Republic of the Philippines

Department of Education (DepEd)

REGION VIII (EASTERN VISAYAS)

SCHOOLS DIVISION OF LEYTE

ALANGALANG NATIONAL HIGH SCHOOL

Real St., San Antonio Pob., Alangalang, Leyte

____

THE EFFECT OF FACE-TO-FACE LEARNING IN NEW NORMAL

TOWARDS ACADEMIC PERFORMANCE OF GRADE-10 RAMON
OBUSAN

In Partial Fulfillment
of the Requirements for the Subject
INQUIRIES, INVESTIGATION & IMMERSION (RESEARCH)

Research Participants:

Caidoy, Thrisha
Curvera, Chadrick

June 2023

Real Street, Barangay San Antonio (Poblacion)

Alangalang, Leyte Philippines 6517

alangalangnhs303336@gmail.com

School ID: 303336

 TABLE OF CONTENTS

PRELIMINARIES
Title Page..............................................................................................................................i
Table of Contents................................................................................................................ii
ABSTRACT.........................................................................................................................1
Chapter I. INTRODUCTION..................................................................……………......2
Background of the Study.................................................................……………………...3
Statement of the Problem..............................................................…………………….....4
Hypothesis....................................................................................………………………....5
Significance of the Study...........................................…………………….........................6
Scope and Limitations...................................................................…………………….....7
Definition of Terms.....................................................................…………………….......8
Chapter II. REVIEW OF RELATED LITERATURE.......................……...................9
Chapter III. METHDOLOGY.............................................................……………........10
Research Design.......................................................................…………………….........11
Research Materials................................................................……………………...........12
Chapter IV. RESULTS AND DISCUSSIONS...............................................………....13
Discussion................................................................................………………………......14
Chapter V:. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS............15
Summary.............................................................................………………………..........16
Conclusions.........................................................................………………………..........17
Recommendation.................................................................…….………………...........18
ACKNOWLEDGEMENT...............................................……….……..........................19
BIBLIOGRAPHY.........................................................................……………..............20
REFERENCES...................................................................................……………….....21
APPENDICIES.....................................................................................……………......22
 CHAPTER I

ABSTRACT

In how to ensure the quality of face-to-face learning in higher education has become an
increasing concern in recent years. While various studies have focused on faculty and administrative
perspectives, there has been an absence of research on students' perceptions of the quality of face-to-
face learning. This study used quantitative methodologies to evaluate the perceptions of students from
the Special Program in the Arts on the influence and quality of face-to-face learning based on their
learning experiences. 20 learners were interviewed and surveyed. And the researchers both examined
the students positive and unfavorable experiences. There were also identified factors that contributed
to such encounters. The research's conclusions showed that students' favorable experiences included
cost effectiveness, familiarity with teachers, accessibility to technical support from instructors, and
views of grades. While learners' negative experiences were characterized by flexibility, a lack of self-
control and motivation, the necessity to commute to job or school, and the requirement for adult
supervision of students during non-learning hours. The school environment has an impact on students'
academic progress in terms of motivation, social effects, and socioeconomic effects. The study group
was selected using the criterion sampling kind of random sampling technique. In terms of professional
ability, serving as a role model, communication, attitude, motivation, and direction, teachers have an
impact on students' academic progress.

INTRODUCTION
 Face-to-face learning in the new normal is a traditional type of learning instruction
where the content and learning materials are taught in person to a group of students or in a
whole class. This method allows the teacher and the learner to have live interaction. Learning
in a comfortable, conventional classroom setting can be easier for students. The speech and
body language of the teacher and other students can provide the students with additional
information and a deeper understanding. This learning is the same as going to school on a
normal day, but it has a limited number of students, selected students, or scheduled students
that will go to school. Face-to-face learning is a very effective way to gain more knowledge
and skills because it enhances the different ways students learn, including writing, reading,
communication skills, presentations, group projects, etc.
Face-to-face learning had such a big impact on the academic performance of the
students because, unlike in modular classes, they could not easily understand the lessons just
by reading the modules, but in face-to-face learning, their performance easily increased due
to the help and guidance of the instructors. Students benefit from a well-rounded educational
experience thanks to the direct interaction, collaborative learning environment, and elevated
motivation and engagement that a traditional education setting offers. Face-to-face classes
give students the chance to interact with other students, take part in group projects, and
participate in extracurricular activities. Face-to-face instruction is crucial since many students
struggle with modular classes because it is different from what they are used to, and other
students only comprehend a lesson when the teacher is standing in front of them.
Therefore, the effect of face to face learning for students is that they can understand a
lot from a certain lesson on class unlike during modular where most of them barely read their
modules and just searching for answers on internet which lead them not to learn anything.
Face to face learning system helps students gain more friends and helps a lot when it comes
their academic performance. Also they can ask with their teachers and then receive feedback
immediately which helps them to engage actively in class.

