FINALERESEARCH

FACTORS AFFECTING SHS ACADEMIC PERFORMANCE IN NEW NORMAL
Factors that Affect Senior High School STEM Students’ Academic
Performances in the New Normal Setting of Education
at St. Augustine Academy of Pampanga
Valencia, Mher Angelo
Vargas, Michelle Gayle
Soriano, Carl James
Yuzon, Georich Mikko
This research paper is submitted in partial fulfilment of the requirement for the subject
Practical Research II
St. Augustine Academy of Pampanga Inc.
February 2022
ST. AUGUSTINE ACADEMY OF PAMPANGA INC.

FACTORS AFFECTING SHS ACADS IN NEW NORMAL 1
Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
The coronavirus disease outbreak of 2019 (COVID-19) has caused a global health
crisis that has profoundly affected how we view the world and live our daily lives. Our
sense of agency has been endangered by the rate of infection and the patterns of
transmission, but also by the safety precautions used to stop the virus's spread, which
forced us to keep a safe distance from one another socially and physically. As a matter of
fact, according to CSIS, Philippines is rank 2 on the most cases of COVID in South East
Asia.
This advent of a new pandemic followed the issuance of Republic Act No. 11469,
also known as the “Bayanihan to Heal as One Act”. The Bayanihan to Heal as One Act or
Republic Act No. 11469 was signed into law by President Rodrigo Duterte on March 26,
2020 upon the request of the President for the Congress to give him emergency powers in
order to address the COVID-19 pandemic. The law authorized the President to adopt
temporary emergency measures in order to respond to the crisis brought about by the
pandemic. The law provides the compulsory and immediate isolation and treatment of
patients, and that the cost of such treatment for COVID-19 patients shall be covered
under the National Health Insurance Program of the Philippine Health Insurance
Corporation (PhilHealth).
Ever since the beginning of the pandemic, students have different goals in their

minds, particularly senior high school students. This stage is where their thoughts
expand. Moreover, pandemic has evolved, and new normal setting of education is one of
the reasons why senior high school students, especially STEM students, are having a hard
time understanding the majors and minor subjects that are part of their academic
curriculum. Furthermore, with the rise of senior high school students particularly STEM
students that are facing difficulty in understanding, are deeply concerning, due to the fact
that it can be a disadvantage for their academic performances.
As a result of the pandemic, the majority of the senior high school students have
been struggling to come up with ways on how they can keep up in learning in order to
deal with the new normal environment of education in light of the pandemic. Some tend
to focus on other strategies, rather than focusing on online mode of learning. As a result,
it affects their academic performances. Performances plays an important role in learning,
due to the fact that it can determine the student’s learning behavior, such as the student’s
degree as well as the expectation of the outcome.
Difficulties are frequently an inevitable but crucial component of learning. This
seems to be especially true for learning sophisticated conceptual information. However,
issues in the learning process are more difficult to identify and address in learning
contexts when teachers are unable to give students with personalized feedback and
support due to increasing class sizes and the use of digital technology. Responding to
student challenges and misunderstanding is challenging due to individual differences, the
details of the learning activity, and the difficulty of providing individualized feedback in
big courses and digital settings. We want to examine learning challenges and the ensuing
emotional reactions in this integrated review.

Problems that arise while learning can trigger an emotional reaction. Generally
speaking, emotion is essential for the integration of new knowledge with existing
knowledge. This has been discovered to be the case in laboratory-based investigations
(like Isen et al., 1987), applied educational studies, and brain imaging studies (like
LeDoux, 1992). (e.g., Pekrun, 2005). When emotion interferes with learning, as in the
extensive body of research examining the negative effects of anxiety on the learning of
mathematics, it is evident how emotion can affect learning (Hembree, 1990). Confusion
has also been linked to roadblocks or dead ends in the learning process (Kennedy and
Lodge, 2016).
Learning problems come in a variety of forms, and they all have an impact on how
people comprehend, retain, or react to knowledge. While every learning condition is
unique, they all have some impact on a person's capacity to process information, which
can impair both fundamental and/or advanced learning abilities. There are many
intelligent and successful people who have learning difficulties, so it's not a problem with
intelligence or drive. Performance in school can sometimes, but not always, be impacted
by learning difficulties.
“Some of the most successful people in the world have dyslexia or ADHD,” says Saltz,
who is also the author of “The Power of Different: The Link Between Disorder and
Genius.” “The most important thing is to recognize the nature of the student’s wiring and
get together with your school, your teacher and a treater to work out the best methods to
help your child be as successful as possible in the classroom.”
Learning disorders like dyslexia, dyscalculia, dysgraphia, and ADHD can upset
kids, perplex parents, and provide difficulties for teachers. But once they have been

identified and given a diagnosis, all are curable. Learning disabilities are not a sign of
intelligence, nor do they result from emotional problems, physical difficulties, or a lack
of resources. Learning differences instead arise from the way each person's brain is
structured in terms of how it processes information and connects ideas. They are typical,
neurobiological in nature, and frequently passed on from a parent. What we currently
know is that many children are impacted. Gail Saltz, a psychoanalyst of the New York
Psychoanalytic Institute and an associate professor of psychiatry at the New York-
Presbyterian Hospital/Weill-Cornell Medical College, claims that this is not some
unusual circumstance.
One of the main areas of growing research interest across the globe has been
lifestyle, which is increasingly recognized as one of the important aspects affecting
someone's health. The prevalence of a healthy lifestyle is low among students in high
school and college, particularly when it comes to factors like general physical health, rest,
exercise, diet, and temperance. Students' adherence to healthy lifestyle choices has to be
emphasized and guided through teaching and promotion. For students to develop and
sustain healthy lifestyle practices, health education programs and promotions in
institutions must be carried out and effectively implemented.
Senior Highschool are frequently regarded as leading unhealthy lifestyles. A poor
diet, sleep deprivation, and binge drinking are all causes of this. Students are known for
going out a lot, yet this frequently leaves many of them exhausted and hung over. In the
end, this causes illnesses and prevents students from attending classes because they are
sleep deprived. Students frequently turn to energy drinks as a quick fix for fatigue, but
these drinks are regarded to be harmful to the body because they are heavy in sugar and

have been related to heart disease, high blood pressure, and liver damage.
According to the survey, 45 percent of Filipino students admit to having poor
eating habits, which is also the highest rate in the region, and about half of them sleep
less than six hours every day. Additionally, more than 60% of Filipinos students reported
not engaging in regular exercise, exceeding the regional average of 56% and nearly
matching Hong Kong, Thailand, and Malaysia in this regard.
One of the most fundamental and crucial demands of humans is to eat a healthy,
balanced diet. But getting enough food that is nutritious, safe, and meets dietary demands
and food preferences for an active and healthy life sometimes comes at a high cost.
Researchers Anna Herforth and colleagues found that large populations worldwide had
limited to no access to three important types of diets: energy sufficient, nutrient adequate,
and healthy. The researchers said that large populations worldwide had limited to no
access to three important types of diets: energy sufficient, nutrient adequate, and healthy.
Information managers, researchers, and general information users are all very
concerned about information overload, which is typically characterized by an excess of
information. This article demonstrates the connections between the impact of information
overload on students' academic performance. Academic success is crucial to pupils
because it shows how well they are doing in school. It also describes the effects of
information overload on people, tasks, technology, and information.
Since the 1970s, the phrase "information overload" has encapsulated society's
concern that an increase in information creation could have negative effects on people as
they try to deal with what seems like endless streams of messages and images. It was
believed that the development of the internet would make this situation worse because the

