“LEARNING GAPS ENCOUNTERED BY THE GRADE-8 STUDENTS OF SCHOOL OF

OUR LADY OF ATOCHA, INC. DURING SCHOOL YEAR 2021 TO 2023”

____________________________________________________

A Research Proposal Presented to the Senior High School Department

School of Our Lady of Atocha

___________________________________________________

In partial fulfillment of the requirements

For Practical Research II

BY:

Delmendo, Katriz Niña A.

Layugan, Russel S.

Marinay, Charles F.

Navarroza, Jerwin R.

Talamayan, Franz Erich A.

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 Table of Contents

Chapter I

A. Introduction...............................................................................................................4

B. Statement of the Problem...........................................................................................6

C. Scope and Limitation of the Study............................................................................7

D. Significance of the Study...........................................................................................7

E. Definition of Terms...................................................................................................8

F. Null Hypothesis..........................................................................................................9

G. Conceptual Framework.............................................................................................9

H. Research Paradigm..................................................................................................11

Chapter II

A. Foreign Literature....................................................................................................13

B. Local Literature.......................................................................................................16

C. Foreign Related Study.............................................................................................27

D. Local Related Study................................................................................................20

Chapter III

A. Research Design......................................................................................................22

B. Subject of the Study and Population........................................................................22

C. Data Gathering Procedure........................................................................................23

D. Statistical Treatment................................................................................................23

Chapter IV

..........................
Table 1. Frequency Distribution of the Study Sample by Section25

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 Table 2. Frequency Distribution of the Study Sample by Age............................25

Table 3. Frequency Distribution of the Study Sample by Sex.............................26

Table 4. Result of Survey Questionnaire..............................................................27

Table 5. Result of Survey Questionnaire..............................................................28

Table 6. Grade-7 St.Lorenzo Ruiz, 1st and 2nd Quarter Grades............................29

Table 7. Grade-7 St. Margarette Mary, 1st and 2nd Quarter Grades......................29

Table 8. Grade-8 St.Lorenzo Ruiz, 1st and 2nd Quarter Grades............................31

Table 9. Grade-8 St.Clare, 1st and 2nd Quarter Grades..........................................32

Table 10. Total Average of Academic Grades of Grade-7 and Grade-8..............33

Table 11. Grace Assessment Result of Grade-7...................................................34

Table 12. SOP 2....................................................................................................35

Table 13. SOP 3....................................................................................................36

Table 14. SOP 4....................................................................................................37

Chapter V

..............................................................................................
Summary of Findings39

Conclusion............................................................................................................40

Recommendation..................................................................................................41

Reference..............................................................................................................42

Documentation.....................................................................................................49

Survey Questionnaire...........................................................................................50

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 CHAPTER I

Introduction

According to UNESCO (2021), the COVID-19 pandemic has had a profound impact on

education systems worldwide, disrupting traditional classroom instruction and forcing a rapid

shift to remote learning modalities. As a result, concerns have arisen regarding the potential

learning gap that may have emerged during this period of educational upheaval. The learning gap

refers to disparities in academic achievement and progress that arise due to unequal access to

quality education and resources. While educational inequities have always existed, the pandemic

exacerbated these disparities, highlighting the urgent need to address the learning gap and its

consequences.

The corona virus pandemic has led to changes in the teaching-learning process in

instructions of higher learning and has an impact on how teachers and students interact. Due to

pandemic, they were forced to conduct all their activities with pupils online. Philippine

education, as it opened the School Year 2020-2021 on October 05, 2020, per Dep Ed Order No.

030, s. 2020 in line with its Basic Education Learning Continuity Plan (BE-LCP) per DepEd

Order No. 12, s. 2020 to ensure the delivery of basic education despite the pandemic, faced

several challenges in various forms in fulfillment of its mandate of delivering quality, equitable,

and culture-based being of its people especially the teachers and learners all over the country.

Supports from various sectors, including the local government units (LGUs) and private sectors,

poured their support to government schools, knowing its limited resources, especially during

these challenging times of the pandemic. According to Education Secretary Leonor Magtolis-

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Briones (2021), in a press release, cited the concerted effort of LGUs and external partners in

supporting Dep Ed to provide digital learning assistance this school year.

Furthermore, disparities in access to technology and internet connectivity have exacerbated

the learning gap during this time. Students from low-income households and marginalized

communities faced additional challenges in accessing online resources and participating in

remote learning (Johnson and Brown, 2021).

According to OECD (2021), the sudden transition to remote learning in 2020 and subsequent

hybrid or fully online models in 2021 presented numerous challenges for students, teachers, and

parents. Many students faced difficulties in adapting to remote learning environments, such as

limited access to technology, inadequate internet connectivity, and lack of necessary support

structures. These challenges were particularly pronounced among marginalized and

disadvantaged populations, including low-income families, students with disabilities, and those

in rural or remote areas.

Research conducted during the pandemic has started to shed light on the potential extent of

the learning gap. Studies have reported significant disruptions in learning outcomes across

various subjects and grade levels. For example, preliminary data from standardized assessments

indicate a decline in students' academic performance compared to previous years (Chetty et al.,

2021). Such findings raise concerns about the potential long-term consequences of interrupted

schooling and the subsequent learning loss experienced by students.

Since the Covid-19 pandemic outbreak, students have lost a significant amount of

instructional time as a result of sudden school closures. In order to maintain learning continuity,

educational systems have implemented hybrid and distant learning modes. Depending on the

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modalities, characteristics, and UNESCO Covid-19 education response, Education Sector issue

notes these efforts have produced a variety of results, with varying degree of improvement and

reduction in learning inequalities for students. (UNESCO, 2021).

Statement of the Problem

This study aims to identify the different learning gaps encountered by the Grade 8

students of the School of Our Lady of Atocha, inc. During School Year 2021-2023. This study

also aims to compare the academic ranking and standing of the respondents during their blended

learning and face-to-face learning.

Specifically, it aims to answers the following questions:

1. What are the demographic profile of the respondents in terms of:

1.1. Sex

1.2. Age

1.3. Grade in English, Mathematics, and Science

1.4. Result of Grace Assessment for school year 2021 to 2023

2. Is there a significant relationship on the students Academic Grade of grade 8 student during

blended learning and face-to-face learning modality?

