Acknowledgement

We would like to express our sincere gratitude to all those who have contributed to the
successful completion of this research project.

First and foremost, we are deeply grateful to our teachers who help us conduct this research.
To Ma’am Donna Marie Semera who guide us in creating our research, to Ma’am Kristina
Casandra Cedro and Sir Glenn Holares our advisers, to Ma’am Marlineth Felix who let us use
her time to conduct survey, to Sir Charls Vincent Albino who checked the grammar of our
study, and to Ma’am Cleofe Ramirez who let us conduct our study in Hinangutdan National
High School. Additionally, to Ma’am Jessabell Solayao who let us use her printer.

We would like to extend our heartfelt appreciation to the participants who generously shared
their time and knowledge, without whom this research would not have been possible. Their
willingness to participate and provide valuable data enriched our study and added depth to
our findings.

Lastly, our gratitude goes to none other than the Almighty god for giving us the grace to
endure all the challenges faced by us.

Researchers

1
Abstract
This research study focuses on investigating the behavior of Grade 10 and Grade 11 students
at Hinangutdan National High School and aims to determine whether the learning transition
is a significant factor contributing to students' misbehavior. Through data collection and
analysis, including surveys, observations, and interviews, the study examines various aspects
related to student behavior during the learning transition period. The results indicate that the
learning transition itself does not appear to be the primary cause of misbehavior among the
students. Instead, other factors such as individual differences, social dynamics, and personal
circumstances were found to have a more significant influence on student misbehavior. These
findings suggest that addressing student misbehavior requires a comprehensive approach that
goes beyond focusing solely on the learning transition. Educators and stakeholders should
consider a range of factors, including peer relationships, home environments, and emotional
well-being, in order to effectively promote a positive learning environment and support the
needs of the students at Hinangutdan National High School.

2
 Welcome back to Face-to-Face: Student’s Perception towards Learning Transition

Chapter 1

Introduction

I. Background of the Study

Behavior is the collection of acts and mannerisms that people, animals, systems, and

artificial things exhibit in a given context (Wikipedia). Students’ attitudes toward blended

learning Birbal, R. et al (2010) emphasize that these attitudes reflect the benefits of learning

flexibility, which include improved access to learning resources and autonomy over where

and when to study and at what speed. Academic success relates to student actions and

preferences for learning styles. The piece investigates the students’ behavior and how Student

Achievement is Related to Student Behaviors and Learning Style Preferences (student

behaviors and learning style preferences). Thompson, V (2014) in his article titled “How Can

Behavior Affect Academics of Students,” how a student’s behavior can impact both his or her

environment and other students’ learning. There are several variables that influence student

conduct, including instructor participation, parental involvement, school quality, and student

motivation. It is highlighted that students having disruptive behavior such as bullying, other

students, talking during lectures or by requiring the teacher to interrupt lessons to discipline

them can have a negative affect on entire classroom. The detrimental effects of disruptive

students on the entire classroom are emphasized, including bullying of other students,

chatting during lectures, and prompting the teacher to interrupt lessons to discipline them.

Traditional (Face-to-Face) instruction, sometimes referred to as in-person (F2F)

instruction, concentrates on a number of components, such as lectures, capstone projects,

group projects, labs, studios, and so forth. Synchronous instruction is provided in a physical

learning environment (with the necessary safety precautions), which means that,

3
"traditionally," all of the students are present at the same time. The face-to-face interaction

between the student, teacher, and students themselves is a big benefit of the traditional

classroom. Both the teacher and the other students serve as sources of inspiration for the

students. Information is often given to the student in a regular lecture-style class and then

relayed back to the teacher through written proctored examinations. Students have discovered

that using appropriate lecturing techniques, the face-to-face classroom can be an active

learning environment (Ames, 2020). Using the face-to-face learning approach, a class of

students are taught the course material and other learning materials in person. Many

contemporary educational systems have mostly moved away from conventional face-to-face

educational instruction in favor of meeting the requirements of individual students. Face-to-

face instruction, which varies greatly between cultures, is primarily a teacher-centered

approach to learning. Face-to-face instruction ensures a better grasp and retention of lesson

material and provides an opportunity for students to form relationships with one another

(Shah, 2022). The classroom environment offers more inspiration, support, and guidance.

