ST.

THERESE – MTC COLLEGES

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ADAPTABILITY OF MARITIME STUDENTS TO THE NEW NORMAL

IN-PERSON CLASSES

Presented to:

Medania T. Malagsic

Presented By:

MIDN. PERSONA, RAEDYN JASPER M.

MIDN. GENILAN, RENZ ROBERN

MIDN. EMBOLTORIO, JOHN CHRIS

MIDN. TATULO, REGGIE

MIDN. AGORILES, JAN NELMAR

MIDN. GUA, NIELBERT

MIDN. TONDO, KEVIN

MIDN. ALOJADO, MARVIN

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ABSTRACT

This study was based on the adaptability of maritime students to the new normal in-person

classes. The study's objectives were to determine and evaluate the extent of the adaptability of the

maritime students to the new normal in-person classes. The researchers used a quantitative

research design with a sample of size 256 maritime students of St. Therese MTC Colleges –

Tigbauan Site as respondents. Both primary and secondary data were used, and the data collection

method is questionnaires.

The study revealed that the extent of the adaptability of the maritime students to the new

normal in-person classes shows results that respondents can strongly adapt. Moreover, the results

show that when respondents are grouped by degree program there is no significant difference in

the extent of the adaptability of the maritime students to the new normal in-person classes. This

shows a strong significant positive relationship between the variables (p>0.05). In connection with

that, the null hypothesis must not be rejected. On the other hand, when the respondents are grouped

according to year level, the results show that there is a significant difference in the extent of the

adaptability of the maritime students to the new normal in-person classes.

The students' feedback regarding their adaptability can greatly affect the students'

performance and the faculty administration. Thus, the faculty's consistent application of strategies

and quick adapting to transition is recommended.

Keywords: adaptability, new normal classes, in-person classes

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ACKNOWLEDGEMENT

Foremost, the researchers would like to express their genuine gratitude, praise, and honor

to the Almighty God for His guidance and enlightenment with motivation, enthusiasm, patience,

strength, and wisdom throughout their endeavors to finish this research.

Similarly, we would also like to recognize the following people who assisted in the

fulfillment of this paper:

Our special thanks to our Dean, CM Catalino Santacera, without his supervision and

overseeing the researcher throughout this research process, this study would not reach its finale.

We are grateful to our course professor for Research, Lucy Diaz, for sharing her

knowledge, proficiency, and expertise in composing and furnishing this paper. Despite her full

plate, both delivered tutelage and dedication to their passion for teaching, which motivated and

encouraged us.

The researchers thank our thesis adviser, Madelyn O. Kho, for her encouragement,

patience, guidance, uplifting advice, and expertise. Her assistance molded the researchers to be

resilient, amenable, and accepting of various ideas, which enhanced the researchers’ capabilities

to collaborate and integrate with this paper. Her aid led this work towards achievement and

completion.

The thesis panelists for counseling and steering the researchers with their advice,

suggestions, and recommendations to further enhance our study.

To our statistician, Mylene Jainga, the researchers would like to thank them for their

excellent collaboration and partaking in helping us do the methodology, analysis, and

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interpretation of the data gathered for this research. Also, we are grateful for helping us construct

this research to be accurate and reliable.

We are indebted to the respondents of this research, the Maritime students of St. Therese

-MTC Colleges – Tigbauan Site, for their assistance and active participation during the data

collection. Without their cooperation and time in supplying truthful, genuine, and sincere

responses to all the information solicited, the data would not have been gathered and analyzed

promptly.

Finally, we thank our family, especially our parents, for their exceptional, sincere

encouragement, motivation, patience, and prayers. This humble work is dedicated to them in return

for their firm and unlimited support and trust.

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Table of Contents

Contents Page No.

