I’m more into KPOP
so they’ll motivate me more, for example let’s say there’s a concert, “Can I buy
something? So I’m the one who gets motivated when they give me rewarding
things and sometimes since my mom has a habit of really talking to us like that,
the words “You can do it”, “I’m just here, if you ever need help”, are
encouraging.”
● Participant 14: My parents have encouraged me to prioritize myself and choose
my own path in life, without putting too much pressure on me. My parents have
served as a source of motivation by working hard and sacrificing their time to take
care of our family.
● Participant 15: “My parents do not show excessive involvement in my personal
interests but are highly supportive of my academic success. They motivate me by
emphasizing my abilities to achieve academic honors without pressuring me to
pursue specific career paths or hobbies. I appreciate my parents' support and feel
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motivated to succeed academically while pursuing my individual passions and
interests”
3.2 Do you believe your parents have had an impact on your academics, particularly
now that we have returned to the face-to-face format?
● Participant 1: “The influence and impact they have on my academics is
immeasurable because they gave me the standard because before I was frequently
compared to other people and as a competitive person…actually my
competitiveness was a result of their influence on me because I don’t want to hear
those words of comparison coming from them. So, I had to excel and work
tirelessly up to the point that I met their standard and made them proud. But even
though I met their standard, I, myself, did not want to let go of that high approval
because I know that if I give up that high caliber of academic excellence, I will
neglect my studies. I am grateful for them for giving me high standards to reach
because they are the reason why my grades are high right now.”
● Participant 2: “Actually mostly no, but what impact that I could think of whether
face-to-face or online is of course I wanted to make a better future for myself so I
can’t really say that they are most impactful because we're both a mutual goal of
habit bringing the bright future for me.”
● Participant 3: “Actually they have a big impact, because they are parents,
whatever they say, whatever they do, whatever the decisions they made for
themselves, are affecting me as well because of course, I am their daughter. I am
very much affected, because as I have said, I am a daughter, every decision that
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they make has effect on me. But it is depending on each and every student, on
how they are going to handle the situation.”
● Participant 4: : “I can’t answer it with yes or no, because my mother, her
message for me all the time is, “do your best at all times, go with the flow, go
with what is great for you”. There is no pressure that I am receiving from her.”
● Participant 5: “As I said, I was not changed to the face-to-face format, but my
parents have been more lenient with me when it comes to my academics right
now,just as I said earlier they allow me to do my own thing and thankfully I have
the drive to actually do stuff cause if I didn’t i’d probably fail like right now and
i'll be sleeping in classes but I don't think that's much applicable to me. But when
it comes to their influence on my academic performance, they're just more
relaxed. Of course, trust is like one of the key things because if you cannot trust
your child to like just do their own thing, and like do what they do best they will
always try find that validation somewhere else. And it will really affect their
mental health and it won't be as good for their development I guess, because if
you don't trust someone like they just hide it from you, the truth from you, just as
the people say “like the more you struggle someone the more they want to get
free” like they want to be free from you. So, trust is the a key aspect of learning.”
● Participant 6: “Yes, their influence on my academic performance is that they are
supportive, which motivates me to study well. They don't require me to repay
their efforts, but there is something in me that wants to study hard so I can give
back even just a little of what they have sacrificed for me. So their support
influences my academic performance, and it motivates me to do my best.”
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● Participant 7: “I don't know if they started caring less about my grades because
of I don't think them caring about my grades or my academic performance is tide
to my learning modality so i dont have really an answer here”
● Participant 8: “I'll pick a because when I transitioned from online to face-to-face
classes. Suddenly, my parents decided to buy a bag and a uniform, so they told me
to be more thrifty because I only have one uniform that I wear every day and they
have to wash it daily. They really tried to make my face-to-face experience
normal again, even though their income was not yet stable due to the harsh
lockdowns. Even though their payday wasn't that high, they tried their best to
provide for my needs when it came to face-to-face classes. They saw that there
were more expenses for face-to-face classes, such as recollection and graduation
ball. But as I said before, they still tried their best to accommodate everything.
Witnessing their efforts inspired me to try my best and show them that their hard
