THE EFFECTS OF 9 HOURS OF FACE-TO-FACE CLASSES TO GRADE 9 STUDENTS

AFTER 2 YEARS OF ONLINE AND MODULAR MODE OF LEARNING

A Research Paper Presented to the Classes of

Mr. James V. Domingo, LPT and Mr. Joey M. Cortez, LPT

University of La Salette, Incorporated High School Department

Malvar, Santiago City

In Partial Fulfillment

Of the Requirments in

English 10 and Mathematics 10

MACAPAGAL, MICHELLEY ANN D.

BERNABE, LARA VEA

SAGAUINIT, JAMES PATRICK

GRADE 10 - SAINT MONICA

MAY 2022
 INTRODUCTION

The ongoing COVID-19 pandemic has drastically affected the education system

worldwide. In response to the situation, schools and educational institutions have adopted

alternative modes of instruction such as modular and online learning to ensure that students

continue to receive their education even during the pandemic. However, the effectiveness of

these modes of instruction remains a topic of debate. Some studies suggest that they are not

as effective as face-to-face instruction, particularly for younger students.

In the Philippines, the Department of Education has implemented the use of modular

and online learning for the academic year 2020-2021 and 2021-2022. This mode of

instruction aims to minimize physical contact between students and teachers to prevent the

spread of the virus. However, after the COVID-19 cases slowly decreases in the Philippines

and the educational institutions observed the lack of students’ engagement in their studies

with online and modular learning, the DepEd finally allowed face-to-face classes from 7:30 am

- 5:00 pm, 9 hours to be exact, for the academic year 2022-2023, after 2 years of being in the

online and modular mode of learning.

Subsequently, from the perspective of Carrell et.al. (2011) "A's from Zzzz's? The

Causal Effect of School Start Time on the Academic Achievement of Adolescents.", the study

identifies the causal effect of school start time on the academic achievement of the students.

Results show that starting the school day 50 minutes later shortening class hours has a

significant positive effect on student achievement, which is roughly equivalent to raising

teacher quality by one standard deviation. Each weekday morning, most of the high school

students are sitting in their first-period class by 7:30 am. While some students may be

raring to go, many are struggling to stay awake and alert. In fact, survey evidence shows

that over a quarter of high school students report falling asleep in class at least once per
week according to National Sleep Foundation (2006). As parents and administrators look

for ways to improve student academic achievement, some question whether early start

times and class hours are hindering the learning process for teenagers.

Therefore, this study was inspired to explore the effects of nine-hour face-to-face

classes that start at 7:30 am on Grade 9 students after two years of modular and online

classes. As Grade 9 students were enrolled in online learning for their eighth grade and

modular learning for their seventh, the academic year 2022–2023 marked the first time they

had a nine-hour face–to–face classes throughout their high school careers. This study also

aims to explore the adjustments Grade 9 students must make to survive nine-hour face–to–

face classes. Additionally, this type of instruction's effects on student involvement, motivation,

and academic success will be assessed by the study. The study will also look into how nine

hours of face-to-face classes affect the social and emotional growth of kids.

Background of the Study

The COVID-19 pandemic has greatly affected the education system worldwide, leading

to the adoption of various learning modes such as online and modular learning. While these

modes have been beneficial in mitigating the spread of the virus, they have also brought

about challenges in the form of limited interaction between teachers and students, reduced

motivation, and learning difficulties.

Due to the Covid-19 pandemic, schools, particularly in rural areas employed Modular

Distance Learning (MDL) to ensure education continuity. The study revealed that the 2.25%

decrease in the GWA of learners after the implementation of MDL denotes a significant

difference in their academic performance. MDL strengthens family bonding, and independent

learning, and is cost-effective. However, it is an additional workload to working parents, there

is limited teacher-learner interaction, learners lack socialization with other children and have
no exposure to significant school activities but are rather exposed to many distractions at

home (Janina Molina Dargo and Michelle Dimas, 2021).