3. Is there a significant relationship on the grade 8 students Grace Assessment result during

blended learning and face-to-face learning modality?

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4. Is there a significant relationship between Academic grades and Grace assessment result of

grade 8 students during blended learning and face-to-face learning modality?

Scope and Limitation of the Study

This study focused on identifying the learning gap encountered by the Grade 8 Students of

the School of our Lady of Atocha, Inc. except for those transferees during the blended learning

modality school year 2021-2022 and at present. In this study, we will utilize the student’s Grace

Assessment Results in the subject English, Mathematics, and Science in School of Our Lady of

Atocha during blended learning and face-to-face learning modality from School year 2021-2022

and at present.

Significance of the Study

This study aimed to provide valuable learning strategies based on the learning gap that can

be helpful on its relevance in the field of education.

Students. In particular, the Grade 8 students will be equipped with their learning gap. Also,

Students may aspire to need the lack of learning in order to improve their academic performance.

On the other hand, the study would be benefit to these students by improving their studies

through addressing their lack of knowledge.

Teachers. This will provide teachers particularly their Grade 8 teachers with information's on

their learning gaps that may also be a lesson for them on an approach in handing their current

students.

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Researchers. This can serve as a guide for further understanding on the topic. Indeed, this is

going to be their enlightenment for their future studies.

Parents. This research may give parents significant ideas about their children’s academic

standing during Blended Learning Modality and Face to Face that can be an effective way to

engage the children's more on learning that can be improve bond as a family.

School Administration. This study may give them information's about knowing the problems of

the students that can provide solutions to improve the academic teachings and practices of the

school.

Definition of Terms

For this study to understand better, the following terms were defined conceptually:

Academic Standing - It is calculated by dividing the number of grade points earned in

courses that assign letter grades by number of units.

Academic Grade- It is the process of applying standardized measurements for varying

levels of achievements in a course.

Activities- are things that humans do with their time.

Blended Learning - a method of teaching that integrates technology and digital media with

traditional instructor-led classroom activities, giving students more flexibility to customize

their learning experiences.

Core Subject- a subject required for completion of a course and are considered to form

the centre of the national curriculum.

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 Face to Face - within each other's sight or presence. met and talked face-to-face. a face-

to-face consultation. In or into direct contact or confrontation.

Learning - A process of adopting valuable lessons acquired by studying.

Learning Gap - refers to the relative performance of individual students and the disparity

between what a student has actually learned and what he or she was expected to learn at

particular age or grade level.

Learning Lost - The loss of knowledge and skills that students experience when they're not

in school.

Students- a person who is studying at a school.

Subject- A school subject is an area of learning within the school curriculum that

constitutes an institutionally defined field of knowledge and practice for teaching and

learning.

Null Hypothesis

HO- There is no significant relationship between Academic grades and Grace assessment

result of grade 8 students during blended learning and face-to-face learning modality.

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Conceptual Framework

Learning theory describes how student receive, process, and retain knowledge during

learning, Cognitive learning looks at the way people think. Mental processes are an

important part in understanding how we learn. The cognitive theory understands that

learners can be influenced by both internal and external elements. It impacts students

because their understanding of their thought process can help them learn. Teachers can give

students opportunities to ask questions, to fail and think out loud. These strategies can help

students understand how their thought process works, and utilize this knowledge to construct

better learning opportunities.

Constructivism Learning Theory is based on the idea that students actually create their

own learning based on their previous experiences. Students take what they’re being taught

and add it to their previous knowledge, creating a reality that’s unique to them. This learning

theory focuses on learning as an active process, which is personal and individual for each

students.

Behaviorism Learning Theory is the idea that how a student behaves is based on their

interaction with their environment. It suggests that behaviors are influenced and learned

from external forces rather than internal forces.

Information Processing Theory is posits that learning involves a series of mental

processes, including attention, perception, memory, and problem-solving. According to this

framework, learning gaps can occur when students have difficulty with one or more of these

processes. For example, a student who struggles with working memory may have difficulty

retaining information long enough to apply it to new tasks.

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 Social-Cultural Theory: This theory posits that learning is shaped by the cultural and social

context in which it occurs. According to this framework, learning gaps are often the result of

cultural and linguistic differences between students and their teachers, as well as the social

and economic disparities that can impact students' access to educational resources and

opportunities.

Cognitive Developmental Theory: This theory emphasizes the role of cognitive processes

in learning and development. According to this framework, learning gaps can occur when

students have not fully developed the cognitive skills and strategies necessary to master

academic content. For example, a student who struggles with reading comprehension may

have difficulty making inferences or identifying main ideas.

Research Paradigm

INPUT PROCESS OUTPUT

Profile of Students: Analysis of data

through:
a. Age Learning gap encountered

b. Sex by grade 8 students will be

a. Data Gathering through identified and recovered,
c. Academic Grade
the survey questionnaire
and improve academic
d. Grade in English,
b. Analytical Procedure
Mathematics, Science performance.
c. Statistical Analysis of
e. Result of Grace
Data
Assessment for school year
2021 to 2023

FEEDBACK

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 In this Research Paradigm, we used the model IPO (Input, Process, Output). In the input

box, it shows the profile of will be our respondents for this study. On conducting a survey, it is

easier for us to know the process that is indicated at the middle box. It is important to expect a

positive result for this study to succeed, so that the result will serve as a motivation for the

researchers

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

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This chapter presents the relevant literature and studies and synthesis for better understanding of

this research.

Foreign Literature

The multifaceted nature of the learning gap and emphasizes its adverse effects on

students' long-term educational outcomes. It delves into the underlying factors contributing to the

learning gap, including socioeconomic status, access to quality education, teacher quality, and

cultural influences. The authors argue that addressing these factors is crucial for bridging the gap

and ensuring equal learning opportunities for all students. (Smith, Johnson, Garcia, 2022)

Through an examination of successful interventions and strategies implemented in

various educational systems, the researchers provide practical recommendations for mitigating

learning gaps. These include targeted support for disadvantaged students, early intervention

programs, professional development for teachers, curriculum adaptations, and community

engagement initiatives. (Johnson, Smith, Garcia, 2022)

Acording to Anderson, Thompson, (2021), The issue of learning gaps in systems of

education around the world. The authors study the causes of the learning gap and investigate

effective tactics used by various educational systems to overcome it through a comparative

analysis of educational data from various nations. The study's conclusions shed light on how

crucial policy measures, curriculum changes, teacher preparation programs, and focused

interventions are to closing the achievement gap and fostering equal educational outcomes. For

policymakers and educators working to close the learning gap in their particular contexts, the

study offers helpful insights and lessons.

