RIZAL COLLEGE OF TAAL

Taal, Batangas

SENIOR HIGH SCHOOL 1

Impact of the New Normal Learning System on the Academic Performance

of the Selected Students at Rizal College of Taal in the School Year 2022-2023

Abstract

This study examines the impact of the new normal learning system on the academic

performance of Rizal College of Taal students during the academic year 2022-2023,

with 50 senior high school students from various strands serving as respondents. A

self-created questionnaire was created to assess the differences triggered by the new

normal system as a result of COVID restrictions, to determine the adjustments that

students had made when returning to face-to-face classes, and the relative importance

to which the current educational setup affects students' academic performance.

Based upon the students' experiences, a significant difference was discovered, which

influenced their academic performance because the findings primarily revealed

negative encounters and insights regarding the utilization of the new normal learning

system. It was identified that there has been an increase in academic change in terms

of physical, emotional, and intellectual components, with students dealing with

exacerbated eye problems, an unhealthy mental state, and emancipated intelligence.

Furthermore, the study revealed that learners have been struggling with social contact

within the school environment, which makes it harder for them to function well in
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class and hence impairs their academic performance. All of this was taken into account

by the researchers while developing the proposed plan of action to tackle the situation

under discussion. The plan of action includes student ocular examinations, guidance

counselor therapy for its students, a seminar on the new normal education system, and

teachers' efforts to engage students in social interactions.

INTRODUCTION times like pandemic since it consists of

distance learning and in-person classes

Numerous changes in societal
with more stringent COVID19
components have been recognized since
preventive measures to follow. This
the COVID-19 pandemic first emerged.
ensures that students will remain able to
Education is one industry where the
gain access to high-quality education as
pandemic has had the largest impact.
academic institutions transition to a
Since then, the pandemic has compelled
flexible learning system, especially in
changes in the educational system that
light of the government agencies'
have posed challenges to the
attempts to halt the increase in virus
interactions and relationships among
cases.
the instructors and students. Learning

institutions were compelled to change Based on a report made by the

their traditional ways of offering a United Nations Educational, Scientific,

conventional learning environment to a and Cultural Organization (UNESCO,

new normal setup, which is essential in Paris, France), over 6 billion learners
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across more than 190 countries were remote education using synchronous

seriously affected, in terms of and/or asynchronous online classes.

education, during the peak of the crisis.

The mainstream discourse is in
In addition, it highlighted that 24
favor of online education as the new
million students are at risk of dropping
normal during the pandemic and even
out. In these circumstances, the
in the post-pandemic world (Hanson,
transition to online platforms and
2020; Kabb, 2020 Raveendran, 2020;
distance learning seems to be the only
Sintema, 2020; Yan, 2020). During the
feasible and attractive alternative.
pandemic crisis, online education might
Therefore, higher education institutions
be the only or last resort in many
have been forced to employ e-learning
circumstances although it was perhaps
as a substitution for traditional face-to-
not fit for all (Xiao, 2021).
face (F2F) classes. Despite investments
Nevertheless, this justification does not
in learning technologies and online
necessarily translate well to the post-
learning management systems,
pandemic world in that many of the
universities suffered from the loss of
barriers to successful online education
contingency plans appropriate to the
during the pandemic will continue to
emergency transition caused by the
exist when the crisis is over (Xiao,
pandemic. Faculties and students
2021). Recognizing the limitations of
worldwide were pushed to swiftly adopt
and barriers to online education,
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researchers turn to blended learning, disadvantages since some students and

arguing that it can be an adequate teachers are lacking in online

alternative to online education as the technologies, and its effects on students

new normal (Agarwal, 2020; Mubeen, are bad, especially when taking an

nd, Olivier, 2020; Weitzel, 2020). exam. Therefore, traditional face-to-

Nonetheless, both online education and face classes are important to students

blended learning are neither new nor because they can exchange information

have ever been the norm. Looking back or data face-to-face. Students are

at the history of educational passive learners, merely absorbing the

development, they originated from the knowledge passed to them by the

field of online and distance education teachers, usually through rote learning

and later were "mainstreamed into and memorization. They are graded

campus-based education. They were based on their observed understanding

and still are only parts of the of the content, in the form of

educational ecosystem. standardized tests and exams. In a

traditional classroom, students can

Students can easily cite ideas,
directly share their views and clarify
and since the internet is accessible, they
their own queries with the teacher, thus
can get the job done, which causes their
getting their questions answered right
performance to rise during the
away.
pandemic. However, it has a lot of
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In connection to this, the face instruction, two years after the

education sector of the Philippines has government enacted lockdowns and

made the decision to slowly transition stringent safety measures to stop the

to traditional ways of learning in order spread of the COVID-19 virus.

to resolve the issues associated with the Opening additional schools for in-

implementation of distance education. person learning is one of the initiatives

With the decreasing number of emphasized by UNESCO, UNICEF,

COVID-19 transmission cases across and the World Bank in their Mission:

the country, the Department of Recovering Education 2021 campaign.

Education has finally decided to switch Additionally, the development of

back to five-day face-to-face classes, recovery response strategies can assist

which started on November 2, 2022. schools in solving learning gaps. The

According to DepEd Order 34, s. 2022, Department of Education declared in

no school will be allowed to implement March of this year that developing a

exclusively distance learning or recovery framework that schools can

blended learning after the use is one of its post-pandemic actions

aforementioned date, except for those to support schools.

implementing alternative modes.

