Chapter I

INTRODUCTION

Background of the Study

As technology takes place, education has been an easy approach to students,

parents and teachers. E-learning (electronic learning) has grown tremendously as

technology continuously affecting teaching and learning. Teachers impart learning to

their students smoothly with the integration of technology where they can show clear

photos and videos representing their lessons. Moreover, students could obtain profound

knowledge with the assistance of internet whereas they can freely conduct a research

about certain topics that they do not understand or due to misconception.

As of 2019 to present, an identified virus strikes the world and has an adverse

impact in the life of humanities in many aspects such as economical, health, emotional,

and educational. Corona Virus-2019 is a type of virus that affects predominantly people

who have respiratory illnesses and weak immune system. A report reveals that COVID-

19 pandemic will have huge impacts on student learning across the world. In order to

pursue education despite the pandemic, the Department of Education (DepEd) created an

alternative way of distance learning such as modular distance learning, online distance

learning, blended learning and TV/Radio-Based Instruction. These are non-face to face

approaches recommended by the institution to provide quality education for the

progressive learning of the students. However, there are people who view this approach

negatively or ineffective. This study wants to find out the perception of those people

regarding the non face-to-face class.

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This study focuses on the perception of the respondents towards the non-face to

face classes of STEM at Brooke’s Point National High School. Due to the pandemic

brought by Corona Virus Infectious Disease, educational institutions at all levels

(primary, secondary & tertiary) were forced to close temporarily to mitigate the spread of

the virus. The physical appearance of the school might close but learning never stops as it

can occurs wherever the students are and whatever circumstances they might be in. At

this point, researchers are going to find out how teachers, students and other related

variables would deal at times of crisis where education must continue. Also, this study

will reveal factual information and answers to the quest of people in relation with the

perception towards non-face to face class taken by the STEM students, teachers and their

parents.

Statement of the problem

This study will be conducted to determine the difference between the perception

of student and teacher of Brooke’s Point Senior High School and parents regarding to

Non-Face to Face Classes in Mathematics. Specifically, this study will answer to the

following questions:

1. What is the demographic profile of the SHS STEM students in terms of:

1.1 age

1.2 gender

1.3 socio-economic status

1.4 parent’s occupation

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2. What are the perceptions of SHS STEM (Science, Technology, Engineering and

Mathematics) regarding to Non-Face to Face Classes in Mathematics in terms of:

2.1 Comfortability

2.2 Flexibility

2.3 Usefulness

2.4 Financial

2.5 Accessibility

3. Is there a significant difference in the perception of the SHS STEM students of

Brooke’s Point National High School, regarding to Non-Face to Face Classes in

Mathematics in terms of their profile?

4. Is there a significant difference in the perceptions of the three groups of

respondents towards Non Face-to-face learning in Mathematics?

Significance of the Study

The purpose of this research was to determine the difference among the

perception of STEM students, and teachers of Brooke’s Point Senior High School and

parents regarding to Non-Face to Face Classes in Mathematics. The result of this study

will be beneficial to the following:

To the students, the study will provide information that helps to know the

perception regarding the Non-Face to Face Classes in Mathematics. In addition, it

benefits the student to improve their understanding and gains relevant information

regarding to the topic.

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To the teachers, the study will help them know the perception of the student and

provide information to improve their instruction and strategies of teaching in this

pandemic period.

To the parents, the study will benefit them to be informed of being part of

involvement of the education of their children and support the education system of school

in this pandemic period.

To the school administrators, the study will help them to know the needs of

teacher and students in teaching-learning process in pandemic period. It serves as a vital

information and provide them a source that help them to understand the situation

regarding to Non-Face to Face Classes in Mathematics.

To other researchers, this research helps them to be serve as their reference and

information.

Scope and Delimitation

This study will delimit in terms of problem, locale, population and duration.

Problem: The study will focus on the perception of Senior High School-STEM

students, teachers and parents regarding to Non-Face to Face Classes in Mathematics.

Locale: The researchers will carry out this study at the Brooke’s Point National

High School.