work was worth it in making my face-to-face experience as smooth as it used to
be. For me personally, this is just a hot take but it doesn't really matter if they trust
me to do well on my own or not. It does affect me a little bit, though. If they trust
me, then that's good because I have more freedom to do whatever I want. Even if
I stay up late or go to bed early, they won't question me because they have trust
that I'm doing my best. So, there's not much pressure or conflict. And if they don't
trust me, it can affect me a little bit but I can find my way to convince them, so for
me, their trust does have an effect but it's very minimal.”
● Participant 9: “Yes, they have an impact on me. Since we are having
face-to-face classes, my parents have started giving me an allowance again, so my
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dad always tells me to study hard because the allowance is not that easy to get. I
understand that he just wants me to do well in school, and it serves as my
motivation to pursue my studies and make my parents proud. I want to give back
to them for all their hard work and also my tuition fees. Not really, ay….Yes
because they trust me so even if I don't ask for permission as long as I come home
safely and tell them where I came from, in terms of academics like having a group
work, I go to my classmate's house without worrying that they might look for me
or scold me because I know that they trust me.”
● Participant 10: “Yes, they have an impact on my academics since they are also
one of my inspirations to strive harder since they are the ones who provide for my
education, and the only thing I can do to repay them is to study hard since my
capacity to help them is limited to assisting with household chores. Their
influence on me is significant, and they inspire me to do better since if I don't care
about my parents, why should I care about my academics, right? So, they have a
huge impact on my academic performance, and they also help me strive harder.
They are also one of my motivations to study well.”
● Participant 11: “Yes, my parents have an impact because I study not just for
myself and they are my motivation because I plan once I get a job I will focus on
them first and they make a huge impact on my academic performance.”
● Participant 12: “Right now, there are no changes in how they treat me unlike
before in the online class, only that there are allowances again and there are no
certain impacts on academics.”
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● Participant 13: “Yes, I believe that my parents have an impact on the transition
to F2F since in a practical sense, they also provide an allowance; transportation
and the emotional and mental wellness like I said earlier, like there are times
when you feel not going to F2F like "Can I just go ODL today?" like that, but my
parents will encourage that if you really want to do ODL, it's okay. There are
times when you are down like that, and they also persuade me sometimes that
"You should still go to face-to-face because it’s your last year in PCS. You should
make the most out of it.”
● Participant 14: “I believe that my family's support has had a positive impact on
my academic performance, even during the pandemic. Despite concerns over the
pandemic, my family provides support and encouragement for their academic
pursuits, regardless of the outcome.”
● Participant 15: “My parents motivate me by not putting pressure on me to
achieve academic excellence, allowing me to set my own goals and work towards
them without feeling overwhelmed. I feel proud to have the support of my
parents, who accept whatever level of achievement I was able to attain.”
3.3 Do you feel pressured to achieve well in school when your parents assist you?
● Participant 1: “Without their assistance, I still feel pressured because I still don't
know what to do in my life. Anything they say I still follow; because if I do not
do anything then my time is wasted, and of course I do not want to just stand by
the side. But if we go back in time to when I was still in the first grade, I still feel
pressured because then one mistake equates to a slap on my forehead. I still feel
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pressured because if I do not want to get hurt, I must answer correctly. And even
when I was young my parents often compared me to my cousins who were
overachievers. The pressure continues to boil up to the present, even if they only
assist me financially today. I feel like I have to pay them what I owe like my
shelter, food, and education through my academics. But this last scenario will be
the most relatable to everyone: their fear of me not being able to attain my dreams
in life and become successful. That is all, thank you.”
● Participant 2: “Now that you say that, actually they really do help because my
dad is a professor of grade 12 in Benilde and Masters in marketing so sometimes
if i have questions regarding the topic that has relation to research and marketing
he is the one i approached because obviously he was more expert and have
knowledge regarding to that, So it really help me because directly he knows what
to do of course not the direct answer that i will ask but more on guidance
especially in performance task. I’m not really pressured even knowing that he is a
college professor. Whatever I gain on my own terms I think I'll be able to accept
that and I think that I will be able to accept it so it’s a win-win for both of us.”