With all of this in mind, the

The Department of Education researchers of the current study decided

has finally opened schools for face-to- to initiate an inquiry into the post-
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pandemic impacts that students are perceptions of their use of online

currently dealing with based on their learning tools have changed as a result

academic performance in the current of the pandemic. The research also

face-to-face learning method. The analyzes the problems that students

impact of the new normal learning encounter while using their online

system on the academic performance of learning environment, as well as how

senior high school accounting and these problems are currently affecting

business management students as they how well they are doing academically

return to a regular classroom setting in traditional classroom settings. This

after a two-year experience with research has the potential to make a

flexible learning will be further substantial impact on the creation and

examined in this study. The paper also improved application of instructional

seeks to ascertain how the pandemic strategies for supporting learners in

has affected the learning process and to their learning process.

emphasize how the students'

Specifically, the study endeavored to

find answers to the following questions:

OBJECTIVES

1. What are the difficulties met by the

Statement of the Problem
students during the face to face classes

in terms of:
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1.1. Classroom Discussion The purpose of this study was to

determine the impact of the New

1.2. Social Interaction
Normal Learning System on the
1.3. Classroom Participation
academic performance of the selected

1.4. Academic Tasks students at Rizal College of Taal in the

school year 2022-2023. The descriptive

2. What are the impacts of face-to-face
method of research was used in this
classes to the students' performance in
study using the questionnaire that was
terms of:
constructed. A questionnaire with 50
2.1 Material-related
selected students at Rizal College of

2.2 Student-related Taal enabled the researchers to gather

more information about the impact of

2.3 Environmental-related
the new normal learning system on the
3. What plan of action
academic performance of the students.
(recommendation) may be proposed to
The data obtained by researchers
lessen the problems met by the
through a questionnaire were collected
students?
and supported by the study's results.

The questionnaire was the primary

gathering instrument constructed by the

METHODOLOGY researchers.
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RESULTS AND DISCUSSION setup of the academic learning system

in terms of physical health, emotional

1. Difficulties that Students Face in
well-being, and intellectual ability.
the New Normal Setup of the
Tables 1, 2, and 3 present the
Academic Learning System.
difficulties students face in the
The research reveals the challenges
academic learning system.
that students face in the new normal

Table 1
Indicators WM VI

1. Gained a bad body posture as a result of frequently hunching over to 3.64 A

complete coursework or attend online classes.

2. Due to prolonged exposure to radiation from using gadgets for distance 4.18 A
learning, eye problems may arise like dry eye syndrome, eye strain, and
blurry vision.

3. Severe vitamin D and calcium deficits as a result of insufficient sun 3.64 A

exposure and a poor diet, which led to frequent muscle cramps, spasms,
and strains/tears.

4. A lack of outdoor physical activity or eating of junk food at home are 3.70 A
contributing to the growth in obesity.

5. Sleep patterns have become irregular 4.18 A

Average Weighted Mean: 3.67 A

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Physical Aspect

1.1 Physical Aspect. The table Due to prolonged exposure to radiation

shows the results of the difficulties that from using gadgets for distance

students face in the new normal setup learning, eye problems like dry eye

of the academic learning system in syndrome, eye strain, blurry vision, and

terms of the physical aspects with irregular sleep patterns may arise. The

which they strongly agree, with an student agrees with a weighted mean of

average weighted mean of 3.67. This 4.18. Eye fatigue symptoms such as

study is supported by Rasmitadila et burning sensations, dryness, and tearing

al.'s (2020) finding that teachers face in the eyes have increased as a result of

problems in distance education the use of electronic devices such as

implemented in the COVID-19 computers and mobile phones (Kaya,

pandemic, such as technical barriers, 2019; Kim, Lim, Gu, & Park, 2017). In

student conditioning, student the study conducted by Kim et al.

participation in education, and online (2017), 59 participants used tablets and

education experience. In the literature, smart mobile devices for 1 hour. Eye

studies on the problems faced in fatigue was evaluated before and 1 hour

learning environments such as distance after using the tablet. This study found

education, online learning, and that using tablets for an hour increased

electronic learning are not abundant. complaints of eye fatigue and

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asthenopia (Kim et al., 2017). A lack of coursework or attend online classes and

outdoor physical activity or eating of suffered severe vitamin D and calcium

junk food at home are contributing to deficits as a result of insufficient sun

the growth in obesity that the students exposure and a poor diet, which led to

agree with a weighted mean of 3.70. " frequent muscle cramps, spasms,

Online learning presents a major risk on strains, and tears. This statement was

our emotional and physical health, agreed upon with a weighted mean of

otherwise known as functional health 3.64. Many studies have shown that the

which results in a trend away from excessive or prolonged use of screens

active leisure pursuits and recreational can impact mental and physical health.

sports and leading us towards a The mental and physical affections

sedentary lifestyle (Wang, Luo, Gao, & include stress, depression, sleep

Kong, 2012) supported this study. disorders, impact on eyesight, postural

gained a bad body posture as a result of pain, hand disabilities, and

frequently hunching over to complete musculoskeletal disorders.