Population: This study will involve the STEM students of Brooke’s Point

National High School and teachers, and also, the parents.

Duration: This study will begin on February and is to be completed on March.

 5

In addition, this study will conduct online survey to those respondents who are not

able to be reached out personally.

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the theoretical and conceptual framework which provides

deeper understanding of the study at hand. Furthermore, these will support the ideas or

concepts of the researchers regarding to the study being conducted.

Review of Related Literature

The researchers comprehensively browse some available related materials to

further understand and support the study. However, since this study is a newly conducted

study in the country, the researchers gathered a limited number of studies and most of

them were done in foreign countries. The study aims to know the perceptions of students,

parents and teachers of Brooke’s Point Senior High School towards Non –face to face

learning in Mathematics specifically in STEM.

Below are some of the related literatures and studies provided with the summary

or the synthesis to fully understand the entire study. This group of researchers highlighted

the related literature concerning the subject matter accompanied with the text citation.

Related Studies

A study comprehensively explained that student’s active involvement, teachers’

effective teaching and parents’ support with regards to learning leads to active learning of

the students (Benek-Rivera & Matthews, 2004; Sarason & Banbury, 2004). Accordingly,

distance education as a factor contributing to social and economic development has

become an essential part of education system in all countries particularly developing

countries (UNESCO, 2005). In the study of Ward, Peter & Shelley (2010), they found
 7

out that some of the faculty members are reluctant to offer online courses because of the

significant concerns relative to the impact of such formats on the quality of instruction,

learning and participant interaction. Additionally, most chief academic officers in

universities 58 percent perceived that online learning is critical to the long-term

instructional strategies of their institutions. Majority of the students say that parents,

family members, friends and teachers are the social source of challenges in learning

mathematics.

2.1 Teacher’s Perception

Many related studies about the teachers’ perception towards distance education or

non-face to face classes were conducted from different institutions. According to Ward

and Peters, et al. (2010), some of the faculty members are hesitating to offer online

courses because of significant concern about the impact of such formats on the quality of

instruction, learning and participant interaction. The study of Bali, (2018) viewed that

instructors must have a concrete understanding of the theory and the practice in order to

be effective in online classes. Another study of Lassila and Kairikko, (2020) showed that

eighty per cent of the thirty-four teachers who answered the survey prefer online teaching

due to the fact that they had learn new skills during the distance education period while

taking a huge step in online education competences. However, the findings of the study

showed that there is a need to discuss and develop online pedagogy and online

communication. In spite of the circumstances like COVID-19, teachers perceived that

learning goals were reached. In addition to the findings of research conducted by Lassila

and Karikko, teachers perceived that teaching online during the period was exhausting

due to the long virtual sessions as their requirements. It also showed in the result of the

study that 43 percent felt that they were left alone to cope with organising online studies
 8

without sufficient support. This study concludes that teachers prefer online education for

the sake of their students, colleagues and employees as well, including protecting

themselves from the harmful effect of virus. “With the emergence of pandemic, the task

to educate students has become more challenging because school are temporarily halted

and the DepEd saw that parents could be vital in fulfilling the learning continuity.”

In a recent post on April 28, 2020, Professor Lamb viewed learning via non face-

to-face approach challenging. According to him, unequal internet access and access to

technology like computers are just the tip of iceberg of the challenges that some students

may face in studying online. He also added that most of the students of all levels are

learning remotely and more likely to perform below of what they would have in the

classroom. The gap is much wider for those students from disadvantage state.

2.2. Students’ Perception

The following related studies are about the perceptions of students toward non-

face to face classes. In 2004, a study conducted by Aytekin, it shows that student

perceptions toward distance education varies in terms of age, gender, educational level as

demographic data and was used as the indicator of their perceptions. The research

conducted by Baya’a and Daher (2009) shows that students perceived various qualities of

the mathematics learning through online: (1) exploring mathematics independently, (2)

learning mathematics through collaboration and team work, (3) learning mathematics in a

societal and humanistic environment (4) learning mathematics in authentic real life

situations (5) visualizing mathematics and investigating it dynamically (6) carrying out

diversified mathematical actions using new and advanced technologies, (7) learning

mathematics easily and efficiently. The study constructed by Ugur, Akkoyunlu, and