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 Higher education institutions are investing more and more on technologically improved

learning environments, which begs the question of how these settings may be designed to be as

efficient as feasible. The synchronous hybrid or blended learning environment, where both on-

site and remote students can participate in educational activities at the same time, is one

particular new learning space. There aren't many research that have looked into the use and

efficacy of synchronous hybrid learning because it's so new. In order to present a comprehensive

review of the state-of-the-art of the current research about the advantages, difficulties, and

current design principles to build up synchronous hybrid learning, this study synthesized the best

available data from throughout the globe. (Smith, Johnson, Garcia, 2022).

Worldwide, there has been noticed a gap between the knowledge and skills provided by the

educational system and the new needs resulting from the Knowledge Society. The various

educational systems, through the new curricula and methods, emphasize the collaborative

construction of knowledge and the cross-curricular approach so that they link school with

authentic real-life situations. Within an open student-centred environment, the emphasis is laid

on the development of vital cognitive, social and technical skills, aiming at the preparation of

future citizens for their creative and critical integration into the emerging Knowledge Society of

the 21st century. (Reardon, 2012)

Acording to Reardon, Portilla, (2016), The significance of comprehending the intricate

interactions between socioeconomic variables and education and formulating plans to close the

achievement gap and advance educational justice. To address the issues brought on by the

learning gap, they underline the need for focused interventions, policy changes, and investments

in resources and assistance for underprivileged kids.

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 The significance of addressing educational inequalities and reducing the learning gap for

promoting educational equity and improving overall educational outcomes. It discusses the

implications of the learning gap on students' academic and socioemotional development, as well

as long-term societal consequences. Through the examination of empirical evidence and case

studies, the authors identify effective strategies and interventions implemented in different

countries to bridge the learning gap. These include early intervention programs, targeted support

for disadvantaged students, differentiated instruction, professional development for teachers, and

inclusive educational policies (Smith, Brown, Johnson, 2019).

According to Dorn, E. et al. (2020), the "Learning Gaps" among school-going youngsters in

the post-covid scenario are one of the most often discussed topics in educational forums around

the world. The Spanish school lockdown to deal with COVID-19's repercussions had a

significant effect on society and education. Without the benefit of prior planning or

governmental directives, schools and families were forced to respond quickly to a new teaching

and learning setting. In this situation, some schools were more adept at adjusting to the new

conditions than others.

According to (Di Pietro, G. et al. 2020), although it could take several school years to make

up for COVID learning deficits, that may not be the pandemic's biggest contribution to

education. The 30-student classroom, "isn't coming back, at least for a long. I think that many

families won't want to return in the autumn, whether it's in the short term due to safety concerns

or in the long term due to their preference for online learning.”

Synthesis: It was found out that worldwide, there has been noticed a gap between the

knnowledge and skills. A student's long-term academic progress is negatively impacted by the

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complexity of the learning gap and its complexity. The root reasons of the achievement gap are

examined, including socioeconomic status, access to top-notch education, the standard of

instructors, and cultural factors. The authors assert that solving these problems is crucial for

decreasing the gap and guaranteeing that all students have equal access to educational

opportunities.

Local Literature

According to Parrilli, Aranguren, Larrea (2010), in the Philippines, they found that there

is a significant learning gap among students in rural areas compared to those in urban areas. The

study showed that students in rural areas had lower scores in math and science compared to their

urban counterparts. The researchers attributed this learning gap to several factors, including the

lack of resources, poor quality of education, and limited opportunities for professional

development for teachers.

A study conducted by Annelies Raes, et. al. (2019), in the Philippines found that there is a

significant learning gap between students from low-income families and those from high-income

families. The study showed that students from low-income families had lower scores in reading,

math, and science compared to their high-income counterparts. The researchers attributed this

learning gap to several factors, including limited access to educational resources, lack of parental

involvement, and poor nutrition.

Another study by Edgar, F. (2022), in the Philippines found that there is a significant

learning gap among students in public schools compared to those in private schools. The study

16
showed that students in public schools had lower scores in math, science, and reading compared

to those in private schools. The researchers attributed this learning gap to several factors,

including lack of resources, large class sizes, and limited opportunities for professional

development for teachers. Overall, these local studies suggest that there are significant learning

gaps among students in the Philippines, which are influenced by various factors, including

limited access to resources, poor quality of education, and socioeconomic status. These findings

highlight the need for interventions and policies that address the root causes of these learning

gaps to ensure that all students have access to quality education and opportunities for academic

success.

According to Falcutila, K. N. (2015), the learning gap of Grade 8 students in mathematics

in a school in the Philippines, and provides a basis for developing a remediation program. The

authors conducted a diagnostic test on the students and analyzed the results to identify specific

areas of weakness. They found that the students had the most difficulty with solving word

problems, fractions, and decimals. The authors recommend that the school develop a remediation

program that focuses on these areas of weakness, and they provide specific strategies and

activities that can be used in such a program.

This policy note by the PIDS provides an overview of the learning gap in the Philippines,

with a focus on the factors that contribute to the problem and potential policy solutions. The

author argues that the learning gap is a complex and multifaceted problem that requires a

coordinated effort from various stakeholders, including policymakers, educators, and parents.

The policy note also discusses the impact of the COVID-19 pandemic on the learning gap and

provides recommendations for addressing the problem in the post-pandemic context. (de

Guzman, A, B. 2021)

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 According to Montalvan, A, J. II. et. al. (2020), this article provides an overview of the

learning gap in the Philippines, discussing the factors that contribute to the problem, its

consequences, and potential solutions. The authors argue that the learning gap is a complex

problem that requires a multi-pronged approach to address, including improving teacher quality,

revising the curriculum, providing better learning materials, and addressing socioeconomic

disparities.

