Statistician Data

Saint Theresa College of Tandag, Inc.
Tandag City, Surigao del Sur, Philippines, 8300

Telefax # 086-211-3046
Website: http://www.stctandag.edu.ph
COLLEGE OF ARTS, SCIENCES & TEACHER EDUCATION
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents, analyzes and interpret the data of the

study.
Sub-Problem 1. How effective are the limited face to face

classes in College of Arts, Sciences and Teacher Education as
to: class schedule, instructional methods and strategies,
learning materials, and room assignments?
RESPONDENTS
INDICATORS STUDENTS TEACHERS AWM AD RAN
WM AD WM AD
1.The class schedule is student 4.07 MrE 4.75 ME 4.41 ME 1

friendly.
2.There are classes held in the 4.16 MrE 4.58 ME 4.37 ME 2

evening.
3.Subject instructors have conflict 4.37 ME 4.08 MrE 4.23 ME 3

in their class schedule.
4.It is adequate for a productive 3.96 MrE 3.25 LE 3.61 MrE 4

student learning.
5.The class schedules are strictly 3.99 MrE 3.00 LE 3.50 MrE 5
followed.
OWM 4.11 MrE 3.93 MrE 4.02 ME
Table 2.1
Effectiveness of Limited Face to Face Classes as to Class Schedule

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Table 2.1 shows the data on the effectiveness of the
limited face to face classes as to class schedule.” The class
schedule is student friendly” rank 1 with the weighted mean of
4.41, most effective. The data suggest that students are
comfortable, and flexible in their studies especially after
pandemic, the school sees to it that classes are scheduled to
the convenience of both teacher and students. According to
Finn et, al. (2018), reported that a scheduled can be an
essential tool in creating a culture that promotes student
achievements as there is a distinct interrelationship between
teaching and learning. The lowest rank is “The class schedules
are strictly followed”, with the weighted mean of 3.50, more
effective, not often the class schedule followed both teachers
and students due to heavy load classes and time conflict. The
schedule affects the pace of the student and teacher
interactions and the schedule influence, whether block or
traditional, cannot be undermined (Reller, 2017).
Table 2.2
Effectiveness of Limited Face to Face Classes as to
Instructional Methods and Strategies
4.20-5.00,ME; 3.40-4.19,MrE; 2.60-3.39,LE; 1.80-2.59,LsE; 1.00-1.79,NE

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Table 2.2 shows the effectiveness of the limited face to
face classes as to instructional methods and strategies.
“Teacher use interactive teaching-learning method” with the
weighted mean of 4.36, most effective. Interactive method can
motivate and encourage the students to participate in class
discussion, listening, and help them to solve problems by
themselves. An interactive teaching method is a form of
learning and communicative activity in which students are
involved in the learning process and reflect on what they know
and what they are thinking (Madona Giordze and Marine
Dgebuadze (2017).
“Teachers use group dynamics” is the lower rank with the

weighted mean of 3.93, more effective. In working
collaboratively in this new normal not all students in a team
are participative, active or even competent which lead to poor
team performance in a class. Others are preferred individual
activity rather than group activity. Many students have a good
experience throughout group activities, but as a time
gradually passes by, each student is starting to lose the
excitement of engaging themselves into helping group work
tasks, (Dorothy Fabian, (2021).
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Table 2.3
Effectiveness of Limited Face to Face Classes as to Learning
Materials
4.20-5.00,ME; 3.40-4.19,MrE; 2.60-3.39,LE; 1.80-2.59,LsE; 1.00-1.79,NE
Table 2.3 shows the effectiveness of limited face to