Kurbanoglu (2011) on university perceptions of blended learning showed that the

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students gave highly positive opinions. The students found that blended learning is an

easy and effective way to understand the lessons, provides them with opportunities to

participate in forum discussions and enable them to remember most lesson contents

without memorization. In the same vein, Lowenthal and Dunlap (2011) explored

students’ perceptions of instructional strategies utilized to establish social presence in

online learning environments. They found that simple strategies, such as one-on-one

emails and detailed feedback, are more successful methods for creating social presence

than more cutting-edge technology strategies. According to Vernadakis (2012), although

literature shows that blended learning has a positive influence on learning, the

disadvantage of the blended learning mode did not go to unnoticed. In comparing the

traditional and the online mode, different opinions have been observed. Vernadakis

(2012), found the students to be more satisfied with the blended learning environment. In

the study of Uyangor, Huseyin & Tanreiverdy (2013), it can be seen that the opinion of

teachers towards the implementation modules must have a clear explanation, functional,

necessary and sufficient. Also, it was revealed on the study that the language used by

students and teachers in modules are easy to understand. Another study conducted by

Smart and Cappel (2014) found out that some of the participants, however, commented

positively on the use of simulations to apply concepts to problem-solving situations and

the content and quality of the information presented, confirming the value of interactive

nature of the instruction. It is also suggested from the study that students in the elective

course rated the online modules more positively in terms of “overall satisfaction” and as

“an effective way to learn” (as indicated by mean of 5.67 out 7 ) than students in the

required classes.
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In 2016, Krishnan found out that 50 percent of students were in favor of the

online learning whereby only 41.1 percent of the students value the use of technology in

their mathematics courses. Moreover, only 21.5 percent disagree that technology use

poses a barrier in completing their coursework. Furthermore, 32.2 percent of students

agreed that it is easier to communicate with their instructor in an online environment. The

study yields to the result of 35.8 percent of students agreed that they are able to

understand mathematics concepts through online and 42.9 percent agreed that online

materials improve their ability to learn mathematics. likewise, the findings of the study

showed that 62.5 percent of the students agree that the mathematics course should be

taught as a hybrid or combination of the face-to-face and online instruction.

In a research regarding students’ perception towards online and face-to-face class

conducted by Bali, (2018) reveals that majority of students preferred face-to-face learning

compared to online class in terms of social interaction, social presence and satisfaction.

Additionally, the related study shows that there is no significant difference between

students enrolled in online courses and face-to-face courses with respect to the learning

perspectives. However, many choses online learning as more convenient and an ease of

time, and for the opportunity to work whenever they wanted. A recent study in May,

2020 entitled “Students’ Perception on Distance Education: A multinational study,”

yields a statistical analysis of: about 33 percent out of 55 Portuguese students answered

that participating in Distance Education (DE) could manage their time and study; they are

able to choose their location and work at their own pace. Approximately 67 percent of 70

students in Ukraine, prefer online education due to reasons of working at their own pace

and managing their study time. Other variables was revealed from the students of UAE

shows that more than 50 percent of 98 perceived that enrolling in Distance Education
 11

could manage class time and save time for studying through selecting their preferable

location and also they don’t need to travel to school in order to learn.

It is quite likely that student’s perceptions of this experience would have been

more favourable if shorter online units were utilized, if the two modules had been spread

over a longer period of time, or if only one the two learning units had been required. This

research outcome suggests that other educators who integrate e-learning into traditional

courses may want to select small, fairly easy to complete segments of online material

rather than lengthy online units that take several hours at least in the beginning and with

students who have limited experience with e-learning.

2.3 Parent’s Perception

Aside from students and teachers’ point of view with respect to non-face to face

learning, researchers gathered facts and related studies concerning the perception of

parents.

