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CHAPTER I
THE PROBLEM AND ITS SCOPE
Introduction
Rationale of the Study

Covid-19 changed the lives of everyone. According to WHO (2020), Corona

virus disease is an infectious disease that resulted in many people experiencing

mild to moderate respiratory illness. Covid-19 made an impact not only on

people's health but also made the school closed. Public and private schools were

closed due to the spreading of the virus. That's the time when modular classes

start.

Modular classes are where the teacher sends a soft copy or hard copy of

modules to the student. After 2 years, modular classes ended, and face-to-face

classes resume on November 2, 2022. Students encountered many challenges

as they return to face-to-face classes after the pandemic. This will also indicate

how the students cope with the challenges of face-to-face classes.

Some studies also investigate the experience of the student transitioning

from modular to face-to-face classes such as the study of M. L., M Lagman, K.

R., & Sta Cruz, I. P. (2022). They found out that students encountered many

challenges as they attended face-to-face classes such as lack of instructional

time and collaboration, difficulty understanding the lessons and activities, and an

adjustment period.
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Both public and private schools in the entire world have experienced

some changes over the spanning of 2 years due to COVID-19's existence. And

those changes have some effects on most of the students, which is why

problems exist such as students being used to submitting their work/activities late

because they are used to having a long time before the submission of their work

as well as teachers not knowing whether the students did learn something during

modular. But the main problem the students encountered was the adjustment

from modular to face-to-face education. For indication, 53.1% of students

preferred face-to-face mode learning while 60.6% of faculty members favored

blended mode learning (Atwa et al.,2022).

As of 2022, the face-to-face classes have returned, but the existing

problems of transitioning from modular to face-to-face classes are still there, so

the goals of this study are to explore the experiences of the senior high school

students during face to face classes after modular distance learning. The

circumstances of how they manage to adapt and how they were able to cope up

with the changes after having modular as the type of education for almost 3

years. The main objective of this study is to explore the experiences of the senior

high school students from Cebu City Don Carlos A. Gothong Memorial National

High School on how understanding some aspects of the transitioning from

modular to face-to-face classes may give them plenty of ways to cope up with the

changes so that they can finally focus on their academic behavior and be free

from the existing stress caused by the transition.

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Senior High School students have encountered various of new

experiences and difficulties after the establishment of face-to-face classes. There

is no denying that new challenges are being faced by the students as they are

new to the environment they are currently in. Students might have been used to

having modular classes as their type of education, so the new face-to-face

classes will take time for the students to adjust. To further deep more, this also

includes the Learning Adjustment Plan as the output to identify the Senior High

School Students coping mechanism and what struggles they encountered.

THE PROBLEM
This phenomenological study explored the experiences of a Senior High

School students in Cebu City Don Carlos A. Gothong Memorial National High

School after they encountered shifting from modular to face-to-face classes,

school year 2022-2023 as basis for Learning Adjustment Plan.

Statement of the Problem

Specifically this answered to the following questions:

1. What are the students profile in terms of:

1.1 Age

1.2 Sex

1.3 Strand

2. What are the experiences of the students during face to face classes after 2

school years of modular distance learning?

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3. How these experiences affected their learning performances?

4. What are the struggles they encountered after shifting from modular to face-to-

faceclasses?

5. How do senior high school students managed the struggles and pressure?

Significance of the Study

This study would be beneficial to the following:

For teachers. The study itself would be able to help teachers prepare a

suitable way of teaching and managing for face to face classes. The

encouragement of effective instruction will be able to enhance the learning of

students.

For students. The study may help teachers think about the considerations

that should be given to students to help the students tackle the transition to face

to face classes. The burden that students constantly feel could be lessened.

For the Parent/Guardian. This could help every parent or guardian in

knowing more about the nature of face to face classes for them to understand the

feelings of their children and help their children cope with their struggles.

Knowing more about the conditions of students will be able to raise awareness

about the struggles that they personally deal with.

Future Researcher. This may help the future researcher to support their

study. They could find more information about this study on the struggles, coping
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mechanism and experiences of students during post pandemic. Moreover, this

study will serve as a guide for their studies.

Definition of Terms
To facilitate the understanding of this study, different terms are operationally

and literally defined herein.

Academic Performance. The grades of the students in a different learning areas

COVID – 19. A disease in humans caused by a corona virus.

Face-to-Face Classes. Where the teacher and the students root in a set place

for a set time.

Lived Experiences. Refers to first-hand involvement or direct experiences of the

student.

Modular Distance Learning Modality. It is a type of modality that uses modules

for the students to learn.

Post Pandemic. The transition of the new normal after the pandemic.

Shifting. A transition from modular to face-to-face classes.

Students. A learner who are bona fide and enrolled in Cebu City Don Carlos A.

Gothong Memorial National High School.

Transition. The process or a period of changing from one state or condition to

another.
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Chapter II

Review of Related Literature and Studies

This chapter presents the review of related literature and studies as to

provide to strengthen the discussion on the existing study.

Related Literature

Face-to-face classes began again in the middle of the year 2022. As the

new beginning began for students, new challenges as well began to surface for

them such as the challenges encountered in the new normal face-to-face

classes, students stress, and their preferences between modular and face-to-

face learning.

Challenges can be tough for students as they approach the new beginning

of face-to-face classes. One of the difficulties encountered by teachers and

students during the pilot installation of face-to-face classes is the lack of

preparation on the part of the students (Bordey, 2021).

The difficulties encountered during the first few weeks when a small number

of in-person or "face-to-face" classes were held in the country included audibility

issues brought on by the usage of face masks and the "unreadiness" of some

students for in-person learning (Ramos, 2021). For the mask problem teacher

has given a partial solution for them to be able to hear what students are saying

during classes, as well as for the limited time of face-to-face classes in schools

both public and private seems to make a stable time for face-to-face classes.