PRELIMINARY PAGES i

Title Page i

Abstract ii

Acknowledgement iii

Table of Contents v

Chapter 1. INTRODUCTION 1

Background of the Study 1

Statement of the Problem 2

Hypothesis of the Study 2

Theoretical Framework 3

Paradigm of the Study 4

Significance of the Study 5

Definition of Term 5

Scope and Delimitation of the Study 6

Chapter 2. REVIEW OF RELATED LITERATURE 8

Adaptability of the Students 8

The Teaching and Learning in the New Normal 9

Emerging Technologies in Maritime School 10

Chapter 3. RESEARCH DESIGN AND METHODOLOGY 12

Research Design 12
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Respondents 12

Data Gathering Instruments 13

Validity of Research Instruments 14

Reliability 14

Data Gathering Procedure 15

Data Analysis Procedure 15

Chapter 4. RESULTS AND DISCUSSION 16

Inferential Analysis 16

Chapter 5. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS 21

Summary 21

Findings 21

Conclusions 22

Recommendations 23

REFERENCES 25

APPENDICES 26

Appendix A 26

Appendix B 27
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Chapter 1

INTRODUCTION

Background of the Study

The COVID-19 pandemic has left a mark on education as it had been known before. Beyond

this, attention must be paid to the transition back to in-person learning and its implications. Within

this context of change, much research focuses on identifying the students' preferred aspects of

online education during the pandemic, namely learning, teaching, assessment, and interaction with

peers and teachers, to improve in-person education by contextually adapting it to their needs.

As 2022 saw the return to in-person education, research has been conducted to gauge students'

feelings and opinions regarding this issue for a better implementation of safety measures and for

an outlook on how university life might look in the future, both from a learning and a teaching

perspective. The students have conflicting views about online classes after the pandemic. Reports

that the interviewed students showed their willingness to take online courses in the future, and the

same insights presented the case of their students, who consider online platforms efficient and

cannot imagine their learning experience otherwise (Horvath et al., 2022).On the other hand, some

students did not like the online experience and would not like to continue it after the pandemic. A

lack of technical support, unclear institutional policies and guidelines, teachers' inability to

effectively facilitate online learning, lack of interaction, Internet connectivity problems, the

unsuitability of home-learning environments, limitations regarding practical aspects of learning in

the laboratory, and eyesight issues are among the reasons for this rejection of online education

(Ullah et al., 2021).

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Another aspect that has raised concerns when the pandemic ends is students' mental state

(anxiety, depression, panic, anger, and rebellion) due to the stay-at-home orders and the turmoil

created by the pandemic (Zhang, 2022). Thus, returning to in-person education could be one of the

solutions for students to regain their social skills.

Thus, this aims to assess the extent of the adaptability of the maritime students in the in-

person classes in the new normal at St. Therese-MTC Colleges, Tigbauan Site, during the AY

2022-2023.

Statement of the Problem

This study aims to assess the extent of adaptability of the maritime students in the in-

person classes in the new normal at St. Therese-MTC Colleges, Tigbauan Site, during the AY

2022-2023.

Specifically, it intends to seek answers to the following questions:

1) What is the extent of adaptability of the maritime students to the new normal in-person

classes when taken as a whole and when grouped according to the degree program and

year level?

2) Is there a significant difference in the extent of adaptability of the maritime students to

the new normal in-person classes when grouped according to the degree program and

year level?

Hypothesis

There is no significant difference in the extent of adaptability of the maritime students

to the new normal in-person classes when grouped according to the degree program and year

level.
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Theoretical Framework

Hierarchical adaptability theory provides a tool for analyzing living systems' mechanisms and

processes to survive in uncertain or unknown environments. Adaptability is based on information

about the environment to select from a repertoire of possible behaviors. The principle of

biological compensation states that restrictions on one part of this repertoire (e.g., on genetic

plasticity) must be compensated by expansions of other parts (e.g., neurobehavioral plasticity),

by an increase in computing power, or by a decrease in niche space. The trade of principle

asserts that programmability is incompatible with high evolutionary plasticity and efficient use of

computational resources. Together these two principles imply that the increasing use of

programmable computing power in modern societies can have an adaptability-decreasing effect

that would put humans in the position of disturbance-absorbing hemostats for computers.

Computers can benefit society, but whether they do so, in any case, depends on a sensitive

respect for the tradeoffs elucidated by adaptability theory.

Kendra Cherry. (2014). The adaptation process is the inborn tendency to adjust more attuned to

conditions imposed by the environment. Piaget sees the learner as actively engaged in an

ongoing process of adaptation or transformation. Learners adapt by continually organizing and

reorganizing the information and experiences they get daily. The process creates a better fit

between the world as the learner experiences it and the new information and how he/she

understands it. Learners are constantly challenged by the new information from their

environment around them from infancy onwards; learners construct more complex cognitive

structures of their world in their mind to organize, understand and adapt to it.
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Lazarus, s. (2010). Thinking is not only abstract but also logical. The reasoning engaged is not

driven necessarily by the presence of concrete objects. Children can now generate potential

solutions to problems systematically. The social context is essential at this stage. Lazarus, S.