With schools being diverse among the student body as well as among teachers,

schools, and families, these groups need to collaborate with one another to determine

approaches for the betterment of the children’s math education. (Caldas & Bankston,

1997; Hanushek,1997). Research studies report that when parents are active participants

in their

children’s academics, there is an increase in academic achievement (Ainley, Foreman, &

Sheret, 1991; Fan, 2001; Griffith, 1998; and Hubbard, 1999)

In addition to parents having a positive influence on student’ academic performances,

they

also impact student behavioral competence and educational aspirations (Hubbard, 1999;

Lara-Alecio et al., 1997; Reynolds & Walberg, 1992).

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Research has shown that students whose parents effectively communicate and

establish shared responsibilities with their children’s school, tend to obtain high academic

achievement, especially in Mathematics (Epstein,2001; Knipping, Reid, Gellert &

Jablonka,2008). From the study of Lederman (2018) it was explained that from the

parents perspective, it cost effectiveness drives their thought to enrolled their children in

distance learning wherein they perceived that the cost related to accommodation,

transportation, and publication of course materials among others are eliminated or

reduced in online learning. It was revealed on the study of Abdallah (2018) where parents

perceived that e-learning can improve the quality of students learning through providing

them a wide variety accessibility of learning materials. In accordance with the survey of

DepEd Philippines, 8.8 million parents prefer modular learning for students that was

released on July 30, 2020. A report showing that 8.8 million parents chose printed

modules, followed by blended learning or the combination of different learning

modalities while only 1.4 million chose education television and less than a million

preferred radio-based instructions. In addition, 6.5 million household said they have way

to access the internet, while 6.3 million say that they do not have.

Related Literature

2.4 Teacher’s Perception

According to Frazer, Sullivan, et al (2017), the participants’ extensive experiences

provided rich descriptions that helped the researcher to understand their perceptions of

online effective teaching strategies. The participants viewed effective online teaching
 13

practices as an instructor who (a) facilitates student learning, (b) aims to feel connected

with students in the classroom, (c) shares experience, (d) is approachable, (e) establishes

mutual comfort, and (f) is responsive to students’ needs. Also, participants expressed the

essence of stimulating students to explore new thoughts, challenged them and leading

students to the spotlight during the discussion. It was revealed on this journal that

teachers help on keeping the learning of the students through making them think instead

of feeling they are writing and doing an assignment. Sending them questions and as they

answer back, students can keep their brain wheels turn.

It was written on the blog by Zemon (2020) that the biggest burden is on teachers.

They are in a situation where they are unprepared and without proper support. Criteria

and guidelines imposed by the institutions are not sufficient to deal with the situation

effectively. Regarding with that, existing assessment criteria that include tests and

examinations are not suitable for digital learning. No teacher can assess with certainty

whether the homework assigned to students is written independently and assigning

separate homework to each individual student is simply an overload and difficulty.

Teachers need serious preparation to use online tools and platforms due to the fact that

they are all ready for the new situation, which further opens the issues with our overall

education. People are aware that if a society wants to improve the quality of education,

they need to use digital technologies, but they also need to provide appropriate support

and training to teachers to support the quality of instruction.

It was revealed on the blog that most online teachers perceived that most of the

students are attending the classes and fulfil their homework. However, they can’t tell

whether they completed the tasks independently or if it was a group effort. Also, the
 14

teachers found themselves unprepared about teaching online and challenging since they

lacked experience or training on distance learning.

2.5. Students’ Perception

Learning theorist suggests that learning is promoted or enhanced (a) when

students are actively involved in the learning process, (b) when assignments reflect real-

life situations and experiences, and (3) when critical thinking or deep learning is

promoted through applied and reflective activities (Bransford, Brown & Cocking, 2000;

Discroll 2002). A blog by United Nations International Children’s Emergency Fund

found out that for many students, online learning is only a formality and not a real

substitute for regular teaching. Some teachers only share material to students without

teaching it. Online testing is sometimes based on the principle of “work it out yourself”.

Also, the blog claims that students are not acquiring real and long-lasting knowledge.