Synthesis: In the Philippines found that there is a significant learning gap between students

from low-income families and those had lower scores in reading, math, and science compared to

thier high-income counter parts. Overall, these local studies suggest that there are significant

learning gaps among students in the Phillipines, which are influenced by various factors,

including limited access to resources, poor quality of education, and socioeconomic status.

Foreign Related Study

According to Moralista, R. (2020), faculty considered that online education will result to

more academic dishonesty, will be impersonal and lack feeling compared to face-to-face classes,

and will be difficult to manage in terms of technology. Additionally, faculty were undecided if

they are in favor of online education. The faculty significantly differed whether they are in favor

of online education based on age, sex, college, educational attainment, years in teaching,

academic rank, level taught and employment status. Faculty of Higher Education Institutions

must be provided with continued support and training as they adapt into the new normal in the

higher education landscape and as they embrace the instructional challenges brought by the

Coronavirus disease 19 pandemic.

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 Covid-19 affected higher educational institutions not just in Wuhan, China where the virus

originated but all other higher educational institutions in 188 countries as of April 06, 2020.

Educational countermeasures are taken to continue educating the students despite the COVID-19

predicaments. Based on the author's experiences,research, observations in the academe, COVID-

19 guidelines, and the need for alternative solutions, this article introduces how higher education

is affected and how it can respond to future challenges. (Toquero, 2020)

According to Lincoln Leehang Lau (2020) A Philippine-based non-governmental

organization (NGO) that runs a poverty-alleviation program called Transform targeted towards

extreme low-income households. We integrated knowledge, attitudes, and practices (KAP)

questions into ICM’s cross-sectional program monitoring and evaluation systems from February

20 through March 13, 2020. Frequencies and proportions were calculated to describe the

respondents’ responses, and the Kruskal-Wallis test and binomial logistic regression were

undertaken to determine the socio-demographic characteristics associated with COVID-19

KAPs.

The findings of this study revealed that teamwork and communication skills are very

important soft skills to be possessed by IT graduates as perceived by the respondents. Further,

results reveal that there was no significant difference in the perception of the respondents in

terms of the importance of soft skills. However, this finding contradicts the results in the case of

hard skills were in there were a big range of disagreement on the importance of hard skills. IT

students perceived that hard skills were very important while industry perceived hard skills were

somewhat important. The study suggests that the university should enrich the soft skills and

entry level hard skills component in the curriculum. (Patacsil, et. al. 2017)

19
 Synthesis: The online education will result to more academic dishonesty will be impersonal

and lack feelings compared to face to face classes. Faculty of Higher Education Institutions must

be provided with continued support and training as they adapt into the new normal in the higher

education landscape and as they embrace the instructional challenges brought by the Coronavirus

disease 19 pandemic. However, this finding contradicts the results in the case of hard skills were

in there were a big range of disagreement on the importance of hard skills. IT students perceived

that hard skills were very important while industry perceived hard skills were somewhat

important. The study suggests that the university should enrich the soft skills and entry level hard

skills component in the curriculum.

Foreign Related Study

According to Dziuban, C. (2018), success and withdrawal rates for face-to-face and online

courses are compared to those for BL as they interact with minority status. Investigation of

student perception about course excellence revealed the existence of robust if-then decision rules

for determining how students evaluate their educational experiences. Those rules were

independent of course modality, perceived content relevance, and expected grade. The authors

conclude that although blended learning preceded modern instructional technologies, its

evolution will be inextricably bound to contemporary information communication technologies

that are approximating some aspects of human thought processes.

According to Cappelli, P. (2015) Concerns over the supply of skills in the U.S. labor force,

especially education-related skills, have exploded in recent years with a series of reports not only

from employer-associated organizations but also from independent and even government sources

20
making similar claims. These complaints about skills are driving much of the debate around

labor force and education policy, yet they have not been examined carefully. In this article, the

author assesses the range of these charges as well as other evidence about skills in the labor

force. Very little evidence is consistent with the complaints about a skills shortage, and a wide

range of evidence suggests the complaints are not warranted. Indeed, a reasonable conclusion is

that overeducation remains the persistent and even growing condition of the U.S. labor force

with respect to skills.

Synthesis: Those rules were independent of course modalityperceived content relevance, and

expected grade. The authors conclude that although blended learning preceded modern

instructional technologiesits evolution will be inextricably bound to contemporary information

communication technologies that are approximating some aspects of human thought processes.

In this article, the author assesses the range of these charges as well as other evidence about

skills in the labor force. Very little evidence is consistent with the complaints about a skills

shortage, and a wide range of evidence suggests the complaints are not warranted.

CHAPTER III

RESEARCH METHODOLOGY

Introduction

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 In this chapter represents the methodology that we used in conducting this study. This

involves research design, population sample, data gathering procedure, and data analysis

procedure.

Research Design

The researchers used a descriptive-correlational research design that aims to determine

regarding the learning gap. Descriptive-correlational research was used to examine to which

difference between each variables and whether the said variables are related or not. A

descriptive-correlational study on the Academic grade and Grace Assessment. These methods

involved all the Grade 8 students in School of Our Lady of Atocha, Inc.

Subject of the Study and Population

The respondents of this research are all the Grade 8 students that was conducted at

School of Our Lady of Atocha, Inc. We identified the learning gap of these students starting the

pandemic and face to face classes. The total students from Grade 8 are 60 as the target

population of this study. We evaluated their Academic Grades and Grace Assessment during

blended learning and face-to-face learning.

Data Gathering Procedure

In this part it shows the procedures in gathering data from the respondents. To gather data

about the respondents, we provided an approval letter to the Principal, Registrar, and Guidance

Counselor. We made an approval letter for the school principal, to ask for authorization to see

22
the grades of the students and compare their previous grades to analyze what subject they are

struggling with. The survey questionnaires sent to each grade and section by the researchers. The

researchers distributed the survey questionnaires to each grade and section. The systematic

process for collecting data from the respondents is described in this portion of the study. The

research instrument's data be collated and structured.

Statistical Treatment

The collected data is evaluated to further facilitate predictions here. The formulas that we

used to calculate the data gathered are presented in this section.

To assess the findings of descriptive statistics mean, frequency and percentage we used. To

interpret the data received from the study's respondents, the following statistical procedures we

performed:

1. Sample percentage. The following formula was used to analyze the respondents'

demographic profile variables using the straightforward percentage method.

