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INTRODUCTION

Background of the Study

Face to face learning is where the teacher and the student meet in a set place for a set

time, for either one-on-one learning or, most commonly, in group class lessons similar to

what happens in school. According to Hammond, Hyler and Gardner in (2017), For

students to develop mastery of challenging content, problem-solving, effective

communication and collaboration, and self-direction, teachers must employ more

sophisticated forms of teaching. Effective professional development (PD) is key to

teachers learning and refining the pedagogies required to teach these skills. In addition,

opposed to traditional classroom teaching, where in there are students that condemned to

learn more about the new way of teaching. Where in the students come to school and

attend their classes physically to enhanced and learn a skill to use in the real world.

On the other hand, online class is an education that takes place over the internet. It is a

generally conducted through a learning management system, where students can see their

course syllabus and academic progress, an as well communicate with their fellow

students or classmates and their teachers. Online offerings are also being increased in

response to increasing student demand for more flexible and convenient models of higher

education (Kaya, 2010). Online course delivery methods have the potential to transform

the landscape of higher education by expanding educational opportunities, transforming

student populations, and prompting the development of new pedagogical methods.

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This study compared the effectiveness of online vs. traditional instruction in an

environmental studies class. Using a quantitative survey, the researchers attempted to see if

student performance was effected by instructional metric. The methods, procedures, and

operationalization tools used in this assessment can be expanded upon in future

quantitative, qualitative, and mixed method designs to further analyze this topic. Moreover,

the results of this study serve as a backbone for future meta-analytical studies.

Methodology in this study may prove beneficial to other faculty and teachers desiring to

measure the student performance of online and face to face modality. The emphasis to

measure and compare student performance across various methods of instruction will

verify a quality online program is in place (Faidley, 2018). Continuous quality

improvement is essential for Bachelor of Science in Customs Administration (BSCA) on

the subject of Customs Appraisal and Assessment.

According to Paechter and Maier 2010 Students appreciated online learning for its

potential in providing a clear and coherent structure of the learning material, in supporting

self-regulated learning, and in distributing information, which means that they preferred

face-to-face learning for communication purposes in which a shared understanding has to

be derived or in which interpersonal relations are to be established. Compared to this

research, this research focused more on a specific course which is Customs Appraisal and

Assessment the uniqueness of this research was seem to be different compared to other

research which was line to Online Classes vs. Face to Face Classes.
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Statement of the Problem

This study aims to determine the student’s academic performance of BSCA

students Customs Appraisal and Assessment.

Specifically, the study sought to answer the following questions:

1. What is the academic performance of BSCA students who took Customs Appraisal

and Assessment in face-to-face class modality?

2. What is the academic performance of BSCA students who took Customs Appraisal

and Assessment in online class modality?

3. Is there a significant difference of student’s academic performance between online

class and face-to-face class modality?

Null Hypothesis

HO1: There is no significant difference of student’s academic performance between

online class and face-to-face class modality.

H02: There is a significant difference of student’s academic performance between online

class and face-to-face class modality

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Conceptual Framework

Online Class vs. Face to Face Classes: Assessing the BSCA Students Academic

Performance in the Course Customs Appraisal and Assessment.

Process

Input - Collection and Output

analysis of data that
- BSCA Final we gathered from - Propose
Grade on face the two registrar’s Infographics as
to online office in both reference for the
classes and Manila and Cavite implementation or
face-to-face campuses. creating guidelines
classes. - Independent for this specific
Sample T-test. course.

Figure 1. Conceptual Framework

The first frame presents the input of the study that includes the final grades of the

BSCA students.

The second frame presents the process of the study that involves the Collection and

analysis of data that we gathered from the two registrar’s office in both Manila and Cavite

campuses. Independent Sample T-test that analyzes the means of two separate groups to

see if there is statistical support that the population mean values are statistically

substantially different.

The third frame presents the output of the study that propose information campaign

to the administrators which is the chair, deans, and academic institution that has an

authority towards the implementation and creating guidelines and the approach to this

subject.
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Significance of the Study

This research is made with the aim of evaluating students' performance in the

Course Customs Appraisal and Assessment on two different setting - Online Class and

Face to Face Class. The research will provide a deep understanding of what are the

factors that may affect a student's performance in the specific course including the

difference studying on each of the setting.

- School- This study could justify particular actions of a student at school in Emilio

Aguinaldo College both Cavite and Manila Campuses. Also through this research,

academic institutions and administrators may promote programs and advocacies

regarding Customs Appraisal and Assessment Subject.

