Practical Research

Review Of Related Literatude

group 11

(Angeles , Augusto , Flores , De Gracia)

According to (Gopez J. 2021) "He suggested that secondary

Schools must adhere to health protocols nad national and international guidelines so
that the delivery of face to face class will not risk students and uducator's health , with
this proper propose that even in higher education, a well planned execution of face to
face classes must be done, thus, the gradual reopening of face to face classes becomes
a necessity in order to gain a sense of normally in the middle of pandemic

According to (Bisnar M. 2022) "As we slowly make orur way

in the new normal toward recovery from the drastic impacts of the pandemic, there is
one important lesson that school must keep: the way to go is to embrace innovation
while it is uncertain wether we would ever have to weather another global epidemic as
large in scale as the COVID-19 pandemic in the future l, it is best to be prepared. for
schools they can do this by cultivating an innovative mindset and by going out of their
way to support student and teachers alive

According to (Yu S.2019), The purpose of this study was to

research the effects of online discussion of face-to-face classroom participation and
academic achievement for 18 puvlich high school students ina senior English Class.
The teacher used a variety of data collecting including surveys , test scores, journal,
reflections and the teacher observation to study the effects of this technological tool,
The results showed that online intervention increased student’s rate of participation
and comfort level in F2F discussions , but it did not produce any qualtitavely
measured increase in academic achievement the implications is that, while online
discussions has some benefits further research os required to better understand its
effect on academic achievement.
 According to (Istijanto et.al 2019) "This study aims to explore and
compare the approach and avoidance factorsin motivating in students to study using
three different learning methods: face to face learning, online learning , and hybrid
learning (Design/Methodologya/Approach).This Research usesh-indepth online
interviews to gain insights from students. Purpose sampling was applied to recruit 33
informants from two factors

According to (Dahlan A. 2018) , Participants in the control

group received programme conducted by the staff of the institution. The programme is
in ad-hoc programme, comprising mainly of recreational and social types of activities
aimed at occupying the residents time. Participants in the experimental group received
lifestyle redesign programme (i.e 3lp) for six months conducted by occupational
therapist. The programme was inspired by a successful lifestyle redesign programme
was; the lifestyle matters programme
The 3lp used and applied various theories in ageing, theory in occupational therapy ,
research , health promotion and education and involves engagement in various
individualised, meaningful and valued activities such as recreational, leisure, social
related activities , education and work related activities. Each participants in the
experimental groups received 2 hours of groups session and 1 hour individual sessions
before and during participants in the programme; The group sessions consisted eight
inter-related themes that focused on the importance and benefits of engagement in
activities from a health perspective while the individual sessions focused on issues
related to engagement in the selected activities.

According to (Mclaugh T. 2023) , This mixed-method study

explores international undergraduate perception of social engagement with American
peers at a US university comparing online to face-to-face environment. It adresses
gaps in research social engagement of international undergraduates and on employing
participants-generated visual approaches to investigation. Discriptive Statistics from
survey data showed that, while international students reported greater satisfaction
frequency , and comfort in engaging with american peers in face-to-face interaction as
highly as Americans did nor as lowly for online environments, thematically analyzed
qualitative data from photo-elicitation interviews prempted seven
themes( disconnectedness, loneliness/homesickness, discourse expectations, building
friendships, diversity and intercultural issues, anxieties, conflict) illuminating the
awareness in attitudes among international undergraduates toward social engagement.
Results suggest possible distinctions between international students based on region as
a potential area of future study.
 According to (Bejerano L. 2020)Traditional face-to-face classes are
offered at nearly every postsecondaryschool, but may require more funding on a day-
to-day basis than online classes, forbuilding maintenance and required staffing needs.
Face-to-face classes are also limited by size, which allows for communication
amongclassmates and personalized attention to questions during instructional time.
Face to face or traditional classes offer opportunities for students to engage in
interpersonal relationships with peers. Students also have access to these on campus
peers when struggling in a class, and can converse about their struggles with school.
Brick and mortar classes offer students opportunities to grow with their cohorts and
participate in campus activities together. Students look around and see familiar faces
and engene in conversation with one another before the instructor begin class.
Students engene one another from the minute they come together in a classroom,
which in unable to happen in the online classes. Instructors can also more easily assess
understanding of concepts in face to face settings through informal measures than in
an online forum. Students are also in campus to access resource needed for success.
Writing centers, tutoring, study groups, libraries, and a sense of community all exist
on campuses where they are noneexistent online."