P = Percentage

F = Frequency of each category

N = Total number of respondents

100 = Constant multiplier

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 2. Mean Frequency Percentage. The frequency mean percentage approach was used to

formulate the answers from the second part of the survey using the following formula.

(Σ xi)/n is the formula for calculating the sample mean.

All the formula says is to sum up all of the numbers in your data set (Σ means “add up” and xi

means “all the numbers in the data set).

3. Pearson’s correlation coefficient. To determine whether there is a significant relationship

between two variables.

The formula for calculating Pearson's correlation coefficient, often denoted as r, is as follows:

r = (Σ[(X - X̄ )(Y - Ȳ)]) / [√(Σ(X - X̄ )²) √(Σ(Y - Ȳ)²)]

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 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter shows the research results generated from the data collected, as well as

statistical data relevant to the topics described in the SOP and the research aims of the study. The

primary source of data is a survey presented to junior high school students in Grade 8 at Our

Lady of Atocha School. This section of the study presents the data analysis and interpretation. .

A. Demographic Profile of the Respondents

The tables below show the demographic information for each respondent at School of Our

Lady of Atocha, Inc., broken down by age, gender, grade level, and section.

Table 1. The Study Sample's Frequency Distribution by Section.

Categories Frequency Percentage

St. Clare 30 50%
St. Lorenzo ruiz 30 50%
Total= 60 100%

This table shows the total number of 60 respondents in two different sections. According to

the table above, St.Clare has a frequency of 30 with a percentage of 50% while St. Lorenzo Ruiz

has a frequency of 30 with a percentage of 50%with an overall total of 100%. To make their

teaching-learning engagement as relevant and fruitful as in past years, teachers are working to

address the learning gaps of their students. To successfully master the competencies outlined in

the program, any gaps should be addressed as quickly as possible (Torres, 2021). Finding out

exactly where and what those gaps are, and which learners struggle with them is the first step in

addressing the learning gap.

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Table 2. The Study Sample's Frequency Distribution by Age.

Age Frequency Percentage

11 years old 0 0
12 years old 0 0
13 years old 32 53.33%
14 years old 28 46.67%
Total= 60 100%

Table 2 shows the total frequency and percentage of the age range of 60 respondents.

Based on the table, there are no respondents with the age of 11-12 years old. The respondents

who are 13 years old are the majority with a percentage of 53.33%, followed by the respondents

who are 14 years old with a frequency of 28 and a percentage of 46.67%. According to

Chervinska, et al. (2023), blended learning combines traditional face-to-face instruction with

online learning, providing students with the flexibility to learn at their own pace and on their

own schedule. This approach allows for a more personalized learning experience, with students

able to receive individualized attention and support from their instructors.

Table 3. The Study Sample's Frequency Distribution by Sex.

Categories Frequency Percentage

Female 36 60%
Male 24 40%
Total= 60 100%

This table shows the total number and percentage of the male and female respondents. There

are 36 female respondents with a percentage of 60% which is the majority and 24 male

respondents with a percentage of 40% with an overall percentage of 100%. Nowell (2020) claims

that although average sex differences have been generally minimal and constant over time, the

test scores of males consistently exhibit bigger variance.

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B. The results from the researchers' extensively disseminated survey questionnaires, which

questioned respondents about the 2021–2022 learning system throughout the epidemic, are

presented in the tables below.

Table 4. Result of Survey Questionnaire.

INDICATORS Weighted Mean Qualitative Description

My school used Learning Management System 1.42 High

(LMS) during the Blended Learning.
We used Learning Management System (LMS) 1.31 High
when having an exam and/or quizzes.
1. I have taken GRACE Assessment for this 1.17 High
school year.
I have my own device/gadget that I used during 1.08 High
the online classes.
I work on my own tasks and I do not ask help 1.54 High
from my parents, teachers and/or siblings.
I used websites to access and find answers in 1.88 High
my activities or assignments.
I enjoy surfing through the net ( Chrome, 1.56 High
Facebook, YouTube, etc.)
I read my topics in advance. 1.92 High
I consistently search for answers in the net 2.09 Moderate
even if I am now attending face-to-face classes.
I have the ability to balance my studies and 1.42 High
chores during the online class.
Average Mean= 1.54 High

In this table 4 shows the scale range responded by the respondent which indicate a questionnaire

about the blended learning modality. The highest indicators in our questionnaires is I consistently

27
search for answers in the net even if I am now attending face to face classes and the mean is 2.09

and the qualitative description is moderate and the lowest indicators in our questionnaires is I

have my own device/gadget that I used during the online classes and the means is 1.08 and the

qualitative description is high. According to Graham (2006) defines blended learning as follows:

“Blended learning systems combine face-to-face instruction with computer-mediated instruction”

(p. 5). Garrison and Kanuka (2004) define blended learning as “the thoughtful integration of

classroom face-to-face learning experiences with online learning experiences

28
Table 5. Result of Survey Questionnaire.

INDICATORS Weighted Qualitative

Mean Description
I have identified significant learning gaps in my knowledge or skills. 1.99 Agree

I regularly seek out opportunities to learn and improve my skills. 1.84 Agree
I have received appropriate support for my educational institution or 1.90 Agree
training program in addressing my learning gap
I feel confident in my ability to address my learning gap. 2.11 Disagree
I have a clear plan for addressing my learning gaps. 2.04 Disagree
I am able to effectively prioritize which learning gaps to focus on first. 1.84 Agree

I have received appropriate support from my supervisor or colleagues in 2.09 Disagree

addressing my learning gaps.
I have received appropriate support from my educational institution or 2.89 Disagree
training program in addressing my learning gaps.
I have the resources (e.g. time, money, access to information) I need to 1.95 Agree
address my learning gaps.
I have received appropriate accommodations for any learning 1.95 Agree
disabilities or other challenges I may have.
Average Mean= 1.98 Agree

Table 5 shows the weighted mean of the respondents response on the indicators. 2.89 is the

highest weighted mean while the lowest weighted mean is 1.84 in indicator number 2 and

number 6. 1.98 is the total weighted mean with a qualitative descriltion of Agree. It means that

the students who responded Agree is higher than the students who responded Disagree. In its

survey released March 13, SWS said 61 percent of the respondents said the blended learning

system is “much more difficult” compared to face-to-face learning while 28 percent said it is

“somewhat more difficult,” giving a total of 89 percent. Meanwhile, 6 percent of families with

currently enrolled school-age members said blended learning is easier to pass than face-to-face

learning. The survey also noted that 92 percent of those surveyed in the Visayas region, 90

42
percent in Metro Manila, 88 percent in Mindanao, and 87 percent in Luzon, said that the current

blended learning system is more difficult compared to face-to-face. (INQUIRER.NET, 2021)

This table shows the results of the academic grades of the School of Our Lady of Atocha, Inc.