Way back in 2021-2022, numerous restrictions are put on face-to-face learning.

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Although face-to-face classes are only conducted for a shorter period, severe

health regulations are still in place, with the important slogan "5M" Sihombing &

Juliana (2021), namely:

1. Always wash your hands.

2. Wear a mask when you are in public

3. Stay away from crowded areas

4. Do not go outside if not necessary

5. Maintain social distancing Prasetyo (2022).

Overall, students were happy about the change and hoped that teachers

would have pedagogical strategies ready. Additionally, it presents opportunities

for fresh explorations from all education stakeholders that will improve a positive

learning environment (Soesanto et al., 2021).

Stress, which causes physical, psychological, and behavioral aberrations, is

the body's and mind's adaptive response to an outside circumstance. Acute and

chronic stress have different consequences and mechanisms, basically

speaking. It has been shown that long-term psychological stress causes

maladaptive changes in the HPA axis and sympathetic nervous system in both

adolescence and adulthood. Acute and time-limited stressors seem to result in

adaptive redistribution of all major leukocyte sub-populations. According to

Norman A. Scotch (2017), Accompanying such definition difficulties are a number

of unwarranted assumptions about stress: that all unpleasant situations or

occurrences are stressful; that what is stressful for one will inevitably be stressful
 8

for another. In some cases, the reference is to the emotional state or the

emotional experience accompanying a changing personal or social situation.

University students are a special group of people that are enduring a

critical transitory period in which they are going from adolescence to adulthood

and can be one of the most stressful times in a person’s life. According to the

American College Health Association’s National College Health Assessment,

stress is one of the top five threats to academic performance among college

students. For instance, stress is a serious problem in college student populations

across the United States. The study was conducted at Mekelle university

colleges from November (2018 to July 2019), in Mekelle city, Tigray, Ethiopia.

Mekelle University is a higher education and training public institution located in

Mekelle city, Tigray at a distance of 783 Kilometers from the Ethiopian capital. A

cross-sectional study was conducted on 633 study participants. Students who

were ill unable to attend class due to illness, infield work and withdrawal were not

included in the study. Shs Students often deal with high levels of stress and

anxiety. This can be due to factors such as shs being a new experience, moving

to new areas and taking on new responsibilities. Meeting other students,

balancing classes, maintaining a social life and reaching financial responsibilities

are also influencing factors of stress. According to an American SHS Health

Association study (2022), 49.3% of SHS students experienced moderate stress

levels, while 29.5% faced high stress levels.

Stress management behaviors are defined as behaviors people often use

in the face of stress /or trauma to help manage painful or difficult emotions.
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Stress management behaviors include sleeping 6–8 h each night, Make an effort

to monitor emotional changes, Use adequate responses to unreasonable issues,

Make schedules and set priorities, Make an effort to determine the source of

each stress that occurs, Make an effort to spend time daily for muscle relaxation,

Concentrate on pleasant thoughts at bedtime, Feel content and peace with

yourself . Practicing those behaviors are very important in helping people adjust

to stressful events while helping them maintain their emotional wellbeing.

According to Atlantis Press. (2018), The results obtained show that students

need to be given effective techniques to cope with stress while they are studying.

After a thorough literature review in major databases stress management

techniques were identified and are presented and briefly discussed here. Stress

can be managed through the introduction of a stress management course and

engaging in extracurricular physical and mental activities. According to Barbara

M. Margon. (2017), Experiential approaches included yoga, mindfulness hiking,

and equine-assisted stress management activities. Univariate analysis of

covariance revealed significantly lower perceived stress for the experimental

group at the conclusion of the stress management course. Repeated measures

univariate analysis of variance revealed that the stress management course

significantly reduced present moment stress over time and that equine-assisted

activities were as effective as yoga and mindfulness hiking in reducing student

stress.

Face-to-face classes and online classes are two different learning

modalities. According to Top Hat (2019), face-to-face learning is an instructional

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method for learning material that allows live interaction between an instructor and

a learner. While online learning is a method in which learners are taught by

teachers via the Internet or in an online learning environment, IGI Global (n.d).

Some students may prefer online classes, other students may prefer face-to-face

classes. Students are divided according to their preferences.

Face-to-face classes have many benefits for students and teachers.

According to Peters, K. (2021), teachers and students are comfortable in a

classroom setup, they understand better from the 'real world' instead of virtual

experience. Students can concentrate better in a classroom. And students have

many opportunities to learn from other students.

It says that 94% of adult Filipino are in favor of full face-to-face classes,

GMA News Online. (2022). It says that they want their children to be a better tool

for their child's learning. As face-to-face classes start students may have different

opinions about the face-to-face classes. According to Cabrera, R. (2022), most

students are satisfied with face-to-face classes. As it improves their skills and

knowledge, and students feel more motivated during Face-to-face classes. They

also feel safer with the implementation of health and safety protocols in their

schools. Although face-to-face and modular classes are both different. The

satisfaction of students with it might be different according to their preferred

learning tools. In some countries, they conducted a study, and it shows that

students prefer in-person schooling. According to Citroner, G. (2022), the expert

found that most teen students prefer in-person learning. Teenagers need social

interaction to develop properly and learn societal norms and rules. They also
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conclude that teens need an environment that helps sustain and cultivate

curiosity.

Related Studies

Local

According to Olmstead (2022), Face-to-face learning is a traditional method

of instruction in which students attend classes physically in a classroom. It has

been the primary mode of teaching for many years, and students are used to its

structure and format. However, the outbreak of COVID-19 has disrupted this form

of learning, and it has forced educational institutions to adapt to new modes of

instruction. With the resumption of face-to-face learning in some areas, it is

crucial to examine the challenges that students face during this mode of learning.