According to (Manuel C. et al., 2023) "Preparing for the

opening of the school year 2020-2021, the Department of Education met with the
IATF and drafted The Basic Education Learning Continuity Plan of the Department of
Education (DepEd). One of its guidelines calls for the adoption of various learning
delivery options such as, but not limited to face-toface, blended learning, distance
learning, and homeschooling. Other modes of delivery shall be implemented
depending on the local COVID Risk Severity Classification and compliance with
minimum health standards. Conduct of curricular and co-curricular activities
involving gatherings such as science fairs, a showcase of portfolios, trade fairs, school
sports, campus journalism, the festival of talents, job fairs, and other similar activities
are canceled, except those conducted online. The Department of Education Secretary
Leonor Briones further stated that “given the anticipated disruptions in the face-to-
face holding of classes, and the need for social distancing, distance learning will be a
major component of learning delivery for the incoming school year”. “I similarly
acknowledge the fears and apprehensions of our learners, parents, and
teachers, that we might not be ready for distance learning, with issues about access to
online platforms and the availability of gadgets. I assure everyone that we are working
double-time to ready our system, at the central and field units, to deliver accessible
and quality distance education.”
 According to (Amora A. et al., 2023) "Schools are one of the most
affected aspects of human life due to coronavirus disease-2019 (COVID-19)
pandemic. Since the rise and threat of the pandemic, many countries around the world
have decided to temporarily close schools that have affected millions of students.
Consequently, students who are mostly children have been facing a learning crisis due
to the pandemic. After more than two years of forced campus shutdowns due to the
COVID-19 pandemic, public elementary and high schools returned to the traditional
five days of face-to-face classes a week starting Wednesday, November 2. This was
based on the first order that Vice President Sara Duterte issued as concurrent
education secretary. She made the order through the Department of Education
(DepEd) Order 34, s. 2022, containing the calendar of activities for school year 2022-
2023, and which was made public on July 2.With the shifting of classes from online or
modular classes to full face-to-face class due to the pandemic. Head teachers and
school heads faces new challenges in the implementation of the new classes scheme.
As the students, teachers also reported various challenges during the pilot run. In
particular, teachers expressed concern about the “limited time to accommodate all
learning concerns by learners.” Some teachers also reported that they have limited
teaching and learning resources. Teachers, raised concerns on the “unreadiness of
learners in face-to-face learning.” They also experienced challenges in paying
attention to learners in face-to-face. Just like the students, teachers also reported
difficulty in hearing the learners due to face masks and face shields. Teachers also
observed learning gaps in reading and writing and separation anxiety of Kindergarten
and Grade 1 pupils from their parents. Behavioral issues, were also observed by the
teachers among the learners “since they did not come to school for almost two
years.”In Davao region, same issues were observed by some school heads relating to
the behaviors of the students. Therefore, this study aims to know the different
challenges of the head teachers in the implementation of full face-to-face classes
relating to management and handling of students, stakeholder, parents and teachers."

According to (Yuan Q. 2022) "In the process of classroom

teaching, teachers hope to understand students’ emotional changes and learning status
in real time, adjust the course progress in time, and ensure that students can grasp the
content taught in a timely and comprehensive manner. According to Mehrabian, 55%
of emotional information is expressed through facial expressions. Therefore, facial
expression recognition can determine students’ emotional state and provide timely
feedback to the teacher, so that the teacher can judge the current classroom students’
emotional change in real time, make a timely course adjustment, activate the
classroom atmosphere, mobilize students’ learning enthusiasm, and improve the
overall classroom learning efficiency. In traditional classrooms, the number of
students is large and the teacher needs to control the teaching pace, so it is difficult to
pay attention to each student’s emotional state and make corresponding adjustments to
feedback during the classroom teaching process, which makes students unable to
adjust their state in a time when they are depressed, thus reducing their enthusiasm for
learning, and affecting teaching efficiency, which is undoubtedly half the effort. The
traditional classroom evaluation methods, such as postclass conversations and
questionnaires, are too delayed and cannot help teachers make timely adjustments.
Therefore, how to provide teachers with timely and effective feedback on students’
emotional states in class has become an urgent problem in classroom teaching. This
paper constructs an algorithmic model for classroom emotion recognition with the
help of artificial intelligence, which has positive significance for technology to focus
on students’ classroom emotions and improve the quality of classroom teaching."

According to (Sousa M. et al., 2022) "In this context the goal of this
article is to study how digital learning can be an educational format focused on
sustainable education, being the research questions. Higher education and sustainable
are now widely recognized as closely related concepts. In today's culture, higher
education, in addition to its two traditional responsibilities of research and teaching
responsibilities of research and teaching, has a responsibility and a crucial role to play
in reshaping education for sustainability. The education systems of countries in the
COVID-19 era generated a new pedagogy that demanden the inclusion of digital
platforms in the teaching process for a better understanding. Several studies have
already demonstrated that active student integration with technologies has a numerous
benefits: it integrates problem solving approaches that motives students, improve their
collaborative skills, train self-study skills, and embrace the diversity of s student
population in addition to promoting sustainable practices.