face classes as to learning materials. “Teachers use journals
and magazines as springboard of the lesson” is rank 1 with the
weighted mean of 4.30, most effective. Journal and magazines
are great assessment tools for teaching and learning. helping
students develop their ability to critically examine their
surroundings from multiple perspective and to informed
judgements about what they see, hear, and learn. According to
Building a Grand Nation Report, (2016) journal and magazines
offer an easy way to integrate short, age-appropriate
informational reading, with self-contained learning segments
that are less threatening and easier for students to absorb
and learn. The lowest rank is “Teacher use modules” with the
weighted mean of 3.23, more effective. Teachers hardly
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delivered properly the lessons and time consuming for printing
materials, as well as students struggled to catch-up the
lessons well without the guide of the teachers. The modular
approach becomes an endless stream of paperwork for both
students and teachers with no way of knowing its effectiveness
(Liezle Estrada, 2021).
Table 2.4
Effectiveness of Limited Face to Face Classes as to
Room Assignments
RESPONDENTS
AWM AD RAN
INDICATORS STUDENTS TEACHERS
WM AD WM AD
1.Rooms are conducive to learning. 3.94 MrE 3.75 MrE 3.85 MrE 3
2.Rooms are properly lighted. 3.91 MrE 4.08 MrE 4.00 MrE 1
3.Rooms have enough chairs. 3.66 MrE 3.58 MrE 3.62 MrE 5
4.BlackboardS are neatly provided. 3.55 MrE 4.00 MrE 3.78 MrE 4
5.Rooms are well ventilated. 3.76 MrE 4.17 MrE 3.97 MrE 2
OWM 3.76 MrE 3.92 MrE 3.84 MrE
Table 2.4 shows the effectiveness of limited face to

face classes as to room assignment. Rank 1 with the weighted
mean of 4.00, more effective is “Rooms are properly lighted”.
It improves concentration, boost learning ability of students
and ensuring excellent visual comfort for both teachers and
students. The lighting systems may have positive effects on
students visual performance, arousal and well-being (Peter JC
Sleegers,Nienke M. Moolenar (2013). “Rooms have enough chairs”
is rank 5 with the weighted mean of 3.62, more effective after
the pandemic the number of students in the classroom
increases, the overcrowding leads to less access to the
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equipment. The problem of insufficient chairs and other
equipment is not only a problem in our school but in other
schools, (Nestor Reyes,(2022).
Table 2.5
Summary Table of the Effectiveness of Limited Face to Face

Classes
INDICATORS TOTAL ADJECTIVAL RANK

WEIGHTED MEAN DESCRIPTIVE
1. Class 4.02 More Effective 2

Schedule
2. Instructiona 4.10 More Effective 1

l Methods &
Strategies
3. Learning 3.90 More Effective 3

Materials
4. Room 3.84 More Effective 4

Assignments
OVERALL 3.96 More Effective

WEIGHTED MEAN
Table 2.5 shows the data on the summary table of the

effectiveness of limited face to face classes. “Instructional
methods and strategies” is rank 1 with the total weighted mean
of 4.10 or more effective, rank 2 is “Class schedule” with the
total weighted mean of 4.02 or more effective, while “Learning
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materials” is rank 3 with the weighted mean of 3.90 more
effective, and lastly, “Room assighnments” is rank 4 or the
lower rank with the weighted mean of 3.84 more effective.
The findings of this study indicate that the

Instructional methods and strategies are affect the
improvement of limited face to face classes. With face-to face
teaching, the teachers implement strategies or methods to keep
students involved and engaged in order to retain students’
attention ( Vygotsky,1986).
Sub-Problem 2. How sound is the relationship between the

teacher and students in conducting face to face classes as to:
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academic, co-curricular, extracurricular, and community-
involvement?
Table 3.1
Relationship Between the Teacher and Students in Conducting
Face to Face Classes as to School Performance and Academic
Grades?
Legend:4.20-5.00,MS; 3.40-4:19,MrS; 2.60-3.39,LS; 1.80-2.59,LsS;
1.00-1.79,NS The table 3.1 shows the Sounds Relationship between the
teacher and students as to School prformance “Teachers explain
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their lesson well” is rank I with the weighted mean of 4.39,
most sound. The teacher teaching style in presenting the
lesson in various ways can add up to the motivating factors of
the students to perform well inside true classroom. Every
teachers has the ability to create engaging lessons that will
mesmerize their students and keep them wanting to come back
for more, (Derick, Meador, 2018). “Teachers respect students
opinions in class” is rank 5 with the weighted mean of 4.03,
In recent years teachers are facing difficulties for our
students to teach, thus the result showed that not all
teachers respect student opinions in class. According to
Flieller et al. 2016, it is difficult for teachers to meet the
individual needs of all students in classroom dialogue during
whole class teaching.
“Students are active in taking oral and written exam”