Face-to-face learning poses several challenges that students encounter.

These challenges can be academic, social, or emotional. They can hinder

students' learning process and affect their academic performance. One of the

prominent challenges faced by students in face-to-face classes is the pressure to

actively participate in class discussions and activities, Lagman (2022). Students

may face difficulties in adjusting to the physical environment, communicating with

their peers and teachers, and participating in classroom activities.

Moreover, students may face social and emotional challenges such as

stress, anxiety, and peer pressure. A study shows that 96.9% (moderate stress =

82.5% and high stress = 14.4%) reported having experienced stress in a face-to-

face class (Malik & Javed , 2022). These factors can affect their mental health

and well-being, which can further impact their academic performance.

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Additionally, according to Faessler (2017), students may face financial

constraints, transportation problems, and health-related issues that can limit their

ability to attend classes regularly. Other challenges encountered by students in

face-to-face classes were a lack of instructional time and collaboration, difficulty

understanding the lessons and activities, and an adjustment period, Bordeos &

Lagman (2022). Nevertheless, despite these challenges, they are highly

motivated to keep learning in class.

Transitioning from modular to face-to-face classes can pose several

challenges for students, including adjusting to a different learning environment,

shifting learning styles, managing time effectively, and navigating social

dynamics. It is crucial for educators and institutions to be aware of these

challenges and provide appropriate support to help students successfully

transition to face-to-face classes. Strategies such as orientation programs, study

skills workshops, and academic support services can be implemented to facilitate

the adjustment and ensure a smooth transition for students.

International

The risk that the COVID-19 pandemic would result in the MCO in March

2020 changed the course of history and led to the MCO 2.0, which limited the

availability of distant learning sessions at academic institutions for the upcoming

semester of 2021. Online learning and teaching have their share of challenges,

such as an unfavorable learning environment, students' reluctance to learn this

way, a lack of Internet-connected devices, ineffective teaching and learning

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methods, and potential negative effects on student's performance in class.

Mahlan (2022).

According to Munirah (2021), Distance learning does not motivate

students as much as teaching in person does. and underlines the need for

modern technology and an adequate internet connection even for students who

are ready to learn online. According to Hurlburt (2018), Early forms of online or

distance learning needed students and/or teachers to have access to printed

materials that were sent to them via email or home. Face-to-face application over

online learning is the preferred program for students during the Covid-19

pandemic. Kok (2021).

The academic success of SHS students in traditional face-to-face and

online distance learning modalities was compared. Which instructional modality

increased students' academic performance was determined using the average

final grades of 1,913 students enrolled in traditional face-to-face education and

1,449 students enrolled in online distance learning. As a result of the study's

findings, it was determined that both traditional face-to-face and online distance

learning modalities were used by the students to complete their academic work.

Also, it was discovered that learners' academic performance improved

statistically significantly (p 0.05) when using the online distance learning

modality. This study lends credence to the premise that, despite the COVID-19

pandemic, online distance learning can help SHS students' academic

performance. Cano (2022). Online and traditional classes are both significant

when it comes to learners. Online classes are also beneficial to students.

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Students may be satisfied with face-to-face and in online classes according to

their own preferences.

Upon the establishment of the new normal face-to-face classes, many

students have faced some difficulties specially in trying to adapt from modular to

face-to-face modalities, but we as nature human beings have our ways of coping

with things or experiences. It is called coping mechanism, and researchers

believe that students have their ways of coping through changes and difficulties

encountered in post pandemic education. One of the struggles students faced in

post pandemic is stress, stress is a struggle that already existed in many

students' way before pandemic took place. Ranging between 5 and 70% among

young adults and teenagers have experience stress Pascoe et al,. (2020). Back

to coping mechanism as it is said that every individual copes differently from one

another.

Prior research has suggested several methods. to control student stress

and anxiety Garett et al,. (2017), suggested that teaching students time

management skills may help them feel less stressed. So, students need to

develop time management skills. efficiently to avoid placing huge stress on the

workload. Similarly, to lessen feelings of isolation and students' homesickness.

The three main tactics used by students were reading books, listening to music,

and talking to friends. Therefore, extracurricular benefits of labor to students'

psychological health increasing one's level of academic self-efficacy Griffiths et

al,. (2021). According to Nanthakumar (2020) the most efficient complementary

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techniques for reducing stress and anxiety among individuals are engaging in

physical activity.

Seeking assistance. This coping strategy refers to the students method of

asking someone for help or support when they are having troubles. Five out of

every ten students stated that they turned to their friends, parents, or teachers for

support or advice to get through their challenges Calo et al,. (2021), the

responses of the participants revealed that students seek out others for help

when they are struggling. Students receive emotional support from their friends,

parents, or teachers in the form of counsel, empathy, and motivating words. This

assistance is typically of an intellectual or emotional character. “This result is

congruent with the results of the study of Guevarra and Cimanes (2017).”

The related studies and related literature are included as to support this

study related to the lived experiences among Senior High School Students in

schools during post pandemic.

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CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the methods, participants, environment, design, and

instrument used in this study to further analyze the data to be gathered.

Research Design
This study makes use of qualitative research and has a phenomenological

design. A phenomenological study of a movement that was directed against

experience's nature from the point of view of the individual observing the

phenomenon (known as "lived experience"). (Conelly 2010). This study features

the experiences, challenges, and coping mechanisms of the students as the new

normal education was finally established. Furthermore, the descriptive

phenomenology of Husserl is applied in this study, where senior high school

students lived experiences and challenges was explored and described. From

these descriptions, more understanding of senior high school students lived

experiences in post-pandemic education was known in the study.