● Participant 3: “No, for me I don’t feel pressured, because they have trust on me,
they have trust on what I can do, and they never judge my grades that I can give,
because what my grades are only just like that, so yeah. No, not at all, because I
never let them down, I always make them proud, even though I have other
activities, especially now in the church, and volleyball, and all.”
● Participant 4: “For me no, because my mother, even though you have
achievement or not, it’s okay for her. As long as your grades are passing. Even
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though you don’t have awards, its okay. But she’s telling me that, its better
ofcourse if you have awards, but if none, no worries as well.”
● Participant 5: “For me, Yes, I do feel the pressure to achieve well in school
because despite what I sell about my parents being lenient with me, when it
comes to academics it has been like its more of an internalize pressure for me, I
don't like being left behind when it comes to academics, and I don't like being
compared to others as like lower. So I guess it's more of an ego thing so I dont
think that’s much a good idea for other students who pursue but i think it's good to
have healthy competition because without healthy competition there wouldn't be
people who will strive for success. So a bit of pressure is good from parents but
too much will just make them more of a people pleaser. Honestly, it doesn't look
well on anyone.”
● Participant 6: “I think the pressure is just from myself. When they assist me,
they don't pressure me, but I put pressure on myself, thinking that they helped me,
so I need to do my best to not disappoint them. I need to do my best to somehow
repay what they have done for me. So, it's not my parents who pressure me, but
it's just myself, not in a bad way, but in a good way.”
● Participant 7: “I wouldn’t say pressure if people help me in like a creative
criticism it doesn't pressure me to do well i mean of course there some pressure
well oh i can’t but mostly it motivates me to do better because i know this is like a
safe space to try you know to try different things to find my own way of doing
things so if my parents assist me in a supportive way which they already do i don't
feel pressure at all like i'm more motivated to keep my grades up to keep you
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know maintaining it because they gave me so much this is like the list i could give
right.”
● Participant 8: “Yes, I do feel pressure when they help me because I feel like I
am lacking and every move I make is being judged by them. And when they do
help me and the outcome is not good, I feel like they helped me for nothing and it
makes me feel bad. So in a way, this pressure and expectation negatively affect
me.”
● Participant 9: “It's not pressure, more like motivation because my parents are
not strict with me like "hey, you need to be perfect or else" and they just tell me to
do my best and not to fail, but it's up to me if I want to achieve it because it's
already in my conscience. Since my parents worked hard to enroll me in a private
school like Paco Catholic School which is private school, there's no pressure.”
● Participant 10: “No, I don't feel pressure from my parents, but sometimes I feel
pressure from myself, like what my answer will be, the "no," right? Because my
parents are not the ones pressuring me, it's me, is that correct? Actually, they don't
assist me, so no, they don't pressure me. Why? Because I am the one pressuring
myself in the first place. My parents don't feel any pressure because it's okay for
them whatever the result of my grades will be. But sometimes, we can't hide the
fact that we want to be competitive when it comes to grades. We want to excel, so
we're doing our best for ourselves because academic validation is important. For
me, I don't want to fall behind, so I'm doing my best, which is just an additional
benefit for my parents to see me getting high grades.”
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● Participant 11: “I feel pressure when they assist me but they don’t pressure me
verbally because I only want to make them proud because I’ve been excelling
throughout this school year so why not continue it until the end that is the only
time I feel pressure and not when they assist me and my achievements are the
only thing that pressures me not my parents.”
● Participant 12: “For me, no. They didn't pressure me in some stuff like when I
said earlier that "Do your best. Enjoy" and as long as they support me, I feel
determined and everything.”
● Participant 13: “Somehow, I am also under pressure since of course, I have to
give back all the things they have done and given to me. They don’t ask me to
achieve well but, in my perspective, this is the way I can give back to them
through my achievements in school. I don’t need to say that I need to be an honor
student because I think just letting them know that I’m learning in school, it’s
already a big thing of my way of giving back.”
● Participant 14: “ I do not feel pressure or nervousness when my parents assist
me. Instead, I feel motivated to succeed and repay my parents' support. I believe
that feeling pressured or nervous would hinder my performance and that my
parents' assistance is meant to acknowledge and help me”
● Participant 15: “While my parents were aware of my goals, they did not exert
pressure on me and allowed me to pursue my interests”
Page 152 of 162