- Customs Administration Faculty - This research will serve as reference for the

faculty members especially to Customs Appraisal and Assessment Professors to

narrow or differentiate the efficiency of Online Class Modality and Face to Face

Class Modality.

- The future researchers - This research could be used as a future reference of ideas

for a future research regarding the research gap connected to Customs Appraisal

and Assessment subject. All ideas contained in this research could be used as RRL

in the future with proper citation and acknowledge to us, the researchers.

Scope and Limitations

This study focused on Assessing the BCSA Students Academic Performances

Course Customs Appraisal and Assessment. This study scoped the information about

Student who took Customs Appraisal and assessment in Emilio Aguinaldo College –

Cavite and Emilio Aguinaldo College - Manila. This study would concentrate on how
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participants manage their grades between online class or face to face class. The

researchers wanted to figure out how to better manage their grades with those students

in terms of their academic performances in Customs Appraisal and Assessment.

Definition of Terms

This part of the study identified the various terms or words mentioned in the study.

This portion also offered students with a clearer idea or guide to help them better

comprehend the study.

 Academic Performance- Academic performance is the measurement of student

achievement across various academic subjects. Teachers and education officials

typically measure achievement using classroom performance, graduation rates and

results from standardized tests.

 Online Classes - An online class is a course conducted over the Internet. They are

generally conducted through a learning management system, in which students can

view their course syllabus and academic progress, as well as communicate with

fellow students and their course instructor.

 Face-to-Face Classes - It is defined as the mutual influence of individuals' direct

physical presence with their body language and verbal language. It is one of the

basic elements of a social system, forming a significant part of socialization and

experience throughout an individual's lifetime.

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 Customs Appraisal and Assessment - Assessment and appraisal of duties and

taxes for single and multiple items, and assessment of surcharges, fines and

penalties.
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METHODOLOGY

Research Design

Research Design is the overall techniques that a research reasonably and precisely

to cite the various pat of the study. It refers for obtaining satisfactory evidence for a

research problem. Research design refers to the overall strategy that the researcher should

choose to integrate the different components of the study in a coherent and logical way.

Research design is Constitutes the blueprints for the collection, analyzing and measuring

the data. Research design should have a clear statement of the research problem including

the plans that specific the sources and types of information that is relevant to the research

problem. These are the four examples of research design under with the quantitative

research namely Correlational, Descriptive, ex Post Facto, Quasi-Experimental, and

Experimental research design.

This study focused more on to Assessing the BCSA Students Academic

Performance in the Course Customs Appraisal and Assessment. According to Published

on May 15, 2019 by Shona McCombes. Revised on July 21, 2022. “Descriptive research

aims to accurately and systematically describe a population, situation or phenomenon. It

can answer what, where, when and how questions, but not why questions. A descriptive

research design can use a wide variety of research methods to investigate one or more

variables.” The researchers want to know more on how to assess and evaluate the

difference ways on how to deal on the subject Customs Appraisal and Assessment to

those students who finished it on online classes platform and face to face classes.
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Research Locale

The study will be conducted on two campuses Emilio Aguinaldo College. The

Manila campus Located at the 1113 San Marcelino St, Paco, Manila, Metro Manila and

the Cavite campus located at Congressional East Ave, Burol Main, Dasmariñas, Cavite.

Research Respondents

The respondents of this study are those Customs Administration students at

Emilio Aguinaldo College of both campuses, the Manila and Cavite Campus. In addition,

only those students who have grades from Customs Appraisal and Assessment under

Face to Face and Online Modality will be considered.

Sampling Technique

All of the participants were selected using purposive sampling technique. This

technique was used to reach a targeted sample quickly and gather the information for

variables and objective of the study. According to Crosswell (2020), purposive sample is a

non-probability sample that is selected based on characteristics of a population and the

objective of the study. Purposive sampling is also known as judgmental, selective, or

subjective sampling. A homogenous purposive sampling technique was employed on

selected customs administration students at Emilio Aguinaldo College-Cavite and customs

administration students at Emilio Aguinaldo College-Manila. In this method, the

researchers focus on the different learning modality of the participants, which are the

students who study online and on-site. One of the vital processes to keep this study

successful, all of these participants were selected using purposive sampling technique.
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This technique was used to reach a targeted sample quickly and gather the information for

variables and objective of the study.

After conducting the purposive sampling on customs administration students,

which resulted in a total number of students, the researchers will utilize another sampling

method which is Quota Sampling. It refers to a non-probability sampling method that relies

on the non-random selection of a predetermined number or proportion of units. This is

called a quota. According to Nokolopoulou (2022), non-probability sampling method that

relies on the non-random selection of a predetermined number or proportion of units. This

is called a quota. He also mentioned that, you first divide the population into mutually

exclusive subgroups (called strata) and then recruit sample units until you reach your

quota. These units share specific characteristics, determined by you prior to forming your

strata.