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Table 2

Emotional Well Being

Indicators WM VI

1. The pressure of after-school homework and assignment has 4.24 A

triggered a great toll on the mental health of student.
2. The amount of time spent in front of a screen has dramatically 4.22 A
increased, and as a result, the brain is being overloaded with
information and has a hard time processing all the lessons.
3. The lack of social interaction in online learning leads to feelings 3.72 A
of loneliness, lack of motivation, and isolation.
4. The separation of home and school life, as well as distractions at 4.18 A
home, make it difficult for students to focus on class.
5. Has developed an academic pressure, stress, and anxiety. 4.32 A
Average Weighted Mean: 4.14 A

1.2 Emotional Well Being. new normal setup of the academic

learning system in terms of emotional

The table shows the results of the
well-being. The students agree with an
difficulties that students face in the
average weighted mean of 4.14.
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During these school closures, all face- and internet connectivity) and

to-face lessons were cancelled, distractions in the home learning

compelling many institutions, environment. Indeed, the initial

including our own university, to research shows that at-home

immediately transition from face-to- distractions (including disruptions

face in-person learning to completely from other family members and

online lessons. The abrupt switch to additional responsibilities) are a

fully online learning has been significant challenge for college

particularly stressful for many students learning from home during

instructors and students who prefer in- COVID-19 (Son et al., 2020). The

person instruction. Online learning is pressure of after-school homework

often stigmatized as a weaker option and assignments has triggered a great

that provides a lower quality toll on the mental health of students,

education than in-person face-to-face as agreed, with a weighted mean of

learning (Hodges et al. 2020). With a 4.24. As cited in this study, students

weighted mean of 4.32, students have have a schedule that includes waking

developed academic pressure, stress, up, going to school, attending class,

and anxiety. Lack of experience may doing homework, interacting with

be compounded by challenging home friends, and attending extracurricular

conditions, including loss of access to activities. This isn’t the case with

academic resources (e.g., computers online learning. Staying focused on

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online classes is a challenge. should reflect on the suitability of the

Separating home life from class time, implementation of online learning for

not following a routine schedule, and preschool children. The separation of

the distractions at home make it home and school life, as well as

difficult for students to concentrate distractions at home, make it difficult

well in their classes. The amount of for students to focus on class; this

time spent in front of a screen has statement was agreed upon and had a

dramatically increased, and as a result, weighted mean of 4.18. As mentioned

the brain is being overloaded with in The Learning Habit, the authors

information and has a hard time submit that when presented with the

processing all the lessons, as the choice between homework and TV,

students agree with a weighted mean the child will always choose TV

of 4.22. This study is supported by (Donaldson-Pressman et. al, 2014).

recent research findings that suggest There is no competition between

the negative effects of screen time on schoolwork and fun media time.

the brain development and well-being Therefore, the media and environment

of our younger generation. Raising must be intelligently designed and

awareness among different parties, managed to prevent distractive

including policymakers, health care behavior while also being captivating

professionals, schools, and parents, is in their own right. Finally, a list of

the key to mitigating the situation. We possible solutions to aid students,

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administrators, and faculty will be suggest that a lack of social interaction

presented. The lack of social is a global challenge to the

interaction in online learning leads to effectiveness of online learning. It is

feelings of loneliness, lack of recommended that counseling sessions

motivation, and isolation, as students be conducted for students to reduce

agreed with a weighted mean of 3.72. their stress levels, which have

As cited by J. Mater. Environ. Sci., increased during the pandemic, in

2022, The findings of the study online classes, and to take measures to

revealed that a lack of social increase their social interaction.

interaction affected students’

satisfaction levels and caused

psychological issues such as health

problems, depression, fear of

loneliness, and boredom. The results

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Table 3

Intellectual Manner

Indicators WM VI

1. Easily adapt the new normal education system 3.50 A

2. Increase student learning and the quality of that learning 3.74 A

experience

3. Incorporate methods of learning where students are given freedom 3.76 A

in how, what, when and where they learn

4. Empower learners and give them greater control of their learning 3.88 A
and become more self-directed

5. Improve learning outcomes and maximize learner engagement 3.82 A

using appropriate learning approaches

Average Weighted Mean 3.74 A

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1.3 Intellectual Manner. The become more self-directed, with a

table shows the difficulties that students weighted mean of 3.88. Interaction with

face in the new normal setup of the other students was expressed as

academic learning system in terms of involvement in student organizations,

the intellectual manner that the students networking with other students, and

agreed on, which has an average forming outside study groups. Herman

weighted mean of 3.74. According to (2012) outlined how peer interaction

Lodge et al. (2018), challenges in the can increase students’ internal

learning process are especially difficult motivation by developing their own

to detect and respond to in educational sense of competency, and that of their

settings where increasing class sizes peers. It was followed by improving

and the increased use of digital learning outcomes and maximizing

technologies mean that teachers are learner engagement using appropriate

unable to provide nuanced and learning approaches, which students

personalized feedback and support to also agreed to and gathered in a

help students overcome their weighted mean of 3.82. This implies

difficulties. Students agreed on the students' development, creating new

empowering learners and giving them strategies, and planning for the next

greater control of their learning to step. Peng et.al (2017) supported this
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study by saying that learning outcomes are those that are beyond the individual,

serve as an indicator to evaluate the including family factors, school factors,

students’ learning results. The purpose and community factors. Moreover,

of measuring learning outcomes is to increasing student learning and the

help students get a better understanding quality of that learning experience was

of their own learning conditions and agreed upon by the students, which has

provide evidence for teachers and a weighted mean of 3.74. A high-

students to improve teaching quality quality education is an essential tool for

and learning efficacy. It also shows that gaining the most knowledge and

incorporating methods of learning advancing society's modernization.

