PERCEPTION OF STEM STUDENTS OF AFGBMTS ON THE

TRANSITIONING FROM MODULAR DISTANCE LEARNING TO

FACE-TO-FACE LEARNING
12 STEM 1 (GROUP 4)
INTRODUCTION:
BACKGROUND OF THE STUDY

The effect of COVID-19 to the Philippines have caused major adjustments and
dilemma to a lot of Filipinos. The students are one of the most affected
sections of our society, as they must deal to the sudden change or transition
to our education system implemented by the government. As stated by Xhafa
(2021) students biggest challenge in the COVID-19 situation was to adopt to
the unforeseen transition of the education system and the implementation of
the online/distance learning program.

The Philippine Government conducted a pilot online/distance learning as a

way to cope up with the sudden quarantine and isolation of Filipinos as a way
to protect ourselves from the virus. The pilot online/distance learning program
is a way where they test different aspects that will help with the student
satisfaction such as, their comfortability and the factors that will hinder the
student concentration in the class.

The process of transition made the quality of education inadequate, and the
materials provided by the government was not applicable to all Filipino
students. The online learning program requires a systematic way of planning
and assessing the situation and consideration to the factors that might affect
the students, such as, slow internet connection, the availability of gadgets and
the quality of education that they will get despite the situation.

According to Lopez (2019), One mistake of the Philippine Education institution

was implementing pilot distance education and believe that they can just turn
the materials into accessible online and call it a form of online or distance
learning program. There are several possibilities regarding the use of distance
education. However, one must take note of their strengths, weaknesses,
opportunities, and threats if ever they have started one. Distance learning,
together with telecommunications evolution, has been through the test of time
to be regarded as one field of study; some even say that it can replace current
educational practices that have been practiced for most of our history. This
might not be a goal, but we need to take note of the perceptions of our
students regarding teaching, learning, educational materials, and student
support. All these things go together towards a successful distance education
program that is cost-effective, efficient, and most importantly, effective.

As a result of the analyzed data by Xhafa (2021), 13% of the students were
having difficulties with the online/distance learning program, while 87% of the
students’ population agreed that they have high level of digital mastery and
were able to perform and attend with their school online activities.
Another online education barrier is the slow internet connection and technical
difficulties, which plays a big role in the online/distance education program.
In accordance with BMC medical education (2020), Most of the students’
population have reasoned that the technical difficulties and slow internet
connectivity have affected their behavioral and attitude towards studying
during the pandemic.

The analysis of IJIACSA (2020) revealed that students disclose four main
factors of difficulties with online learning faced by students. Technical issues
(Ph. 1, 38.67%; Ph. 2, 47.13%; Ph. 3, 30.36%, and self-attitude (Ph. 1,
33.15%; Ph. 2, 31.03%; Ph. 3, 58.93%) contributed as the biggest factor in the
learners’ absence from online learning. Most of the students confessed that
technical issues such as Internet connection caused them to fail in completing
online activities and assessments.

Compatibility issues with operating systems, browsers or devices were also

reported as technical issues by a few students. Online learning content
administration and management (Ph. 1, 16.02%; Ph. 2, 11.49%; Ph. 3,
10.71%) such as unclear instructions or procedures, no notification for
assignment dues and tight schedule between activities, assignments and
consultations are also among the issues reported by the students.
Environment distraction (Ph. 1, 3.87%; Ph. 2, 5.75%; Ph. 3, 0.00%) is the last
of the four factors identified from the students’ feedback.

VARIABLES:
According to the study conducted by Sarah Ferguson (2020), the final grades
of the students who enrolled to the online/distance learning program was
assessed and shows that in the face -to- face learning program, among the 28
students there are 5 students who withdrew to the pre-calculus courses
resulting to 17.9% of attrition rate. While there are 23 students enrolled to the
online pre-calculus course, 4 students have withdrew resulting to 17.4% of
attrition rate. This shows the academic performance of the students enrolled
to both different learning program during the pandemic.
Another data conducted by (Hafeez, Ajmal & Zulfiqar; 2021) postgraduate
students’ academic achievement was assessed to investigate the difference
between the face-to-face and online learning program. The mean result of the
academic achievement of students in 1st semester of online learning program
in 3.32 while the mean for the face-to-face program of 2 nd semester is 3.26.
This outcome shows that there is a really no significant difference between the
two learnings’ program, over all it shows that the postgraduates students
perform well and has better result in the online learning program.
RESEARCH GAP:

We see a lack of readiness in the transition from modular to face-to-face

learning in this topic. Addition, we see a decline in learning proficiency on the
modular and in face-to-face learning. According to Foo, Cheung, and Chu
(2021), innovative educational adaptation has been essential during the
COVID-19 pandemic. However, further evaluation before permanent
adaptation is warranted. A direct transition from the conventional way of
teaching into an online-based format may not have the same impact . 

STATEMENT OF THE PROBLEM:

This study aims to determine the perception of STEM student on the sudden
transition from Modular Distance Learning to Face-to-Face Learning.

Specifically, this study shall seek answers to the following questions:

1. What is the effect of the sudden transition from Modular Distance
Learning to Face-to-Face learning?

2. How does the sudden transition from Modular Distance Learning to

Face-to-Face learning affected the efficiency of learning of STEM students
in AFGBMTS?

3. What settings is more effective to students to learn? Are there any

differences on how the way student learned in Face-to-Face and online
discussion?

4. What are the general comments about the sudden transition of Modular
Learning to Face-to-Face classes?

5. Does student’s perceive Face-to-Face and online discussion in terms of

depth of learning?

6. What factors that influence transition from Modular Learning to Face-to-

Face Learning?

Purpose of the Study:

The purpose of this study was to evaluate differences in the environment's
influence on stem students' views as they transitioned from face-to-face
learning to modular learning, as well as to gain a deeper knowledge of this
literature. It alludes to investigations that have been made into how students'
behavior and perspectives in the STEM sector have changed as a result of the
switch from face-to-face to modular learning. Finding the differences between
face-to-face and modular transitioning is referred to as a comparative
analysis. In order to influence decisions during the present epidemic and in
the creation of online courses and virtual learning experiences in the future,
we aimed to understand students' experiences with and perspectives on those
techniques of remote instruction.