Furthermore, Michelle T. Viña et.al. (2022) “Perceived Effects of Online Learning on

the Academic Performance of Senior High School Students”, concluded that the respondent

neither agreed nor disagreed on the perceived effects of online learning on the academic

performance during the 2nd semester of the academic year 2021-2022. There are aspects or

areas of quality of instruction, learning materials, and features of online learning that need

improvement to cater to all the student’s needs for their learning process. In summary, the

instructions, learning materials, and features of online learning were sufficient to provide

quality education. Although distance learning has brought changes to the normal system of

education, the NDMC is very flexible in finding an alternative way to bring hope, courage, and

pursue the dreams of every student using online learning.

Moving on, everyone was greatly affected positively and negatively, especially our

Grade 9 students. It is because they were one of the most affected students due to changes

made in our learning modalities because of the pandemic. Looking back, Grade 9 students

graduated from elementary during their face-to-face classes however, due to the COVID-19

pandemic they started high school with modular learning while in their 8th grade, they had an

online mode of learning, and when they reached 9th grade, they need to immediately adjust

themselves because of the sudden transition from online to face-to-face considering that their

last face-to-face classes were during their elementary days.

Correspondingly, the findings of this study are expected to provide insights into the

effects of 9 hours of face-to-face classes on Grade 9 students’ general health and academic

performance which includes improving the learning outcomes of students who have been

exposed to online and modular modes of learning for an extended period. This study may

also contribute to the development of strategies that can enhance the effectiveness of the
face-to-face classes approach in promoting academic success and well-being among

students.

Research Problem

This study seeks to answer the following research questions:

1. What is the most effective and helpful learning modality for Grade 9 students?

2. What learning modality affected Grade 9 students’ mental health?

3. What learning modality affected Grade 9 students’ everyday lifestyle?

4. Does 9 hours of face-to-face classes affect Grade 9 students’ interest and academic

performance?

5. Is homework still effective and necessary in providing education even with 9 hours of

face-to-face class at school?

Significance of the Study

This study will provide significant insights and benefits to the following beneficiaries:

The School Administration. The results of this study will benefit school administrators in

making informed decisions regarding the implementation of the 9 hours approach to face-to-

face learning. The study will provide them with evidence-based insights on the effectiveness

and effects of face-to-face classes and class hours in promoting academic success and well-

being among Grade 9 students who had been studying through online and modular modes for

two years.

Teachers. The study will benefit teachers in developing effective teaching strategies that can

enhance the learning outcomes of students who have been exposed to online and modular
modes of learning for an extended period. The teachers will be made aware of their students’

perceptions regarding face-to-face class hours and how it affected them and their academic

performance during their classes. Moreover, the findings of the study can also help teachers

foster motivation and well-being among students by providing them with opportunities to

interact with their teachers and peers through face-to-face classes despite school

requirements and long class hours.

Students. The results of the study will benefit Grade 9 students by providing them with

opportunities to voice out their experiences and opinions regarding class hours. The study will

also help them to assess themselves on what learning modality is more effective to them and

what learning modality affected them positively and negatively. Moreover, they will be the

stakeholders when 9 hours of face-to-face classes

Parents. The study will benefit parents who are concerned about the quality of education that

their children are receiving by providing them with evidence-based information on how to

support their children's academic success and well-being. The findings of the study can guide

them in advocating for effective learning modes and in promoting their children's academic

success and well-being.

Education Sector. The study will benefit the education sector by providing it with evidence-

based insights into the effectiveness of 9 hours face-to-face approach to learning. The

findings of the study can contribute to the development of effective strategies and policies that

can address the challenges associated with online and modular modes of learning and

promote the academic success and well-being of students.

Future Researchers. This will serve as a reference for future studies conducted related to

the topic at hand as it provides new observations and interventions to the problems posed by

the transition to new normal.

Definition of Terms

For the purpose of clarification, the important terms used in this study have been defined.

The following terms are:

Face-to-face learning- is an instructional method where course content and learning material

are taught in person to a group of students.

Modular Distance Learning- is in the form of individualized instruction that allows learners

to use self-learning modules (SLMs) in print or digital format/electronic copy, whichever is

applicable in the context of the learner and other learning resources.