Research Flow
Figure 1 shows the conceptual framework of the study. The research questions are in

statement form which are used as the input. The process includes interview guide

construction, the interview of the participants, coding and identifying themes,

categorizing, interpreting data, results and discussion, and the conclusion and

recommendation. Lastly, the output of this phenomenological study is the Learning

Adjustment Plan.
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“INPUT”
“PROCESS”
1. Interview GuideProfile
Demographic Construction
of a Senior High School Students according to:

2.A) Age
Interview of Participants
B) Sex
3. Coding and Identifying Themes
C)Strand
4. Categorizing
 The experiences of the students during face to face classes after 2 years of
5. Interpreting Data learning.
modular distance
 Effects on the experiences to their academic performance
6. Results and Discussion
The struggles they encountered during post pandemic
 The management of the struggles and pressure of a Senior High School
7. Conclusion and Recommendation
Student.

“OUTPUT”

Learning Adjustment Plan

Figure 1. IPO Model of the phenomenological study on the experiences of a Senior High

School students in school during post pandemic.

Research Environment
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The study is conducted in a public Senior High School in Cebu City. The

locale of this study is in Cebu City, at Don Carlos Memorial National High School,

C. Padilla St., Cebu City. The implemented modality of the school has

transitioned from modular to face-to-face classes. It is convenient for the

researchers since they are also students of the said school, which has an

estimated 961 G11 students and has 4 strands and 17 sections this school year.

This study was conducted on the academic year 2022-2023.

Cebu City Don Carlos A. Gothong Memorial National High School

implemented several programs that could help and affect the students learning

performance. These programs are implemented to help the students develop and

improve their learnings. The Reciprocated Service Tutorial (RSL) Tutorial

Program which were held by Ms. Daisy Von Dy and her fellow researcher Ms.

Maria Dessah Jimenez Panoy, implemented this program as to enchance the

reading and writing skills of the students. The school also implemented a Child

Protection Policy for the students to understand the laws and rules that are

enforced within the school and to provide safety for the students outside of the

school.
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Figure 1. The locator’s map of the Environment under study.

Research Participants
The participants of the study are the Grade 11 Senior High School students of

Cebu City Don Carlos A. Gothong Memorial National High School, School Year
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2022-2023. There are eight Grade 11 Senior High School students (n=8). Each

strand has two (2) participants involved in this study. They are purposively

selected using the following criteria: (a) He/she is enrolled in the school where

the study is conducted; (b) He/she is a senior high school student; (c) He/she will

provide an honest responses. The researchers select the respondents on

purpose based on their qualities by employing the purposive sampling technique.

Purposive sampling technique is a technique that the researcher used in

qualitative research to recruit participants who can provide in-depth and detailed

information about the phenomenon under investigation (Moran, 2021).

Research Instrument
The main instrument of the study is a semi-structured interview guide

consisting of two parts- Part A, demographic information and Part B. semi-

structured questions. The researcher is free to stray from the predetermined

interview questions and order if he or she stays within the overall parameters of

the interview. Structured and unstructured questions are blended. Preset

questions and simultaneously ask follow-up inquiries as he or she sees fit.

(Raymar Francia, 2022). In this instrument, there were thirteen interview

questions pertaining to student’s experiences during post pandemic classes.

Including the structured interview.

Data Gathering Procedures

The researcher secured a written permit from their research adviser and also

the consent from the principal of Cebu City Don Carlos A. Gothong Memorial
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National High School to let the researchers be able to conduct the study. This

uses the non-probability sampling in choosing the respondents for the said

research. The researchers used the purposive sampling because they were

getting participants from those who fit into their research study. They selected the

students of Grade 11 Senior High School. An interview was used to solicit

information from the research participants. The researchers constructed several

interview questions for the participants to answer. Interview schedule was used

to have an allotted time for the convenience of the researchers and respondents.

The data gathered in this study through interview is administered by organizing,

analyzing, and interpreting the data being gathered from the respondents.

Data Analysis
The information gathered from the Grade 11 students served as basis for a

clear analysis of the experiences of senior high school students during face-to-

face classes. A tough and serious interpretation of data revealed the

experiences, struggles, and coping mechanism of the students. From that point,

the researchers identified and conducted a thorough interpretation of the data

and the experiences of senior high school students. In this study, thematic

analysis was used. Thematic analysis is a method used for analyzing qualitative

data. It involves reading through the set of data and searching for patterns in the

meaning of the data to identify themes. It identifies, analyze, and interpreting the

data patterns (Villegas, 2022). The themes summarize the findings in the study

and give some recommendations about it.

Ethical Consideration
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The researchers informed the participants of the study and its objectives.

Their consent to participate in the study were secured next. They were informed

prior to the interview, that their participation is purely voluntary. The researcher

assured them of strict confidentiality and privacy, following the ethical principles

during the study period. Their personal information was not revealed in the study

instead code names were used.

CHAPTER IV

Results and Discussions

This chapter presents the data in relation to the problem of the study with

their subsequent analysis and interpretations.

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Student's Profile

Table 1 shows the profile of the students according to their strand, age,

and their sex.

Table 1

Student's Demographic Profile

Profile Code/s Percent

16 12.5%
Age
17 62.5%

18 12.5%

24 12.5%
Male 37.5%
Sex
Female 62.5%
STEM 25%

Stand HUMSS 25%

ABM 25%

TVL 25%

Table 1 above shows the students profile in terms of strand, age, and sex.

There were 2 students in each strand from STEM, ABM, HUMSS, and TVL.