STATEMENT OF THE PROBLEM

This study aims to determine the effects of face-to-face instruction in the new normal on
grade 10th Ramon Obusan of Alangalang National High School all throughout the school
year, 2022–2023.

Specially, the researchers seek to find answers to the following questions.

QUESTIONS:
1. How effective is the face-to-face learning to the students of Grade 10 Ramon Obusan?
2. What are the effects of face-to-face in the academic performance of the Grade 10 Ramon
Obusan learner?
3. Is there significant relationship between new normal towards academic performance of
grade 10?
PURPOSE OF THE STUDY
 Despite the fact that there is a growing corpus of research on face-to-face learning,
there aren’t many studies that examine how effective face-to-face training is. There aren’t
many academics who have studied how well face-to-face learning is regarded by pupils.
Therefore, it is important to look at what students think about the advantages of face-to-face
instruction. This study’s objective was to assess the efficacy of contemporary face-to-face
training, which mostly relies on direct or personal instruction delivery for
intercommunication. The primary objective of this study was to investigate students’
perceptions of the benefits of face-to-face training. The findings of this study may contribute
to our understanding of quality assurance in face-to-face training. As a result of the findings
and recommendations from the study, face-to-face education providers should be able to
assess their programs.

HYPOTHESIS

Alternative:
FACE-TO-FACE LEARNING IN NEW NORMAL AFFECT THE ACADEMIC
PERFORMANCE OF GRADE 10 RAMON OBUSAN.

Null:
FACE-TO-FACE LEARNING IN NEW NORMAL DOES NOT AFFECT
ACADEMIC PERFORMANCE OF GRADE 10 RAMON OBUSAN.

SIGNIFICANCE OF THE STUDY

The study’s main focus was on how Grade 10 Ramon Obusan of Special Program in
the Arts Learners at Alangalang National Highschool Perceived the Quality of Face-to-Face
Education toward Academic Performance. The following will also benefit from the study’s
findings:

Respondents. The responders will be aware of the value of face-to-face instruction for their
academic success.
Teachers/Mentors. As a result of the study, teachers and mentors will be better able to use
instructional methods that actively include students in the learning process, such as talks,
group projects, practical experiments, and demonstrations.

Students/Mentees. This may also increase their self-esteem.

Parents. The result of the study will help the parents of the respondents feel secured because
they can enable to stay informed about their child’s progress, academic challenges, and
overall well-being.

Future Researchers. The findings of the study will serve as a reference material and a guide
for future researchers who wish to conduct the same study or any study related to face to face
academics performance.

For the School. The outcome of this research is expected to be source of information for the
school to improve a more well-rounded and engaging educational experience for students. It
combines the benefits of technology with the invaluable benefits of face-to-face human
interactions.

SCOPES AND LIMITATIONS

Potential limitations of a study on “Grade 10 Ramon Obusan students under the
Special Program in Arts” Perceptions of the Quality of Face-to-Face Education towards
Academic.

Sample size: A study with a limited sample size may not be representative of all
Grade 10 students, only the Grade 10 Ramon Obusan are participating in special programs in
the arts. The findings’ generalizability might be constrained as a result.

Lack of control group: Without a control group or a different learning strategy for
comparison, it would be challenging to determine the precise impact of face-to-face
instruction on academic performance. Establishing a causal association is more difficult in
the absence of a control group.

External factors: There could be external factors beyond the scope of the study that
influence academic performance, such as family background, socioeconomic status, or
personal motivation. These factors could confound the results and make it challenging to
attribute changes solely to face-to-face learning.
 Definition of Terms

Academic. 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.
Alangalang National High School. Formerly known as Alangalang Municipal High
School, is a public secondary school in Leyte established in 1946. It offers a DepEd-
recognized high school program for students in Grades 7-12. In addition to a regular school
curriculum, ANHS provides a special science program to its students. Also available is a
senior high school (SHS) program featuring strands under the Academic track.
Face-to-face. Students meet with the instructor at regularly scheduled times
(synchronous learning), primarily in a classroom. Students in face-to-face courses will
normally be expected to be physically present for all or part of the term/semester (will have
classroom and day/times).
New normal. With face-to-face classes out of the picture, the new normal will usher a
new way of educating students through distance learning platforms. Distance learning is
basically any procedure that will facilitate a contact less way of learning, mostly through
digital means.
Special Program in the Arts. Is a program which covers different Arts Fields. The
program is designed to cultivate the learners’ skills in Music, Visual Arts, Theater Arts,
Media Arts, Creative Writing and Dance.
 CHAPTER II