Online Learning- refers to an internet-based learning environment that can connect students

of diverse backgrounds who boast different perspectives.

Learning Modality- describes how (delivery mode) and when (convening method) your class

will meet. The delivery mode will tell you whether the class will meet only online, in-person, or

a mix of both.

Pandemic- the worldwide spread of a new disease.

 METHODOLOGY

Research Design

The study utilized a quantitative, descriptive research design. According to Aliaga and

Gunderson (2002), quantitative research methods are defined as the collection of numerical

data and analysis with the help of mathematical tools, in particular statistics, to explain a

problem or a phenomenon in depth. On the other hand, Creswell (1994) said that the

descriptive method of research is to gather information about the present existing conditions.

Creswell (2012, p. 274) also explained the purpose of the descriptive method is to find a

detailed explanation and description of the object of the research systematically. Therefore,

the quantitative methodology was useful in this study because it enabled the researchers to

investigate 170 Grade 9 students’ perceptions of the 9 hours of face-to-face class hours and

how it affected them after 2 years of being in the modular and online mode of learning.

Respondents

The study was conducted in the University of La Salette, Incorporated High School,

Malvar, Santiago City, Isabela. The high school is part of the K to 12 Basic Education

Curriculum and provides a variety of grade levels from Grade 7 to Grade 10 for students to

enroll in.

This research was conducted in the academic year 2022-2023, with a total population

of 170 coming from students in 9th grade. The sample size was computed through Slovin’s

Formula with a margin error of 5%. Stratified sampling is a technique in which the whole

Grade 9 level is divided into different sections or subgroups. After the subjects were divided

into subgroups, systematic random sampling was applied to each subgroup.

Research Instrument

The instrument that was used in order to gather the data needed for this study is

through survey questionnaires. The questionnaire was designed to collect quantitative and

qualitative data, with closed-ended, open-ended questions, and a Likert-type survey. The

researchers used a survey questionnaire with a mixed bag of close-ended questions, open-

ended questions, and a Likert-type survey to collect data from the respondents. The close-

ended questions allowed the researchers to collect clear results by providing research

participants with only three options: online, modular, or face-to-face mode of learning,

regarding their preferences in learning amidst the pandemic while the open-ended questions

allowed the researchers to gather the participants’ responses about their opinions and

experiences regarding their 9 hours of face-to-face classes in their own words from their own

perspective giving them the opportunity to reply in as much detail as they like yielding more

exact data for the study. Moreover, a structured questionnaire was also included on the basis

of 5 point Likert-type surveys such as strongly agree (5), agree (4), neutral (3), disagree (2),

and strongly disagree (1).

The questionnaire was divided into three main sections. Part I consisted of the

demographic information of the respondents. This section gathered basic information about

the participants, such as their name (optional), grade, and section.

Part II consisted of questions that will unfold the mode of learning preference of the

students. This section provided the participants with a set of questions regarding their

preference in learning to be answered by only three options: online, modular, or face-to-face

learning. Respondents were instructed to indicate which option best suits their answer by

putting a check in the box under each option.

Part III constituted the questions that revealed the respondents’ perception of 9 hours

of face-to-face classes. This section asked the participants to rate their perception of 9 hours
of face-to-face classes on a Likert scale, ranging from 1 (Strongly Disagree) to 5 (Strongly

Agree). The questions focused on the following areas:

1. The effects of 9 hours of face-to-face classes to Grade 9 students’ general health.

2. The effects of 9 hours of face-to-face classes in their level of engagement in the

classroom and their interest in studying.

3. The difficulties Grade 9 students faced in adjusting to 9 hours of face-to-face classes

after being in an online and modular mode of learning for two years.

4. The perception of the Grade 9 students about the teachers giving homework even after

9 hours of face-to-face classes.

5. The perception of the Grade 9 students about the relevance of homework in providing

education even after 9 hours of face-to-face classes.

Part IV pertained to the questions that assessed the impact of face-to-face classes.

This section asked the respondents to describe the impact of 9 hours of face-to-face classes

on their lifestyle, academic performance, social and emotional well-being, and overall

experience of learning. They were also asked to provide their opinion about the shortening of

class hours and how it is relevant and needed. The questions were open-ended, allowing

participants to provide detailed responses and share their personal experiences.