Even if a student intended to drop out within the first few weeks of class, the teacher and

other students might be able to convince him or her otherwise. To increase student retention,

face-to-face instructors may be able to modify the course’s structure and teaching

methodology (Kemp and Grieve, 2014). Most students believe that in order to foster a sense

of community, face-to-face interactions is crucial. Face-to-face interaction also conveys

important social information about goals and motives. Dep-Ed order (DO) for the start of

courses and the schedule of events for the School Year 2022-2023 has been signed by Vice

President and Department of Education (Dep-Ed) Secretary Sara Z. Duterte. Dep-Ed has

decided that the commencement of the academic year will be on August 22, 2022, and that it

will end on July 7, 2023. (Ausy, 2022).

4
 When classes resumed in the 2022-2023 school year, student behavior grew further out of

control. The most difficult and challenging obstacle that the teachers faced in the classroom

was the behavior issues of the students. As a key issue in today’s schools many public-school

teachers also point to students’ attitudes like in difference and disrespect for educators (Chen,

2015). Most schools are likely to have behavioral issues. The "Positive Discipline Act," also

known as House Bill 4907, encourages positive and non-violent methods of discipline. As a

result, pupils nowadays believe that they are above punishment and can act anyway they like

without being punished (Jennylyn A., 2018).

Students tend to be more aggressive in the new normal face-to-face classes. School needs

to come-up with different rules that can help to discipline students. This study will show

different suggestions to top off the behavioral issues of the students in terms of socialization

towards their teacher and fellow students.

5
 II. Statement of the problem

This study aims to know the student’s behavior towards learning transition. Furthermore, it

seeks to answer the following:

1. What is the demographic profile of the students in terms of

1.1. Age

1.2. Economic Status

1.3. Gender

2. What is the student’s behavior towards learning transition?

3. How does transition period affects the behavior of the students?

III. Significance of the study

The study on Student’s behavior towards learning transition in Hinangutdan National High

School benefits the following:

Teachers. The outcome of this research will inform teachers about the perception of the

students towards learning transition and to come up solutions to deal with the behavior and

performance of the students.

School. With the information this research offers, the school will be able to implement rules

and regulations towards the student’s behavior.

6
Students. This study will help students to be aware of the attitudes they possess and how it

affects the school’s peace and order.

Parents. This study will give parents knowledge on how the students act inside the campus

and to help them discipline the students.

Future Researchers. Finally, this study’s finding would be very helpful to other researchers

who want to investigate the same subject in order to gain understanding and use this as a

source for a larger, more in-depth study.

IV. Scope and Delimitation

The main objective of this study is to provide information about the student’s behavior

towards learning transition. This study also includes the different effect of the student’s

behavior to the school and to other students. This study is limited to 50 students, 25 Grade 11

Senior High School students and 25 Grade 10 Junior High School students enrolled in the

School Year 2022-2023 of Hinangutdan National High School. The researchers used random

sampling to select the following respondents. The researchers provide a Profiling form to

determine the age, gender, and economic-status of the students that can affect their behavior.

The researchers also prepared questionnaires for the respondents to answer.

7
 Chapter 2

I. Review of Related Literature

A. Students Behavior and Factors affecting it

According to Means and Neisler (2020), among the complaints made by students

were their difficulty to pay attention, stay focused, and remain motivated, as well as their lack

of opportunity to collaborate with others. According to Hansen (2020), it was difficult for the

students to remain attentive during the learning shift. Accordingly, 2021, family, peers,

school, and the larger community all have an effect on students' conduct. According to the

state of New South Wales (Department of Education) personal traits including age, sex,

personality, temperament, and our physical and mental health have an impact on how we

behave. In order to support students' behavior and attitudes during the learning process,

emphasis must be placed on the new normal perspective that students are gaining in the many

learning domains. It serves to reaffirm the students' use of leverage and practical learning.

(Nevaker, S. et.al, 2020)

Along with increased physical, social, and emotional obstacles, aging brings cognitive

and emotional changes that can affect behavior. These changes can have an impact on one's

subjective well-being, social relationships, decision-making, and self-control. Their

independence, cognitive ability, social interactions, emotional health, physical function, and

financial well-being are all impacted by how people handle these issues (National Institutes

of Health 2020).

8
 Students behavior is a big factor that affect anything including your interactions and

academic performance due to the transition of learning modalities, student’s in the attitudes

face a big change and this new reopening of classes, their attitudes become more violent.

They are belittling teachers’ capabilities and they become disrespectful. They also lack self-

control, they used to make issues bigger towards their fellow students and they now

normalize violence.