where students are given freedom in Hammond (2013) supported this study,

how, what, when, and where they learn saying that it entails the following

was agreed upon by the students with a aspects: learning resources, technology,

weighted mean of 3.76. As cited by the program enrolled, modules done,

study of Slameto (2010), learning lecturing methodology, attachments,

success is influenced by several factors, qualifications, co-curricular activities,

which are classified into internal and performance awards, students' and

external factors. Internal factors are lecturers' perspectives in the

factors that exist in individuals who are institution's operating management, as

learning, including physical factors, well as their opinions and appraisals

psychological factors. External factors toward education. While, students with

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a weighted mean of 3.50 agreed that 2. Issues that Affect the Students’

they could easily adapt to the new Academic Performance as a Result of

normal education system. Education in the New Educational Systems.

the new normal includes not only

The study reveals the issues that
online and remote learning, but also the
affect of the students' academic
ability to teach and learn from any
performance as a result of the new
location. Pacheco (2020) observes the
normal system in terms of classroom
increased capacities for voluntary
discussion, social interaction, classroom
obedience and programmable
participation, and academic tasks.
functioning abilities, leading to a "new
Tables 4, 5, 6, and 7 present the issues
normal" that benefits those who are
that affect the students' academic
savvy in software-structured social
performance.
relationships.

Table 4

Classroom Discussion

Indicators WM VI

1. Students may be eager to participate and share their ideas. 3.56 A

2. Not everyone gets the chance to express themselves 3.64 A

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3. Student have difficulty in understanding a certain subject 3.78 A

4. Poor foundation of students in learning 3.14 N

5. Students' lack of confidence to participate in the discussion 4.02 A

Average Weighted Mean 3.63 A

2.1 Classroom Discussion. The the discussion affects their

table shows the result of the academic performance, which has a
issues that affect the students' weighted mean of 4.02. This
academic performance as a result of indicates that shyness, a lack of
the new educational system in terms boundaries, and low self-worth
of classroom discussion that the affect their academic performance.
students agreed on, with an average As cited by the study of the American
weighted mean of 3.63. Carrasco Psychological Association, "self-esteem
and Irribarra (2018) mentioned that and perceived competence are
students do not learn citizenship necessary for students to take risks in
only by acquiring knowledge; their learning and to bounce back after
school practices such as classroom failure or adversity." Students also
discussion foster critical thinking, agreed that they have difficulty
help students understand others, understanding a certain subject, which
and reduce closed-mindedness. gathered a weighted mean of 3.78. Raca
Students who were exposed to and Dillenbourg (2013) stated that
more classroom discussion were things like the placement of students'
expected to have more tolerant seats or the utilization of visual
attitudes toward other groups and advancements can significantly impact
to hold more egalitarian values in students' attention in class. The
general. Students agreed that their environment can refer to all the
lack of confidence to participate in elements within the class. For instance,
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if the class is too crowded, students find eager to participate and share their
it uncomfortable to sit. Also, some ideas during discussion, which was
distracting students keep doing agreed upon by the students with a
disturbing behaviors, and even with the weighted mean of 3.56. Baethge et
most focused students, these factors al. (2015) supported this study,
somehow still make them find it saying that interruptions are loosely
challenging to maintain their categorized into two groups: external
concentration. Moreover, not everyone and internal. External interruptions are
gets the chance to express themselves, unexpected and outside the control of
gathering a weighted mean of 3.64 that an individual. In contrast, internal
was agreed upon by the students. The interruptions originate within
students may participate not only to individuals, stemming from their own
answer questions but to seek help or ask thoughts, emotional states, or physical
for clarification. Nagananda (2020) needs. While having a poor foundation
mentions that engaging children in of student learning affect their
free and creative expression academic performance was agreed upon
activities given at the end of the neutrally by the students who gathered
lesson provides ample a weighted mean of 3.14, Kriel &
opportunities for facilitating free Livingston (2019) state that the
and creative expression. This is the negative experiences that the learners
minimum that teachers need to do. linked to their self-esteem were
Children are naturally creative and behavioral characteristics, self-
need to be challenged at every competence, self-liking, family
stage of their development. relationships, mainstream teachers’
Activities that do not challenge attitudes, perceptions of experienced
them are likely to bring down their success, and comparison to peers.
level of interest. Students may be
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Table 5

Social Interaction

Indicators WM VI

1. Difficulty following conversation between several people 3.94 A

2. Inability to gain attention from other in appropriate ways 3.54 A

3. Reduced confidence ways 3.54 A

4. Reduced desire to interact with others 3.36 N

5. Lack of respect among students and teacher. 2.86 N

Average Weighted Mean 3.45 N

2.2 Social Interaction. The table students, learn best when motivated to

shows the result of the issues that affect learn and actively engaged in the

the students' academic performance as a learning process. Teachers need to

result of the new educational system in commit, become independent learners,

terms of social interaction, which the be self-motivated to improve their

students neutrally agree has an average teaching, and test their ideas in real-life

weighted mean of 3.45. Hurst et al. contexts. Students agreed that following

(2013) stated that teachers, like a conversation between several people

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with a weighted mean of 3.94 was the learning activities, and those who