ubiquity of connectivity would make information overload even more crippling.
Overusing social media could lead to overload. Information overload,
communication overload, and system feature overload are the three elements we use to
characterize social media overload (Bowker, 2008). The causes of information,
communication, and system feature overloads on social media have rarely been studied
(Lee et al., 2016). Due to the fact that previous research has mainly ignored the
relationship between boredom, social media use, and social media overload, the capacity
to generate evidence-based interventions and solutions is limited (Cao and Sun).
One of the factors affecting students' academic performance is Family
Background. As a result, the COVID-19 pandemic had an impact on society's quality of
life, particularly for families. Additionally, this led to the adoption of online learning
modalities as the new norm in education. As a result, it presents a barrier for the kids and
their parents to participate in at-home learning when the isolation is linked to their
success in achieving their academic objectives. It is commonly known that the family has
a crucial impact in a child's ability to succeed in school. For instance, the traditional
Blau-Duncan model of status attainment demonstrated this (Blau and Duncan, 1967).
More recent research have demonstrated that family background, particularly in early
infancy, has a significant impact on children's educational performance, with children
from higher SES families performing academically better than those from lower SES
homes (Carneiro and Heckman, 2003; Duncan et al., 1994; Duncan et al., 1998; Duncan
et al., 2010). Additionally, disparities in education throughout early childhood are
indicative of eventual disparities in other areas.
High levels of school and classroom belonging among students have been linked

to a number of favorable outcomes, including increased academic motivation and
engagement, academic competence and accomplishment, self-efficacy, self-esteem, and
general well-being (Ryan & Patrick, 2001; Pittman & Richmond, 2007; Niemiec & Ryan,
2009). Contrarily, studies show that students who don't feel like they belong in the
classroom are more likely to experience internalized and externalized behavioral issues,
depressive symptoms, social anxiety, lower self-esteem, subpar academic performance,
loneliness, alienation, and eventually drop out of school (Buhs & Ladd, 2001; Chipuer,
2001; Pittman & Richmond, 2007; Ream & Rumberger, 2008; Foster et al., 2017). Even
while it has been widely established in international research, in particular, that belonging
at school and in the classroom is associated with a variety of favorable outcomes, very
few studies have looked into the variables influencing classroom belonging. Findings to
far have largely focused on aspects of the school environment, such as peer interactions,
teacher support, and involvement in extracurricular activities (e.g. Wang & Holcombe,
2010; Dotterer & Lowe, 2011; Ryan & Patrick, 2011). The importance of family
background, especially family socioeconomic status (SES), on the other hand, has gotten
less emphasis. Higher education is typically the focus of study on the importance of
family background, with a particular emphasis on working-class students in high-SES
settings like universities (e.g. McGregor et al., 1991; Hertel, 2002; Pittman & Richmond,
2007). SES is frequently viewed as a unidimensional factor as well, which means it does
not reveal any information about the underlying processes underlying the potential
connection.
According to (Burleson, 2009; Dunkel-Schetter et al., 1992; Rafaeli & Gleason,
2009), For support to be effective, it seems more important that support is in good

agreement with what the recipient perceives as their needs, rather than an objective
assessment of the needs that arise from the situation. In particular, Students are interested
in support that is specifically aimed at immediately reducing negative thoughts and
feelings about triggering events and issues. The term positive reframing is used to include
verbal support. This includes guaranteeing that negative events will ultimately benefit the
growth of the recipient, are likely to improve, and that the problem is minor and
ultimately insignificant. There are certain kinds of support that are almost always helpful
(e.g., expressing care, concern, interest, and affection) and some that are almost always
unhelpful (e.g., criticizing and blaming the recipient; Burleson, 2003a; Rafaeli &
Gleason, 2009).
A sense of belonging to a social group is a fundamental psychological need,
according to Maslow's (1943) theory of needs, and it must be met before other needs,
such as self-actualization, may be satisfied. The drive to belong is viewed as a
fundamental human motivator by both the belongingness hypothesis (Baumeister &
Leary, 1995) and the idea of self-determination (Deci & Ryan, 1985). A sense of
belonging is described as feeling connected to others, feeling like a part of a community,
and feeling accepted and liked by the other members of the group (Baumeister & Leary,
1995).

Conceptual Framework
There are many prospects that open up for learners who engage in a higher quality
education. Basically, STEM education, with respect to its four disciplines does not only
lie on memorizing its concepts. It must act as the paramount in achieving what is good
and lasting. The figure below presented a schematic diagram, the system of the objectives
of the study that present the set of input, process, and output:
Input Process Output
Factors that affects Data gathering Application of new

SHS in learning with through the normal education
the new setting of distribution of: through:
education in terms of:
- Survey - Webinar
- Learning questionnaire
methods
- Utilization in
Online
The effects of new

normal setting to SHS
in terms of:
- Academic
performance
- Online
application
Feedback
Figure 1. Schematic diagram of the study
Figure 1 presented the schematic diagram of the research study. The input
included the profile of the respondents in terms of their grade level. Moreover, the input
also consisted of the factors that are affecting senior high school in terms of their learning
methods as well as online utilization. In addition, the input also includes the effects of
new normal education to the learners in terms of their academic performances, and online
application. Furthermore, the process shows that the data and information needed for the
study will be gathered through the use of survey questionnaires. Meanwhile, the output
indicates an estimation of the factors affecting senior high school students with new
normal setting of education by using webinar through the results of the study.
Statement of the Problem
This study aims to identify the factors that affect senior high school STEM
students’ academic performance in the new normal setting of education. The following
queries will be clarified by the researchers:
1. How may the following factors may affect senior high school STEM students in
learning during the new normal setting of education in regards to:
1.1. Understanding;
1.2. Lifestyle;
1.3. Information Overload; and

1.4. family background?
2. How does the new normal of education benefit the academic performance of the senior
high school STEM students in regards to:
2.1. efficiency;
2.2. accessibility of time and place; and
2.3. affordability?
3. What are the effects of the new normal setting of education to senior high school
STEM students’ academic performance?
4. What are the problems encountered by senior high school STEM students with the new
normal setting of education?
Hypothesis
The researchers articulate and formulates the following hypothesis in light of the
challenges mentioned:
H1: There is a significant effect to the student’s academic performance on new normal
setting of education.
H0: There is no significant effect to the student’s academic performance on the new
normal setting of education.
Significance of the Study
This research will provide new insights into the academic performance benefit of
education of SHS students of St. Augustine Academy of Pampanga. Through this

research, the students will further realize promoting the use of new normal settings
education, especially STEM students, as a preventive measure against various problems:
Students. This study will immediately benefit students by improving their
educational performance.
Academic Institutions and administrators. Through this research, educational
institutions and administrators may support initiatives and programs that can assist
students in managing their academic performance.
Researchers. This will benefit the researchers to expand their knowledge in the
topic.
Future researchers. Information regarding academic performance is covered in
this study as a means of minimizing adverse consequences. As a result, the findings of
this study can be used to future conversations about academic performance potential as
well as other issues related to mental health.
Community. This research will help the community to expand it’s understanding
and seeks support to contribute to ability of community members to work together and
improve the topic.
Scope and Delimitation
The focus of this research is to determine the factors affecting the academic
performance of senior high school students base on the new normal setting of education.
Senior High School students and specially students that are under the STEM strand of St.
Augustine Academy of Pampanga are presently affiliated in this research.
The study is seeking to identify and explain the effectiveness of new normal
setting of education to the academic performance of senior high school students.