Review of Related Literature

In order to determine the efficacy of face-to-face instruction, numerous quantitative
studies have been carried out. However, there has been little research that has attempted to
control for student variables to address questions like: Does teachers’ teaching quality also
affect students’ learning outcomes? How does communication within the face-to-face
environment affect students’ perceptions and learning outcomes?

Face-to-face Learning.
Face-to-face meetings give students instant answers and help. Students in class can
ask questions or solve specific problems while they are still in their minds. In personal
conservation's, students can find out who they are. As students discover their learning style,
they can use that knowledge to meet their educational needs. Students can take the time to
understand and solve problems using the resources provided.
Researchers used Google Scholar, Worldcat, the Directory of Open Access Journals
(DOPAJ), ERIC, and other databases to find information about the impact of face-to-face
instruction in the new normal on students’ academic achievement.

Communication.
Having to go to class with a real teacher is livelier for learners compared to reading a
pile of modules. Students can grow more and feel more comfortable interacting with and
learning from each other in a classroom setting. BusinessMirror (Read, “Neda bares P12-
billion weekly loss if schools remain closed under AL 1,” in the BusinessMirror, March 1,
2022). Learning has evolved into more interactional and active forms (Dochy, Segers, Van
den Bossche, & Struyven, 2005). In general, it is believed that students learn more when they
work together than when they work alone (Johnson and Johnson, 2009, Johnson et al., 2007).

Co-studies Proving that face-to-face learning is effective to every student.

According to Decuyper, Dochy, & Van den Bossche (2010), a lot of studies on
cooperative learning exist. Institutions must also organize orientations and seminars for
course facilitators and new students on the need to develop commitments towards the
elements of face-to-face tutorials as requirement so as to succeed on their course of study.
This is a novel approach that will help improve the understanding of students on the
importance of the activities they engage in during face-to-face tutorials. It would also help
managers of institutions using face-to-face tutorials to focus on these important elements that
might lead to improved academic work among students (International Journal of Educational
Management, 2022).

Positive feedback through the means of Communication.

The findings suggest that students mostly use meta-cognitive and cognitive skills in
both online and face-to-face classrooms. Whereas, in face-to-face classroom, students
generally lean more towards indirect learning strategies such as affective and social
strategies. These findings implied that both online and face-to-face classrooms allow students
to employ.
The novel COVID-19 disease identified in Wuhan city, China in December 2019
spreads rapidly not only in China, but also worldwide. Therefore, governments around the
world have either temporarily closed or implemented localized closures of educational
institutions affecting over 60% of student population worldwide. About 155 countries
worldwide have introduced various tools and learning platforms as a solution to continue the
education process during the pandemic.
Many universities around the world have minimized gatherings through suspending or
canceling all campus activities including suspension of classroom teaching to decrease the
rapid spread of virus. Consequently, several colleges and universities worldwide switch to the
online teaching for undergraduate and graduate students to minimize either the contact either
between the students and lecturers or between students themselves (8).
Our data showed that 1,392 participants from 92 countries answered the
questionnaire, which represented an overall response rate of 94.1%. Participants were 48.4
and 51.6% males and females, respectively. The majority of the participants (80.7%) were
undergraduate students while postgraduate students comprised 19.3%. The current data
showed that COVID-19 pandemic lockdown affected the academic performance of most
participants 96.7% with varying degrees. This is in agreement with previous studies, which
reported that COVID-19 has a profound impact on medical students, dental medical students,
and radiology train. Taking online courses has a negative effect on students; reduction of
students’ progress and success has been reported to be associated with taking online college
courses, instead of traditional in-person courses.
The ”u”ren” study showed that the most popular device that students used to access
the online materials was the smart phone followed by laptop, while the least used tool was the
personal computer. This result is in accordance with the results reporting that students use
smart phones and laptops at higher rates followed by iPads/tablets then PC to access online
mathematics lessons and social media. In this regard, Lazarus et al. showed that the use of
mobile devices in studying anatomy among medical students in South Africa has a positive
impact on students’ learning experience. It is worth to mention that many students have no
access to the online teaching due to lack of either the means or the instruments because of
economical and digital divide. Unequal access to computers and internet alters the
effectiveness of online learning.
 The studying hours spent for online learning ranged from <1 h/day to 12 h/day. Other
than live streaming, students can access the online materials at any hour of the day when
convenient to them. This flexibility helps some students to better invest their time and efforts
while it is considered as a challenge to other students who cannot manage their own time.
Our data showed that Zoom had the highest preference followed by WhatsApp, and Google
classroom while Microsoft Teams, Edmodo, Skype, and Google Meet were moderately used
in their online learning. It has been reported that freely available software, such as Zoom,
Google Meet, Microsoft Teams, and WebEx are used widely in online teaching of medicine
than other.
Moreover, Malhotra and Bansal reported the wide usage of WhatsApp in academic
purposes by veterinary students. Undergraduate students use it to share images, educational
videos, and links of educational websites while postgraduate students use it to discuss their
research projects, share experimental results and research findings, and exchange of academic
experiences.
The vast development in communication and information technology has impacted
delivery and quality of education. Virtual classrooms and instructors have replaced traditional
classrooms in several university courses worldwide (32). This novel way of teaching has been
welcomed by majority of students due to its flexibility, convenience, and lower cost. Distance
learning in veterinary medicine is considered as an alternative and effective way to deliver
information rather than a substitute for the traditional classroom. Therefore, it is
recommended to use a distance learning together with traditional teaching methods.
Both veterinary and medical students showed a higher motivation to the web-based
learning of anatomy, morphology, and surgery than traditional teaching in both developed
and developing countries (28, 33, 35–37). In addition, medical students prefer histology
virtual microscope laboratory than regular microscope laboratory.
The most common problems associated with online education In general included the
availability of internet in provincial and rural areas, the speed and cost of internet, the
availability of electronic devices to access the internet, and the lack of interaction between
students.