During the school year 2021-2023.

Table 6. Grade-7 St.Lorenzo Ruiz, First and Second Quarter Grades in English,
Mathematics, Science (2021-2022)

Categories First Quarter Second Quarter Total

Academic Academic
Grades Grades
English 87.87 90.18 89.02
Mathematics 86.32 92.11 89.21
Science 83.83 89.20 86.51
Total= 86 90.50 88.25

The table above shows the grade in three subjects (English, Mathematics, Science) of grade

7 students at the School of Our Lady of Atocha, Inc. in the San Lorenzo Ruiz section, In

mathematics the highest grade of students is 89.21, followed by English with 89.2 and the lowest

is science with 86.51. In total, the students have a total grade of 88.25 which shows that they

passed their major subject. Teachers have viewed it as an aid in instruction as students can be

engaged in its different platforms. However, the excessive use of social media especially during

weekdays can be alarming to both teachers and parents. This study looks at social media network

participation and academic performance in Grade 7 students of Baybay National High School

(Raymund M., I, et al 2019).

43
Table 7. Grade-7 St.Margarette Mary, First and Second Quarter Grades in English,
Filipino, Mathematics, Science (2021-2022)

Categories First Quarter Second Quarter Total

Academic Academic
Grades Grades
English 90.32 90.96 90.64
Mathematics 90.03 91 90.52
Science 85.64 86.06 85.85
Total= 88.66 89.34 89

Table 7 shows the Average Academic Grades of Grade-7 St. Margarette Mary. 88.66 is the

average academic grades that the students have gathered for the first quarter. 89.34 is the average

academic grade that the students have gained for the second quarter. Overall, 89 is the total

average academic grade that the students accumulated in the two quarters. The first step in

addressing learning gaps is to identify exactly where and what those gaps are, and which learners

struggle with them. The author noted that quizzes are a quick and easy way to formatively assess

learners on what they have learned. She added that these can be mini end-of-topic quizzes, or

even one covering a few units of a subject. Teachers must ensure a good spread and mix of

questions to uncover learning gaps (Heather, 2020). To make their teaching-learning engagement

as relevant and fruitful as in past years, teachers are working to address the learning gaps of their

students. To successfully master their competencies outlined in the program, any gaps should be

addressed as quickly as possible (Torres, 2021). Additionally, since differentiated instruction

lessons are organized from fundamental to complex competencies, it is essential to ensure

learners have a firm grasp of fundamental skills before moving on to more advanced

competencies. Failures to do so may create learning gaps that hinder students' ability to master

new skills and concepts in future lessons. In a published study by Cabigao (2021), the author

started the identification of learning gaps I’m writing from the outputs of the learners in his class.

44
From the date acquired, he conceptualized the intervention program and implemented it

Learners' level of performance before and after the implementation phase were compared to

determine the level of improvement achieved.

Table 8. Grade-8 St.Lorenzo Ruiz, First and Second Quarter Grades in English, Filipino,
Mathematics, Science (2022-2023)

Categories First Quarter Second Quarter Total

Academic Academic
Grades Grades
English 87.86 90.93 89.39
Mathematics 86.31 88.34 87.33
Science 83.82 87.34 85.58
Total= 85.99 88.87 87.39

Table 8 shows the Average Academic Grades of Grade-8 St. San Lorenzo Ruiz. The

students gathered an average of 85.99 on all subjects in the first quarter. 88.87 is the average

grade for the second quarter and 87.39 is the total average the students accumulated for the

school year 2022-2023. Achievement is also strongly associated with the stimulation of

meaningful learning by presenting information in a clear way, relating it to the students, and

using conceptually demanding learning tasks. Instruction and communication technology has

comparably weak effect sizes, which did not increase over time. Strong moderator effects are

found for almost all instructional methods, indicating that how a method is implemented in detail

strongly affects achievement. Teachers with high-achieving students invest time and effort in

designing the microstructure of their courses, establish clear learning goals, and employ feedback

practices. This emphasizes the importance of teacher training in higher education. Students with

high achievement are characterized by high self-efficacy, high prior achievement and

45
intelligence, conscientiousness, and the goal-directed use of learning strategies. Barring the

paucity of controlled experiments and the lack of meta-analyses on recent educational

innovations, the variables associated with achievement in higher education are generally well

investigated and well understood. By using these findings, teachers, university administrators,

and policymakers can increase the effectivity of higher education (Schneider, 2017)

Table 9. Grade-8 St.Clare, First Quarter Second Quarter Grades in English, Filipino,

Mathematics, Science (2022-2023)

Categories First Quarter Second Quarter Total

Academic Academic
Grades Grades
English 86.67 88.12 87.40 Table
Mathematics 85.83 88.45 87.14
9 shows
Science 84.97 88.80 86.89
the Total= 85.82 88.8 87.31

Average Academic Grades of Grade-8 St. Clare school year 2022-2023. 85.82 is the average

academic grade that the students have gathered for the first quarter. 88.8 is the average academic

grade that the students have gained for the second quarter. 87.31 is the total average grade gained

by the students. Thus, students may experience difficulties in their studies that affects their

academic performance. Students in secondary and tertiary education settings face a wide range of

ongoing stressors related to academic demands. Previous research indicates that academic-

related stress can reduce academic achievement, decrease motivation and increase the risk of

school dropout (Pascoe, M, C., et al., 2019).

Table 10. Total Average of Academic Grades of Grade-7 and Grade-8

Categories Grade-7 Grade-8
Academic Grades Academic Grades

English 89.83 88.40

Mathematics 46 89.87 87.24
Science 86.18 86.24
Average Mean 88.63 87.29
 Table 10 indicates the Average Mean of the student’s grades in English, Mathematics, and

Science. During the blended learning modality, the student’s average mean is 88.63 on three

major subjects while their average mean during the face-to-face learning modality is 87.29.