About 62.5 % of students were female and 37.5% were male. Lastly, based on

the calculation, the average age of the students that were interviewed is 18 years

of old.
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Experiences of Students During Face-to-Face Classes After 2 Years of

Modular Learning

Table 2 shows the different experiences of a Senior High School

Student they encountered from face-to-face classes.

Table 2

The Experiences of Senior High School Students from the New Face
to Face Classes

Research Themes Code/s F Evidence

Question

Okay 2

More suitable 4

A raindrop’s Mas okay siya kesa sa

Advantages for 1
journey Modular kay mas daghan
slow learners
What are the ka ma learn.
experiences of Good 1
students
during face to Overwhelmed 1
face classes
after 2 years of
New friends and 3
modular?
peers
I experienced a lot
New 2 including the relationship
There’s always environment of my classmates and
a rainbow after naka bond nako sila.
the rain. Guidance of the 2
teachers

New schedule 2
interaction

Self-conscious 1 As a student, Diba

naanad pud ta na sa
Struggles to 1 before pandemic na face
catch up to face, so we are used
to that ethics nga mo
Homework 1 mata og sayo, bahalag
kapoy, bahalag kuwang
 25

The side that problems sa tulog. Sa pagbalik jud

has never sa face to face kay
heard of Stress 2 medyo kapoy jud siya,
like bag-o jud sa feeling,
like before online class ra
Financial 1 and unlike before online
Assistance class rapud. Akong
thoughts about face to
Changes of 1 face Kay more stressful
schedule siya, more gamiton nga
money para ma provide
deadlines
and mas hassle siya.

Table 2 above shows that the Senior High School Students have different

experiences in the new face to face classes. One respondent stated that the

face-to-face classes are a big advantage for slow learners for the reason that

they have a teacher to guide them and educate them physically. About 44.4% of

the respondents answered that face-to-face classes are more suitable. This gives

the researchers an idea that some students are more comfortable in face-to-face

learning than distance learning. This simply means that some Senior High School

Students accepted the new face to face classes with open arms.

In the second theme of the table above, it shows the bright side of the new

face to face classes. About 77.7% of the students responded that they interact

with new friends and peers, encountered the new schedules and new

environment. 22.2% of the students mentioned that they encounter the guidance

of their teachers, on which they can ask questions a lot easier. In this way, the

students did encounter new experiences from the new face to face learning.

However, 1 student had mentioned that he/she struggles interacting with new

peers and friends, and also to the teachers and surroundings. This gives the
 26

researchers an idea that not all Senior High School Students are prepared to

face the new face to face learning.

In the last theme of the table 2 above, it shows the unfortunate of the new

face to face classes. It was found out that some students are having a hard time

adjusting to the face-to-face learning. About 28.5% of the students mentioned

that they are having a hard time catching up to the new lessons and homework

problems due to the changes of deadline schedules. 1 respondent had

mentioned that he/she had experienced stress throughout the face-to-face

classes. Which it affects to his/her academic performance. This simply means

that the Senior High School Students are struggling to adjust to the face-to-face

classes.

Face to Face classes have many benefits for students and teachers.

According to Peters, K. (2021), teachers and students are comfortable in a

classroom setup, they understand better from the ‘real world’ instead of virtual

experience. Students can concentrate better in a classroom. And students have

many opportunities to learn from other students.

All the data gathered is in line with the study of Lagman (2022), it is stated

that face to face learning poses several challenges that students may encounter.

These challenges can be academic, social, or emotional. They can hinder

students' learning process and affect their academic performance. Students may

face difficulties in adjusting to the physical environment, interacting with their

peers and teachers, and participating in classroom activities.

 27

Effects on the Students' Learning

Table 3 shows how do the experiences of Senior High School Students

affected their learning.

Table 3
Experiences Shaping Students' Learning
Research Themes Code/s F Evidence
Question

Motivated 2

How do these Grade increased 1

Yes, it became better unlike
experiences sa akoa before, mas na
affects their A trip to the right express, nako kung unsa ko
Practical learning 3
learning path nga type of students. Like
styles
performance mas na express nako
akong self as well as my
opinions ug sa akoang
3 voice to everyone.
Teachers
Guidance

Table 3 above shows that the set up of face to face classes offered a

better experience and it gave the students an opportunity to express themselves

as well as voice out their opinions to everyone. In the first theme, which is a trip

to the right path shows that 33.33% of the respondents stated that they

experienced better learning styles while the other 33.33% stated that they

receive better guidance from the teachers. The rest of the respondents were said

to have gained motivation and one person was said to have gained better

grades.
 28

The lesson "A trip to the right path" stands out as having a big impact on

the person. Their grades went up because they were inspired to put more effort

into their studies. Their understanding and application of knowledge were much

improved by the use of practical learning strategies. The leadership of the

teacher and the pupils' aptitude for confident expression resulted in a more

thorough educational experience.

The two studies under discussion shed light on how different learning

options affect students' academic performance. According to Cabrera (2022),

students who attend in-person sessions are often more motivated and perceive

an improvement in their grades. This suggests that in order to promote learning,

student-teacher and peer to peer interaction in the classroom is crucial. Children

feel safer as a result of the addition of health and safety measures in schools

which maintains the stability of learning. Accordingly, the study of Peters in 2021

highlights the benefits of a classroom environment, pointing out how students

can better grasp subjects from the "real world" and have more opportunities to

learn from their instructors and peers. These studies, practical teaching

strategies, and recommendations of teachers play a significant role in shaping

students' learning experiences and outcomes.

Struggles of Senior High School Student during face-to-face classes

Table 4 shows the struggles encountered by senior high school students

in set of face-to-face classes, and the preferences of students on what kind of

learning modalities they prefer.