And some students don’t have the opportunity to leave their home during the two hours

allowed during the curfew because they have to sit in online classes. Some students don’t

even have proper electronic devices to attend online classes such as computers,

telephones and cameras. The number of these devices in households is often limited

which can be very inconvenient for online appointments, classes, and meetings that take

place simultaneously. In addition, some teachers don’t consider the fact that during online

testing, the student may lose their internet connection. Unfortunately, if this happens, the

student gets graded based on the number of questions answered and recorded in the

system before the connection was lost. Students also face problems managing their own

time as a result of online teaching.

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History has shown that students find technology fascinating. Each technology

introduced to society is often adapted and grown at a faster rate than the previous. To

reach an audience of 50 million, the radio required eight years, the television thirteen

years, the Internet requires four years, the iPod for three years and facebook only two

years. (Brenman, Fisch & McLeod, 2008).

From the study of Osei (2010), it was analysed that students chose distance

learning (DL) due to specific reasons. An statistical findings presenting 47 percent out of

691 respondents chose distance learning because of work commitment. About 46 percent

are due to flexibility of use of time and location while nearly 3.8 percent are due to

family commitment. As those students who chose DL because of relaxed requirements, it

was concluded that there are seven students or only 1 percent of the respondent. In terms

of the level of satisfaction towards distance learning, this study discovered that 90 percent

of respondents indicated that group discussions were found useful confirming earlier

research which suggested that students prefer engaging in small group discussion to

viewing lectures. However, there are some disadvantages of distance learning whereas 75

percent perceived that the workload in DL being too much and about 27 percent showing

that learning materials are not being self-explanatory. Respondents remarked that

learning modules are full of assumptions making self-learning difficult while others

stated that the practice of citing foreign examples is not helpful to their studies. On the

other hand, some of the respondents were dissatisfied due to grammatical errors and

missing pages in some of the learning modules.

In addition, approximately 60 percent of the respondents agreed that they received

enough information from IDL, 69 percent remarked that the session are well organised.
 16

2.6 Parent’s Perception

In Zemon’s blog, it shows that non- face to face learning is new and unknown for

students, teachers and parents. Parents of these young learners more often have to spend

most of their time, helping their children navigate through platforms, working with them

on homework and explaining the curriculum. Parents perceived that they need to find

more time, concentration and focus to support their children to learn and master the

subjects. Accordingly, those parents who don’t have IT skills face greater problems, and

need to seek help from relatives, friends, colleagues, etc. Parents and students from

vulnerable communities also face difficulties, as many don’t have the means to provide

their children a computer or smartphone to attend classes. About 41 percent of Central

Luzon parents preferred modular learning, Hernandez (2020). A news posted by Akhila

Damodaran on June 15, 2020 describing that parents believe that live online classes

should be continued but with flexible time management and limited screen time. As a

support, they added that the live online classes have not just helped them to explore what

the school curriculum lacks and the potential of their children but also to support their

children more in their studies. Also, parents commented that their children can spare few

hours from their ‘TV time’ into something ‘new and meaningful’. Accordingly, a survey

conducted by Advanced Education Services, 80 percent of parents believe online classes

were beneficial and 70 percent of them say they are not happy with recorded sessions as a

replacements for live online classes. A few parents in Education World spoke to, also

believe online classes are helpful as children can spend some quality time online instead

of watching ‘inappropriate’ content. Additionally, the ongoing survey on Facebook has

received great response from parents. Parents say they have been able to track the

progress of their child better than before with online classes and also online classes have
 17

saved time for school transportation. At first, parents especially mothers are hesitant of

online class but with the community quarantined and the risk of being infected by the

deadly virus, they realised that online classes should be held to continue learning

associated with limited screen time and flexibility. Other perceptions of parents towards

non face-to-face learning is that they do not find online classes convenient because the

schools do not have proper curriculum or model for online learning. A founder of

Learn2lead, Kausar Sayeed, explains that many schools have shifted online without

proper training of teachers and without any new pedagogy in place, for virtual classes.