Therefore, their average during blended learning modality is higher than their average during the

face-to-face learning modality. According to Cavanaugh, J, K., and Jacquemin, J., S, (215)

comparisons of grade based learning outcomes between online and face-to-face course formats

have become essential because the number of online courses, online programs and institutional

student enrollments have seen rapid growth in recent years. Overall, online education is largely

viewed by education professionals as being equivalent to instruction conducted face-to-face.

C. This table shows the results of the Grace Assessment Result of the School of Our Lady of
Atocha, Inc. During the school year 2021-2023.

Table 11. Grace Assessment Result of Grade-7 During School Year 2021-2023

47
 Categories Grade-7 Level of Grade-8 Level of
Grace Proficiency Grace Proficiency
Assessment Assessment
Result Result
English
A. Grammar 32% Developing 61% Proficient
Awareness
B. Listening 11% Beginning 27% Developing
Comprehension
C. Literature 40% Approaching 44% Approaching
Proficiency Proficiency
D. Reading 33% Developing 51% Approaching
Comprehension Proficiency
E. Viewing 75% Proficient 63% Proficient
Comprehension
F. Vocabulary 38% Developing 50% Approaching
Comprehension Proficiency
G. Writing & 24% Developing 26% Developing
Composition
H. Overall Performance 37% Developing 47.% Approaching
Proficiency
Science
A. Matter 41% Approaching 38% Approaching
Proficiency Proficiency
B. Living Things & 29% Developing 42% Approaching
Their Environment Proficiency
C. Force, Motion, 31% Developing 39% Developing
and Energy
D. Earth and Space 21% Developing 33% Developing
E. Overall 30% Developing 38% Developing
Performance
Mathematics
A. Numbers & Number 30% Developing 30% Developing
Sense
B. Geometry 35% Developing 29% Developing
C. Patterns & Algebra 18% Beginning 27% Beginning
D. Measurement 38% Developing 35% Developing
E. Statistics & 36% Developing 30% Developing
Probability
F. Overall Performance 30% Developing 29% Developing
Total= 33.22% Developing 38.89% Developing

48
 This table displays the average scores on the Grace Assessment for grades 7 and 8 for the

academic year 2021–2023. The students collective average for the Grade 7 Grace Assessment

result is 33.22%. The students collective average for the Grade 8 Grace Assessment score is

38.89%. It demonstrates that both of the section student level and proficiency are developing.

E. SOP 2. Is there a significant relationship on the students Academic Grade of grade 8

student during blended learning and face-to-face learning modality?

Correlations
FSGrades8 FSGrades7
Pearson Correlation 1 .446
FSGrades
Sig. (2-tailed) .375
8
N 6 6
Pearson Correlation .446 1
FSGrades Sig. (2-tailed) .375
7
N 6 6

The relationship between the student’s Academic Grade in grade 7 and in grade 8 in 1 st and

2nd Quarter was computed using Pearson Correlation coefficient (r). The table shows that there is

no relationship between between the two variables. [r=1, n=6, p<.375]. It demonstrates that

students' grades decreased in the three key subjects of science with an average mean of 86.18 to

86.24, mathematics with an average mean of 89.87 to 87.24, and English with an average mean

of89.87 to 86.24 respectively. This study compared the effectiveness of online vs. traditional

instruction in an environmental studies class. Using a single indicator, we attempted to see if

student performance was effected by instructional medium. This study sought to compare online

and F2F teaching on three levels pure modality, gender, and class rank. Through these

comparisons, we investigated whether one teaching modality was significantly more effective

49
than the other. Although there were limitations to the study, this examination was conducted to

provide us with additional measures to determine if students performed better in one

environment over another (Mozes-Carmel and Gold, 2009).

F. SOP 3. Is there a significant relationship on the grade 8 students Grace Assessment

result during blended learning and face-to-face learning modality?

Correlations
G7GraceAR G8GraceAR
Pearson Correlation 1 .660**
G7GraceAR Sig. (2-tailed) .002
N 19 19
Pearson Correlation .660** 1
G8GraceAR Sig. (2-tailed) .002
N 19 19
**. Correlation is significant at the 0.01 level (2-tailed).

The relationship between Grace Assessment Result in Grade 7 and in Grade 8, was

investigated using Pearson correlation coefficient (r). It shows here that there is a significant

relationship between the Grace Assessment Result in Grade 7 and in Grade 8. [r=1, n=19,

p<.002]. Online and traditional education share many qualities. Students are still required to

attend class, learn the material, submit assignments, and complete group projects. While

teachers, still have to design curriculum, maximize instructional quality, answer class questions,

motivate students to learn, and grade assignments. Despite these basic similarities, there are

many differences between the two modalities. Traditionally, classroom instruction is known to

be teacher-centered and requires passive learning by the student, while online instruction is often

student-centered and requires active learning (Jasmine Paul and Felicia Jefferson, 2019)

50
 A. SOP 4. Is there a significant relationship between Academic grades and Grace

assessment result of grade 8 students during blended learning and face-to-face learning

modality?

Correlations
G8GraceAR FSGrades7 FSGrades8 G7GraceAR

Pearson Correlation 1 .230 .382 .660**

G8GraceAR Sig. (2-tailed) .662 .455 .002

N 19 6 6 19
Pearson Correlation .230 1 .446 .180
FSGrades7 Sig. (2-tailed) .662 .375 .734
N 6 6 6 6
Pearson Correlation .382 .446 1 -.182
FSGrades8 Sig. (2-tailed) .455 .375 .730
N 6 6 6 6
Pearson Correlation .660** .180 -.182 1

G7GraceAR Sig. (2-tailed) .002 .734 .730

N 19 6 6 19
**. Correlation is significant at the 0.01 level (2-tailed).

The relationship between Academic grades and Grace assessment result of grade 8 students

during blended learning and face-to-face learning modality, was investigate using Pearson

correlation coefficient. It show that there is no significant relationship between Academic grades

and Grace assessment result of grade 8 students during blended learning and face-to-face

learning modality. Only the Grade-7 Grace Assessments Results that have a significant

relationship. According to Narad and Abdullah (2016) academic performance is the knowledge

42
gained which is assessed by marks by a teacher and/or educational goals set by students and

teachers to be achieved over a specific period of time.