is rank 6 with the weighted mean of 3.51, students expressed
their performance for this assessment method, which they found
useful and made them comfortable. According to Pekrun et al.
(2018) to understand emotional reactions students experienced
during and after exam, student feedback suggests that oral and
written assessments are promising alternatives or additions to
existing forms of assessment. The lowest rank with the
weighted mean of 3.20, less sounds (LS) is “Students actively
participate in individual or group activities”. The lack of
collaboration difficulty to understand the lessons and
activities and adjustment period are the learning challenges
faced by the students who took part in limited face to face
classes. According to Nurkharismawanti (2021), that learning
boredom is often experienced by students which results in
decreased levels of learning motivation, the emergence of a
sense of laziness, and unstable emotions.
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Table 3.2

Face to Face Classes as to Co-curricular Activities?
4.20-5.00,MS; 3.40-4:19,MrS; 2.60-3.39,LS; 1.80-2.59,LsS; 1.00-1.79,NS
1.79,NS Table 3.2 Shows the sounds relationship between the

teacher and student as to co-curricular. “Teachers act as
coaches to students” is the highest rank with the weighted
mean of 4.19, more sound. The data present that teachers who
coaches focuses in facilitating learning and development of
the students. According to Grant (2010) teachers are in a very
real sense the embodiment of leadership, providing direction,
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guidance, and feedback to their students in addition to acting
as role models. The lowest rank is “Students are taught how to
express or emote their feelings in some cultural art
activities” with the weighted mean of 3.09, less sound.
Students are freely express themselves with their own way and
does not need the help of others. In some point they are
independent to engage themselves to art activities. When the
arts genuinely move us, we discover what it is that we are
capable of experiencing. In this sense, the arts help us
discover the contours of our emotional selves (Elliot W.
Eisner, 2002).
Table 3.3

Face to Face Classes as to Extracurricular Activities?
4.20-5.00,MS; 3.40-4:19,MrS; 2.60-3.39,LS; 1.80-2.59,LsS; 1.00-1.79,NS

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Table 3.3 shows the sounds relationship between
teacher and student as to extracurricular. The highest rank
with the weighted mean of 3.77, more sounds is “Student are
guided or trained on sports skills”. The data present that
students feel at ease as they are trained sports skills at
school. It helps them to become excellent players in different
field. Sports skills and life skills are learned in the same
way, through demonstration, modeling and practice (Orlick and
McCaffrey, 2017). The lowest rank is “Students are very
interested in school activities” with the weighted mean of
3.20, less sounds. After the pandemic, the school activities
are limited as to abide the health protocols. Traditional
school activities would not push through this school year, we
need to focus on the academics of our students to catch-up on
the learning losses during the two years that they weren’t
able to have in person classes, (Sara Duterte (2022).
Table 3.4
Face to Face Classes as to Community Involvement?
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Table 3.4 shows the sound relationship between teacher
and student as to community involvement. “Students and
teachers volunteer in maintaining a clean and green
environment”
4.20-5.00,MS; is rank 1 with
3.40-4:19,MrS; the weighted
2.60-3.39,LS; mean of 3.44,1.00-1.79,NS
1.80-2.59,LsS; more
sound. Fostering a caring attitude towards the environment can
be done by familiarizing students with disposing of garbage
based on the types of waste, caring for plants, keeping class,
and school clean and so on (Yunansah and Herlambang , 2017).
The lowest rank is “Students and teachers actively participate
in fundraising and charitable events” with the weighted mean
of 3.23 less sounds. The data suggest that students and
teachers have no time to participate in this kind of events,
instead they focused on academics. The approach of limiting or
prohibiting certain types of private fundraising and
charitable events is currently the most common way that
districts address equity concern (Schaller and Wiesbet, 2019).
Table 3.5
Summary Table of the Relationship Between Teacher and Students