CURRICULUM VITAE
Amoyo, Grace Monique E.
Email:gracemonay10@gmail.com
School: Paco Catholic School
1521 Paz St.Paco Manila
EDUCATION
High School (2018 - Present)

Paco Catholic School - 1521 Paz St., Paco, Manila
Elementary School (2013 - 2018)

Guadalupe Viejo Makati City - Progreso St. Guadalupe Viejo, Makati City
ACADEMIC ACHIEVEMENTS
2013-2014: Top 3
2020-present: Consistent Achiever
2022-present: With Honors (1st sem and 2nd sem midterm)
COMPETENCE
● Critical Thinking
● Creative
● Time Management
● Teamwork
● Adaptive
Page 153 of 162

Arcena, Russel John D.
Email: russeljohn.arcena@gmail.com
EDUCATION
Senior High School (2022 - Present)
Paco Catholic School - 1521 Paz St. Paco Manila
Junior High School (2018 - 2022)

Elementary High School (2013 - 2018)

2013 - 2018, 2020 - Present: Consistent Honor Student

2013 - 2018, 2020 - Present: Conduct and Deportment Awardee
2013 - 2018, 2020 - Present: CLEd-VE Awardee
COMPETENCE
● Competitive
● Critical Thinker
● Open-minded
● Strong Intuitive Skills
● Resilient
● Efficient Worker
Page 154 of 162

Bayog, Mika Ella V.
Email: mikaellavillojanbayog29@gmail.com
EDUCATION


Fernando Ma. Guerrero - Pedro Gil St, Paco, Manila
2012-2018: Consistent Honor Student

2020-present: Consistent Honor Student
COMPETENCE
● Creative
● Time-Managed
● Teamwork
Page 155 of 162

Collado, Marie Ann F.
Email: colladomarieann@gmail.com
EDUCATION


2015 - Present: Consistent Honor Student

2019 - Present: Conduct and Deportment Awardee
2020 - Present: CLEd-VE Awardee
2017-2018: Batch Third Overall-Ranking Student
2019-2020: Batch Fourth Overall-Ranking Student
COMPETENCE
● Excellence in Leadership
● Open-minded
● Adaptive
● Time-Managed
Page 156 of 162

Gapido, Fergus M.
Email: gapidofergus@gamil.com
1521 Paz St. Paco Manila
EDUCATION
Senior High School (2022 - Present)
Junior High School (2018 - 2022)

Elementary High School (2013 - 2018)

2021-2023: Consistent Honor Student and Conduct Deportee

2018-2020: Achiever
2016: 1st runner-up Bible Quiz Bee
2014-2016: Class President
COMPETENCE
● Open-minded
● Teamwork
● Creative
Page 157 of 162

Ladrera, Emil Jeremy D.
Email: ejdladrera@gmail.com
EDUCATION


Divine Light Academy - Molino, Molino III, Bacoor, Cavite
2018-2019 : Achiever
2022-2023 : With Honors
COMPETENCE
● Open-minded
● Adaptive
● Time-Managed
Page 158 of 162

Parcon, Angelo Rei O.
Email:angeloparcon10@gmail.com
EDUCATION


Paco Catholic School- 1521 Paz St., Paco, Manila

2010 - 2018: Consistent Achievers Student
2018 - 2019: Outstanding Leader Award
COMPETENCE
● Open-minded
● Leadership skills
● Level-headed
● Adaptive
Page 159 of 162

Plohimon Gino F.
Email: ginoplohimon@gmail.com
1521 Paz St. Paco Manila
EDUCATION
High School (2018 – Present )
Paco catholic school – 1512 Paz st. paco manila