New normal education.

Undoubtedly, one of the biggest impacts of this global crisis is on education- affecting the
delivery of instruction and teaching modalities (depedroxi.ph, 2022). For almost two years
out of their classrooms now, most of the students from different levels are dealing with the
new normal education in either via online or modular learning.
 CHAPTER III

METHODOLOGY
In this part, the researcher discusses the methods used to conduct the study. In this
chapter, it presents the research design, research locale, research participants, research
instrument, population and sampling, data gathering procedure and data analysis.

Research Design
The design selected for this research study was quantitative in nature using surveys.
Quantitative methodology is the dominant research framework in the social sciences. It refers
to a set of strategies, techniques and assumptions used to study psychological, social and
economic processes through the exploration of numeric patterns. Quantitative research
gathers a range of numeric data (uta.edu, 2022).

Research Respondents
Research respondents specifically come from Grade–10 Ramon Obusan under the
Special Program in the Arts of Alangalang National High School, we gather 20 respondents
to answer questions during the research survey.

Research Locale
 Figure 1.
Source: Google Map
This research was carried out in the Brgy-based Alangalang National High School.
Leyte’s San Antonio Poblacion Alangalang. It is the top provider of secondary education in
the Department of Education’s (DepEd) Leyte Division, offering high school programs for
grades 7 through 12 that are approved by the DepEd (Edukasyon.ph, 2018). Students in
grades 7 through 10 who attend ANHS have access to the Special Program in the Arts (SPA)
in addition to the standard school curriculum.

Instrument of the study

A self-made questionnaire that will be given to 32 students will be used to gather the
data. The problem description and the researchers’ observations are used to conduct the
questionnaire. To determine the impact of face-to-face instruction on the academic
achievement of students in grade 10, the researcher created a survey questionnaire.

Sampling Procedure
The researcher will employ a straightforward random sampling strategy for their
sample selection. It is a method where each student has an equal probability of being chosen.
One of the easiest and most practical selecting procedures is this one.

Data gathering procedure

The researchers will approach the head and request authorization to carry out the poll.
Following that, the respondents will receive the survey questionnaire created by the
researchers. The researchers will carry out the research themselves. The researchers will total
the responses after collecting the survey’s responses.

Data Analysis
Since the study is quantitative, numerical results will be collected; as a result, simple
statistical techniques will be used to convert the data into meaningful results.
 Chapter IV

Results and Discussions

The survey questionnaire was distributed to 20 learners, complete responses were received
totally from Grade 10- Ramon Obusan.
First Questionnaire

Table 1.
 5% 0%
0%
Strongly Agree
20% 75%
Agree
Neutral
Disagree
Strongly Disagree

1. In question “Does the new normal learning or face-to-face classes make the lessons
easier to understand?” 75% of the respondents answers Strongly Agree, 20% in Agree, while
5% in Disagree and 0% in Neutral and Strongly Disagree.