II. Research Framework

INPUT PROCESS OUTPUT

Socio-demographic Profile 1. Profiling

Implementation of Rules and
2. Survey Questionnaire
1. Age
Regulations for Student’s
3. Data Analysis and
2. Gender
Behavior
Interpretation
3. Economic Status

9
 The conceptual framework shows the input, process, and output approach of the

study. The input is the socio-demographic profile of the students, which includes the age,

gender, and economic status of the students. The process used to this study is the profiling,

survey questionnaire, and data analysis and interpretation, while the output on the other

hand is the implementation of the Rules and Regulation for Student’s behavior.

III. Definition of terms

Blended learning – a style of education in which students learn via electronic and online

media as well as traditional face-to-face teaching.

Learning transition – transforms learning and learners, through increasing and incremental

depths of involvement and responsibility

Behavior – the way in which someone conducts oneself or behaves

Face- learning to-Face – 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

Detrimental effect – causing harm or damage

10
IV. Assumption of the Study

1. There was no variation in sentiments toward the topic between the sexes.

2. Because of their negative attitudes, the students were unable to recognize their

achievement in the topic.

3. During data collection, the respondents would cooperate and provide truthful

information.

4. The instrument to be used will elicit reliable responses.

5. The researcher will facilitate the intervention activities in a consistent manner.

11
 Chapter 3

Research Design and Methodology

This study’s methodology is highlighted or discussed in this section. It describes the

steps and tactics used to gather and analyze the data. The description of the research design,

variables considered, study location, target demographic, sample size and methodologies,

research instruments and their validity and reliability, data collection techniques, and data

analysis are all included.

3.1. Research Design

Research design is a strategy for attempting to respond to a particular research

question. It involves combining many elements, tactics and procedures to gather data and

analyze it as well as efficient research data management (Saunders et.al., 2012). The

remaining components of a study, such as variables, hypotheses, experiments, methods, and

statistical analysis, are all defined by the research design (Creswell et al., 2018).

The study focuses on the student’s behavior towards learning transition therefore the

researchers applies the descriptive research design where in it entails watching and describing

subject’s activity without in any way altering it (Martyn S., 2013). This research design is

used to serve as a guide by the researcher to explain the impact of learning transition to the

student’s behavior.

3.2. Location of the study

The study will be carried out in Hinangutdan National High School. The place was

particularly selected due to the misbehavior and frequent rambles of the students.
12
3.3. Target Population

The study targeted the public secondary school of Hinangutdan National High School.

There were about 104 students from Grade 10 and Grade 11 and only 84 students were

selected as participants. The researcher used Slovin’s formula to get the sample size of Grade

11 and Grade 10 students. The respondents are selected with the use simple random

sampling.

3.4. Research Instruments

The instrument that will be going to use is a researcher-made questionnaire checklist

type to gather the needed data for the student’s profile. It consists of two main sections: The

respondent’s profile and the main section. The profile consists of socio-demographic

characteristics of respondents such as name, age, economic status, sex. The main section

consists of a series of questions about the student’s behavior towards learning transition,

designed to gather data from the respondents.

There is a less possibility of bias emerging because it uses a common set of questions.

The questionnaire that will be used is a survey-based researcher questionnaire.

3.5. Data Gathering Procedure

Data gathering procedure is a systematic process of obtaining observations or

measurements that enables you to get the first-hand knowledge and unique insights into your

study challenge whether you are conducting research for business, governmental, or

academic purpose (Pritha B., 2020).

13
 Since data gathering is a systematic process, the researchers followed several steps to

get the data they wanted. The researcher first identifies the issue that they want to address,

why is it relevant, and how can it be useful to the school’s society. Second, after identifying

the issue and its relevance, the researchers gather information’s that will support their study.

When all the ideas and information’s are polished, the research instrument is now created. It

poses questions that are essential in identifying the issue’s cause and finding a workable

solution.

Before proceeding to the distribution of the questionnaires to the participants, the

research adviser and the school head will review it first for approval. When the research

instrument/questionnaire is successfully validated, the researcher will now proceed to the

distribution of the consent letter to the participants. This letter will serve as proof that the

respondents are not forced to participate and they do it voluntarily. It will also serve as a

support for the reliability of the gathered data by the researchers from the research

respondents.

After doing the distribution of the consent letters, the questionnaire is now issued to

the participants. The researcher used a 5 Likert scale to gather data from the participants. And

lastly when the participants successfully finished answering the survey form, the papers will

be examined and the result will be tallied and interpreted into statistical form.

Data Processing and Statistical Analysis.