difficult. This implies that social have self-confidence are assured of

interaction plays an important role in their abilities, setting goals for

learning by performing academic tasks. themselves and working hard to achieve

Social interactions with people can be their goals without worrying about the

effective in guiding the students to outcomes. Thus, students neutrally

maintain their thoughts, provide a agreeing to a reduced desire to interact

reflection on their understanding, and with others gathered a weighted mean

find gaps in their studies. Ali et al. of 3.36. By means of this, students may

(2022) supported this study. Inability to lack interest or motivation. AL-

gain attention in other appropriate ways Muslawi & Hamid (2020) mention that

and reduced confidence were both internal disturbances cover those

agreed upon by the students with a coming from students themselves, such

weighted mean of 3.54. Schweizer as lack of motivation, laziness, a

(2010) mentioned that there are preference for playing with other

different kinds of attention, such as classmates, and the desire to eat in

sustained attention, which requires a lot class. In addition, when discussing

of mental effort that is continuously graduate students, some examples of

applied, and selective attention. external disturbance are extracurricular

Moreover, Kanza (2016) implies that academic factors, work and financial

students must take risks and engage in situations, family problems, and social
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and emotional problems. While poor cause a poor student-teacher

respect for other students and teachers relationship. Tucker (2021), who

was demonstrated in the weighted mean supported this study, said that each

of 2.86 and was agreed upon neutrally student's ability to learn and interact

by the students. Disrespecting teachers with educators is influenced by their

includes a lot of activities like refusing personality, family backgrounds,

to follow the instructions, behaving the mental processes, learning styles,

other way around, not listening to the priorities, maturity levels, and academic

teachers, giving rude answers, ambitions.

confronting teachers, etc., and may

Table 6

Classroom Participation

Indicators WM VI

1. Students has a realistic sense of their own skills and abilities 4.26 A

2. Students fear that their answer is wrong 4.26 A

3. Students is unprepared for class 3.54 A

4. Students does not know the correct answer that is being asked 3.38 N

5. Students actively selects activities, when given a range of option 3.72 A

Average Weighted Mean: 3.83 A

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2.3 Classroom Participation. (2013), who stated that students can be

The table shows the result of the issues encouraged to engage more positively

students face in the new normal in their own learning, a process that

learning system in classroom benefits both the child and the whole

participation, which they agree on with school community. Likewise, the

an average weighted mean of 3.83. This students have a realistic sense of their

is supported by Collete Loftin's (2010) own skills and abilities since they think

study, which states that this provides outside the box, meaning that they are

insight into what students do and their innovative. The skills that they possess

perspectives in class. With a weighted are only viable if they know what to do,

mean of 4.26, the students agreed on and the abilities are the potential of

these two questions: students have a oneself, especially for students when

realistic sense of their own skills and participating in class recitation.

abilities, and students fear that their According to Katelyn and Sara (2020),

answer is incorrect. Many students are students experience fear because their

concerned that their answers are answers might get negatively evaluated,

incorrect because some teachers may which can affect the students and cause

discriminate against them. This can anxiety in learning classrooms. The

cause them to have no confidence in students agreed to actively select

their knowledge. This is supported by activities when given a range of options

the study of Jessica and Margareta with a weighted mean of 3.72. Some of
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the students don't actively participate of time and have a sense of

when given a specific task or activity responsibility. This clearly shows that

since they are not socially reliable, and the respondents are always ready and

this can cause an effect like not sharing prepared for class. This is supported by

ideas and knowledge when given a task the study of Kenneth L. Arford states

by a teacher and can cause a that in statistics education, when

misunderstanding of concepts between teaching students, those that came

the students. Finza (2019) elucidates unprepared have been the most

that students are required to be challenging in his teaching career since

competent enough and must possess they are not the type that wants to learn

knowledge of the subject matter. The and is eager to learn. The students

emphasis on effective learning in a chose to answer "neutral" in The

classroom has vital importance for students do not know that the correct

student retention. The teachers are answer that is being asked has a

required to be adaptive to the changing weighted mean of 3.38. Most of the

classroom and student needs’ so that students know the answers to the

the students enjoy the course and questions given to them, but they are

establish goals. The students agreed not confident enough to say them since

that they were unprepared for class, they have low self-esteem. According

with a weighted mean of 3.54. As a to Beth A. Lindsey and Megan L. Nagel

student, you should be prepared ahead (2015), students tend to overestimate

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their abilities, while high-performing can distinguish high-level questions,

students estimate their abilities more causing them to answer them correctly.

accurately. This indicates that students

Table 7

Academic Tasks

Indicators WM VI

1. Experience no difficulty in coping up with the lessons and finishes 3.76 A

all required activities on time.

2.. Inattentive to understand the essence of the academic tasks. 3.58 A

3.Pressure and difficulty focusing on my academic tasks because of 3.90 A

some problems that students encounter

4. . Feeling anxious about not submitting all of my activities on time 3.56 A

5. Having difficulty focusing on various academic tasks is made 3.88 A

impossible as the student worries about it and has other concerns
(family problems, financial problems, mental problems, etc.).

