PERCEIVED EFFECTS OF PANDEMIC TO ACADEMIC PERFORMANCE IN

ENGLISH SUBJECT AMONG SENIOR HIGH SCHOOL STUDENTS OF

ESPAŇA NATIONAL HIGH SCHOOL S.Y 2022-2023.

A Research Project Presented to the Faculty of Senior High School

of Espaňa National High School, Espaňa San Fernando Romblon.

In partial fulfillment of the requirements in:

INQUIRIES, INVESTIGATION AND IMMERSION

by:
Bicua, Dominic S.
De Asis, Carl F.
Foscablo, Eric R.
Pedro, Jun Jun R.
Rafol, Carlo R.
Rosas, Danmark R.
Roy, Yuri G.
Villaruel, Jayson T.

June 2023

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 APPROVAL PAGE
This research entitled PERCEIVED EFFECTS OF PANDEMIC TO ACADEMIC
PERFORMANCE IN ENGLISH SUBJECT AMONG SENIOR HIGH SCHOOL
STUDENTS OF ESPAŇA NATIONAL HIGH SCHOOL S.Y 2022-2023. prepared and
submitted by, Bicua D, De Asis C, Foscablo E, Pedro J, Rafol C, Rosas D, Roy Y and Villaruel J
in partial fulfilment of the requirements for the Grade 12 Senior High School Inquiries,
investigations and immersion, is hereby accepted.

ALDRYN M TORREFIEL PEPITO L. RIVAS

Panel of Examiner Panel of Examiner
_____________________ ______________________
Date Signed Date Signed

RASSEL ANN R. AGANAN LISRAIM AMORE F. FLORES

Panel of Examiner Panel of Examiner
_______________________ _________________________
Date Signed Date Signed
RICHELLE M. RADAN
Panel of Examiner
_____________________
Date Signed
Accepted in partial fulfilment of the requirements in INQUIRIES, INVESTIGATIONS AND
IMMERSION
JOHN DENVER R. DE LA CRUZ
Research Adviser
_____________________________
Date Signed

NAZARENE M. ROMANO
School Principal
________________________
Date Signed

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 ACKNOWLEDGEMENT
We would like to express our gratitude and appreciation to all those who have

contributed to the completion of this study on the perceived effects of the pandemic on

academic performance in English subject among senior high school students.

MR. NAZARINE M. ROMANO, PRINCIPAL II, for his approval to conduct

this research study.

First and foremost, we would like to thank the senior high school students who

participated in this study and generously shared their experiences and perspectives. Their

valuable insights and openness have been instrumental in shedding light on the

challenges they faced during the pandemic and their impact on English language

learning.

We extend our heartfelt thanks to the school administrators and teachers who

supported and facilitated the data collection process. Their cooperation and assistance

were vital in ensuring the smooth implementation of the study. We appreciate their

dedication to providing quality education amidst the challenges posed by the pandemic.

We also express our gratitude to the research assistants who assisted in data

collection and analysis. Their diligence and commitment greatly contributed to the

overall success of this study.

MR. John Denver R. De la Cruz we would like to acknowledge the guidance and

support of our academic advisors and mentors who provided valuable insights and

suggestions throughout the research process. Their expertise and guidance helped shape

the direction of this study and ensured its methodological rigor.

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 Finally, we are thankful to all the individuals who have supported us in various

ways during the completion of this research, including our friends and family. Their

encouragement, understanding, and patience have been invaluable during this challenging

period.

Although it is not possible to name everyone individually, please know that your

contributions are deeply appreciated. This study would not have been possible without

the collective efforts and support of all those involved.

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 TABLE OF CONTENTS
PLEMINARIES
Title Page…………………………………………………………………………………..i
Approval Page………………………………………………………………………….....ii
Acknowledgement………………………………………………………………………..iii
Table of Contents…………………………………………………………………………v
List of Tables…………………………………………………………………………….vii
List of Figures…………………………………………………………………………...viii
Abstract…………………………………………………………………………………...ix
CHAPTER I: INTRODUCTION
The Problem and Its Background…………………………………..………...…………...1
Statement of the Problem…………………………………………………..……………...2
Conceptual Framework ..………………………………………………….………………3
Definition of terms………………………………………………….………….….............3
Significance of the study………………………………………………….…….…………4
Scope and Delimitation……………………………………………………………………5
CHAPTER II: REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature…………………………………………………………………….........6
Related Studies…………………………………………………………………………...10
CHAPTER III. RESEARCH METHODOLOGY
Research Design……………………………………………………………………….....13
Research Locale…………………………………………………………………….……14
Population and Sampling…………………………………………………………….…..14
Data Instruments…………………………………………………………………………15
Validity and Reliability …………………………………………………………………15
Data Gathering Procedure……………………………………………………………......16
Statistical Treatment of Data…………………………………………………………. ...17

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CHAPTER IV: RESULTS AND DISCUSSION
Results and Discussion………………………………………………………………….19

CHAPTER V: SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

Summary of Findings……………………………………………………………………25
Conclusion………………………………………………………………………………26
Recommendation………………………………………………………………………..28
Bibliography…………………………………………………………………………….30
APPENDICES
Appendix A
Appendix B
Appendix C
Appendix D

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 LIST OF TABLES

Table Page

1.1 Effects of Walking Distance to the Academic Performance…………………...21

Of Senior High School students

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 LIST OF FIGURES

Figures Title Page

1 Conceptual Framework……………………………………………………....3

2 Research Locale………………….………………………………………….15

3 Profile of Respondents in terms of Age……………………….…………….19

4 Profile of Respondents in terms of Sex………………………….…………..20

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 ABSTRACT

The COVID-19 pandemic has caused significant disruptions to education systems

worldwide, forcing schools to adopt remote learning and alternative instructional

methods. This study aims to explore the perceived effects of the pandemic on the

academic performance of senior high school students in the English subject. It

investigates the challenges faced by students in adapting to remote learning, the impact

of limited access to resources and support systems, and the influence of psychological

factors on their English language learning experience.

Through a mixed-methods approach, data were collected from senior high

school students through surveys and interviews. The surveys assessed students'

perceptions of the impact of the pandemic on their English language learning, their

access to technological resources, and the availability of academic support. Interviews

were conducted to gain in-depth insights into the specific challenges faced by students

and the strategies they employed to cope with these challenges.

Preliminary findings suggest that the pandemic has posed various challenges to

senior high school students in the English subject. Students reported difficulties in

adjusting to remote learning environments, such as limited engagement with teachers

and peers, reduced opportunities for speaking and listening practice, and decreased

access to language resources. Furthermore, the lack of technological resources and

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stable internet connectivity negatively affected their ability to participate fully in online

English classes and complete assignments.

Psychological factors, including increased stress, anxiety, and feelings of

isolation, were identified as additional barriers to effective English language learning

during the pandemic. Students reported reduced motivation and engagement, as well as

challenges in managing their time and maintaining focus amidst the uncertainties

brought about by the pandemic.

These findings highlight the need for targeted interventions and support systems

to mitigate the negative effects of the pandemic on senior high school students' English

language learning. Educators and policy makers should prioritize the development of

strategies that enhance remote learning experiences, promote student engagement,

and address the technological and psychological barriers faced by students.

Further research is warranted to investigate the long-term effects of the

pandemic on academic performance in English subject among senior high school

students, as well as to evaluate the effectiveness of various interventions and support

mechanisms in improving their English language learning outcomes.