 29

Table 4
The Struggles and Challenges of Senior High School Students
Research Themes Code/s F Evidence
Question

What are the Modular Distance 3 Dili man hard kay mas
struggles they Learning naganahan ko sa face to face
kay mas daghan ka makat-onan
encountered kay sa module raba dili pa jud ko
after shifting Preferred perminte maka answer kay nay
from modular to Modalities time nga tapulon ko may na ang
face to face face to face kay mabuhat man
Face to Face 5
learning? gyud nimo ang angay buhaton.
Learning

Transportation 1

A Never Ending New Subjects 1

Battle

Heat 1

Waking Up 1

Mag-abot ang buhatunon

Expectations 1 unya dili kaayo kaya sa oras
mao nang mag struggle k
okay daghan kaayog mga
buhatunon.
Time 4

Interaction 2

Nothing 1

Table 4 shows the struggles and challenges that Senior High School

students encountered during face-to-face classes. First in the category shows

how hard face to face classes is and what are their preferred modalities. There

were 38% said that they find face to face classes not hard because there is a

teacher who can guide them on their learning. However, 23% said that face to
 30

face classes is harder than modular distance learning. Also, about 38% of Senior

High School student said that they preferred face to face classes than modular

distance learning.

The second theme in this table shows the struggles that the Senior High

School students encountered during face-to-face classes. About 33.3% of the

students find it hard to manage their time because of there are many things to do

from school. It shows that due to the overload work they find it hard to manage

their time and that can cause them stress. This only tells us that they need to

improve on how to manage their time. Also, 16.6% said that they find it hard to

interact with their peers and teacher. It shows that they feel pressure when it

comes to participating in activities or groupings.

In the first theme it shows about what preferred modalities they will

choose. It is proved in the study of Citroner, G. (2022), that most students prefer

face to face classes. In proceeding to second theme, it shows what are the

struggles they encountered during face to face. It is affirmed in the study of

Lagman, (2022) that one of the challenges that students encountered during face

to face is that is the pressure to actively participate in class discussions and

activities.

Management of the struggles and pressure of Grade 11 Students

Table 5 shows what are the student’s ways to relieved stress. Also, how

well they managed the problems encountered.

Table 5
 31

Coping mechanisms and Management of Senior High School Students

Research Themes Code/s F Evidence

Question
Music 2 Through my friends, like nila
ko maka cope up gamay sa
Fur Babies 1 among interactions kanang
mulaag mi even though na
Plants 1 stress na ko sa school task
and every time manglaag mi
maka feel ko nga nigaan
Dance 1
Escapism of akong pamati and murag
Stress nawala akong stress.
How do Senior Study 1
High School
Students Shopping 1
managed to
handle the
Friends 4
struggles and
pressure? Hobbies and 2 I mean naa man gyud nay
Likes problems na imo ma
Study 1 encountered pero like wala
Life Begins kay choice imo na
Where Fear Face the 5 atubangon and then learn
Ends Problem from your mistake nalang.
Flexible Time 1

Table 1 above shows that the Senior High School students have their own

ways of managing the stress they have encountered during face-to-face classes.

There were 50% respondents have similarly said that they manage the stress

through their friends. It was also found out that 38% of the senior high school

students managed their stress through the things that they usually do or have

interest in doing such as music, pets, planting, dancing, studying and shopping.

The second theme in this table shows what does the Senior High School

Students do to the problems they have encountered in set of face-to-face

 32

classes. About 62.5% of the senior high school students stated that they faced

the problems encountered during face-to-face classes. And, 25% students have

said that they simply just do their hobbies and like to manage the encountered

problems appears in face-to-face classes. While, 12.5% of the students managed

the problems they encountered through simply studying and time management.

After the gathering of the data, it is learned that many students use the

same ways of reducing stress as well as how do they manage the problems they

have encountered in time of face-to-face classes. It is asserted in the study of

(Calo., et al. 2021) that people seek out friends for support when they are

struggling. This assistance usually consists of an emotional or academic

personality. Students receive emotional support from their friends, parents, or

teachers in the form of counsel, sympathy, and courage.

CHAPTER V
SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusion and

recommendation of this research study.

 33

Summary

This study employed phenomenological design to answers to the research

questions. There were 8 participants, all are Grade 11 Senior High School

students in this study and used interview questionnaire to gather data. The

researcher selected the participants by using the purposive sampling. The time

period it takes for interviewing is from May 18, 2023 to May 19, 2023. This was

conducted to determine the struggles, coping mechanism and experiences of

Senior High School students during face-to-face classes.

Especially, the study sought to answer the following.

1 What are the students profile in terms of:

1.1 Age

1.2 Sex

1.3 Strand

2 What are the experiences of students during face-to-face classes after 2 years

of modular learning?

3 How do these experiences affected to their academic performances?

4 What are the struggles they encountered after shifting from modular to face-to-

face classes?

5 How do senior high school students managed to handle the struggles and

pressure?
 34

Findings

1 There were 2 students in each strand from STEM, ABM, HUMSS, and TVL.

Most of the participants that are being interviewed by the researchers were

females, researchers only interviewed few males. Lastly, based on the

calculation, the average age of the students that were being interviewed is 18

years of old.

2 Most of the participants responded that they encountered new surroundings

and environment. It was also mentioned that they interacted with new friends and

peers. In contrast, some participants also mentioned that they are having a hard

time to adjust the new face to face classes. This includes: Homework problems,

stress, financial assistance, and struggling to catch up to the new lessons and

topics.

3 After shifting from face-to-face classes, the researchers found out that some

students prefer face to face classes when it comes to guidance because it served

as an opportunity for students to voice out and show their practical learning

styles. It was also found out that that after shifting from face-to-face classes,

student’s grades had increased.