For the purpose of describing the fundamental aspects of the topic, the sample

summaries of the data gathering of respondent’s responses in the form of data sets will be

provided using descriptive statistical methods to present, the frequency counts, percentages,

and means may be used by the researchers to analyze and understand the information

14
obtained from the respondents. To arrive at an accurate and definite interpretation of the

results, the researcher had to diagnose the issues using the proper statistical method.

To successfully interpret the study’s results, the researcher will apply the following statistical

techniques:

Percentage. It will be used to determine the frequency counts and percentage

distribution of the respondent’s personal profiles. According to Brown (2014), percentages

are a technique to represent various elements of a whole. However, one whole is usually

taken to be 100%. The representation of the quantity of surveys conducted during a specified

period is known as frequency distribution. The frequency distribution relies on the study

goals and the data bring evaluated.

Formula: % = F/N x 100

% is the percentage

F is the frequency

N is the total number of respondents

100 is a constant value

Median. When the data is arranged numerically, the median is middle value. It is

another useful tool for comparing different sets of data; however, the negative impact of

extreme values on the median is less severe than on the mean. The value that, when a dataset

is arranged, falls exactly in the middle is the median. It is a measure of central tendency that

distinguishes between the values’ lowest and maximum 50%. Depending on whether you

have an odd or an even number of data points, the processes for calculating the median

change (Bhandari, 2022).

15
 Formula: { (n+l )/2 } ᵗʰ

n = number of observations

l = lower limit of median class

Mode. The value in a set that appears the most frequently. The value appears most

frequently in a database. The value that appears the most frequently is this one. Researchers

frequently use the mode, a kind of descriptive statistic, to describe the data from their studies.

The mode, one of the measures of central tendency, is a general word for a group of values or

measurements that are at or near the middle of the data set, along with the mean (average)

and median (Kwok, 2016).

Formula: L + (fₘ - f₁) x h/ (fₘ - f₁) + (fₘ - f₂)

L = lower limit mode of modal class

fₘ = frequency of modal class

f₁ = frequency of class preceding the modal class

f₂ = frequency of class succeeding the modal class

h = size of the class interval

Mean. Based on their individual profiles, it was utilized to determine how the

respondents were rated. Martinez (2019) indicated in one of his studies that the means and

16
sums of all the data inputs should be obtained. Turner (2013) explains that the mean is a

measure of central tendency that is best used to continuous data. The sum of a set of data

points divided by the total number of data points represents the mean of the set.

Formula: X = ∑ x / n

x is the mean

∑ x is the sum of all values

n is the number of values

Range. The difference between the largest and smallest values in a set of data. The

range is the spread of your data from lowest to highest value in the distribution (Bhandari,

2022). It is calculated as a range=max+ min, where range is the difference between the

minimum and maximum values (SAGE Research Methods, 2022).

Variance. The average of the squared deviations from the mean is used to calculate it.

The degree of spread in your data set is indicated by variance. The variance is greater in

respect to the mean the more dispersed the data. How accurately the mean represents all of

the data in a set is assessed using the variance (Bhandari, 2022). The statistical assessment of

the variation in numbers within a data collection is known as variance. In more detail,

variance assesses how far apart each number in the collection is from the mean (average) and,

consequently, from each other. This symbol is frequently used to represent variation: σ 2

(Hayes, 2022).

17
 Standard deviation. The term “standard deviation” refers to a measurement of the

data’s dispersion from the mean. A low standard deviation implies that the data are grouped

around the mean, whereas a large standard deviation shows that the data are more dispersed.

It shows the degree to which individual responses to a query “deviate” from the mean

(GreenBook, 2022). One of the instruments for assessing dispersion is the standard deviation,

which is a measurement used to determine the difference between the computed mean and

other values. It is important to clarify the meanings of the following terms (mean, median,

mode, and variance) in order to have a thorough grasp of them (Ayeni, 2014).

18
 CHAPTER IV

Interpretation and Data Analysis

This chapter presents the statistical data gathered related to the student’s behavior

towards learning transition. The researchers identified the profile of the respondents based on

their age, sex, and their socio-demographic profile. The results or data gathered in this

chapter serves as basis for the teachers in implementing rules and regulations base on the

student’s behavior.

Table 1. Demographic Profile of the respondents’ base on their Age

Age Frequency Percentage

15 22 26.50

16 31 37.35

17 22 26.50

18 5 6.02

19 3 3.61

19
 Table 1 shows that most of the respondents are 16 years old that is 37.5 percent of the

total respondents, unlike 18 years old that is only 6.02 percent and 26.50 percent for 15 and

17 years old. This age profile is relevant to identify the student’s behavior and perception

about the learning transition according to their age.