(2010) The concrete examples are required to help children understand abstract relationships.

The stage occurs during early adolescence; at this stage, the child engages in more abstract, thin

thinking. By this point, the child's cognitive structures are like those of an adult and include

conceptual reasoning. This is the highest level of thinking; a child can go beyond the concrete

evidence. The learner at this stage can concentrate their thoughts on things that have no

existence. The child can now perform a variety of tasks involving the use of hypotheses. The

learner's thoughts can be fostered by placing the learner in a situation where they must solve

problems.

Paradigm of the study

Independent Variable Dependent Variable

Degree Program The extent of the

student's adaptability in
Year Level the in-person classes

Figure 1. Paradigm of the Study

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Significance of the Study

Through this study, the researchers may generate data that can provide significant

information. More so, it may benefit the following:

The Curriculum Policy Makers. This study will be beneficial to make important

considerations in crafting curriculum plans. Thus, it helps them provide useful insights on

creating ideas and plans to provide policy to the current issue.

The Curriculum Implementers. The study's result will help them be aware of the

challenges and possibilities of implementing face-to-face laboratory classes and crafting

strategies that work in this situation.

The School Administrators. The study will be helpful in guiding the teacher to have a

good teaching-learning process. And to make meaningful learning happen.

The Educators. The results of this study will be beneficial to the teachers in creating

strategies to have a meaningful and successful learning to happen.

The Maritim Students. The study will clarify how important laboratory classes are in

giving them firsthand experiences.

The Future Researchers. The study will benefit future researchers through the ideas

presented, and it may be used as reference data in conducting new research or in testing the

validity of other related findings. The study will also serve as a cross-reference that will give the

future researchers a background or preview of their study.

Definition of Terms

For better understanding, the following terms were conceptually and operationally

defined:
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Adaptability -- able to change or be changed to deal successfully with new situations (Oxford

Learner’s Dictionaries).

In this study, adaptability refers to somehow developing an opinion about how well they

adapted to the transition of the in-person classes in the new normal.

In-Person Classes - directly, meeting someone in the same place.

This study refers to in-person interactions between the students and teachers inside the

classroom.

New Normal-a state to which an economy, society, etc. Settles following a crisis, when this

differs from the situation that prevailed prior to the start of the crisis.

In this study, new normal refers to the transition period from the pandemic to the next

normal.

Degree Program- a defined integrated course of study leading to an academic degree.

In this study degree program refers to the Bachelor of Science in Marine Engineering and

Bachelor of Science in Marine Transportation and who are the respondents of the study

Year Level-a class in school concerned with a particular year.

In this study, year level refers to the 1st, 2nd, and 3rd-year maritime students who are the

respondents of the study.

Scope and Limitation of the Study

This study aims to determine the extent of the adaptability of maritime students in in-person

classes in the new normal using the descriptive research design that involves the collection of

data in order to describe certain events or phenomena. The topic which exists in this present era

for the maritime students of St. Therese MTC Colleges Tigbauan Site will be proportionally
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determined using the slovin’s formula. The data collection will be in the second semester of the

school year 2022- 2023, and the respondents are the Maritime students of St. Therese MTC

Colleges Tigbauan Site. There will be 270 respondents out of 824 total population of maritime

students.

The instrument used in the study is a researcher-made checklist which will be validated

by three (3) experts in the Maritime Education and pilot tested among the first (1) years maritime

transportation students of St. Therese-MTC Colleges Tigbauan site.

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Chapter 2

REVIEW OF RELATED LITERATURE

Adaptability of the Students

We have been investigating adaptability for more than a decade. The term refers to

adjustments to one’s behaviors, thoughts, and feelings in response to disruption.

The pandemic certainly tested every student’s capacity to adjust to disruption. The switch

to remote learning involved huge change and uncertainty.

Research has demonstrated positive links between adaptability and students’ engagement

and achievement at school and university. As for online learning, the picture is complicated by

the many factors identified as affecting its success. These include access to technology, academic

ability, instructional quality, socioeconomic status, ethnicity, and specific learning support needs.