Furthermore, this research assessed its effectiveness and provides evidence of its use.
Definition of Terms
For the clarity of the purpose of this study, the following terms are defined
correspondingly:
Academic. the topics that students choose to be interested in that will aid and
direct them in selecting a course of specialization (University of Texas, n.d.). The
academic tracks in this study identify the senior high school students' strand within the
K–12 curriculum.
Education. a process of teaching, training and learning, especially in schools,
colleges or universities, to improve knowledge and develop skills.
New Normal. a current situation, social custom, etc., that is different from what
has been experienced or done before but is expected to become usual or typical:
Pandemic. an outbreak of a pandemic disease.
Performances. involves factors such as the intellectual level, personality,
motivation, skills, interests, study habits, self-esteem or the teacher-student relationship.
Senior High School. Since 2012, basic education has been provided for two years
(DepEd, n.d.). The final phase of the new curriculum, which includes grades 11 and 12,
is at this point. Students have enough time to get ready for higher education throughout
this time period because it serves as a foundation.
Acronyms
STEM – Science, Technology, Engineering, and Mathematics
COVID – Coronavirus disease
CSIS – Center for Strategic & international Studies

CCT – Conditional Cash Transfer
SHS – Senior High School
Chapter 2
METHODOLOGY
This chapter covers the research design, participants, tools used, data collection
processes, ethical considerations, and statistical analysis of the data will use by the
researchers. Additionally, this chapter carefully cover the administration of survey
questionnaires and the statistical techniques that will be using in the study's data and
information collection.
Research Design
This research study essentially applied the quantitative approach in order to
acquire factual results, and to learn about a particular group of people, known as a sample
population. Using scientific inquiry, that relies on data and are observed or measured to
examine questions about the sample population. Furthermore, this study followed a
descriptive research method in utilizing to gain information regarding an existing status
of a phenomena. According to Fouché (2002), descriptive exploratory research aims to
give an indepth understanding of a given situation, phenomenon, community or
individual.

This study shows how do the new normal education benefit the academic
performances of senior high school students based on the new normal dsetting of
education. In addition, this study answeres the questions on what are the factors affecting
senior highschool students in terms of their learning.
Respondents
This research intends to study 152 students in the Senior High School
Department, specifically from the 12 STEM strand. Participants are chosen based on the
following standards; (1) must be senior high school students at St. Augustine Academy of
Pampanga, (2) must have a time for participation, (3) the student must have an experience
of the main problem particularly how ner normal affecting their academic perfromances
(4) lastly the student must be open and prepares to answer any question that are related to
their academic tracks based on the new normal setting of education.
Table 1
Population and Sample of the Respondents
Respondents Population Sample %
A 38 27 25%
B 38 27 25%
C 38 27 25%
D 38 27 25%
Total 152 108 100%
Instruments
To obtain all the information needed for the research investigation, the

researchers will use survey questionnaires in addition to unstructured interviews. In order
to gather the information needed for the study, a number of questions will be including in
the survey questionnaires. As a result, the responses from the respondents will serve as a
key resource for this study. Additionally, the survey questions that will be discovering
allowed the researchers to come to a particular conclusion as the study progressed.
There are two sections to the survey questionnaire. The factors that are affecting
their study, is questioned in the first section. The second section of the survey
questionnaire examines the beneficiary of the new normal education to the academic
performances of SHS students.
A statistician and other validators, such as the researchers' research advisers, will
evaluate the survey questionnaire for validity and reliability. Each question will be
assessing for its (a) contribution to achieving the research objectives and (b) the
appropriateness of the language and semantics will be using in conveying meaning.
Data Collection
Each of the authors of this study independently administers the survey
questionnaires. Keeping this in mind, all relevant procedures are meticulously following.
Prior to anything else, the researchers will start drafting a letter to the Principal of
the Senior High School Department and the teachers who are part of the STEM
Department at St. Augustine Academy of Pampanga in order to create a requisition that
would allow the researchers to conduct the research without any conflicts of interest.
The researchers made sure that the survey's questions were pertinent and
understandable so that respondents could complete and reply to them. They then
administered the survey to the STEM strands. After the letter was approved, the

researchers themselves distributed the survey forms impartially.
The completed survey questionnaires were then collected the same day they were
distributed, and the collected data was checked, added up, tabulated, and given statistical
treatment.
Ethical Considerations
The foundation of this research includes ethical concerns in order to ensure
legality and prevent difficulties with humans. All data that the researchers will obtain,
will be treated privately in compliance with Republic Act No. 10173, generally known as
the Data Privacy Act of 2012.
Regarding the respondents' human rights, this study adheres to institutional
review board standards. The study followed these guidelines when conducting the
research: (a) the respondents' rights and security were given top priority; (b)
confidentiality was enforced for all the data that the researchers collected from the
respondents; and (c) the information and records that were gathered were handled
impartially and objectively, and the avoidance of data fabrication and alteration was
guaranteed (Bryman & Bell, 2007, see pp. 126-150 of the 2nd edition. Oxford University
Press).
Statistical Treatment of Data
The data which will be retrieved from the respondents and will be treated with the
use of the following statistical tools:
1. The Frequency Counts and Percentage Distribution will operate in this study to
outline the profile of the participants. It relatively expressed the frequencies of the

survey responses.
2. Likert Scale will also be utilizing in this study. The response scale in the survey
questionnaires will be use to acquire the degree of agreement of the participants in
the statements provided. Thus, a four-point scale will be using in this study to
analyze the records that we will acquire from the participants.
Scale Value Range Interval Description
4 3.26 – 4.00 Strongly Agree (SA)
3 2.51 – 3.25 Agree (A)
2 1.76 – 2.50 Disagree (D)
1 1.00 – 1.75 Strongly Disagree (SD)
3. To test the effectiveness of new normal setting of education, among the SHS
students of St. Augustine Academy of Pampanga, the Analysis of Variance
(ANOVA) was further applied. The specific statistical tool is used to detect
differences between experimental group means (Sawyer, 2009).

Chapter 3
RESULTS AND DISCUSSION
The purpose of this study is to determine the factors or issues affecting grade 12
Science, Technology, Engineering, and Mathematics students of St. Augustine Academy
of Pampanga during the new normal setting of education. This chapters shows the results
and interpretations gained from the survey tools used to collect and provide
understanding to the topic of this study.
Program
We’ve come up to a program that would help senior high school students boost
their academic performances through the new normal of education, such as groups or
clubs that is connected to their lifestyle, or lifestyle club and study club. These clubs may
help senior high school students
Understanding
Table 2 shows the grade 12 STEM student’s response to their understanding of

their academics regarding of the new normal setting of education and as well as their
academics in general. On the item number one, there are 37% of the respondents who
agreed to the statement, “I understand the lesson that are related to my strand very well.”
which was supported by a mean of 2.67, makes it fall under the verbal description of
agree. It simply implies that some of the respondents can understand the lesson that are
related to their strand very well in the new normal setting of education.
On the second item, there are 47% of the respondents who agreed to the
statement, “I am able to participate in the new normal mode of learning.” which was
supported by a mean of 2.78, makes it fall under the verbal description of agree. It simply
implies that average of the students is able to participate in the new mode of learning in
the new normal setting of education.
On the third item 53% of the respondents who agreed to the statement, “I
understand the major subject that are related to my course.” which was supported by a
mean of 2.82, and makes it fall under the verbal description of agree. It simply implies
that most of the respondents can understand their major subjects on their course in the
new normal setting of education.
On the fourth item, there are 52% of the respondents who agreed to the statement,
“I understand that submitting requirements on time, regardless of whether they are
submitted online, is a must.” which was supported by a mean of 2.95, makes it fall under
the verbal description of agree. It simply states that half of the respondents, understands
that they need to pass their requirements on time in the new normal setting of education.