Table 2.

0%

5% 0%
Strongly Agree
45% Agree
50% Neutral
Disagree
Strongly Disagree

2. In question “Does new normal learning helps you in order to elevate your grades?” 50% of
the respondents answers Agree, 45% in Strongly Agree, while 5% in Neutral and 0% in
Disagree and Strongly Disagree.

Table 3.
 0%
15% 0%
Strongly Agree
50% Agree
35% Neutral
Disagree
Strongly Disagree

3. In question “Does face to face learning gives a good impact affecting your learning
competency?” 50% of the respondents answers strongly agree, 35% in agree, while 15% in
neutral and 0% in disagree and Strongly Disagree.

Table 4.
5%

5% 5%
Strongly Agree
Agree
40% Neutral
Disagree
Strongly Disagree

45%

4. In question “Does the face-to-face classes makes it difficult for you to participate in other
performance activity?” 45% of the respondents answers neutral, 40% in disagree, while 5%
in agree, strongly agree and Strongly Disagree.

Second Questionnaire
Table 5.

0%
0%
0%
40% Strongly Agree
Agree
60% Neutral
Disagree
Strongly Disagree

1. In question “Do you find it easier to engage with teachers and classmates during
face-to-face classes compared to online classes?” 60% of the respondents answers strongly
agree, 40% in agree, while 0% in neutral,disagree, and Strongly Disagree.

Table 6.

0%
10% 0%
45% Strongly Agree
Agree
Neutral
Disagree
45% Strongly Disagree

2. In question “Do you find it easier to join in extracurricular activities or other

performance task during face-to-face meeting? (Compared to online classes)?” 45% of the
respondents answers strongly agree, 45% in agree, while 10% in neutral, and 0% in disagree
and Strongly Disagree.
Table 7.

0% 25%
20%
Strongly Agree
Agree
35%
Neutral
20% Disagree
Strongly Disagree

3. In question “Do you find face-to-face classes less difficult for you to participate in
other performance activity?” 35% of the respondents answers disagree, 25% in agree, while
20% in strongly agree and neutral, while 0% in Strongly Disagree.

Table 8.

5% 0%

0%
Strongly Agree
40% 55% Agree
Neutral
Disagree
Strongly Disagree

4. In question “Does face-to-face meeting gives you more advantages that will help you
to elevate your academic performance? “ 55% of the respondents answers strongly agree,
40% in agree, and 5% in neutral, while 0% in disagree and Strongly Disagree.
 Third Questionnaire

Table 9.

0% 0%

0%
40% Strongly Agree
Agree
60% Neutral
Disagree
Strongly Disagree

1. In question “Does your academic performance become more significantly better since
the introduction of face-to-face learning in the new normal?” 60% of the respondents answers
strongly agree, 40% in agree, while 0% in neutral, disagree, and Strongly Disagree.

Table 10.

0%
5% 0%
Strongly Agree
70% Agree
Neutral
25%
Disagree
Strongly Disagree

2. In question “Do you think that the face-to-face learning helps you improve your
academic performance?” 70% of the respondents answers strongly agree, 25% in agree, and
5% in neutral, while 0% in disagree and Strongly Disagree.
Table 11.

0%
20% 0%
35% Strongly Agree
Agree
Neutral
45%
Disagree
Strongly Disagree

3. In question “Do you think that the face-to-face learning helps you to become more
interested in doing your tasks?” 45% of the respondents answers agree, 35% in strongly
agree, while 20% in neutral, and 0% in disagree and Strongly Disagree.
Table 12.

20% 0%
0%
Strongly Agree
45% Agree
Neutral
40% Disagree
Strongly Disagree

4. In question “Do you think that the inadequacy of your knowledge or interest during
modular learning was filled by face-to-face learning?” 45% of the respondents answers
strongly agree, 40% in agree, while 15% in neutral, and 0% in disagree and Strongly
Disagree.