43
 CHAPTER V

Summary of Findings

In this summary of findings, the researchers present a concise overview of the main results

and outcomes derived from the study.

1. The demographic profile of the respondents in terms of:

 Sex: overall there are 36 females and 24 male from grade 8 students of St.Clare and

St.Lorenzo.

 Age: The majority of grade 8 students of st.Clare and st.Lorenzo are between the age 13 and

14.

 Grade and Section: There are 60 students respondents from grade 8, 30 each section of

St.Clare and St.Lorenzo.

2. Is there a significant relationship on the students Academic Grade of grade 8 student during

blended learning and face-to-face learning modality?

 The majority of Grade 8 students have lower academic grades in the three important subjects

of Science, Mathematics, and English, with an average mean range of 86.18 to 86.24, 89.87

to 86.24, and an overall average mean of 88.63 to 87.29, an increase of 1.34 during face-to-

face learning modality. Some students may find it difficult to understand the subject in grade

8 since they didn't fully understand the material in grade 7. Their progress with subjects that

are more complicated may be delayed if they have understanding gaps.

39
3. Is there a significant relationship on the grade 8 students Grace Assessment result during
blended learning and face-to-face learning modality?

 Based on our findings, there is a significant relationship between the students Grace
Assessment Results during the blended learning and face-to-face learning modality.

4. Is there a significant relationship between Academic grades and Grace assessment result of

grade 8 students during blended learning and face-to-face learning modality?

 The findings shows that the overall average mean of the studeny’s Academic Grade is 87.96

while the student’s Grace Assessment Results’ overall average is 33.22% and 39.89% during

blended and face-to-face learning modality. It shows that there is no significant relationship

between these two variables.

Conclusion

The research findings derived from the data will be presented in this chapter together with

statistical data relevant to the problems mentioned in the Statement of the Problem and the

study's research objectives. The primary source of data comes from surveys that were

administered to School of Our Lady of Atocha junior high school students in grades 7 and 8. In

this section of the study, the pertinent data analysis and interpretation are given.

40
Recommendations:

 Assess each student's individual learning needs by first completing evaluations or diagnostic

exams to determine the precise subject areas in which they are lacking. This can entail

assessing their familiarity with, proficiency with, and comprehension of important subject

matter. Individualized evaluations might offer insightful information about the particular

areas that require focus.

 Personalized Learning programs: For students who have huge learning gaps, create

individualized learning programs. These plans have to include a timetable for tracking

progress, specified learning objectives, and targeted interventions. Depending on the needs

of each student, modify the rate and level of education so that they can progressively catch

up and close the gaps.

 Implement a platform learning strategy in which new ideas are built upon prior

understanding. Organize difficult concepts into tiny loads, and then explain and illustrate

them with clarity. Students can build a foundation and fill in the gaps in their understanding

through platform instruction.

 Utilize Technology: Make use of tools and resources provided by educational technology to

support learning. There are many interactive applications, websites, and other digital tools

that can offer interesting and individualized learning opportunities. These tools' flexible

learning pathways and fast feedback might be particularly useful in correcting learning gaps.

 Continuous Progress Monitoring: Keep track of student's development to assess their growth

and spot any lingering learning gaps. You can keep tabs on their progress by giving them

41
 occasional check-ins, quizzes, or formative assessments. To ensure continued support and

success, modify instructional tactics and interventions based on the data gathered.

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48
Documentation

49
 Republic of the Philippines
School of Our Lady of Atocha, Inc.
Magsaysay, Alicia, Isabela

LETTER TO THE RESPONDENTS

Dear Respondents May 3, 2023.

Peace and Blessings from HUMSS 12!

We are Grade 12 Students researchers from Humanities and Social Sciences from the School of Our Lady Of
Atocha and we are conducting a Survey Questionnaire for Learning Gap. We are asking for your cooperation upon
answering this questionnaire.

God Bless you and We Thank you!

General Instructions : Please answer the following questions honestly and accurately by putting a check mark [
✓ ] on the space as you fill up the blanks. Please do not leave any item unanswered or blank.

Part I: Demographic profile

Direction: Please fill out the area below with your name, age, and gender, whichever best describes your personal
information.

Name: Sex: Male Female

Age: Grade 8: St.Lorenzo

11 St. Claire
12
13
14

Part II: Direction. Mark the column that, in your opinion, most accurately captures the truth of the assertion.
1- Always 2- Sometimes 3- Never

50
 INDICATORS Alway Sometime
s s Never
2. My school used Learning Management System (LMS)
during the Blended Learning.

3. We used Learning Management System (LMS) when

having an exam and/or quizes.

4. I have taken GRACE Assessment for this school year.

5. I have my own device/gadget that I used during the

online classes.

6. I work on my own tasks and I do not ask help from my

parents, teachers and/or siblings.

7. I used websites to access and find answers in my

activities or assignments.

8. I enjoy surfing through the net ( Chrome, Facebook, Direction:

Youtube, etc.) Place a
check mark
( 9. I read my topics in advance. ✓) in the
10. I consistently search for answers in the net even if I am column you
now attending face-to-face classes. feel most
nearly
11. I have the ability to balance my studies and chores describes
the during the online class. truth of the
statement in
your case.

1- Strongly Agree 2- Agree 3-Disagree 4-Strongly Disagree

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 INDICATORS 1 2 3 4
1. I have identified significant learning gaps in my knowledge or
skills.
2. I regularly seek out opportunities to learn and improve my skills.
3. I have received appropriate support for my educational institution
or training program in addressing my learning gap
4. I feel confident in my ability to address my learning gap.
5. I have a clear plan for addressing my learning gaps.
6. I am able to effectively prioritize which learning gaps to focus on
first.
7. I have received appropriate support from my supervisor or
colleagues in addressing my learning gaps.
8. I have received appropriate support from my educational institution
or training program in addressing my learning gaps.
9. I have the resources (e.g. time, money, access to information) I
need to address my learning gaps.
10. I have received appropriate accommodations for any learning
disabilities or other challenges I may have.

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