For the last item, there are 55% of the respondents who agreed to the item, “I
understand the activities well performed in the subjects regardless of online classes.”
which was supported by a mean of 2.91, makes it fall under the verbal description of
agree. It simply states that half of the respondents can do the activities properly in the
subjects with the new normal setting of education.
Generally, the students’ response obtained a general weighted mean of 2.83. This
simply states that grade 12 STEM students understand their academic marks during the
new mode of learning.
Students’ Assessment Regarding their Understanding

Understanding Weighted Mean Description
1. I understand the lesson that are

2.67 Agree
related to my strand very well.
2. I am able to participate in the new
2.78 Agree
normal mode of learning.
3. I understand the major subject
2.82 Agree
that are related to my course.
4. I understand that submitting
requirements on time, regardless
2.95 Agree
of whether they are submitted
online, is a must.
5. I understand the activities well
performed in the subjects 2.91 Agree
regardless of online classes.

General Weighted Mean 2.83 AGREE

Lifestyle
Table 3 shows the responses of the respondents to their lifestyle with regards to
the new normal setting education. The first statement “I take care of myself during long
period of online learning.” Gained a weighted mean of 2.38 which was also disagreed by
55% of the respondents. This shows that half of the respondents lacks self-discipline,
during the new normal of education.
The second item shows a weighted mean of 2.16 which has a 42% of respondents
that are disagreeing to the statement “I set limit to my screen time to avoid gadget
exposure.” This simply means that 46% of the Grade 12 STEM students have been facing
gadgets exposure during the new normal education.
The third statement “I have a learning strategy to help easy my activities.” States
that 46% of the respondents’ responds disagree, and is supported by a weighted mean of
2.40. This statement shows that almost half of the respondents does not use their time for
learning strategies to help them during online mode of learning.
The next item, shows that also 46% of the grade 12 STEM students disagreed on
the statement “I help myself to maintain composure while in class.” And gained a
weighted mean of 2.43. This shows that the 46% respondents disregard their proper
composure during the new normal mode of learning.
The fifth statement “I have the capabilities on how to handle and resolve
academic stress.” states that 49% of the grade 12 STEM students agreed on their
capabilities on solving academic stress, and also gained a mean of 2.50.
As a result, most of the respondents disagreed on general lifestyle habits during

the new normal mode of learning, obtaining a general weighted mean of 2.37. This
simply means that this has been the issue that grade 12 STEM students have encountered
with the new normal mode of education.
Students’ Assessment Regarding their Lifestyle

Lifestyle Weighted Mean Description
1. I take care of myself during long

2.38-55% Disagree
period of online learning.
2. I set limit to my screen time to
2.16-42% Disagree
avoid gadget exposure.
3. I have a learning strategy to help
2.40-46% Disagree
ease my activities.
4. I help myself to maintain
2.43-46% Disagree
composure while in class.
5. I have the capabilities on how to
handle and resolve academic 2.50-49% Disagree
stress.
General Weighted Mean 2.37 Disagree
Information Overload
Table 4 represents the respondents’ responses to information overload during the
new normal mode of learning. The first statement “I make sure to do asynchronous tasks
one by one, and on time, during online classes to avoid information overload.” gained a
2.46 weighted mean, which means it is in line with a verbal description of disagree, and
as calculated, 37% of the respondents disagreed on that statement.
The second statement “I put a time limit using my gadgets during online mode of

learning.” Obtained a weighted mean of 2.20 and is also in lined with a verbal description
of disagree, that has 54% of the respondents disagreed on the statement. By in all means,
half of the respondents doesn’t put a time limit using their gadget online, which can cause
information overload.
The third item shows the responses of the grade 12 STEM students to “I make
sure to do a research or ask questions to the teacher during online classes if there is an
understandable topic.” And as a result, 45% of the respondents disagreed on the
statement and has a weighted mean of 2.50.
The fourth statement “I am able to speak with someone after a long period of
online classes.” Gained a 48% agree response of the respondents and is supported by a
weighted mean of 2.71. Which means that almost half of the respondents are able to
speak with someone during a break or after online mode of learning to avoid getting too
many complicated information.
The last item states “I avoid compiling activities and procrastinating.” And gained
a mean of 2.53 which has been agreed by 47% of the respondents. This simply shows that
grade 12 STEM students avoid procrastinating and are actually doing activities on time.
This survey obtained a general weighted mean of 2.48 which is under the verbal
description of disagree and it simply means that grade 12 STEM students are
experiencing information overload and is giving them a hard time to focus during the new
normal mode of learning.
Students’ Assessment Regarding Information Overload

Information Overload Weighted Mean Description

1. I make sure to do asynchronous

tasks one by one, and on time,
2.46-37% Disagree
during online classes to avoid
information overload.
2. I put a time limit using my
gadgets during online mode of 2.20-54% Disagree
learning.
3. I make sure to do a research or
ask questions to the teacher
2.50-45% Disagree
during online classes if there is an
understandable topic.
4. I am able to speak with someone
after a long period of online 2.71-48% Agree
classes.
5. I avoid compiling activities and
2.53-47% Agree
procrastinating.
General Weighted Mean 2.48 Disagree
Family Background
Table 5 shows the responses of grade 12 STEM students, regarding to their family
background during the new normal mode of learning. First item shows that 51% of the
respondents agreed to “I am grateful for my family’s support towards my academic
performances.” And achieved a weighted mean of 2.95.
The second item “I spend my time on my family after a long period of online
class.” Gained a 54% agreed response from the respondents and is supported by a mean
of 2.60. This simply means that half of the respondents spend their time outside with their

family members to help strengthen their academic excellence.
The third statement “I make my family proud with the use of my learning
capabilities.” Shows that 43% of agree are gained from the respondents and it also
obtained a weighted mean of 2.90 which means that the students are making their family
proud with their learning capabilities.
The fourth statement represents a weighted mean of 2.20 which was supported by
a 41% of disagree from the respondents to the statement “I seek help from my family
when there is an understandable topic that is related to my strand.”
Lastly, the fifth item “I take advise from my family on what strategies should do,
in online mode of learning.” gained a 2.56 of weighted mean which is under the verbal
description of agree, and obtained a 39% of agree from the respondents.
In general, this survey gained a 2.64 general weighted mean and is under the
description of agree which means that some of the respondents are not experiencing a lot
of problems with their family during the new normal mode of education.
Students’ Assessment Regarding their Family Background

Family Background Weighted Mean Description
1. I am grateful for my family’s

support towards my academic 2.95-51% Agree
performances.
2. I spend my time on my family
2.60-54% Agree
after a long period of online class.
3. I make my family proud with the 2.90-43% Agree

use of my learning capabilities.

4. I seek help from my family when
there is an understandable topic 2.20-41% Disagree
that is related to my strand.

5. I take advise from my family on
what strategies should do, in 2.56-39% Agree
online mode of learning.

Affordability
Table 6 shows the respondents of the grade 12 STEM students in regards to their
affordability with the new normal education. First item shows that there are 49% of the
respondents agreed to the statement “I can afford a neat and presentable place to learn
and use in online classes.” And gained a weighted mean of 2.70. Which means that
almost half of the respondents afford a presentable place to learn while in online mode of
learning.
The second item shows that 49% of the respondents agreed to the statement “I can
afford the requirements on my strand such as; books.” And gained a weighted mean of
2.74. Therefore, there are no problems for some students to afford books appropriate for
their strand.