in Conducting Face to Face Classes
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Table 3.5 presents the summary of the relationship
between teacher and students in conducting face to face
classes. “School performance and academic grades” is rank 1
with the weighted mean of 3.80 or more sound, rank 2 is “Co-
curricular activities” with the weighted mean of 3.54 or more
sound, while “Extracurricular activities” is rank 3 with the
weighted mean of 3.40 or more sound. And lastly, “Community
involvement” got the lowest rank with the weighted mean of
3.36 or less sound.
The finding indicates that school performance and
academic grades of the students encompasses the academic exercise in
the different tasks associated with their studies, the ability to
study and remember facts and competence, to communicate one’s
knowledge in verbal and written form. According to Demuyakor,2020
that learning success require good teacher-student interaction, and
that it is essential to notice that technology cannot replace the
teaching work of a teacher.

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Sub-Problem 3. To what extent are the areas of
development as to: attendance, and compliance of academic
requirements?
RESPONDENTS
AWM AD RANK
WM AD WM AD
1.Students are present daily in 3.91 GrE 3.17 LE 3.54 GrE 5

the face-to-face meeting.
2.Students are always prompt in 3.76 GrE 3.83 GrE 3.80 GrE 1
class.
3.Students attend their class on 3.71 GrE 3.58 GrE 3.65 GrE 2
time.
4.Students wear decent attire in 3.75 GrE 3.50 GrE 3.63 GrE 3
attending classes.
5.Students always wear school ID 3.99 GrE 3.18 LE 3.59 GrE 4

in attending classes.
OWM 3.82 Grae 3.45 GrE 3.64 GrE
Table 4.1
Areas of development as to Attendance.
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The table 4.1 shows the areas of development concern
as to attendance. “Students are always prompt in class” is the
highest rank with the weighted mean of 3.80, greater extent.
The data indicates that students are motivated and provided by
teachers to develop their skills and behavior as they
immediately response in class. It is something we add to a
situation to increase the likelihood of students responding
correctly. (Sasha Long 2017). The lowest rank is “students are
present daily in the limited face to face meeting” with the
weighted mean of 3.54. Due to abrupt changes, there are
students not attending all of their classes because of a lack
of accountability, less connection to peers, teachers, and
friends that results absenteeism. According to Davis, Gough
and Taylor (2019)stated that student barriers might be
misinterpretation of expectations, time management, and
interpersonal communication.
Table 4.2
Areas of development as to Compliance of Academic Requirements
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4.20-5.00,GE; 3.40-4:19,GrE; 2.60-3.39,LE; 1.80-2.59,LsE; 1.00-
Table 4.2 shows the areas of development concern as to

compliance of academic requirements “students can freely
approach their instructors as to compliance of their academic
requirements” is rank 1 with the weighted mean of 3.88,
greater extent. Instructors are very approachable as they
clearly understand the situations of every student in this new
normal. Each student was unique level of comfort and
experience with seeking help from teacher as to support their
learning and success, Coleman (2022). The lowest rank with the
weighted mean of 2.23, least extent. “Students are truly
focused in their academic requirements”. The data indicates
that not all the students can focused to their academic
because of some distractions and difficulties they encounter
especially after this pandemic.
Sub-Problem 4 Is there a significant relationship between
the effectiveness of the Limited Face to Face Classes in
College of Arts, Sciences and Teacher Education and the Areas
of Development?
Table 5
Significant Relationship between the Effectiveness of Limited
Face to Face Classes and the Areas of Development

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The table reveals that the first pair of variables

"Effectiveness of the limited face to face classes in the
college of arts and sciences and teacher education, and Areas
of developmental concern" consisted of -0.175 correlation
value that means the said pair contained a very weak negative
correlation. Furthermore, the table shows P-value of 0.0234
which is less than 0.05, this implies that the mentioned pair
of variables is statistically significant at P<0.05.
The post-pandemic learning situation has not been fully

restored to a sound integral teacher-student academic
relationship. Learning and teaching challenges, flaws and
inadequancies are inevitable; thus, the very weak negative
correlation although these variables are statistically
significant( Naik,2018).
Sub-Problem 5 Is there a significant relationship between the
Teacher and Students in Conducting Limited Face to Face
Classes and the Areas of Development?