Table 2. Demographic Profile of the respondents’ base on their Sex

Sex Frequency Percentage

Male 33 39.8

Female 50 60.24

Table 2 shows the percentage of the respondents based on their sex. Most of the

respondents that are selected are male which is 60.24 percent of the total respondents

compared to female that only totals 39.8 percent.

This profile regarding with the respondent’s sex is important to identify the student’s

behavior towards learning transition in terms with their sex.

Table 3. Demographic Profile of the respondents’ base on their family’s Monthly

Income

Monthly Income Frequency Percentage

1000-3000 16 19.3

3000-5000 15 18.1

5000-10 000 7 8.43

20
 Unidentified Income 45 54.22

Table 3 shows the annual income of the respondent’s family where in 54.22 percent

of the respondent’s family income is unidentifiable. However, there is a 19.3 percent of the

respondents that earns 1000-3000 a month compared to the 8.43 percent of the respondents

that earn 5000-10000. This socio-demographic profile is essential to identify the student’s

behavior towards learning transition in terms with their family’s economic status or income.

Table 4. Behavior of the students towards learning transition: Students learn to argue

with the teachers in disrespectful way

Question 1 Frequency Percentage

5 18 21.69

4 13 15.66

3 15 18.1

2 11 13.25

1 26 31.33

Table 4 shows that there is 31.33 percent of the respondents who answered that there

is no case of students that learns to argue with their teachers as the student’s behavior towards

learning transition, compared to the only 15.66 percent respondents that answered that there

is a very great extent of this behavior that most students portray and 18.07 percent that

belongs to the respondents who thinks that there is a moderate case of this situation. This

only means that there is a low rate of students who argues with their teachers in disrespectful

way’

21
 .

Table 5. Behavior of the students towards learning transition

Statement 2: Students become more hard-headed

Question 2 Frequency Percentage

5 21 25.30

4 14 16.87

3 19 22.89

2 9 10.84

1 20 24.09

Table 5 shows that there is 24.09 percent of the students who answered that the is no

case of students that are hard headed as a behavior towards learning transition and 22.89

percent belongs to the respondents who think that this situation is in moderate extent.

However, there is only 16.87 percent respondents that answered very great extent for the

statement 2. This means that there is a low rate of students who are hard headed.

22
 Table 6. Behavior of the students towards learning transition: Students think highly

themselves

Question 3 Frequency Percentage

5 13 15.66

4 16 19.28

3 28 33.73

2 15 18.1

1 11 13.25

Table 6 shows that there is only 15.66 percent of the respondents who thinks that

there is a very great extent number of students who think highly with themselves and only

13.25 percent who thinks otherwise compared to the 33.73 percent of the respondents who

answered that there is a moderate extent of the students who thinks highly with themselves as

a behavior towards learning transition. This only mean that there is a moderate extent of the

students who thinks that they are superior among all.

23
 Table 7. Behavior of the students towards learning transition: Students do not follow

the dress of the school (uniform)

Question 4 Frequency Percentage

5 24 28.92

4 18 21.69

3 25 30.12

2 8 9.64

1 8 9.64

Table 7 shows that most of the respondents believe that there is a moderate extent of

the students who did not follow the dress code (uniform) of the school as a behavior towards

learning transition, which 30.12 percent of the respondents answered with it compared to the

only 21.69 percent of the respondents who believe that there is a very great extent of the

students who did not follow the dress code (uniform) of the school and 9.64 percent

respondents who oppose with it. This signifies that there is a moderate number of students

who did not follow the dress code (uniform) of the school.

24
 Table 8. Behavior of the students towards learning transition: Students use gadgets

during class hours

Question 5 Frequency Percentage

5 9 10.84

4 24 28.92

3 25 30.12

2 13 15.66

1 12 14.46

Table 8 shows that there is only 10.84 percent of the respondents who believes that

there is a very great extent of the students that use gadgets during class hours as a behavior

towards learning transition and only 14.46 percent of students who believe that there are no

students who are using their gadgets during class hours. However, 30.12 percent of the

respondents believes that there is a moderate extent number of students who uses gadgets

during class hours. This only signifies that there is a manageable number of students who

uses their gadgets during class hours.