Average Weighted Mean: 3.73 A

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2.4 Academic Tasks. The table the students have time to do their work,

displays the outcomes of the issues they are likely to reduce their anxiety to

students face in the new normal lower levels, causing their stress levels

learning system for academic tasks that to drop, and they can balance their

they agree on with a weighted average studies, do hobbies, and hang out with

of 3.73. This is supported by the study their families, friends, or classmates.

of De Palo Valeria, Limone Pierpaolo, The students agreed. With a weighted

and Monacis Lucia (2016). It indicates mean of 3.88, Having difficulty

what the students do when doing their focusing on various academic tasks is

academic tasks and how they use their made impossible as the student worries

time management skills to complete about it and has other concerns (family

their assigned tasks. The students problems, financial problems, mental

agreed. Pressure and difficulty focusing health problems, etc.). Students have no

on my academic tasks because of some other issues, which allows them to

problems that students encounter.. focus mainly on academic tasks. This

Many of the students do not feel study is supported by Schmidt's finding

pressure since they have a lot of time to that students' working memory and

finish given tasks, which allows them to attentiveness are affected. Students'

have time management skills and focus learning is more sporadic and

one by one on tasks. According to superficial; they comprehend less and

Richelle V. Adams and Erik (2019), if struggle to remember what they've

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learned and apply it to new situations easily from this. According to Jason M.

when they are distracted by personal Lodge (2018), difficulties are often an

problems. The students agreed that they unavoidable but important part of the

Experience difficulty in coping up with learning process. It indicates that some

the lessons and finishes all required of the students don’t experience

activities on time.their weighted mean difficulty since they know how to

is 3.76. Most of the students experience process their academy tasks, which

difficulties with lessons and activities causes them to learn more efficiently.

since they experience "pile-lap," or in The students agreed Feeling anxious

other words, a lot of activities and about not submitting all of my activities

lessons can cause a lot of work. This is on time and have a weighted mean of

supported by Ali Merc (2015), and it 3.56. Students do not experience pile-

states the different strategies students lap and are not stressed because the

use in coping activities to finish their questions they received were few and

activities and how they deal with it. The simple to answer. This study by Keith

students agreed in . Inattentive to Gregory and Sue Moron Garcia (2015)

understand the essence of the academic indicates that students submit their

tasks their weighted mean of 3.58. activities on time, which can initially

Many of the students have an idea of improve their time management and

the academic tasks that have been make them more experienced.

handed to them, and they can learn

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3. Aspects of the New Normal system influencing the student’s

Learning System Influencing the academic performance in terms of

Students’ Academic Performance. material, student and environmental

related.
The study also looked into the

aspect of the new normal learning

Table 8

Material-related

Indicators WM VI

1.Students do not have an internet connection to do assignments, 4.02 A

research, reports, etc.

2. Lack of digital devices that students may use for their reports, 4.24 A
presentation and study

3.Lack of financial resources 4.22 A

4.Students' may not go to school due to a lack of uniform or a proper 3.54 A

attire to wear

5. Students' are lack of school supplies 3.72 A

Average Weighted Mean: 3.95 A

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3.1 Material Related The table the university, computers and internet
shows the result of the impacts of face- facilities. Students'also agreed on lack
to-face classes to the students' of financial resources with a weighted
performance in terms of material- mean of 4.22. However, students do not
related that the students agreed on, with have an internet connection to do
an average weighted mean of 3.95. assignments, research, reports, etc.
Some of the students are materially  gathered 4.02 as its weighted mean and
related, and some are not, since they are verbally interpreted as agree. Students'
not familiar with the materials that are are lack of school supplies was also
used to gain knowledge. This study is agreed by the students gathered
supported by Robyn Moloney and weighted mean of 3.72. Students' may
David Saltmarsh (2016) and indicates not got to school due to a lack of
students can expand their set of dresscode or proper attire to wear that
learnings through understanding they agreed on with a weighted mean of
material-related issues and perspectives. 3.54. Lunenberg (2011) supported this
Students' agreed on lack of digital study by outling the three reasons which
devices that students may use for their porvide schools just cause to enforce
reports, presentation and study with a dress codes. First and foremost, school
weighted mean of 4.24. Siddiquah and dress codes should be established that
Salim (2017) mentioned that promote the safety the student In
availability of learning tools or devices addition, these regulations should
that is equally important. Although we promote the health of the student. He
are in an era where technological also asserted that school dress codes
instruments and apparatuses are within should meet the standards of
reach, there are still some who do not community decorum. He expanded on
have one. For example, in a particular this idea by suggesting that the student's
country in South Asia, a study showed attire should not draw attention to their
that respondents have at home and in anatomy. Finally, he addressed the
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reason most often cited by other school potential dismption of learning that can
officials: school dress codes should be result from inappropriate classroom
enforced in such a way that prevents the attire.