Parents of K-12 students who are getting only in person instruction are the most

likely to say they are very satisfied with the way their children’s school is handling

instruction amid the pandemic which is about 54 percent. In comparison of 30 percent of

those whose children are engaged in online instruction and 27 percent of parents whose

children are getting mix of in-person and online instruction. With respect to the socio

economic status, low and middle income parents are more likely to say their children are

being home-schooled compared to the upper –income parents with a percentage of 6 and

9 percent vs. 2 percent respectively.

Among parents of K-12 students who are all getting the same type of instruction

in school, 35 percent say they are very satisfied with the way their children’s school has

been handling instruction. About 44 percent are somewhat satisfied, while 21 percent are

not too or not all satisfied. Similarly, parents across income levels say they are at least

somewhat satisfied with the way their children’s school is handling instruction. Most

parents are concerned about their children falling behind in school due to pandemic-

related disruptions. Approximating 72 percent are lower-income parents are more likely

say that they are concerned about their children falling behind in school as a result of
 18

disruptions compared to 63 percent of middle-income parents and 55 percent of upper-

income parents. Majorities of K-12 parents are more concerned today compared before

pandemic when it comes to screen time, social connections, emotional well-being, access

to extracurricular activities. In percentage, 63 percent of the parents are concerned about

having too much screen time than before; 60 percent concerning the social connections

and friendships. Moreover, 59 percent are concerned for their well-being and 52 percent

say they are more worried about their children not getting enough exercise than they were

before Coronavirus disease. Some parents with 31 percent say they are new more

worried about their children spending too much time unsupervised.

Synthesis

Some of the selected ideas from various authors were considered in the study.

According to Rameli (2016) , most chief academic officers in universities

58 percent perceive that online learning is critical to the long-term instructional

strategies of their institutions. Majority of the students say that parents, family

members, friends and teachers are the social source of challenges in learning

mathematics. In relation with the students’ perceptions, a recent study in May,

2020 entitled “Students’ Perception on Distance Education: A multinational

study,” yields a statistical analysis of: about 33 percent out of 55 Portuguese

students answered that participating in Distance Education (DE) could manage

their time and study; they are able to choose their location and work at their own

pace. Approximately 67 percent of seventy students in Ukraine, prefer online

education due to reasons of working at their own pace and managing their study

time. Consideration with the perception of the teachers have been taken in this
 19

study whereas in the study conducted by Lassila and Karikko, (2020) teachers

perceived that teaching online during the period was exhausting due to the long

virtual sessions as their requirements. It also showed in the result of the study that

forty-three felt that they were left alone to cope with organising online studies

without sufficient support. This study concludes that teachers prefer online

education for the sake of their students, colleagues and employees as well,

including protecting themselves from the harmful effect of virus. “With the

emergence of pandemic, the task to educate students has become more

challenging because school are temporarily halted and the DepEd saw that parents

could be vital in fulfilling the learning continuity.” Perception of the parents were

not disregarded in this study and as a support, a related study done by Abdallah

(2018) showing that parents perceived that e-learning can improve the quality of

students learning through providing them a wide variety accessibility of learning

materials.

Conceptual Framework

A careful considerations and analysis of facts mentioned on the related

studies and literature were done. In order to understand the study thoroughly, the

researchers have arrived on forming conceptual framework to show the differences

between variables.

The researchers strongly believe that students, teachers and parents have

different perceptions towards Non face-to-face class in Mathematics.

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Research Paradigm

Input Process Output

Addressing the Effective Non-Face to

perceptions of students,
parents and teachers; Face Class in
Device a plan for active Mathematics at
Perceptions towards communication and Brooke's Point
Non-Face to Face accessibilty between National High School
Class in teachers, parents and
Mathematics students through distance
learning; Strenghthening
the awareness of the
teachers and parents to
the needs of the student
through Non face-to-face
class; improve
instructional strategies
and materials

Figure 1: An IPO model showing how the perceptions of teachers, students and parents

(input) will influence the result or outcome through a process that will strengthen the

connection between variables.

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Hypotheses

The following hypothetical statement will be tested to formulate conclusions.

 There is no significant difference in the perceptions of the senior high

school STEM students regarding the non- face to face class in terms of

their profile.