Data Gathering

The researchers secured a written permit to the administration of EAC-C & EAC -

M. Records from the registrar office may useful enough for the needed data on the list of

student of BSCA who took of customs appraisal and assessment online and face to face

modality. This study takes place in Emilio Aguinaldo college of Cavite and Manila.

Research Instrument(s)

Instrumentation for this study, where letter made by researchers and to be passed to

both registrars from EAC-Manila and EAC-Cavite since the data (GRADES) is already

available in the registrar’s office of both campuses. Since then, validity and Reliability is

no longer necessary.
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Data Analysis

1. According to Lavrakas (2008), A percentage frequency distribution is a display of

data that specifies the percentage of observations that exist for each data point or

grouping of data points. It is a particularly useful method of expressing the relative

frequency of survey responses and other data. In this research it also fills the

statement of the problem (1) what is the academic performance of BSCA students

who took Customs Appraisal and Assessment in face-to-face class modality? (2)

What is the academic performance of BSCA students who took Customs Appraisal

and Assessment in online class modality? (3) Is there a significant difference of

student’s academic performance between online class and face-to-face class

modality?

Furthermore, the researchers use the Independent Sample T Test. According to

Rochon, Gondan, and Kieser (2012) Student’s two-sample t test is generally used for

comparing the means of two independent samples, for example, two treatment arms. Under

the null hypothesis, the t test assumes that the two samples arise from the same normally

distributed population with unknown variance. It also answers the question, is there a

significant difference of student’s academic performance between online class and face-to-

face class modality?

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RESULT AND DICUSSION

1. Face to Face Result

Statistic Value
Frequency
82 4
84 2
83 2
86 1
90 1
91 1
87 1
89 1
85 1
81 1
Mean 84.73
Percentage of students with GWA above 85 33.33%
Percentage of students with GWA below 85 76.66%

The data reveals a mixed bag of academic performance among BSCA students

taking Customs Appraisal and Assessment. While the average GWA sits at 84.73, pointing

towards a generally solid understanding of the subject, there exists a spread of grades

ranging from 81 to 91. This suggests that some students excelled in the course, while

others faced greater challenges. Notably, only a third of the students scored above 85,

highlighting the need for further support and targeted interventions to help those struggling

reach their full potential. On the positive side, no student scored below 80, indicating a

basic understanding of the material across the entire class. Overall, the data paints a picture

of a diverse group of learners with varying levels of mastery in Customs Appraisal and

Assessment.
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2. Online

Statistic Value
Frequency
87 3
84 2
83 2
81 2
85 2
88 1
86 1
89 1
91 1
90 1
Mean 85.6875
Percentage of students with GWA above 85 50.00%
Percentage of students with GWA below 85 50.00%

The data reveals a generally strong academic performance among BSCA students

taking Customs Appraisal and Assessment. The average GWA of 85.6875 indicates a solid

understanding of the subject matter. Notably, half of the students scored above 85,

demonstrating a high level of mastery. Furthermore, no student scored below 80,

suggesting that all students grasped the fundamental concepts of the course.

However, there is a slight spread in the grades, with some students performing

significantly better than others. This suggests that while the majority of the class excelled,

there may be a need for additional support or targeted interventions to help those who

faced greater challenges reach their full potential.

Overall, the data paints a positive picture of the BSCA students' academic

performance in Customs Appraisal and Assessment. The high average GWA and the
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absence of low scores indicate a strong foundation in the subject. However, the presence of

a range of grades suggests that there may be a need for differentiated instruction to cater to

the diverse learning needs of the students.

3. Correlational-Analysis

Correlation
Interpretation
coefficient

There is a weak correlation between face-to-face and online GWA

-0.0502
results.

The correlation coefficient is -0.0502, which indicates a very weak negative

correlation between face-to-face and online GWA results. This means that there is almost

no relationship between the two sets of scores. In other words, students who performed

well in the face-to-face class did not necessarily perform well in the online class, and vice

versa.

This finding suggests that the format of the class (face-to-face or online) may not

have a significant impact on student performance in Customs Appraisal and Assessment.

Other factors, such as individual learning styles, prior knowledge, and motivation, may be

more important in determining how well students do in the course.

It is important to note that this is just a preliminary analysis based on a small

sample of data. More research is needed to confirm these findings and to explore the

factors that influence student performance in Customs Appraisal and Assessment.