DISCUSSION
Based on the results that the researcher came up with, most of the respondents agree that
the new normal learning has more positive effects towards the academic performance of
every students. The significance of this study is that it will provide more information for the
future researchers and to the students that gathering information about the new normal
learning. The researchers interpretation about the results is, it's more convenient for the
students that new normal learning is invented because many good outcomes has been proven
that the face-to-face classes brings more opportunity for the students to level up their
academic performance.
 Chapter V

Summary, Conclusion and Recommendation

Summary
The main pillars of an economy that is expanding are believed to be education and
learning. Every school serves as the basis for every person's knowledge. It offers them with
the chance to learn about a variety of academic disciplines, including people, literature,
history, arithmetic, politics, and a host of other topics. As the pandemic obliged public
educational institutions, including instructors and learners, to switch to modular classes in
which they were unfamiliar. The learners weren't physically or emotionally ready for such a
transformation, let alone to resume face-to-face instruction.
Along with questionnaires, the researchers also used surveys to collect data from
respondents. Researchers utilize questionnaires because they provide the simplest method of
conducting and gathering data for a particular research topic. According to an examination of
the information acquired from the survey given to Ramon Obusan students in Grade 10 at
Alangalang National High School as part of the Special Program in the Arts, a number of
characteristics were discovered to affect their choice of strand.
Firstly, the learners' interests and skills significantly affect their Academic
Performance in the new normal. Especially those student's whose part of the transition of
learning system.
Secondly, the learners' academic performance also plays a crucial role in their study.
Students who excel during pandemic are having a hard time accomplishing their study as the
transition happen.
Thirdly, the influence of parents, teachers, and peers is also a factor in their strand
decision. Learners who receive support and encouragement from their parents, teachers, and
friends are more can help them improve their learning skills and be encouraged to gain
interest in studying.
Lastly, the learners' future also depends on their Academic Performance. Those who
have a clear vision of their future are those students who are interested in school.
 Conclusion

At the end of this research study, the researchers concluded based on the study’s
findings:
1. Yes, students’ interest and skills can affect their Academic Performance in school.
2. Based on the data being gathered it shows that New normal face-to-face learning indeed
give a positive effect to every students.
3. Based on the researcher finding a great number of students considered their studies and
they are trying to help their selves and make priorities as they encounter the new normal face-
to-face learning.
In conclusion, the learners' interests and skills, academic performance, influence of
parents, teachers, and peers, can affect them to have a good learning interest and good result
in academic. Despite of employing the transition of new normal in learning system, the
students show that there are more interested in studying during face-to-face learning other
than modular learning.

Recommendations
Future researchers can use this study as a reference for their future studies. This will
help them further develop their knowledge from the effects of face-to-face learning on the
academic performance of other students. Regarding the improvement in students' grades
following the epidemic and the reinstatement of face-to-face instruction, this study provides
conflicting information. Many students believed that in-person instruction was preferable
since a teacher would be present to teach and clarify any concepts they did not comprehend.
 APPENDIX
Questionnaire
Table 1.
Strongly Agree Neutral Disagree Strongly
Agree Disagree
Does the
new normal
learning or
face-to-face
classes
makes the
lessons
easier to
understand?
Does new
normal
learning
helps you in
order to
elevate your
grades?
Does face to
face learning
gives a good
impact
affecting
your
learning
competency?
Does the
face-to-face
classes
makes it
difficult for
you to
participate in
other
performance
activity?
Table 2.
Strongly Agree Neutral Disagree Strongly
Agree Disagree
Do you find it
easier to
engage with
teachers and
classmates
during face-
to-face classes
compared to
online
classes?
Do you find it
easier to join
in
extracurricular
activities or
other
performance
task during
face-to-face
meeting?
(Compared to
online classes)
Do you find
face-to-face
classes less
difficult for
you to
participate in
other
performance
activity?
Does face-to-
face meeting
gives you
more
advantages
that will help
you to elevate
 your academic
performance?

Table 3.
Strongly Agree Neutral Disagree Strongly
Agree Disagree
Does your
academic
performance
become more
significantly
better since
the
introduction
of face-to-
face learning
in the new
normal?
Do you think
that the face-
to-face
learning
helps you
improve your
academic
performance?
Do you think
that the face-
to-face
learning
helps you to
become more
interested in
doing your
tasks?
Do you think
that the
inadequacy
of your
knowledge or
interest
during
 modular
learning was
filled by
face-to-face
learning?

References

BusinessMirror (Read, “Neda bares P12-billion weekly loss if schools remain closed under
AL 1,” in the BusinessMirror, March 1, 2022).
https://businessmirror.com.ph/2022/03/04/face-to-face-classes-are-better-for-
learners/

Decuyper, Dochy, & Van den Bossche (2010). https://www.ejmste.com/download/an-

approachment-to-cooperative-learning-in-higher-education-comparative-study-of-teaching-
methods-in-4720.pdf

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