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Table 6
Significant Relationship between the Teacher and Students in
Conducting Limited Face to Face Classes and the Areas of
Development
The table also present that the second pair of

variables "Sound relationships between the teachers and
students conducting limited face to face classes and areas of
developmental concern" got 0.349 correlation value or a weak
positive correlation. Moreover, the table reveals that P is
less than 0.00001, this implicates that the mentioned pair is
extremely statistically significant.
Sound teacher-student relationship begets sound
development of students academics, co-curricular,
extracurricular and community development dimensions; thereby,
significant relationship of these variables is obvious
(Horspool and Yang, 2010).
Sub-Problem 6. What are the problems encountered by the

students in implementation of face-to-face classes?
Table 7
Problems Encountered by the Students in Implementation of

Face-to-Face Classes
RESPONDENTS
AWM AD RAN
WM AD WM AD
1. Lack of rooms 4.09 MrS 4.00 MrS 4.05 MrS 2
2. Lack of teachers 4.141 MrS 4.17 MrS 4.16 MrS 1

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3. Insufficient ventilation of 4.10 MrS 3.58 MrS 3.84 MrS 5
rooms.
4. Students and teachers’ 3.88 MrS 4.01 MrS 3.95 MrS 4

conflict in class schedules.
5. Inadequate instructional 3.91 MrS 4.08 MrS 4.00 MrS 3

materials.
6. Strict health protocols. 4.06 MrS 3.33 LS 3.70 MrS 6
7. Overlapping academic 3.92 MrS 3.17 LS 3.55 MrS 7

requirements.
8. Financial needs in school. 4.14 MrS 2.83 LS 3.49 MrS 8
OWM 4.02 MrS 3.65 MrS 3.84 MrS
Legend:4.20-5.00,MS; 3.40-4:19,MrS; 2.60-3.39,LS; 1.80-2.59,LsS
1.00-1.79,NS
Table 7 present the data on the problems encountered in

limited face to face classes. “Lack of teachers” 4.16 more
serious, rank 1 and “Financial needs in school” 3.49 more
serious, rank 8. According to the data, the College of Arts,
Sciences and Teacher Education have lack of teachers handled
every subjects especially in this growing number of students
enrolled this school year. According to Flannery (2020), the
shortage of teachers is a crisis for the teaching profession,
and serious problem for the entire education system.
According to Daud et al. (2018),students in higher

education are in poor financial condition and cannot finance
high living costs. Financial problems are serious issue that
needs to be addressed as it leads to multiple stages of
problems such as health issues and academic performance.
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Sub-Problem 7. What measures can be recommended to improve the
limited face-to- face flasses?
Table 8
Recommended Measures in Improving the Limited Face-to- Face

Classes
Legend:4.20-5.00,MR; 3.40-4:19,MrR; 2.60-3.39,LR; 1.80-2.59,LsR;
1.00-1.79,NR
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Table 8 indicates the data on recommended measure in

improving limited face to face classes. Top 4 recommendation
were suggested: “Reinforcing the school health protocols and
implementation of appropriate health protocols”. Students,
faculty members and non-teaching staff are required strictly
follow hygienic practices, health protocols and other
precautionary measures. According to Toquero (2020), health
education should be integrated into courses and subjects in
both basic and higher education strengthen school medical
services, hygienic practices and mental health. Integrating
health literacy to education is more needed than in these days
when COVID-19 crisis is still evident today (Abel and
McQuees,2020).” Proper scheduling of classes and provide a
comfortable room for students” also a most recommended. Class
meeting occur at specific time in a specific location
according to a set of schedules, however, due to pandemic it
hard for both teachers and students to followed the class
schedules. According to Grigorkevich (2022), in order to
properly shape the learning process, it is necessary to
establish a rigid framework of class schedules to avoid
absenteeism and resulting unsatisfactory outcomes. The
increasing class size of students that results lack of rooms
is the most common problem need to be address especially in
private school. To develop a better learning environment where
students feel motivated and comfortable to learn within the
boundaries and expectations of safe classroom Harreld (2017).
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Charter 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter summarizes the findings, draws coclusions

and gives recommendations of the study.
Summary of Findings
From the data gathered on effectiveness of Limited