Treatment of Data

For this study, the Likert scale, weighted mean, and calculation of percentages were

used as statistical tools to analyze the quantitative data gathered from the survey

questionnaire.

The Likert scale is a commonly used method for measuring attitudes, opinions, and

perceptions of individuals toward a particular topic or concept. It is a 5-point rating scale that
ranges from "Strongly Agree" to "Strongly Disagree," with the middle point being "Somewhat

Agree."

The weighted mean, on the other hand, is a statistical measure that takes into account

the importance or weight of each response in a Likert scale. It is calculated by multiplying the

response value by its corresponding weight, then dividing the sum of the weighted values by

the total number of responses.

❑

The formula for weighted mean is: x̄ =

∑
❑
wx
❑
Where:
❑
∑
❑
wx is the sum of all the response value multiplied by its corresponding weight
❑
∑
❑
x is the sum of all the response values

To get total mean, add all the computed mean divided by the total number of items:
❑
∑
❑
x̄
❑
Where:
❑
∑
❑
x̄ is the sum of all the computed mean
n Is the total number of items

The Likert scale and weighted mean were used to analyze the responses to the

questions in Section 2 of the survey questionnaire, which focuses on the participants'

perception of the 9 hours face-to-face classes. The Likert scale responses were assigned

numerical values, ranging from 1 (Strongly Disagree) to 5 (Strongly Agree), and the weighted

mean was calculated for each question to determine the overall perception of the participants

towards the face-to-face classes.

The reason behind using the Likert scale and weighted mean is that they provide a

quantitative representation of the participants' attitudes and perceptions towards the 9 hours

face-to-face classes after two years of online and modular modes of learning. The Likert scale
allows the researchers to assess the degree of agreement or disagreement of the participants

with each statement, while the weighted mean provides a more accurate representation of the

participants' overall perception of the face-to-face classes, taking into account the importance

or weight of each response.

Moreover, the process of calculating percentages involves dividing the number of

responses in each category by the total number of responses, then multiplying the result by

100 to get a percentage. The reason behind using percentages is that they provide a simple

and easy-to-understand way to summarize the qualitative data and identify patterns. By

calculating percentages, the researchers can compare the distribution of responses across

different categories, such as modular, online, and face-to-face mode of learning.

Data Gathering Procedure

To gather data for this study, the following procedures were undertaken by the

researcher. Foremost, the researchers enter the preparatory process in which before the

actual data gathering, the researchers ensure that the questionnaire was properly designed

and tested for clarity and validity with the assistance of their research adviser. The

researchers also identified the appropriate date and time to administer the survey and

coordinated with the subject teachers to ensure that the students were available to

participate. Subsequently, the researchers sought permission and approval from the subject

teachers and students to conduct the survey at a given time. Third, in compliance to the data

privacy act and ethical considerations of research, the researchers explained to each

participant the purpose of the study and guaranteed them anonymity and confidentiality of

their participation and response. Fourth, after obtaining permission, the researcher started

with the actual data collection by distributing the research instruments to the specified

participants, the Grade 9 students. The researchers offer assistance for every question or
clarification raised by the participants. The survey took approximately 10 minutes to complete.

Fifth, the researchers started the collection and collation of surveys. After the participants

completed the survey, the researchers collect the survey forms and check for completeness

and accuracy. The data will be encoded and stored in a secure database for analysis. Lastly,

the data gathered were tallied, organized, and presented. The data were also analyzed using

both descriptive and inferential statistics. The results will be presented using tables to provide

a clear and comprehensive understanding of the findings.

Data Analysis

The results of the study were analyzed and interpreted using statistical tools.

Descriptive statistics such as simple frequency and percentage were used to describe the

demographic profile of the participants.