The new normal learning system is a hybrid approach to education that combines traditional

classroom instruction with online learning. In many cases, blended learning can also be more

custom-tailored to individual student's needs and preferences. For example, a student who

struggles with a particular concept can receive extra support through online resources, while a

student who thrives in a more independent learning environment can devote more time to

working independently on assignments.

In line with the challenges in a changing educational landscape, students’ ability to adapt

concerns the most. While educational institutions can perhaps immediately prepare for the

paradigm shift towards online delivery of learning, students cannot.

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The Teaching and Learning in the New Normal

Flexible learning as a delivery modality must be adapted in public and private higher

education institutions, according to the CHED memorandum order no. 04 series of 2020, to

respond to the needs of learners in higher education institutions. For higher education

institutions, the transition to online learning as a result of COVID-19 has been a difficult task.

Gope et al. (2021) stated that education is inexperienced and susceptible to external threats and

that measures should be implemented to solve the challenges brought by the epidemic. Several

aspects must be considered when the Philippines embarks on a new method of education. Apart

from the teachers' competence, the learners’ circumstances and situation, and the learning

environment's efficacy, as described by Joaquin et al. (2020), we should also incorporate E-

learning resources and tools, an online learning system or LMS, and skills to be utilized in the

new normal. It is fundamental that educational tools utilized by teachers and students be

available, inclusive, interactive, can be observed, and sustainable to ensure students' involvement

in learning in the new normal. In addition to that, when utilized appropriately, technology helps

learners and educators to collaborate and connect (Bower, 2019). The efficacy of online learning

is greatly dependent on the user's level of affirmation (Tarhini et al., 2016). As a necessary

consequence, it is vital to examine the elements that influence how people utilize and embrace

technology. During times of quarantines and virus epidemics, it appears that online learning is

the only feasible option for continuing to learn from afar. This, however, appears to be based on

a set of assumptions. It is important to note that online learning is only one type of distance

education.
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Maritime-related industries, such as shipping, are complex socio-technical environments

which function within highly variable operational, regulatory, economic, political, social, and

international conditions. One of the most critical elements of operating today's modern and

technologically sophisticated ships safely is the seafarers themselves. Thus, seafarers require

appropriate training and skills in order to successfully manage the complexity of operations.

Maritime education and training (MET) is critical to the development of competent workers who

contribute to the safety and efficiency of a system. The digital transformation and its effects of

ever-advancing technologies have trickled down effects on the organization of maritime-related

industries and the traditional tasks of seafarers. Whether onboard or onshore, working in the

maritime domain is becoming increasingly based on knowledge, requiring increasingly

specialized skills. There are approximately 1.6 million seafarers worldwide, and the demand for

highly skilled seafarers and officers is growing, stressing the need for effective and efficient

education and training.

Emerging Technologies in Maritime School

The ability to integrate emerging technologies into widespread education and training

methods is becoming practical. This provides new opportunities to explore possibilities for

enhancing the educational experience for students and instructors. Maritime industries have

developed a comprehensive regulatory framework, which ensures seafarers are competent to

carry out required duties. However, the methods of developing competencies have evolved as

technologies and operational demands evolve.

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Just as personal computing and the Internet created new opportunities for knowledge

sharing by opening new possibilities for information exchange, distance education, and

communication.
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Chapter 3

RESEARCH DESIGN AND METHODOLOGY

Research Design

This study employed quantitative research design, particularly the descriptive approaches

(Creswell & Creswell, 2017). The design examined, described, and analyzed the variables using

appropriate statistical tools. The descriptive approach particularly described the extent of

adaptability of the maritime students in-person classes in the new normal.

Respondents

There were 256 respondents out of 764 total population of maritime students in St.

Therese-MTC Colleges Tigbauan Inc. Specifically Bachelor of Science in Marine Transportation

(BSMT) respondents will be composed of 68(26.56%) out of 208 BSMT 1 students, 53(20.70%)

out of 161 BSMT 2 students, and 43 (16.80%) out of 129 BSMT students. However, Bachelor of

Science in Marine Engineering (BSMarE) respondents will be composed of 36 (14.06%) out of

108 BSMarE 1 students, 34 (13.28%) out of 102 BSMarE 2 students, and 20(7.81%) out of 61

BSMarE 3 students. The students will be proportionally determined using the stratified random

sampling technique, and samples will be determined using the slovin’s formula.