Face to Face Classes, the following are the results:
1. As to class schedule, “The class schedule is student

friendly” with the total weighted mean of 4.41 or most
effective; As to instructional methods and
strategies,”Teachers use interactive teaching-learning method”
with the total weighted mean of 4.36 ormost effective; As to
learning materials, “Teachers use journals and magazines as
springboard of the lesson” with the weighted mean of 4.30 or
most effective,and As to room assignments, “Rooms are properly
lighted” with the weighted mean of 4.00 or more effective.
2. As to school performance and grades, “Teachers explain

their lesson well” having th weighted mean of 4.39 or most
sounds; As to co-curricular, “Teachers act as coaches to
students” having the weighted mean of 4.19 or more sounds; As
to extracurricular, “Students are guided or trained in sports
skills” with th weighted mean of 3.77 or more sounds, and As
to community involvement, “ Students and teachers volunteer in
maintaining a clean and green environment” with the weighted
mean of 3.44 or more sounds.
3. As to attendance, “Students are always prompt in class”

with the weighted mean of 3.80 or greater extent,and As to
compliance of academic requirements, “Students can freely
approach their instructors as to compliance of their academic
requirements” with the weighted mean of 3.88 or greater
extent.
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4. There is significant relationship between the effectiveness
of limited face to face classes and the areas of development.
5. There is significant relationship between the teachers and

students in conducting limited face to face classes and the
areas of development.
6. As the problems encountered in the implementation of

limited face to face classes, “ Lack of teachers” with the
weighted mean of 4.16 more serious.
7. As to recommended measures in improving the limited face to

face classes, “Reinforcing the school health protocols” with
the weighted mean of 4.21 most recommended.
Conclusions
From the forgoing findings, the following conclusions

were made.
1. The limited face to face classes in the College of Arts &

Sciences, and Teacher Education (CASTE), where more effective
because the class schedule, instructional methods and
strategies, learning materials, and room assignment are put in
place.
2. The relationship between the teachers and students in

conducting face to face classes in the academic, and non-
academic performance was described as more sounds because
there are still other challenges while the face to face
classes are going on.
3. The students development are varied on their attendance and

academic compliance was described as greater extent beacause
it has a direct impact on the ability of a student to succeed
academically.
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4. There is a significant relationship between the
effectiveness of limited face to face classes and the areas of
development because, it lessens psychological distance between
teachers and the learners that leads to greater learning.
5. There is a significant relationship between the teachers

and students in conducting limited face to face classes and
the areas of development because, positive interaction between
teachers and students play an important role in determining
students success.
6. The problem in implementation of face to face classes in

Saint Theresa College, Inc., is lack of teachers. Having an
adequate supply of good quality teachers, especially in high
demand subject areas. Teachers are role models to the
students, offer guidance, dedication and give young people the
power of education.
7. In recommended measures, reinforcing of the school health

protocols will be strictly followed, in which the
implementation of face to face classes would be convenient and
improve.
Recommendations
Based on the findings of the study, the researchers

offered the following recommendations:
1. School Administration must be responsible in organizing

adequate class schedules.
2. Teachers and students must have a positive relationship

in educational purposes to feel them comfortable.
3. Students must be liable to their school works and have

an active participation during classes.
4. Teachers must be creative to reinforce their teaching

styles and strategies to achieve the students desired
outcomes.
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5. Teachers must be actively engage in motivating the
students with increased oppurtunities to enhances their
teaching-learning.
6. The teachers should utilize the variety of

instructional materials that is suitable to the students.
7. The school administration must provide a quality

teachers in a specific field.
8. The school administration must provide sufficient rooms

for students to have a safe and comfortable learning
environment.
9. The school must reinforcing the health protocols.