4 Most of the participants responded that the struggle they encountered after

shifting from modular to face-to-face classes was time management. The

students find it hard to manage their time because there are many things to do in

school. It shows that due to the overload of work, they find it hard to manage

their time, and that can cause them stress.

 35

5 The respondents said that they manage their stress through their friends. The

researcher also found out that there are senior high school students who manage

their stress through the things they usually do or have an interest in doing.

Conclusion

Base on the gathered data in this study, it has been concluded that most

of the students have encountered new settings and people to communicate and

befriend with while others find it difficult to adapt to the new environment, they

are in. In addition, some of the reasons why they are finding it hard to adjust to

the new face-to-face classes is due to homework problems, stress, financial

assistance and trouble to catch up at lessons and new topics. Students have

stated their preferred type of learning and some answered face-to-face as their

preference due to the teacher’s guidance and the ability to show what have the

students learn from their lessons. Furthermore, student’s grades seem to have

improved after the official establish of face-to-face classes. In shifting from

modular to face-to-face classes students have trouble in time management and

the overload work as its main reason, to add up respondents also may encounter

stress due to this problem. As students encounter difficulty in the establish of

face-to-face classes, they have their own ways of coping mechanism such as

quality time with friends and hobbies. In findings it occurs that the students have

their own preferences when it comes to the type of learning modality. As the face

to face begins many difficulties are encounter. Furthermore, the students have

their own ways of how to cope up with stress they encounter.

Recommendations
 36

Based on the findings and conclusion, the researcher would like to

recommend the following:

For students, the Learning Adjustment Plan must be utilized for effective

management of time and to help you meet classwork deadlines, boost the quality of your

work, minimize your stress, and complete your goals, while also helping to ensure that

you have time for your other hobbies and passions.

For parents, you can help your son and daughter by giving emotional support.

Encourage them to discuss their thoughts and feelings, and offer support and guidance

accordingly. When it comes to financial assistance, make a budget for your child's need

in school.

For teachers, it is recommended to have an effective tools for teaching to the

student's learning. By providing ways on how to make learning's fun and

understandable. Also, by helping students acquire effective time management skills by

providing tools, strategies, and resources for efficient task organization.

For the future researcher, it is recommended to do a schedule for researching and

gathering your data in order to manage your time. Also, make sure to not go further

beyond your study in order to avoid confusion and this can save your time.

CHAPTER VI

LEARNING ADJUSTMENT PLAN

This chapter presents the output of the conducted study.

PLANNING FOR LEARNING ADJUSTMENT

1 Collect Baseline Data 2 Goal Setting 3 Strategies

 37

st

4 Roles and Responsibilities

6 Learning Journey Who will do that?
What are the context for •Learners
learning?
5 Resources

What resources are needed?

7 Monitor Progress
•Gadgets
How will we check the learner’s
achievement and progress that •Internet
has been made against agreed
•Schedule Sheet
goals?

8 Review and Report

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 43

APPENDICES

APPENDIX A
Transmittal Letter
 44

APPENDIX B

Informed Consent Form

 45

Research Title: Lived Experiences among Senior High School Students in Schools during
Post Pandemic

Researcher: Ponciano Cantay III , Kyla Galan , Jenny Gudia

Bryle Caretero , Wengie M. Garcia
Dear Participant:
Your participation for this research study is greatly appreciated. Beforehand, it is
just formal and proper that you carefully read its rationale and scope. The researcher is open
for your queries and clarification. This study seeks to explore the challenges, experiences,
and coping mechanism of Senior High School students.

Study Procedure:
The researcher will employ the use of interview. It will be done through face-to-
face interview. A semi-structure interview, with a content-validated questionnaire and
consisting of open-ended questions will be conducted. The questions reflect your
experiences and challenges pertaining to face-to-face classes.

Confidentiality
Your identity to this study will be very confidential. However, for the purpose of
this research, your responses will be in black and white. The researcher will take extra
effort to preserve your identity unknown through:

a. Assigning numbers/codes for the participants; and

b. Keeping full security on audio and video recordings, documents and other
instruments that are used during the gathering of data.

Voluntary participation and Consent

You are not forced to participate in this study. Nevertheless, your willingness to
participate is highly appreciated. As you sign in this consent form, you agree to
respond/participate in the accomplishment of the data gathering tools.

Contact information of the researcher Email address: panirikcantay18@gmail.com

Consent:

I understand this information and agree to participate fully under the conditions
stated above:

Signature over printed name of the participant Date

 46

APPENDIX C
Interview Questions
Interview Questions were made as to provide information and to dig more

personal opinions and experiences. The purpose of this is to gather data to further

understand the lived experiences of the Senior High School Students.

1 What are the students profile in terms of:

a) Name
b) Age
c) Sex
d) Strand

2 What are the experiences of students during face to face classes after 2 years of

modular learning?

a) Based on your experiences, what are your thoughts about face-to-face classes?

b) What are your experiences during face-to-face classes?

3 How do these experiences affected to their academic performances?

a) How was your academic performance this school year? Did it became better

after shifting from modular to face-to-face learning?

b) Do the stress you feel in school affects your academic performances? Why?

4 What are the struggles they encountered after shifting from modular to face-to-face

classes?

a) Do you find face-to-face classes hard? Why?

b) What are the struggles you encountered during face-to-face classes?

5 How do senior high school students managed to handle the struggles and pressure?

a) What are your ways to reduce stress in school?

b) What do you do when you encounter the pressure at school?