Table 1. Distribution of the Respondents

Course Year Level N n %

1st year 208 68 26.56

BSMT 2nd year 161 53 20.70

3rd year 129 43 16.80

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1st year 108 36 14.06

BSMar-E 2nd year 102 34 13.28

3rd year 61 20 7.81

TOTAL 764 256 100.00

Data Gathering Instruments

The study will utilize a researcher-made survey questionnaire. It will compose 2 parts. Part

1 will be the profile of the respondents and Part 2 will be a questionnaire on the extent of the

adaptability of the maritime student's in-person classes on the new normal.

Scale on the Extent of Adaptability

Level Range Verbal Interpretation

5 4.20-5.00 Can Strongly adopt

4 3.40-4.19 Can Adopt

3 2.60-3.39 Can Moderately Adopt

2 1.80-2.59 Can Slightly Adopt

1 1.00-1.79 Cannot Adopt

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Validity of the Instrument

The researcher-made questionnaires will be subjected to content validity by the panel of

validators. The suggestions and recommendations made by the validators were used to revise and

improve the instrument ensuring its reliability before the final gathering of the data of the

respondents. These respondents were the maritime students of the St. Therese MTC- Colleges,

Tigbauan Site.

Reliability

Simple random sampling will be utilized to test the reliability of the test respondents. Ten

randomly selected students who are not the respondents of the study will participate in the pilot

test; however, the pilot test participants should not include the study's respondents. Upon

recovery of the pilot data, the reliability coefficient score will be determined for interpretation

using SSPS. A coefficient of reliability of at least 0.70 will be accepted.

Data Gathering Procedure

Upon the approval of the concept, the researcher consulted with their research adviser for

permission to gather data from the selected informants. After consultation with the research

adviser, the researcher will gather data for the informants. Orientation with the informants will

be conducted by the researchers. After the orientation, each informant will be given a research-

made checklist to answer. After the informants successfully answer the checklist, the researcher

will collect the checklist and check for the completeness of answers. The responses will be

tallied for the interpretation of data.

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Data Analysis Procedure

The Statistical Package for Social Science (SPSS) was used for data analysis. The

procedures were carried out according to the objectives and the level of measurement of the

variables. Both descriptive statistics and inferential statistics were used in this study. The

analysis was divided into the following parts:

Frequency, percentage, range, mean, and standard deviation will be used to describe the

level of adaptability of students in in-person classes. Further, T-test and one-way ANOVA will

be used in the inferential statistics.

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Chapter 4

RESULTS AND DISCUSSION

Extent of Adaptability of The Maritime Students to the New Normal In-Person Classes

The table below illustrates that all respondents can strongly adapt to the new normal in-

person classes with an average of 4.64, alongside a minimum score of 4.55 and a maximum

score of 4.81, according to the responses to the research questions.

Table 2. Extent of Adaptability of The Maritime Students to The New Normal In-Person Classes

According to Research Questions

Valid Questions SD Mean Interpretation

1. I perform much better in the in-person classes. .484 4.81 Can Strongly Adapt

2. I am confident in associating with my classmates. .502 4.65 Can Strongly Adapt

3. I can interact well with my classmates. .548 4.62 Can Strongly Adapt

4. I am motivated to go to school daily. .558 4.55 Can Strongly Adapt

5. I can learn better in in-person classes. .519 4.67 Can Strongly Adapt

6. I am motivated to participate in extracurricular activities .532 4.62 Can Strongly Adapt

at school.
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7. I can adjust to the schedule of my in-person classes. .529 4.63 Can Strongly Adapt

8. I can participate well in in-person classes. .592 4.55 Can Strongly Adapt

9. The in-person classes are a lot easier than I expected. .582 4.65 Can Strongly Adapt

10. In-person classes allow me to do projects and .510 4.65 Can Strongly Adapt

assignments together with my classmates.

OVERALL .336 4.64 Can Strongly Adapt

The results in the table below illustrate that the extent of adaptability of the maritime

students to the new normal in-person classes is Can Strongly Adapt, with an average mean score

of 4.64. Also shown in the table are the results according to the independent variables that the

maritime students can strongly adapt to the new normal in-person classes with a mean range of

4.58 and 4.72.