25
 Table 9. Behavior of the students towards learning transition: Students do gamble

inside the school premises

Question 6 Frequency Percentage

5 1 1.20

4 8 9.64

3 16 19.28

2 20 24.1

1 38 45.78

Table 9 shows that there is 45.78 percent of the respondents answered that there is no

students that do gambling inside the school premises and 24.1 percent for those respondents

that answered small extent, compared to the respondents who says that there is a very great

extent number of students that do gambling inside the school premises that is only 1.20

percent and 9.64 percent that answered moderately extent. This only means that there is a

very low case of students that are gambling inside the campus as a behavior towards learning

transition.

26
 Table 10. Behavior of the students towards learning transition: Students go to school

drunk

Question 7 Frequency Percentage

5 1 1.20

4 4 4.82

3 16 19.28

2 24 28.92

1 38 45.78

Table 10 shows that there are only 1.20 percent of the respondents says that there is a

very great extent number of students that go to school drunk and 19.28 percent of them

believes that there is only a moderate extent, however, 45.38 percent of the respondents

agrees that there are no students that go to school drunk as a behavior towards learning

transition. This only means that there is a very low case or number of students who come to

school drunk.

27
 Table 11. Behavior of the students towards learning transition: Students bring deadly

weapons inside the campus (ex. Knife, blade)

Question 8 Frequency Percentage

5 1 1.20

4 2 2.41

3 13 15.66

2 27 32.53

1 40 48.19

Table 11 shows that there is 48.19 percent of respondents agrees that there are no

students bring deadly weapon compared to the 1.20 percent who believes that there is a very

great extent case of bringing of deadly weapons among the students and 15.66 percent who

did think that there is a moderate extent. This only means that there is almost zero case of

students that bring deadly weapons at school.

28
 Table 12. Behavior of the students towards learning transition: Students more become

bully

Question 9 Frequency Percentage

5 8 9.64

4 16 19.28

3 12 14.46

2 23 27.71

1 24 28.92

Table 12 shows that there are 28.98 percent of the respondents says that there is no

students become more bully as a behavior towards learning transition, unlike to the only 9.64

percent of the respondents that says that there is a very great extent of the students become

more bully and 14.46 percent of the respondents believe that there is only a moderate extent.

This only signifies that there is a very low number of students who become bully as the

learning transition happens.

29
Table 13. Behavior of the students towards learning transition: Students go to school to

flirt

Question 10 Frequency Percentage

5 4 4.82

4 16 19.28

3 21 25.30

2 13 15.66

1 29 34.94

Table 13 shows that there are only 4.82 percent of the respondents that says that

students that go to school just to flirt is at very great extent compared to the 34.94 percent of

the respondents who says that there are no students who go to school just to flirt as a behavior

towards learning transition and 25.80 percent that belonged to the respondents who says that

there is a moderate extent. This only means that there are a few students that go to school just

to flirt.

30
 Table 14. Behavior of the students towards learning transition: Students cut classes to

drink

Question 11 Frequency Percentage

5 2 2.41

4 10 12.05

3 16 19.28

2 16 19.28

1 39 46.99

Table 14 shows that there are 46.97 percent of the respondents who answered that

there are no students that cut classes just to drink, compared to the only 2.41 percent

respondents that says that there is a very great extent number of students that cut class just to

drink and 19.28 percent belonged to the respondent respondents who answered moderate

extent and small extent.

Therefore, there is a very low rate of students who cut class to drink as a behavior

towards learning transition.

31
 Table 15. Behavior of the students towards learning transition: Students watch

pornography inside the classroom

Question 12 Frequency Percentage

5 2 2.41

4 4 4.82

3 13 15.66

2 18 21.69

1 46 55.42

Table 15 shows that there is only 6.02 percent of the students who answered very

great extent compared to the 46.97 percent of students who says that there are no students

that is watching pornography inside the classroom as a result of the learning transition and to

the 15.67 percent of the respondents who thinks that there is a moderate extent of this case.

Therefore, there is a very low rate of students who watched pornography in school

after the implementation of face-to-face classes.

32
Table 16. Behavior of the students towards learning transition: Students steal personal

things from their adviser and fellow students

Question 13 Frequency Percentage

5 5 6.02

4 16 19.28

3 16 19.28

2 12 14.46

1 34 40.96

Table 16 shows that most of the respondents agreed that there is a moderate extent of

students who steal personal thing from their adviser and fellow students wherein 45.79

percent of the respondents who believe it, compared to the 7.22 percent of the students who

did not think the same way, the believe that there is no such case in their classroom or school

and 12.04 percent that who says that there is a very great extent of stealing things from their

adviser and classmates that is happening in their classroom.

This only means that there is a manageable number of students who steal personal

things from their adviser and fellow students as their behavior towards learning transition.