The third statement “I am able to afford materials that are required for our
projects.” Gained a weighted mean of 2.39 which falls under a verbal description of agree
and it shows that 47% of the respondents agreed to being able to afford material that are
required for their fields.
The fourth item “I can afford a proper gadget for online class.” states that 64% of
the respondents affords a compatible gadget for online classes and gained a weighted
mean of 2.76.
The last item represents the 49% of the respondents agrees to the statement “I am
able to afford a suitable connection to be presentable in online class.” And also gained a
weighted mean of 2.90.
The general weighted mean obtained from this survey is 2.81 which falls under
the verbal description of agree, which means some of the students are not experiencing
problems in terms of affordability that is required with the new normal mode of learning.
Students’ Assessment Regarding their Affordability

Affordability Weighted Mean Description
1. I can afford a neat and presentable

place to learn and use in online 2.70-49% Agree
classes.
2. I can afford the requirements on
2.74-49% Agree
my strand such as; books.
3. I am able to afford material that
2.93-47% Agree
are required for our projects.
4. I can afford a proper gadget for 2.76-64% Agree

online class.
5. I am able to afford a suitable

connection to be presentable in 2.90-49% Agree
online class.
Efficiency
Table 7 shows the responses of the grade 12 STEM students to their efficiency
towards learning in the new normal mode of education. The first item shows that 40
percent of the respondents disagreed to the statement “I perform exercises efficiently to
boost productivity during online classes.” And it also gained a weighted mean of 2.44
which means a lot of the respondents are having a hard time working on their selves
during the new normal mode of learning.
The second item shows that 53% of the respondents agreed to the statement “I
always go on time during online classes.” And it is supported by a weighted mean of 2.74
this simply means that a lot of the students are responsible enough to go on time during
online classes.
The third statement “I organize my things more efficiently before, during, and
after online classes.” Gained a 46% of disagree responses from the respondents and
obtained a weighted mean of 2.47.
The fourth statement “I take down notes more effectively during online learning.”
Gained a weighted mean of 2.74 and has a 50% agree responses from the respondents,

half of the respondents are being able to write down notes during online discussions.
Lastly, the fifth item states that there are 50% of the respondents disagreed to the
statement “I use different styles of studying effectively to learn quickly during online
classes.” And also obtained a weighted mean of 2.33 which means that the respondents
are facing problems with learning styles during online mode of learning.
This survey gained a 2.54 general weighted mean and it is under the verbal
description of agree, although some of the respondents are still facing problems during
the new normal mode of education.
Students’ Assessment Regarding their Efficiency

Efficiency Weighted Mean Description
1. I perform exercises efficiently to

boost productivity during online 2.44-40% Disagree
classes.
2. I always go on time during online
2.74-53% Agree
classes.
3. I organize my things more
efficiently before, during, and 2.47-46% Disagree
after online classes.

4. I take down notes more
2.74-50% Agree
effectively during online learning.
5. I use different styles of studying
effectively to learn quickly during 2.33-50% Disagree
online classes.

Accessibility of Time and Place
Table 8 shows the responses of the grade 12 STEM students to their accessibility
of time and place during the new normal mode of learning. The first statement shows that
there are 58% of the respondents agreed to “I have a daily routine that is simple enough
that it does not interfere with my online classes.” And obtained a weighted mean of 2.54
and it shows that the students can manage their time well despite having daily routines.
The second item “I always clean my place before and after online classes.” States
that there are 53% of the respondents responds agree and gained a weighted mean of
2.64. This means the respondents are responsible enough to clean their places before and
after online classes.
The third item shows that 55% of the respondents agreed for being able to have a
quiet and comfortable place of learning during the online discussion. And it also gained a
weighted mean of 2.81.
The fourth statement states that 63% of the respondents agreed to be able to have
a stable and compatible connection during online classes, and it gained a weighted mean
of 2.73. This means that most of the respondents are not facing a hard time on internet
connection while in online classes.
The fifth item “I make sure that my place is presentable and organize during
online classes.” Shows that there are 52% of the respondents agrees to being able to be

presentable and organize during classes. Furthermore, this statement gained a 2.76
weighted mean.
This survey gained a general weighted mean of 2.70 which falls under the verbal
description of agree and this simply means that most of the respondents are not facing
any problems with their time and place for being accessible all the time.
Students’ Assessment Regarding their Accessibility of Time and Place

Accessibility of Time and Place Weighted Mean Description
1. I have a daily routine that is

simple enough that it does not 2.54-58% Agree
interfere with my online classes.

2. I always clean my place before
2.64-53% Agree
and after online classes.
3. I have a quiet and comfortable
place of learning during the online 2.81-55% Agree
discussion.
4. I have a stable connection for
2.73-63% Agree
online classes.
5. I make sure that my place is
presentable and organize during 2.76-52% Agree
online classes.

Chapter 4
CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusion, and recommendation.
Summary of findings
The researchers determines whether there are any significant factors affecting the
academic performance of grade 12 STEM students in the new normal setting of
education. The following are the finding of the study:
1. According to the results, the factor "Understanding" affected the 108 chosen
grade 12 STEM students positively by gaining a general weighted mean of 2.83.
Furthermore, the factor "Lifestyle" affected the grade 12 STEM students negatively by
gaining a general weighted mean of 2.37 which falls under the description of "Disagree".

This simply means that, most of the respondents are not taking good care of themselves
during the new normal mode of education. Moreover, the factor "Information Overload"
affected the grade 12 STEM students negatively, by gaining a general weighted mean of
2.48, which states that most of the respondents have been facing a problem regarding
information overload due to their actions such as; procrastinating, avoiding to put a time
limit while using gadget, and also multitasking, during the new normal mode of
education. In addition, the factor "Family Background" affected grade 12 STEM students
positively by gaining 2.64 general weighted mean. And as a result, this shows that there
are some respondents that are still facing mild problems that requires solution in regards
to the new normal setting of education.
2. According to the results, with a general weighted mean of 2.54 that is under a
verbal description of "agree", efficiency helps the respondents take down notes more
efficiently as well as go on time during online classes. Moreover, Affordability gained a
2.81 general weighted mean which means most of the respondents agreed to affordability
being in their way to achieve learning capabilities with the new normal setting of
education. Furthermore, with the new normal mode of education being implemented, the
accessibility of time ang place also gained an agree from the respondents and gained a
general weighted mean of 2.70 which states that the respondents have their own time that
does not interfere with their schedules as well as presentable places to use during online
classes.
3. The effects of the new normal setting of education to grade 12 STEM students
are positive, in the factors of; Understanding, Family background, Affordability,

Efficiency, as well as Accessibility of time and place. In addition, it has negative effects
to the respondents regarding to their Lifestyle, and information overload.
4. Problems encountered by the respondents are in regards to their lifestyle with a
general weighted mean of 2.37 as well as Information Overload with a general weighted
mean of 2.48.
Conclusion
Based on the research findings, the following conclusion were drawn:
1. Based on the findings, though grade 12 STEM students are having a positive
reaction from the other factors such as; Understanding, Family Background,
Affordability, Efficiency, as well as Accessibility of time & Place, they are still
struggling to manage their Lifestyle as well as avoid Information Overload.
2. Another conclusion is that students tend to write more notes during online
classes as well as, affording requirements for the subjects during online classes is not a
burden to them.
3. Lifestyle is also one of the main problems that grade 12 STEM students are
facing with the new normal setting of education.