Table 9

Student-related

Indicators WM VI

1. Unable to concentrate due to family problems 4.08 A

2. Students tend to overwork and study with no breaks because of 4.12 A

pressure

3. Students dropped the subject 3.66 A

4. Students are not motivated to do their task 4.24 A

5. Students got low grades 4.16 A

Average Weighted Mean 4.05 A

3.2 Student-related.

The table shows the results of task was agreed by them

the impacts of face- to-face which gathered weighted mean
classes to the students' performance of 4.24. Carnegie Mellon
in terms of student-related University (2019), argue that the
and agreed upon by the students reasons why students are less
with an average weighted motivated when learning
mean of 4.05. Student are hat they do not
are not motivated to do their believe their efforts will improve
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their performance and that verbally interpreted as agree.

they have other priorities more Simpson (2013) stated that dropout
preoccupying their attention. rates vary depending on the
Students got low grades was also educational system adopted by an
agreed by them with a weighted institution. It should be noted that
mean of 4.16. Moreover, students there are d ifferent reasons
tend to overwork and study with no affecting persistence of students
breaks because of pressure including study habits, age,
gathered 4.12 as its weighted educational goals, ethnicity;
mean and verbally interpreted finances, hours of employment,
agree. Students were unable family responsibilities, and outside
to concentrate due to family encouragement. These variables can
problems was also agreed by challenge students and push them out
them with a weighted mean of of the educational institution by putting
4.08. While, students dropped too much pressure on their time,
the subject gathered resources and sense of well-being.
weighted mean of 3.66 and

Table 10

Environmental related

Indicators WM VI

1. Students are bothered due to the smell of the room 3.92 A

2. Students can't comprehend teachers teaching because of the noise 3.86 A

students make in class

3. Students has problems of the humidity in the room 3.88 A

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4. Students are affected of insufficient lighting in the room 3.58 A

5. Students are high-flown in the improper classroom layout 3.56 A

Average Weighted Mean 3.76 A

3.3 Environmental-related. The helpful to the healthcare of the

tables shows the results of the students. Students have problems
impacts of face-to-face classes to with the humidity in the room was
the students' performance in terms also agreed by them with a
of material-related and agreed upon weighted mean of 3.88. This study
by the students with an average was supported by Angelon-Gaetz
weighted mean of 3.76. According et.al (2015) saying that controlling
to Bojuwoye et al. (2014), classroom humidity may be an
numerous studies have effective strategy to prevent asthma
demonstrated that effective learning and allergy symptoms among
environment stimuli increase teachers. School occupants may
students' intrinsic motivation for suffer from extremely high and
learning and assist them in extremely low humidity
acquiring the necessary knowledge depending on the time of year,
and skills, allowing them to achieve and both have been linked to
the set goals. Students agreed that adverse health effects. They also
the student are bothered due to the agreed on students can't
smell of the room with a weighted comprehend teachers' teaching
mean of 3.92. Having a bad smell because of the noise students make
in the room can affect the students in class which has weighted mean
because they can't mainly focus in of 3.86. Klatte, Lachmann and
the lessons and the smell is needed Meis (2010) revealed that increased
to be dealt with. This study is difficulty in speech Children with
supported by Kristina Mikkonen typical hearing in first and third
(2016) that indicates having a neat grade were compared to adults in
and clean classroom can help the terms of perception and
students to learn freely not thinking comprehension in the presence of
about the smells and it can be background noise, with first-grade
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kids experiencing more negative were more typical in settings with both
effects on comprehension. In general and localized lighting.
addition, students underestimated Additionally, they concurred that
students are flying in the incorrect
the effect of noise, scoring
classroom arrangement, with a
disturbances lower than the actual
weighted mean of 3.56. Based on
measurement found in the study.
the activity and the student's
As a result, verbal interpretation
personal expertise, teachers can
and weighted mean 3.58 agree that
anticipate where the students would
there is insufficient lighting in the
choose to work. It is possible to use
classroom, which has an impact on
that data to efficiently plan the
the kids. According to the study by
activities provided to kids, so all
Monteiro (2012), the majority of
available space is used, Duncanson
workplaces had lighting conditions
& Achilles (2010) supported this
that fall below prescribed
study.
standards, and the normalized values

4. Plan of Action (Recommendation) The study reveals the plan of

to be Proposed to Improve the action or recommendation to improve

academic performance of the the academic performance of the

students during new normal learning. students during new normal learning.

The table 11 presents the plan of action

(recommendation) to be proposed.

Table 11

Plan of Action (recommendation)

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Indicators WM VI

1. Align instructions to learning standards. 4.16 A

2. Having good communication with fellow students. 4.40 A

3. Regular self-assessment. 4.14 A

4. Using technology as advantage. 4.24 A

5.Organized discussion with stakeholders to examine the possible 4.34 A

school teaching and learning process during new normal education
system.

6. Practice creative thinking. 4.26 A

7. Seek out new experiences. 4.18 A

8. Building a common understanding of great instruction. 4.28 A

9. Quit doing stuff that doesn’t help. 4.22 A

10. Set targets for activities. 4.20 A

Average Weighted Mean 4.24 A

The table shows the result of that gathered an average weighted mean

action(recommendation) that may be of 4.24. The students agreed on having

proposed to improve the academic good communication with fellow

performance of the students during students will help in improving the

flexible learning and the students agree academic performances of the students
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with a weighted mean of 4.40. This knowledge through their active

study is supported by Samovar et.al participation in the learning process and

(2015) observed that nowadays, by assessing the work they produce by

communication and education are two setting future goals. Self-assessment is

non-separable concepts. a modern way of assessing and involves

Communication is a dynamic process, students’ own work and / or their result.