33
Table 17. Behavior of the students towards learning transition: Students lose focus with

their studies

Question 14 Frequency Percentage

5 10 12.05

4 8 9.64

3 38 45.78

2 21 25.30

1 6 7.23

Table 17 show that out of 100 percent, there are only 8.43 percent of the respondents

who believes that there is a very great extent of students that who loses their focus on studies

as the face-to-face classes started, unlike to the 28.91 percent that belongs to the respondents

who believes that there is only a moderate extent of students that losses focus with their

studies and the 15.67 percent of the respondents who answered not at all.

Therefore, there is a moderate number of students who loses their focus with their

studies as the Modular Distance Learning (MDL) switched to face-to-face classes.

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Table 18. Behavior of the students towards learning transition: Students become tardy

in coming to school

Question 15 Frequency Percentage

5 7 8.43

4 16 19.28

3 24 28.92

2 23 27.71

1 13 15.66

Table 18 shows that there is 8.43 percent of the respondents who becomes tardy at

school and 15.67 percent of the students who thinks otherwise compared to 28.91 percent of

the respondents who answered that there is a moderate extent of the students who becomes

tardy at school. This only means that there is a moderate extent of student’s tardiness inside

the school.

35
 Table 19. Behavior of the students towards learning transition: Students didn’t

participate cleanliness

Question 16 Frequency Percentage

5 12 14.46

4 22 26.5

3 20 24.1

2 16 19.3

1 13 15.7

Table 19 shows that there is 14.46 percent of the respondents who didn’t participate to

cleanliness and 15.7 percent who thinks otherwise compared to 24.1 percent of the

respondents who answered that there is a moderate extent of the students who didn’t

participate cleanliness. This only means that there is a moderate extent of students who didn’t

participate cleanliness inside the school.

36
 Table 20. Behavior of the students towards learning transition: Students attend their

classes unregularly

Question 17 Frequency Percentage

5 11 13.3

4 12 14.5

3 34 40.96

2 10 12.04

1 16 19.3

Table 20 shows that there is 13.3 percent of the respondents who did not attend school

regularly and 19.3 percent who thinks otherwise compared to 40.96 percent of the

respondents who answered that there is a moderate extent of the students who did not attend

school regularly. This only means that there is a moderate extent of students who did not

attend school regularly

37
 Table 21. Effects of transition period to the student’s behavior: Students become

uncomfortable to others

Question 1 Frequency Percentage

5 8 9.6

4 6 7.23

3 19 22.9

2 28 33.7

1 22 26.5

Table 21 shows that there are only 9.6 percent of the respondents who answer that

they became uncomfortable to others towards learning transitions and 22.9 percent

respondents who answered moderate extent. Whoever, there are 26.5 percent respondents that

answered not at all for the statement 1. This only means that there is a low rate of students

that became uncomfortable to others.

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 Table 22. Effects of transition period to the student’s behavior: Students become

dependent to internet

Question 2 Frequency Percentage

5 16 19.3

4 10 12.04

3 17 20.5

2 22 26.5

1 18 21.7

Table 22 shows that only 19.3 percent of the respondents who answer that they are

dependent on the internet towards learning transition and 20.5 percent belong to the

respondents who answered moderate extent. Whoever, there are 21.7 percent respondents that

answered not at all for the statement 2. This only means that there is a low rate of students

that is dependent on the internet.

39
 Table 23. Effects of transition period to the student’s behavior: Students become

dependent to others

Question 3 Frequency Percentage

5 13 15.66

4 18 21.7

3 14 16.9

2 23 27.7

1 15 18.07

Table 23 reveals that 15.66 percent of the respondents carry their attitude at home in

school and 25.30 percent of respondents answered moderate extent. Whoever there are 27.71

percent of respondents answered not at all for the statement 5. This only means that there is a

low rate of students who carry their attitude at home in school.

40
 Table 24. Effects of transition period to the student’s behavior: Self-esteem becomes

lower

Question 4 Frequency Percentage

5 7 8.43

4 6 7.23

3 21 25.30

2 23 27.71

1 26 31.33

Table 24 reveals that 8.43 percent of the respondents of their self-esteem become

lower towards learning transitions and 25.30 percent of respondents answered moderate

extent. Whoever there are 31.33 percent of respondents answered not at all for the statement

4. This only means that there is a low rate of students whose self-esteem becomes lower.

41
 Table 25. Effects of transition period to the student’s behavior: Students carry their

attitude at home in school

Question 5 Frequency Percentage

5 13 15.66

4 14 16.87

3 21 25.30

2 12 14.46

1 23 27.71

Table 25 reveals that 15.66 percent of the respondents carry their attitude at home in

school and 25.30 percent of respondents answered moderate extent. Whoever there are 27.71

percent of respondents answered not at all for the statement 5. This only means that there is a

low rate of students who carry their attitude at home in school.