RESULTS AND DISCUSSION

PRESENTATION AND INTERPRETATION OF DATA

Profile of the Respondents

Section

Table 1. Frequency and Percentage Distribution of the Respondents’ Section

Section Frequency Percentage

St. Gregory 29 17.05%

St. Dominic Savio 22 12.94%

St. Joseph 25 14.71%

St. Luke 24 14.12%

St. Augustine 24 14.12%

St. Charles 22 12.94%

 St. Lorenzo 24 14.12%

TOTAL 170 100%

Table 1 displays the distribution of the respondents in terms of section. From the

gathered 170 responses of the survey, a frequency and percentage of 29 and 17.05%

respectively come from the St. Gregory sections, 22 responses with a percentage of 12.94%

are from St. Dominic Savio and St. Charles sections, 25 responses with a percentage of

14.71% are from St. Joseph, while 24 responses with a percentage of 14.12% are from St.

Luke, St. Augustine, and St. Lorenzo section. This only means that the majority of the

respondents who answered the survey were St. Gregory students.

Mode of Learning Preference of the Students

Table 2.1 Distribution of Respondents’ Preference in Mode of Learning

I. Learning Modular Online Face-to-face TOTAL`

Preference

1. What is your 11 20 139 170

most preferred
learning
modality?

2. Which 1 25 144 170

learning
modality
helped you the
most?

3. Which 55 51 64 170
learning
method
affected your
mental health
badly?
4. Which 64 42 64 170
learning
method has the
longest time
required to
study and
answer school
requirements?

Table 2.2 Percentage Distribution of Respondents’ Preference in Mode of Learning

I. Learning Percentage Percentage Percentage TOTAL

Preference (Modular) (Online) (Face-to-face)

1. What is your 6.47% 11.76% 81.76% 100%

most preferred
learning
modality?

2. Which 0.59% 14.70% 84.71% 100%

learning
modality helped
you the most?

3. Which 32.35% 30% 37.65% 100%

learning method
affected your
mental health
badly?

4. Which 37.65% 24.71% 37.64% 100%

learning method
has the longest
time required to
study and
answer school
requirements?
 Table 2.1 Shows the preferences of Grade 9 students in which they were able to

choose which learning modality was efficient and helpful to them as a student. Table 2.2

shows the percentage distribution of Table 2.1. Furthermore, question number 2 reached the

highest percentage of 84.71% saying that many Grade 9 students agreed that the face-to-

face learning modality helped them the most with their education. However, question number

2 also has the lowest percentage of 0.59% saying that modular learning modality is the least

modality that helped them the most with their studies.

Perception of Students to the 9 hours of Face-to-Face Classes

Table 2.2 Grade 9 Students Perception of 9 hours of face-to-face classes

5 4 3 2 1 Mean Interpretation
5. Does 9 hours of face-to- 35 46 61 19 9 3.47 Neutral
face classes have bad
effects on Grade 9 students’
general health?

6. Does 9 hours of face-to- 26 36 52 36 20 3.07 Neutral

face classes makes you lose
interest in studying?

7. Is it hard to adjust to 9 38 46 56 18 12 3.47 Neutral

hours of face-to-face classes
after 2 years of modular and
online learning at home?

8. Is homework draining and 50 35 56 22 7 3.58 Agree

not necessary after 9 hours
at school?

9. Are 9 hours of face-to-face 23 62 56 16 13 3.38 Neutral

classes with homework still
effective in providing
education to Grade 9
students?
 Table 2.2 exhibits the mean distribution of the respondents’ perception regarding the 9

hours of face-to-face classes. Question number 8 obtained the highest mean of 3.58 with an

interpretation of “agree” which implies that most of the respondents agree the homework is

draining and not necessary after 9 hours of face-to-face classes at school. Conversely,

question number 6 got the lowest mean of 3.07 interpreted as “neutral”. This signifies that the

respondents are neutral or they agree and also don’t agree with the idea that 9 hours of face-

to-face classes makes them lose interest in studying.

SUMMARY

CONCLUSION

RECOMMENDATION

BIBLIOGRAPHY

APPENDIX A: QUESTIONNAIRE

- Permission Letter to Float the Questionnaire

- Research Questionnaire
 APPENDIX B: DOCUMENTATION

APPENDIX C: Individual Curriculum Vitae