 There is no significant difference among the perceptions of the respondents

of Brooke’s Point Senior High School on STEM strand ( Science,

Technology, Engineering and Mathematics) regarding the non-face to face

class.

Definition of Terms

The following terms are explained or defined operationally.

Age. It is a numerical identity of how long does a person or a thing has existed.

ANOVA (Analysis of Variance). It is a statistical tool that is use to test the

significance of the result of survey or experiment.

Gender. This term pertains to a characteristic of women, men, girls and boy.

Mathematics. A compulsory subject taken by the STEM students and plays a

major role in their course. It could be pure or applied mathematics. Pure

mathematics studied concepts independently from the outside world while applied

mathematics was used in practical matter such as engineering, physics and others.

Non Face-to-face class. This refers to a method of instructions where teaching-

learning process occurs without any physical interaction between teachers and

students.
 22

Occupation. A term pertaining to a job or profession of an individual that serves

as their source of daily needs or income.

Parents. This refers to a person who acts as a mother or a father and those who

supports the needs of a child in all terms (financially, emotionally, morally,

socially, and spiritually).

Perceptions. This term refers to the view of a person towards an object, another

person or surroundings.

Senior High School . This pertains to the additional two years after finishing the

four years in high school. This is the eleventh and twelfth grade that focuses in

specialized courses. Senior High students choose their own track or field of

specialization depending on what they are going to choose in college. This will

serve as the preliminary event of preparing in the next level which is the tertiary.

Socio economic status. It is a term referring to a rank that every person holds in

terms of financial capacity.

STEM (Science, Technology, Engineering and Mathematics). An academic

strand that focuses on providing instruction that mostly deals with science and

mathematics.

Students. This refers to a group of individuals especially youth who attend

classes in school or outside to learn something.

Teacher. This refers to a person who teaches children academically, spiritually,

and morally either in school or outside environment.

 23

Chapter 3

Research Methodology

This chapter presents the research design, research locale, population and

sampling procedures, data gathering instrument, data gathering procedure and statistical

treatment.

Research Design

This research will use a Descriptive-Comparative Method to describe the

difference between the perceptions of STEM students in terms of their demographic

profile; and to compare the perception of Senior High School Students and Teachers, and

parents in teaching and learning towards Non-Face-to-Face Classes in Mathematics.

Research Locale

This study will be conducted at the Brooke’s Point National High School,

Municipality of Brooke’s Point, Palawan.

Population and Sample

This study will involve all the STEM students of Brooke’s Point National High

School.

The researchers will use simple-random sampling in determining the population

of the parents of STEM students. However, STEM of Brooke’s Point National High
 24

School has few numbers of Grade 11 and Grade 12 Mathematics teachers that led the

researchers to include all of the Grade 11 and Grade 12 Mathematic teachers in the study.

Research Instruments

A questionnaire will be used to gather the necessary data regarding the perception

of the respondents towards Non Face-to-face class in Mathematics. The researchers

provide list of questions (answerable by YES or NO) provided based on the related

literature and studies to determine the difference between the view of parents, students,

and teachers regarding to the new normal education system. In addition, the researchers

include the student’s profile in terms of age, gender, socio-economic status, and parent’s

occupation.

Data Gathering Procedure

A letter of request will be forwarded to the principal of Brooke’s Point Senior

High school asking permission to conduct the study in their school. Upon approval, the

questionnaire will be administered to the respondents either personally or through online.

The retrieval of the questionnaires is to be done by the researcher and expected a 100%

return.
 25

Statistical Treatment

The statistical tools that the researcher will be utilized in organizing, interpreting

and analyzing data will be frequency distribution, mean, standard deviation, ANOVA and

median test.

The frequency distribution will be used to present the data based on the responses

of the respondents in their demographic profile.

The mean and standard deviation will use to determine the average score of

students, teachers and parents in the given questionnaire.

The ANOVA will be used to determine the difference between the student’s

perceptions in terms of their demographic profile in learning Mathematics from Non-

Face-to-Face Classes.

The Median test will be used to test the significant difference between students,

teachers and parents as they view Non Face-to-face class.

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