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Saint Theresa College of Tandag, Inc.

Tandag City, Surigao del Sur, Philippines, 8300

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents, analyzes and interpret the data of the

Sub-Problem 1. How effective are the limited face to face

INDICATORS STUDENTS TEACHERS AWM AD RAN

1.The class schedule is student 4.07 MrE 4.75 ME 4.41 ME 1

2.There are classes held in the 4.16 MrE 4.58 ME 4.37 ME 2

3.Subject instructors have conflict 4.37 ME 4.08 MrE 4.23 ME 3

4.It is adequate for a productive 3.96 MrE 3.25 LE 3.61 MrE 4

OWM 4.11 MrE 3.93 MrE 4.02 ME

Effectiveness of Limited Face to Face Classes as to Class Schedule

4.20-5.00,ME; 3.40-4.19,MrE; 2.60-3.39,LE; 1.80-2.59,LsE; 1.00-1.79,NE

“Teachers use group dynamics” is the lower rank with the

4.20-5.00,ME; 3.40-4.19,MrE; 2.60-3.39,LE; 1.80-2.59,LsE; 1.00-1.79,NE

Table 2.3 shows the effectiveness of limited face to

OWM 3.76 MrE 3.92 MrE 3.84 MrE

Table 2.4 shows the effectiveness of limited face to

Summary Table of the Effectiveness of Limited Face to Face

INDICATORS TOTAL ADJECTIVAL RANK

1. Class 4.02 More Effective 2

2. Instructiona 4.10 More Effective 1

3. Learning 3.90 More Effective 3

4. Room 3.84 More Effective 4

OVERALL 3.96 More Effective

Table 2.5 shows the data on the summary table of the

The findings of this study indicate that the

Sub-Problem 2. How sound is the relationship between the

Legend:4.20-5.00,MS; 3.40-4:19,MrS; 2.60-3.39,LS; 1.80-2.59,LsS;

“Students are active in taking oral and written exam”

Relationship Between the Teacher and Students in Conducting

4.20-5.00,MS; 3.40-4:19,MrS; 2.60-3.39,LS; 1.80-2.59,LsS; 1.00-1.79,NS

1.79,NS Table 3.2 Shows the sounds relationship between the

Relationship Between the Teacher and Students in Conducting

4.20-5.00,MS; 3.40-4:19,MrS; 2.60-3.39,LS; 1.80-2.59,LsS; 1.00-1.79,NS

Summary Table of the Relationship Between Teacher and Students

The finding indicates that school performance and

academic grades of the students encompasses the academic exercise in

the different tasks associated with their studies, the ability to

study and remember facts and competence, to communicate one’s

knowledge in verbal and written form. According to Demuyakor,2020

that learning success require good teacher-student interaction, and

that it is essential to notice that technology cannot replace the

teaching work of a teacher.

Sub-Problem 3. To what extent are the areas of

development as to: attendance, and compliance of academic

1.Students are present daily in 3.91 GrE 3.17 LE 3.54 GrE 5

5.Students always wear school ID 3.99 GrE 3.18 LE 3.59 GrE 4

OWM 3.82 Grae 3.45 GrE 3.64 GrE

4.20-5.00,GE; 3.40-4:19,GrE; 2.60-3.39,LE; 1.80-2.59,LsE; 1.00-

Table 4.2 shows the areas of development concern as to

Sub-Problem 4 Is there a significant relationship between

the effectiveness of the Limited Face to Face Classes in

College of Arts, Sciences and Teacher Education and the Areas

Significant Relationship between the Effectiveness of Limited

Face to Face Classes and the Areas of Development

The table reveals that the first pair of variables

The post-pandemic learning situation has not been fully

Sub-Problem 5 Is there a significant relationship between the

Teacher and Students in Conducting Limited Face to Face

Classes and the Areas of Development?

The table also present that the second pair of

Sub-Problem 6. What are the problems encountered by the

Problems Encountered by the Students in Implementation of