Recommendation
After thorough assessment and considering the foregoing findings and conclusions of the
study, the following recommendations are presented:
1. St. Augustine Academy of Pampanga may execute a program where grade 12
STEM students achieve a strategy of learning from higher educators, regarding their
lifestyle as well as how can they manage their information being overloaded throughout
the semester with the new normal mode of learning.
2. The school should also implement different exercises every week that may
achieve the students satisfactory to help them make positive lifestyle change, such as;
reducing stress, and getting more physical activity.
3. Regarding information overload, the students must practice time management
that the school can be help with a tips and tricks program for students.

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Factors that Affect Senior High School STEM Students’ Academic
Performances in the New Normal Setting of Education
at St. Augustine Academy of Pampanga
Valencia, Mher Angelo
Vargas, Michelle Gayle

Soriano, Carl James
Yuzon, Georich Mikko
This research paper is submitted in partial fulfilment of the requirement for the subject
St. Augustine Academy of Pampanga Inc.
February 2022
APPROVAL SHEET
This thesis entitled “Factors that Affect Senior High School STEM Students’
Academic Performances in the New Normal Setting of Education”, prepared and
submitted by Georich Mikko Yuzon, Michelle Gayle Vargas, Carl James Soriano,
Mher Angelo Valencia in partial fulfillment of the requirements for the subject
Practical Research II has been examined and found in order and is hereby recommended
for approval and acceptance for Oral Examination.
LOURDES B. BAUN, MAEd

Adviser
PANEL OF EXAMINERS
Passed by the committee on Oral Examination with the grade of __on February 1,
2022.
MARICRIS A. LUZANO
Chairman

MA. IREZA CUNANAN MARGERY G. VALDEZ,

MAEd
Member Member
CHRISTINA MARIE P. BAUTISTA AURA JOY B.

PAMINTUAN
Grammarian Statistician
Approved and accepted in partial fulfillment of the requirements for the subject
Comprehensive Examination passed

MA. IREZA
CUNANAN
SENIOR HIGH SCHOOL, PRINCIPAL
ACKNOWLEDGMENT
The researchers want to express their heartfelt gratitude and appreciation for
your time spent reading about our study and for everyone who has helped us
make it as feasible as possible. With your help, joy, and agreement, we're happy
to announce that we're pleased with the result we worked together to create.
We're also grateful that we completed this with a contagious smile on our faces
and faith.
To Mrs. Maricris A. Luzano, The Chairman, Directress of the School for
guiding us with the suggestions and helping us to make this successful.
To Ms. Ma. Ireza Cunanan, Principal of Senior High School for her
cooperation and agreeing with the papers that she signed in, and for her support

to us researchers.
To Mrs. Margery G. Valdez, the one of the Panelists, for sharing his
expertise in the field of research; concluding her insights and encouragement for
us.
To Mrs. Christina Marie P. Bautista, the grammarian and one of the
panelist, who shared her thoughts and feeling to our study and she is very
considerate for our job to complete this study;
To Mrs. Aura Joy B. Pamintuan, the statistician and one of the panelists,
who was always ready to provide the good income with our study, who provide
the detailedness and correct way on how to make such things in our study and
always hands on for further improvement on our research;
To Mrs. Lourdes B. Baun, Our Thesis Adviser, who really helped make this
successful, who’s always present when there is a problem with the things
included in the study, without you ma’am we think this could be impossible to
finish and to start with, with all your benevolent and considerate attitude we are
glad to say you are one of a kind
The Principals of the Archdiocesan Schools, it is with great pleasure to give
them recognition and the sincerest gratitude.
To the senior high school student-respondents, who had been amazingly
cooperate with us researchers for answering the statements, we are pleased to say
thank you for all the hard works.
The researcher’s parents, siblings, and friends who served as source of
leaning on, faith, support, hope, and for providing us the great conscience for our

financial needs for our study to make this possible to start with. We are very
honored and proud that you are all part of this collaboration in our study.
Above all, our deepest thanks and gratefulness to God Almighty the One
and only who made us, God has done many things for us, but even when it
appears that He has abandoned you, He is only a phone call away. Being alive is
reason enough to give Him glory and honor. Looking back on, I’ve realized that
I’ve only gotten this far because of God’s grace. I would not have gotten this far
without your help. Thank you so much, my heavenly father.
Michelle Gayle S. Vargas
Mher Angelo I. Valencia
Carl James G. Soriano
Georich Mikko M. Yuzon
ABSTRACT
This study investigated how factors may affecting senior high school students’ academic
performance with regards to the new normal mode of learning. The researchers
determined if there is a positive or negative impact on the student’s academic
performance with the use of the statistical tool. According to the findings, respondents
claimed that their information capacity as well as lifestyle is the reason why their
academic performance in the new normal is being affected. In regards to the new normal
education, students tend to focus more on understanding the use of media that may ease
their tasks in online world, however it is still a must to prioritize healthy lifestyle to

lessen the rate of health problems that may affect academic performances. Students that
have highly levels of healthiness votes more positively in all variables than students that
has low healthy lifestyle. In regards to Family background, most of the students has no
problems as well as in affordability and also efficiency. Lastly, when it came to
Understanding, students' understanding can positively impact their academic
achievement. In Chapter 3 there are discussions that we use the table to form an agreeable
statements or outcome and also for our statistical tools we used the regression and also
the Pearson r, that we can all agree the final touches and outcome of the answer to any
researches. For the Chapter 4 this is where all it takes the Summary of findings for our
research entitled the “Factors that Affect Senior High School STEM Students’ Academic
Performances in the New Normal Setting of Education at St. Augustine Academy of
Pampanga”, and also for the conclusion for the whole study, and furthermore the
recommendations that we need to take for the upgrade.
TABLE OF CONTENTS
Page
Title Page………………………………………………………………………….. i
Approval Sheet ……………………………………………………………………. ii
Acknowledgement ………………………………………………………………... iii
Abstract …………………………………………………………………………… v
Table of Contents …………………………………………………………………. vi
List of Tables ……………………………………………………………………... viii

Figure ……………………………………………………………………………... ix
List of Appendices ………………………………………………………………... x
Chapter 1: THE PROBLEM AND ITS BACKGROUND
Introduction………………………………………………………………... 1
Conceptual Framework …………………………………………………… 9
Statement of the Problem …………………………………………………. 10
Hypothesis ………………………………………………………………… 11
Significance of the Study …………………………………………………. 11
Scope and Delimitation …………………………………………………… 12
Definition of Terms ……………………………………………………….. 12
Chapter 2: METHOD
Research Design …………………………………………………………... 14
Respondents ……………………………………………………………….. 14
Instruments ………………………………………………………………... 15

Page
Data Collection ……………………………………………………………. 16
Ethical Considerations……………………………………………………. 16
Statistical Treatment of Data ……………………………………………… 17
Chapter 3: RESULTS AND DISCUSSION
Understanding……..……............................................................................. 19
Lifestyle……………..……………………………....................................... 21
Information Overload.…………......………………..................................... 23
Family Background…...………………………………………………......... 25
Affordability…………………………………………………......................... 27
Efficiency……………………………………………………………………. 28
Accessibility of Time & Place…….……….………………………………… 30
Chapter 4: CONCLUSIONS AND RECOMMENDATIONS
Summary of Findings ................................................................................... 33
Conclusions .................................................................................................. 35
Recommendation .......................................................................................... 35
References ................................................................................................................ 37
Appendices ………………………………………………………………………... 42