and it is an ongoing activity that has no The students agree on using technology

beginning or end. Students also agreed as advantage gathered weighted mean

that aligning instructions to learning of 4.24. Hertlein, & Ancheta (2014)

standards can help in improving their states that the technology world has

academic performances which gathered been growing and interests are

a weighted mean of 4.16. Abrams et.al flourishing in the designing of

(2013) also mentioned that these technologies that mediate and create the

assessments evaluate students learning feeling of relatedness within

on a set of content standards. Regular interpersonal relationships and beyond

self-assessment helps improve the explicit verbal communication. The

academic performances was agreed by communication technologies, such as

the students which gathered a weighted mobile phones, internet and social

mean of 4.14. This study is supported networking sites are playing an

by Brown and Harris (2013) that stated important part in influencing the lives

the aim is to develop their own of the individuals. Moreover,

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organizing discussion with stakeholders 4.26. This study is supported by Lai

to examine the possible school teaching (2011) mentioned that learning directly

and learning process during new normal associates with activity, whilst

education system was also agreed by indirectly with thinking and verbal

the students with a result weighted communication. Development of

mean of 4.34. Narrowing your focus on thinking can be an outcome in this

a specific skill, such as organizing process. Hence, thinking in the big

students for learning, will enable you to perspective compensates knowledge,

concentrate on the nuances of this skill, process, and attitudes. Students

instructional strategy to deliberately also agreed on seeking out new

improve it. This allows you to experiences which gathered a weighted

intention- ally plan, implement, mean 4.18. As cited on the study of

monitor, adapt, and reflect on this National Association of Colleges and

single element of your instructional Employers’ (NACE) Job Outlook 2019

practice. A person seeking to become report, employers seek candidates who

an expert displays distinctive behaviors, have the following skills: verbal and

stated by the study of Marzano and written communication, problem-

Toth (2013). Moreover, practicing solving, ability to work in a team,

creative thinking can help in improving analytical/quantitative skills, and who

their academic skills was also agreed by are detail-oriented, among others.

the students gathered weighted mean of Students also agreed on building a

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common understanding of great accountability has created a demand for

instruction which gathered weighted evidence-based decision making at all

mean 4.28 which is . This study was levels. However, despite increasing

supported by Hightower et.al (2011) calls for evidence-based development,

reveals that in the past decades, many there are many gaps in our empirical

educators widely applied teacher- understanding of education

centered strategies to impart knowledge development around the world. As a

to learners’ comparative to student- result, development organizations are

centered strategies. Until today, orienting themselves towards

questions about the effectiveness of supporting knowledge generation to fill

teaching strategies on student learning these gaps. Students also agreed on

have consistently raised considerable setting targets for activities that has

interest in the thematic field of weighted mean of 4.20. This study is

educational research. However, supported by William and Flora

students also agreed on quitting stuff Hewlett Foundation, (2013) mentioned

that doesn’t help that has a weighted the act of goal setting is a desired

mean of 4.22. This study was supported competency area for students associated

by Piotrosky (2014) stated that in the with the “learning-to-learn” skills

case of international education students need to engage in deeper

development, limited resources learning.

combined with an increased culture of

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5. Plan of Activities analyzing different problems or

situations in different subjects. These

Plan of Activities
enabled us to come up with a plan of
Students need to set both short-
activities intended to address the issues
term and long-term goals if they want
faced by the students due to face-to-
to achieve the improvement they want
face classes. We’ve come up with
in their performance. Since we are back
different strategies or activities for the
to the normal education system, it is
students to be guided on how they can
necessary to formulate new plans or
handle the problems they met during
recommendations to improve the
face-to-face classes which is survey and
performances of the students in face-to-
counselling.
face.
The plan of activities was
The study revealed that the
conceptualized in accordance with the
performance of the students is greatly
difficulties met by the students in this
affected because of the face-to-face
new learning education system. The
classes. Difficulty in the face-to-face
activities proposed will be highlighted
classes, representing concepts mentally,
via an overview and the goal of each
poor comprehension and mastery of the
activity based on the difficulties.
students especially in memorizing or
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Conclusions Meanwhile, assigned tasks have no

discernible effect on their academic

Based on the findings of this study, the
performance.
following conclusions were drawn:
3. Academic learning material has an
1. Most students believe that there has
impact on students' knowledge, and
been an increase in academic
an increase in willingness to learn
challenges due to online classes,
boosts academic performance.
both physically and emotionally,
However, environmental
with negative consequences such as
circumstances impair students'
the development of eye problems
academic performance due to vision
and academic anxiety. However,
and proximity issues.
online classes had liberated them by
4. The proposed plan of action
giving them greater control and self-
includes optical checkups for
direction in terms of intellectual
students, guidance counseling,
behavior.
seminars regarding the new normal
2. Students' academic performance
education setup, and improving
was heavily influenced by their lack
teachers' efforts to make the
of confidence in participating in
students comfortable with social
class, difficulties in starting
interactions.
conversations, skills and abilities,

and anxiety during recitations.

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Recommendations their vision, in assigning their seating

arrangements.
From the findings and conclusions of

the study, the following 4. The school administration should

recommendations are offered: provide or seek funding for free eye

care among their students so that

1. The proposed action plan which
the less privileged will be
includes eye checkup and guidance
able to have eyeglasses. Also, the
counselling, must be evaluated and
teachers should encourage
improved in order to aid learners in
their students to seek advice
dealing with their current academic
from the school’s official
issues.
counselor so that they can have
2. After years of social isolation, the
proper psychotherapy, which would
school administration must make
help them cope with their struggles.
multiple attempts to organize various

activities that can promote increase on

the confidence of its students to instill

motivation to showcase their academic

skills and abilities.

3. Teachers must carefully consider

each student's health status, specifically

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