These results indicate that the maritime students of St. Therese MTC Colleges - Tigbauan

Site can strongly adapt to the changes and transition of the mode of learning from remote and

online classes to in-person classes.

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Table 3. Extent of Adaptability of The Maritime Students to The New Normal In-Person Classes

According to Independent Variables

Valid Characteristics SD Mean Interpretation

Degree Program

BS Marine Transportation .385 4.64 Can Strongly Adapt

BS Marine Engineering .221 4.64 Can Strongly Adapt

Year Level

First Year .443 4.58 Can Strongly Adapt

Second Year .261 4.72 Can Strongly Adapt

Third Year .165 4.64 Can Strongly Adapt

TOTAL .336 4.64 Can Strongly Adapt

Significant Differences

A. According to Degree Program

From the table below, it is apparent that no significant difference was found in the t-test

of the extent of adaptability of the maritime students to the new normal in-person classes (t=.150,

p=.881). The probability result is greater than the significance level, which is 0.05. Therefore, the
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null hypothesis must be accepted when respondents are grouped according to the degree

program.

This study found that the degree program had no significant effect on the adaptability of

maritime students to the new normal in-person classes.

Table 4. Differences in the Extent of Adaptability of The Maritime Students to The New Normal

In-Person Classes According to Degree Program

Degree Program Mean T P-value Interpretation

BS Marine Transportation 4.64 .150 .881 Not Significant

BS Marine Engineering 4.64

TOTAL 4.64 .150 .881 Not Significant

B. According to Year Level

The table below illustrates the one-way ANOVA on ranks of the extent of adaptability of

the maritime students to the new normal in-person classes between grouped year level (x2=.453)

and within the grouped year level (x2=.110). The probability of 0.017 is less than the significance

level, which is 0.05, indicating that the null hypothesis must be rejected when respondents are

grouped according to year level.

With the results, it was found that year level significantly affects the extent of

adaptability of the maritime students to the new normal in-person classes. This means that
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changes in the year level are associated with changes in the extent of adaptability of the maritime

students to the new normal in-person classes.

Table 5. Differences in the Extent of Adaptability of The Maritime Students to The New Normal

In-Person Classes According to Year Level

∑x² x² P-value Interpretation

Between Groups .906 .453 0.017 Significant

Within Groups 27.848 .110

TOTAL 28.754 .563 0.017 Significant

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Chapter 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary

This study was conducted to determine the extent of adaptability of the maritime students

and their engagement to the new normal in-person classes in St Therese MTC Colleges -

Tigbauan Site. This study sought to answer the following questions: (1) What is the extent of

adaptability of the maritime students to the new normal in-person classes when taken as a whole

and when grouped according to the degree program and year level; and (2) Is there a significant

difference in the extent of adaptability of the maritime students to the new normal in-person

classes when grouped according to the degree program and year level?

The study applied descriptive research design. The data gathered are done using a self-

made survey questionnaire. The data needed in the study were taken from 256 maritime students

who consented to participate in the study by answering the survey questionnaire given and

administered to them by the researchers, through face-to-face interaction. Furthermore, mean,

standard deviation, rank, percentage, T-test, and one-way ANOVA was used in analyzing the

descriptive and inferential statistics.

Findings

1. The take of the students regarding the extent of their adaptability to the new normal in-

person classes when taken as a whole is that they can strongly adapt.

2. When the respondents are grouped according to their degree program and year level, it

was found that they can strongly adapt to the new normal in-person classes.
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3. The findings of this study show that when the respondents are grouped according to

degree program, which is BS Marine Transportation and BS Marine Engineering, there is

no significant difference on the extent of the adaptability of the maritime students to the

new normal in-person classes. On the other hand, there is a significant difference on the

extent of the adaptability of the maritime students to the new normal in-person classes

when the respondents are grouped according to year level.

Conclusions

Provided that the COVID-19 pandemic has had prolonged adverse effects on both the

general population and students (Salari et al., 2020; Singh et al., 2020), it is essential to consider

the extent of adaptability of the students and their engagement to the new normal in-person mode

of learning with posttraumatic growth under COVID-19. Indeed, students with higher adaptability

should be more prone to consider this situation an opportunity for growth or new beginnings and

should be able to find new ways to cope with it, as shown by our results.