 47

CURRICULUM VITAE

BRYLE C. CARETERO
BLK 7 LOT 4 NABA ALASKA BARANGAY MAMBALING CEBU CITY.
Email Address: careterobryle@gmail.com
Contact Number: 0907 179 7907

PERSONAL INFORMATION
Name: Bryle C. Caretero
Age: 17 years old
Sex: Male
Status: Single

ACADEMIC BACKGROUND
Senior High School: SCIENCE, TECHNOLOGY ENGINEERING,
MATHEMATICS (STEM) STRAND CEBU CITY DON CARLOS A. GOTHONG
MEMORIAL HIGH SCHOOL
C. PADILLA ST., CEBU CITY
Grade 11

Junior High School: CEBU CITY DON CARLOS A. GOTHONG MEMORIAL

HIGH SCHOOL
C. PADILLA ST., CEBU CITY

Elementary School: Alaska Elementary School

ALASKA DAY CARE
 48

Outstanding Achievements
22nd honor Grade 11, Third Grading, school year 2022-2023
10th honor Grade 11 First Sem, school sear 2022-2023
*1st honor Grade 10, school year 2021-2022
*2nd honor Grade 9, school year 2020-2021
*5th honor Grade 7, school year 2018-2019
*6th honor Grade 6, school year 2017-2018
*6th honor Grade 5, school year 2016-2017
 49

CURRICULUM VITAE

PONCIANO S. CANTAY III

Blk 3 Missionaries St. Suba Cebu City
Email Adress: panirikcantay18@gmail.com
Contact Number: 09231608319

PERSONAL INFORMATION
Name: Ponciano S. Cantay III
Age: 16 years’ old
Sex: Male
Status: Single

ACADEMIC BACKGROUND
SENIOR HIGH SCHOOL: Science, Technology, Engeneering, Mathematics
(STEM) Strand
Cebu City Don Carlos A. Gothong Memorial National High School
C. Padilla St., Cebu City
Grade 11

JUNIOR HIGH SCHOOL: Cebu City Don Carlos A. Gothong Memorial National
High School
C. Padilla St., Cebu City
2019-2020
ELEMENTARY: Pasil Elementary School
L. Flores St. Pasil Cebu City
Since 2011

OUSTANDING ACHIEVEMENTS
*With Honors 1^st to 3^rd Quarter Grade 11 School Year 2022-2023
*Top 2 in Grade 6 School Year 2017-2018
*Top 1 4th Quarter in Grade 3 School Year 2014-2015
*Top 2 1st to 3rd Quarter in Grade 3 School Year 2014-2015
 50

CURRICULUM VITAE

KYLA D. GALAN
429 Sto Nino St. Suba Cebu City
Email: 109kylagalan@gmail.com
Contact Number: 09701930565

PERSONAL INFORMATION
Name: Kyla D. Galan
Age: 17 years old
Sex: Female
Status: Single

ACADEMIC BACKGROUND
SENIOR HIGH SCHOOL: Science, Technology, Engineering, Mathematics
(STEM) Strand Cebu City Don Carlos A. Gothong Memorial National High
School
C. Padilla St., Cebu City
Grade 11

Junior High School: Cebu City Don Carlos A. Gothong Memorial National High
School C. Padilla St., Cebu City
2018-2022
Elementary School: Pasil Elementary School
Pasil Cebu City

OUTSTANDING ACHIEVEMENTS
*With honor in Grade 11 from 1st Quarter
*With honor in Grade 10
*With honor in Grade 8
*Top 9 in Grade 2
*Top 8 in Grade 1
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CURRICULUM VITAE

WENGIE M. GARCIA
Gen. Gines St., Sawang Calero Cebu city
Email: wengiegarcia37@gmail.com
Contact Number:09356949491

PERSONAL INFORMATION
Name: Wengie M. Garcia
Age: 17 years old
Sex: Female
Status: Single

ACADEMIC BACKGROUND
SENIOR HIGH SCHOOL: Science, Technology, Engineering, Mathematics
(STEM) Strand
Cebu City Don Carlos A. Gothong Memorial National High School
C. Padilla St., Cebu City
Grade 11

Junior High School: Cebu City Don Carlos A. Gothong Memorial National High
School

C. Padilla St., Cebu City

2018-2022

Elementary School: Sawang Calero Elementary School

Sawang Calero Cebu City

OUTSTANDING ACHIEVEMENTS
*With honor in Grade 11 from 1st Quarter to 3rd Quarter
*With honor in Grade 10
*With honor in Grade 9
*With honor in Grade 8
*With honor in Grade 7
 52

*Class Valedictorian in Grade 6

*3rd place in Filipino spelling contest Division level
*1st place in Mathematics quiz bee District level
*Top 3 in Grade 5
*Top 2 in Grade 4
*Top 3 in Grade 3
*3rd place in Science quiz in District level
* Top 4 in Grade 2
* Top 3 in Grade 1
 53

CURRICULUM VITAE

JENNY B. GUDIA
BLK.5 ABELLANA ,STREET SUBA CEBU CITY
E-mail: gudiajenny78@gmail.com
Contact number :09565064192

PERSONAL INFORMATION
Name: Jenny B. Gudia
Age: 17 yrs old
Status: Single

ACADEMIC BACKGROUND
SENIOR HIGH SCHOOL:Science, Technology, Engineering, Mathematics
(STEM)Strand
Cebu City Don Carlos A. Gothong Memorial National High School
C. Padilla St., Cebu City
Grade 11

JUNIOR HIGH SCHOOL: Cebu City Don Carlos A. Gothong Memorial National
High
School
C. Padilla St., Cebu City

ELEMENTARY: Pasil elementary school

OUTSTANDING ACHIEVEMENTS
Grd11-With honor first Quarter to third Quarter
Grd10 with honor
Top 3- grade 7
Elementary
Top 4 grade 3
1st mathematician quiz