LIST OF TABLES
Table Page
1. Students’ Assessment Regarding their 20

Understanding………………………………………….……………...
2. Students’ Assessment Regarding their 22
Lifestyle…………………………….....................................................
3. Students’ Assessment Regarding Information 24
Overload……………………………....…………………………........
4. Students’ Assessment Regarding their Family 26
Background………………………….……………………………….
5. Students’ Assessment Regarding their Affordability……….………. 28
………………………………………..
6. Students’ Assessment Regarding their Efficiency………. 30
……………………...…………………………….
7. Students’ Assessment Regarding their Accessibility of Time and 31
Place………………………………………………………………….
Page
1. Schematic diagram of the study................................................................... 32

FIGURE


LIST OF APPENDICES
Appendix Page
A. Letter of Request to the School Directress……………..……………….. 52
B. Letter of Request to Validate Survey Questionnaire ............................... 53
C. Letter of Request to the School Principal……………………………… 54
D. Letter of Request to the Respondents…………………………………... 55
E. Survey Questionnaire …………………………………………………... 56
F. Implementation of Semestral Evaluation for Students….……… 60
G. Certificate of Originality……..………………………………………… 61
H. Curriculum Vitae ………………………………………………………. 62

Appendix A
LETTER OF REQUEST TO SCHOOL DIRECTRESS
December 2022
Dear Ma’am,
We are the Grade 12 students of the Science, Technology, Engineering and Mathematics
(STEM) strand, St. Peter Damian, from the senior high school department, would like to
ask permission to conduct a survey with the grade 12 STEM students of St. Augustine
Academy of Pampanga as respondents in our study, “Factors affecting senior high school
STEM students’ academic performance in the new normal setting of education”. Rest
assured, all the information we will collect will only be used for research purposes and
will be kept confidential. Your favorable consideration and approval to this matter will be
highly appreciated. Thank you and God bless.
Very truly yours,
Michelle Gayle Vargas (Researchers)
Carl James Soriano
Mher Angelo Valencia
Georich Mikko Yuzon
Noted by:
LOURDES B. BAUN, (Thesis Adviser)
Approved:
IREZA S. CUNANAN, (SHS Principal)

Appendix B
LETTER OF REQUEST TO VALIDATE THE SURVEY QUESTIONNAIRE
December 2022
Dear Ma’am,
We are the Grade 12 students of Science, Technology, Engineering and Mathematics
(STEM) strand, St. Peter Damian, from the senior high school department in St.
Augustine Academy of Pampanga, are currently working to our study entitled: "Factors
affecting senior high school STEM students’ academic performance in the new normal
setting of education". With your expertise, we are humbly asking your permission to
validate our survey questionnaire. We will appreciate if some items in the questionnaire
will be changed or modified in order to be certain that the instrument will serve its
purpose.
Very truly yours,
Carl James Soriano
Georich Mikko Yuzon
Noted by:
Approved:
AURA JOY B. PAMINTUAN, (Thesis Adviser)

Appendix C
LETTER OF REQUEST TO THE SENIOR HIGH SCHOOL PRINCIPAL
December 2022
MRS. IREZA S. CUNANAN
Senior Highs School Principal, SAAP
Floridablanca, Pampanga
Dear Mrs. Cunanan
The undersigned of the study titled “Factors affecting senior high school STEM
students”. Remains in process. It is a requirement needed in the subject Research Daily
Life 2. With respect to this, we would like to ask permission from your good office for
our survey to be allowed to distribute to the chosen respondents of grade 12 STEM
students in St. Augustine Academy of Pampanga. Rest assured that the information
collected will be used purely for scholarly purposes and kept in absolute confidence.
Very truly yours,
Carl James Soriano
Georich Mikko Yuzon
Noted by:

Appendix D
LETTER OF REQUEST TO THE RESPONDENTS
December 2022
Dear Respondents,
We are the Grade 12 students of Science, Technology, Engineering and Mathematics
(STEM) strand, St. Peter Damian, from the senior high school department in St.
Augustine Academy of Pampanga. The study entitled "Factors affecting senior high
school STEM students’ academic performance in the new normal setting of education".
In this regard we are genuinely asking a little of your time, effort, and honesty to answer
all the questions in the questionnaire that will help for the completion of the study. Rest
assured that the information collected will be used purely for scholarly purposes and kept
in absolute confidence
Very truly yours,
Carl James Soriano
Georich Mikko Yuzon
Noted by:

Appendix E
SURVEY QUESTIONNAIRES FOR STUDENTS
Title: Factors affecting senior high school STEM students’ academic performance with
the new normal setting of education
General Statement: This study aims to Identify the factors affecting senior high school
Science Technology Engineering and Mathematics (STEM) students with the new normal
setting of education. The researchers will keep the confidentiality among the personal
information and data acquired from the respondents.
Direction: For each statement in the survey, please indicate how much you agree or
disagree
with the statement by putting a check ✔ in the box on the right side of each statement.
Scale: 4 - Strongly Agree
3 – Agree
2- Disagree
1 – Strongly Disagree
Academic Understanding SD D A SA
# Survey Questions 1 2 3 4
1 I understand the lesson that are related to my strand very well.
2 I am able to participate in the new normal mode of learning.
3 I understand the major subject that are related to my course.

4 I understand that submitting requirements on time, regardless of
whether they are submitted online, is a must.
5 I understand the activities well performed in the subjects
regardless of online classes.
Lifestyle Factors
# Survey Questions
1 I take care of myself during long period of online learning.
2 I set limit to my screen time to avoid gadget exposure.
3 I have a learning strategy to help ease my activities.
4 I help myself to maintain composure while in class.
5 I have the capabilities on how to handle and resolve academic
stress.
Information Overload
# Survey Questions
1 I make sure to do asynchronous tasks one by one, and on time,
during online classes to avoid information overload.
2 I put a time limit using my gadgets during online mode of
learning.
3 I make sure to do a research or ask questions to the teacher
during online classes if there is an understandable topic.
4 I am able to speak with someone after a long period of online
classes.

5 I avoid compiling activities and procrastinating.
Family Background
# Survey Questions
1 I am grateful for my family’s support towards my academic
performances.
2 I spend my time on my family after a long period of online class.
3 I make my family proud with the use of my learning capabilities.
4 I seek help from my family when there is an understandable
topic that is related to my strand.
5 I take advise from my family on what strategies should do, in

online mode of learning.
Affordability
# Survey Questions
1 I can afford a neat and presentable place to learn and use in
online classes.
2 I can afford the requirements on my strand such as; books.
3 I am able to afford material that are required for our projects.
4 I can afford a proper gadget for online class.
5 I am able to afford a suitable connection to be presentable in
online class.
Efficiency
# Survey Questions
1 I perform exercises efficiently to boost productivity during
online classes.
2 I always go on time during online classes.
3 I organize my things more efficiently before, during, and after
online classes.
4 I take down notes more effectively during online learning.
5 I use different styles of studying effectively to learn quickly
during online classes.
Accessibility of Time and Place

# Survey Questions
1 I have a daily routine that is simple enough that it does not
interfere with my online classes.
2 I always clean my place before and after online classes.
3 I have a quiet and comfortable place of learning during the
online discussion.
4 I have a stable connection for online classes.
5 I make sure that my place is presentable and organize during
online classes.
Thank You!