Based on the results of the profile of the maritime students, it is concluded that most of

the respondents in this research study are BS Marine Transportation students, with most of the

population of first-year students.

Regarding the extent of adaptability of the maritime students to the new normal in-person

classes, all independent variables show the ability to adapt strongly.

Moreover, when respondents are grouped by degree program, there are no significant

differences in the extent of adaptability of the students to the new normal in-person classes. In

connection thereto, we do not reject the hypothesis according to the degree program. On the other
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hand, when the respondents are grouped by year level, between and within the group, it shows

significant differences in the extent of adaptability of the students to the new normal in-person

classes. That being the case, the hypothesis is rejected according to year level.

Recommendations

The following recommendations were made after assessing the obtained data from the

participants and considering the study's results, discussion, and conclusion:

As to the Curriculum Policy Makers. The results show a positive result, and with these,

it is suggested to consider creating policies to facilitate students adapting to further changes in

the mode of learning.

As to the Curriculum Implementors. With the results gathered from this study, it is

important to be aware of the students' capability to create strategies in implementing the

transition of the learning process. Curriculum implementers are encouraged to have a consistent

and continuous application of the strategies so students will remain to adapt regardless of the

changes in the situation.

As to the School Administrators. It is recommended that the school administrators

observe the student’s behavior, especially their adaptability to the dynamic learning processes, to

administer the inevitable needs of the students further.

As to the Educators. This research suggests educators complement the extent of

adaptability of the students to overcome the challenges and barriers with the modification of

learning.

As to the Maritime Students. It is advised that students must apply strategies to adapt to

the modification of the learning process quickly. With the results, it is also recommended to
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relate the findings to real-life circumstances, which could serve as a springboard for future

attempts.

As to the Future Researchers. The researcher proposed that a more comprehensive

investigation be conducted in order to compare the findings with those of this study. It is

recommended that future researchers widen the scope of their horizons in conducting a study that

could also be carried out focusing on the factors influencing the adaptation to new normal in-

person classes or even challenges faced during the adaptation to new normal in-person classes.
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References:

Salari, N., Hosseinian-Far, A., Jalali, R., Vaisi-Raygani, A., Rasoulpoor, S., Mohammadi, M.,

Rasoulpoor, S., & Khaledi-Paveh, B. (2020). Prevalence of stress, anxiety, depression

among the general population during the COVID-19 pandemic: a systematic review and

meta-analysis. Globalization and Health, 16(1), 1–11. https://doi.org/10.1186/s12992-

020-00589-w.

Singh, S., Roy, D., Sinha, K., Parveen, S., Sharma, G., & Joshi, G. (2020). Impact of COVID-19

and lockdown on the mental health of children and adolescents: a narrative review with

recommendations. Psychiatry Research, p. 293, 113429.

https://doi.org/10.1016/j.psychres.2020.113429.

https://theconversation.com/students-who-are-more-adaptable-do-best-in-remote-learning-and-

its-a-skill-we-can-teach-165003

https://www.moneymax.ph/lifestyle/articles/online-learning-tips
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APPENDICES

Appendix A.

Letter
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Appendix B.

Questionnaire on the Extent of the Adaptability in the Face-to-Face Classes in the New

Normal

PART I. RESPONDENT'S PROFILE. Please fill the space provided with the needed

information.

Name: (Optional)

_______________________________________________________________

Instruction: Please indicate a check mark (/) on the appropriate boxes that describe you.

Degree Program: _______

Year Level ________

Part II.

Instruction: Tick the option that best describes your answer using the following

responses:

(5) Strongly Agree,

(4) Agree,

(3) Moderately Agree,

(2) Disagree
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(1) Strongly Disagree

Note: There is no right or wrong answer.

Strongly Agree Moderately Disagree Strongly

Agree (4) Agree (2) Disagree

(5) (3) (1)

1. I perform

much

better in

the in-

person

classes.

2. I am confident in

myself in

associating with

my classmates.

3. I can interact well

with my classmates.
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4. I am motivated to

go to school daily.

5. I can learn better in

in-person classes.

6. I am motivated to

participate in the

extracurricular

activities at the

school.

7. I can adjust to the

schedule of my in-

person classes.

8. I can participate

well in in-person

classes.

9. The in-person

classes are a lot

easier than I

expected.
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10. In-person classes

allow me to do

projects and

assignments

together with my

classmates.