42
 Table 26. Effects of transition period to the student’s behavior: Lose interest in school

and wants to go to work instead

Question 6 Frequency Percentage

5 8 9.64

4 3 3.61

3 17 20.48

2 24 28.92

1 31 37.35

Table 26 reveals that 9.64 percent of the respondents lose interest in school and want

to work instead and 20.48 percent of respondents answered moderate extent. Whoever there

is 37.35 percent of respondents answered not at all for the statement 6.

This only means that there is a low rate of students who lose interest in school and

want to work instead.

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 Table 27. Effects of transition period to the student’s behavior: Students become lazy

going to school

Question 7 Frequency Percentage

5 10 12.05

4 5 6.02

3 22 26.51

2 18 21.69

1 28 33.73

Table 27 reveals that 12.05 percent of the respondents that answered became lazy

going to school towards learning transitions and 26.51 percent of respondents answered

moderate extent. Whoever there are 33.73 percent of respondents answered not at all for the

statement 7. This only means that there is a low rate of lazy students who go to school.

44
Table 28. Effects of transition period to the student’s behavior: Mostly prioritize friends

instead of academics

Question 8 Frequency Percentage

5 12 14.46

4 11 13.25

3 18 21.69

2 13 15.66

1 29 34.94

Table 28 shows that there are 14.46 percent of the respondents who prioritize

friendship instead of academic and 21.69 percent of respondents answered moderate extent.

Whoever there are 34.94 percent of respondents answered not at all for the statement 8. This

only means that there is a low rate of students who prioritize friendship instead of academics.

45
Table 29. Effects of transition period to the student’s behavior: Students go to school to

misbehave

Question 9 Frequency Percentage

5 9 10.84

4 15 18.07

3 18 21.69

2 15 18.07

1 26 31.33

Table 29 shows that there are 10.84 percent of the respondents who go to school to

misbehave and 21.69 percent belong to the respondents who answered moderate extent.

Whoever, there are 31.33 percent respondents that answered not at all for the statement 9.

This only means that there is a low rate of students who go to school to misbehave.

46
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter provides the summary and analysis of the study’s findings, which

examines the behavior of the students towards learning transition to serve as a basis in

implementing rules and regulations in terms of the student’s behavior in Hinangutdan

National High School.

This study will be carried out at Hinangutdan National High School. The respondents

of this study are the students from 10th and 11th Grade. The researchers pick the respondents

through simple random sampling. This study is a Mixed Method and has a quantitative

research design. The researchers used survey questionnaire in the form of 5 Likert Scale to

gather the data needed. The researchers analyzed and interpreted the data through getting the

frequency and percentage of the data.

Summary of Findings

1.Students behavior towards learning transition.

The result showed that the behavior of the students towards learning transition

is positive.

2. Effects of transition period to the student’s behavior.

According to the data gathered from the respondents, the effect of the learning

transition towards the student’s behavior is not that bad. There are only some students who

agreed that the learning transition is the cause of the student’s bad attitudes.

47
Conclusion

According to the analysis of data, student’s behavior is not only affected by the

transition of learning system, from blended to full face-to-face classes. The standard of the

learning environment and the extent of the support offered greatly influence student’s

behavior throughout learning transition.

The way that a student reacts to learning transition is also influenced by the variances.

The behavioral changes of the students during learning transition can be influenced by peers

and problems that are encountered outside and inside the school.

Overall the result indicates that encouraging negative behavior turns to positive

behavioral changes in students requires creating a conducive learning environment and

offering enough assistance from their teachers and parents.

Recommendation

After a thorough analysis of data and conclusions, the following recommendations are

presented:

1.Research Question: Decide the research question of your study carefully to avoid

inconvenience in conducting your study.

2.Choosing your respondents: If your study is under descriptive research, don’t choose

respondents through random sampling, because there is a possibility that the result of your

study would not be accurate because some respondents are not answering your questionnaire

properly and honestly.

48
3. If the result of your study didn’t match with the assumption you generated, conduct

another interview that gives the main reason of your research problem.

4.In conducting a survey, it is a must that you will assist the respondents thoroughly for you

to come up an accurate data.

49
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