Elementary School (2013 – 2018)
Justo Lukban Elementary School - 1240 Apacible St, Paco, Manila, Metro Manila
2018 - Elementary School Graduate
2022 - Junior High School Completer
COMPETENCE
● Creative
● Time Managed
● Excellence in Collaborating
Page 160 of 162

Reformado, Paul Aaron B.
Email: paulaaronreformado@gmail.com
EDUCATION


Early Childhood Education (2010 - 2012)


COMPETENCE
● Open-minded
● Adaptive
● Time-Managed
Page 161 of 162

Whitty, Juan Angelo Roy B.
Email: juanangeloroy.whitty@gmail.com
EDUCATION


San Antonio Village Elementary School - 8536 Caong St., San Antonio, Makati


2019-2020: Batch Fourth Overall-Ranking Student

COMPETENCE
● Open-minded
● Adaptive
● Time-Managed
Page 162 of 162

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Paco Catholic School

521 Paz Street Paco, Manila

High School Department

PAASCU ACCREDITED Level III

THE IMPACT OF THE RE-IMPLEMENTATION OF FACE-TO-FACE CLASSES ON

A research presented to:

MRS. CARMELITA A. SAM

Amoyo, Grace Monique E. Arcena, Russel John D.

Bayog, Mika Ella V. Collado, Marie Ann F.

Gapido, Fergus M. Ladrera, Emil Jeremy D.

Parcon, Angelo Rei O. Plohimon, Gino F.

Reformado, Paul Aaron B. Whitty, Juan Angelo Roy B.

Curriculum Vitae ……………………………………………………………………………153

throughout the study are what makes the research a success.

accomplish the study.

answers, the study would not be a success.

re-introduction of face-to-face classes on the academic performance of Grade 12 students of

of students prefer in-person classes due to improved communication and collaboration. It

emphasizes the importance of returning to face-to-face instruction and parental involvement in

improving academic outcomes.

A. Background of the study

The COVID-19 pandemic has caused immense disruption in traditional education

equal access to high-quality technology resources or conducive environments necessary

blended learning approaches featuring both remote and face-to-face instructions.

Distance learning, also known as distance education, e-learning, or online

students during instruction to facilitate student-teacher and student-student interactions

(Berg, Gary A. and Simonson, Michael, 2023). Distance Learning is an extensive

sharing information and providing feedback on student progress.

Similarly, students can also become actively involved by accessing course

materials online participating in class discussions with peers resulting in increased

instruction isn't possible.

program, instructional objectives, and framework of the course (Wright, 2003). If it is

requirements (Staff, T. 2020).

Developers and providers of online distance learning need a better understanding

the re-implementation of face-to-face lectures is to the academic performance of Grade

12 students in Paco Catholic School.

levels during the period of remote instruction.

The researchers seek to understand students' thoughts on blended instructive

ultimately providing valuable insights for educational establishments and policymakers

navigating post-pandemic academic landscapes.

face-to-face classes on the academic performance of Grade 12 students of Paco Catholic

what this study aims to answer:

re-implementation of face-to-face classes?

2. How did the re-implementation of face-to-face classes influenced the academic

performance of Grade 12 students?

3. What particular aspects of parental involvement have a significant influence on the

academic performance of Grade 12 students?

C. SIGNIFICANCE OF THE STUDY

12 students after re-implementing face-to-face classes. The following individuals and/or

Firstly, the re-implementation of face-to-face setup had a significant impact on

of face-to-face learning and how they can adapt to this change.

re-implementation. Increased engagement with children’s education; studying the

children’s academic and personal growth.

Thirdly, as guidance counselors, their primary responsibility is to support and

Fifthly, Society could attain apprehension on how the re-implementation of

students nationwide. Whereas, there would be a common understanding among the

changes of the pandemic.

impact of this study on society.

Seventhly, the role of policymakers in society is to create policies that promote

D. SCOPE AND DELIMITATIONS

academic achievement of Grade 12 students as they move from online-distance learning

to face-to-face instruction. The emphasis is on the repercussions of reintroducing

face-to-face instruction on the academic achievement of current Grade 12 students