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SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary:

When analyzing the performance of BSCA students in Customs Appraisal and

Assessment, a mixed picture emerges. While the average GWA suggests a solid grasp of

the subject, the range of scores reveals a diverse group of learners with varying levels of

mastery. Notably, a portion of students excelled, scoring above 85, while others faced
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greater challenges. This suggests the need for further support and differentiated instruction

tailored to individual learning needs.

Interestingly, the format of instruction (face-to-face or online) appears to have little

impact on student performance. The lack of a strong correlation between learning

environments implies that factors beyond format, such as individual attributes and

motivation, may play a more significant role in shaping academic success.

Overall, the data paints a complex picture of student performance in Customs

Appraisal and Assessment. While the presence of high achievers is encouraging, the need

to address diverse learning needs and explore factors influencing performance remains

crucial for optimizing educational outcomes in this subject.

The data analysis reveals several key findings regarding BSCA students'

performance in Customs Appraisal and Assessment:

Overall:

 Both face-to-face and online classes demonstrate strong academic performance,

with a high average GWA and no students falling below 80.

 The spread of grades suggests varying levels of mastery, highlighting the need for

differentiated instruction to cater to individual learning needs.

 There is a weak negative correlation between online and face-to-face GWA results,

indicating that the format of the class may not have a significant impact on student

performance.
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Specific observations:

 Face-to-face classes exhibit a slightly wider range of grades compared to online

classes.

 A higher percentage of students in online classes scored above 85, suggesting

potential advantages for some learners.

 The data suggests the effectiveness of the course in equipping BSCA students with

fundamental knowledge and skills in Customs Appraisal and Assessment.

Conclusion:

In conclusion, the analysis of student performance in Customs Appraisal and

Assessment reveals both promising results and areas for further investigation. Across both

face-to-face and online learning formats, students demonstrate a strong grasp of the subject

matter, highlighted by the high average GWA and absence of failing grades. However, the

variation in individual performance underscores the need for differentiated instruction to

cater to diverse learning needs. Additionally, the weak negative correlation between online

and face-to-face GWA suggests that the format of the class may not be the primary

determinant of student success.

Moving forward, further research is crucial to deepen our understanding of factors

influencing student performance in this course. Investigating the role of individual learning

styles, prior knowledge, and motivation can offer valuable insights into personalized

instruction strategies. Exploring potential factors contributing to the observed differences

between online and face-to-face learning outcomes can inform pedagogical approaches for
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each format. Additionally, expanding the data sample will strengthen the validity of the

findings and allow for more conclusive interpretations.

Recommendation:

Considering the findings of this study, several recommendations emerge for future

research on student performance in Customs Appraisal and Assessment:

1. Individual Learner Differences:

 Conduct a deeper analysis of individual learner differences such as learning styles, prior

knowledge, and motivation to understand their impact on student performance.

 Develop and implement differentiated instructional strategies tailored to diverse learning

needs, including personalized learning plans and adaptive learning technologies.

2. Online vs. Face-to-face Learning:

 Conduct a more extensive study with a larger sample size to confirm the observed weak

negative correlation between online and face-to-face GWA results.

 Investigate specific aspects of the online and face-to-face learning formats that may

contribute to differences in student performance, such as interaction methods, assessment

strategies, and access to resources.

3. Course Design and Pedagogy:

 Analyze the effectiveness of the current course design and pedagogy in promoting student

learning and engagement.

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 Explore and implement innovative instructional methods and technologies that cater to the

specific needs of BSCA students in Customs Appraisal and Assessment.

 Evaluate the role of faculty training and development in enhancing the quality of

instruction and fostering student success.

4. Assessment and Evaluation:

 Review and refine existing assessment practices to ensure they accurately measure student

learning outcomes and provide meaningful feedback for improvement.

 Develop and implement alternative assessment methods that cater to diverse learning styles

and promote the development of critical thinking and problem-solving skills.

 Utilize data-driven decision making based on assessment results to improve the

effectiveness of the course and student support systems.

5. Collaboration and Communication:

 Foster collaboration between faculty, students, and stakeholders in the customs field to

develop and implement best practices for teaching and learning in Customs Appraisal and

Assessment.

 Enhance communication channels and feedback mechanisms to ensure students have

access to the necessary resources and support throughout the course.

 Share research findings and best practices with other institutions and organizations

involved in customs education and training.

By actively pursuing these recommendations, future research can contribute

significantly to enhancing the learning experience for BSCA students in Customs

Appraisal and Assessment. This will ultimately lead to better-prepared graduates who are
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equipped with the knowledge, skills, and competencies necessary to excel in the customs

field.