Appendix F
CERTIFICATE OF PLAGIARISM
This is to certify that the research work presented in this thesis entitled “Factors affecting
senior high school STEM students’ academic performance with the new normal setting of
education”, for the completion of K-12 Curriculum from St. Augustine Academy of
Pampanga embodies the result of original and scholarly work carried out by the
undersigned. Except where proper referencing and acknowledgement were made, this
research work does not contain words or ideas taken from published sources or written
works by other people that have been accepted as biases for the award of any completion
from another basic education institution.
Very truly yours,
Carl James Soriano
Georich Mikko Yuzon
Noted by:

Appendix G
CERTIFICATE OF STATISTICAL TREATMENT
This is to certify that the analytical data work presented in this thesis entitled “Factors
affecting senior high school STEM students’ academic performance with the new normal
setting of education” were solved using a correct formula of Simple Percentage, Slovin’s
Formula, Weighted Mean, General Weighted Mean, and also Likert Scale. Rest assured
that the information collected will be used purely for scholarly purposes and kept in
absolute confidence
Very truly yours,
Carl James Soriano
Georich Mikko Yuzon
Noted by:

Appendix H
CURRICULUM VITAE
Carl James G. Soriano

Lubao, Pampanga
Email Address: cjgsoriano.shs2223@saap.edu.ph
Informational Background
Date of Birth : February 28, 2005
Place of Birth : Romana Pangan District Hospital
Sex : Male
Height : 5’5
Weight : 134 lbs
Religion : Catholic
Civil Status : In relationship
Father’s Name : Ronald Q. Soriano
Mother’s Name : Liza G. Soriano
Language Spoken : Kapampangan, Tagalog, and English
Educational Background
Secondary : St Augustine Academy of Pampanga
Primary : Sta. Monica Elementary School, Floridablanca, Pampanga
Year Graduated: 2016

Appendix H
CURRICULUM VITAE
Georich Mikko M. Yuzon

Poblacion, Floridablanca pampanga
Email Address: gmmyuzon.shs2223@saap.edu.ph
Date of Birth : May 18, 2005
Place of Birth : Perpetual Succour Hospital of Cebu City
Sex : Male
Height : 5’6
Weight : 132 lbs.
Religion : Catholic
Civil Status : Single
Father’s Name : Baltazar M. Yuzon
Mother’s Name : Marita M. Yuzon
Language Spoken : Cebuano, Kapampangan, English, Tagalog
Secondary : St. Augustine Academy of Pampanga
Primary : St. Augustine Academy of Pampanga


Appendix H
CURRICULUM VITAE
Mher Angelo I. Valencia

Calantas, Floridablanca Pampanga
Email Address: maivalencia.shs2223@saap.edu.ph
Date of Birth : October 27, 2005
Place of Birth : Guagua Hospital
Sex : Male
Height : 5’10
Weight : 165 lbs.
Religion : Catholic
Civil Status : In relationship
Father’s Name : Elmer C. Valencia
Mother’s Name : Emy I. Valencia
Language Spoken : Tagalog, Kapampangan. English
Primary : St. Augustine Academy of Pampanga


Appendix H
CURRICULUM VITAE
Michelle Gayle S. Vargas

San Jose, Floridablanca Pampanga
Email Address: mgsvargas.shs2223@saap.edu.ph
Date of Birth : September 23, 2004
Place of Birth : BASA Air Base Hospital,
Sex : Female
Height : 5'2
Weight : 110 lbs.
Religion : Catholic
Civil Status : Single
Father’s Name : Edison P. Vargas
Mother’s Name : Regina S. Vargas
Language Spoken : Kapampangan, Tagalog, and English
Primary : Golden Sunrise Learning Center San Nicolas, Pampanga



St. Augustine Academy of Pampanga

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FACTORS AFFECTING SHS ACADEMIC PERFORMANCE IN NEW NORMAL

Factors that Affect Senior High School STEM Students’ Academic

Performances in the New Normal Setting of Education

at St. Augustine Academy of Pampanga

Valencia, Mher Angelo

Vargas, Michelle Gayle

Soriano, Carl James

Yuzon, Georich Mikko

ST. AUGUSTINE ACADEMY OF PAMPANGA INC.

THE PROBLEM AND ITS BACKGROUND

ST. AUGUSTINE ACADEMY OF PAMPANGA INC.

that it can be a disadvantage for their academic performances.

it affects their academic performances. Performances plays an important role in learning,

degree as well as the expectation of the outcome.

Difficulties are frequently an inevitable but crucial component of learning. This

seems to be especially true for learning sophisticated conceptual information. However,

student challenges and misunderstanding is challenging due to individual differences, the

emotional reactions in this integrated review.

ST. AUGUSTINE ACADEMY OF PAMPANGA INC.

knowledge. This has been discovered to be the case in laboratory-based investigations

people comprehend, retain, or react to knowledge. While every learning condition is

help your child be as successful as possible in the classroom.”

ST. AUGUSTINE ACADEMY OF PAMPANGA INC.

neurobiological in nature, and frequently passed on from a parent. What we currently

Psychoanalytic Institute and an associate professor of psychiatry at the New York-

Presbyterian Hospital/Weill-Cornell Medical College, claims that this is not some

lifestyle, which is increasingly recognized as one of the important aspects affecting

sustain healthy lifestyle practices, health education programs and promotions in

institutions must be carried out and effectively implemented.

Senior Highschool are frequently regarded as leading unhealthy lifestyles. A poor

ST. AUGUSTINE ACADEMY OF PAMPANGA INC.

According to the survey, 45 percent of Filipino students admit to having poor

matching Hong Kong, Thailand, and Malaysia in this regard.

concerned about information overload, which is typically characterized by an excess of

overload on students' academic performance. Academic success is crucial to pupils

information overload on people, tasks, technology, and information.

ST. AUGUSTINE ACADEMY OF PAMPANGA INC.

ubiquity of connectivity would make information overload even more crippling.

Overusing social media could lead to overload. Information overload,

characterize social media overload (Bowker, 2008). The causes of information,

to generate evidence-based interventions and solutions is limited (Cao and Sun).

One of the factors affecting students' academic performance is Family

Background. As a result, the COVID-19 pandemic had an impact on society's quality of

infancy, has a significant impact on children's educational performance, with children

et al., 2010). Additionally, disparities in education throughout early childhood are

indicative of eventual disparities in other areas.

ST. AUGUSTINE ACADEMY OF PAMPANGA INC.

to a number of favorable outcomes, including increased academic motivation and

engagement, academic competence and accomplishment, self-efficacy, self-esteem, and

depressive symptoms, social anxiety, lower self-esteem, subpar academic performance,

family background, with a particular emphasis on working-class students in high-SES

According to (Burleson, 2009; Dunkel-Schetter et al., 1992; Rafaeli & Gleason,

ST. AUGUSTINE ACADEMY OF PAMPANGA INC.

in support that is specifically aimed at immediately reducing negative thoughts and

A sense of belonging to a social group is a fundamental psychological need,

such as self-actualization, may be satisfied. The drive to belong is viewed as a

fundamental human motivator by both the belongingness hypothesis (Baumeister &

belonging is described as feeling connected to others, feeling like a part of a community,

ST. AUGUSTINE ACADEMY OF PAMPANGA INC.

Input Process Output

Factors that affects Data gathering Application of new

The effects of new

Figure 1. Schematic diagram of the study