MARIKINA HIGH SCHOOL

HUMANITIES AND SOCIAL SCIENCES

The Impact of Full Face-to-Face Classes: The

Experiences of Marikina High School’s HUMSS
Students

A research paper submitted to

Orlando R. Santos

In partial fulfillment of the requirements for the class practical research 2

Submitted by:

Atiga, Roland Joseph

Baluyot, Jenelle Nadia L.
Cabrera, Jasnine S.
Carbonilla, Princess P.
De Guzman, Sophia V.
Encomienda, Katherine
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CHAPTER 1

Introduction

Background of the study

Over the past 3 years, there's been a virus (Covid-19) who ruined the normal
way of living, the pandemic forced most universities to switch almost exclusively to
an online modality. The struggle of the students learning from home has had a hard
time isolating their personal lives from their academics and the Online courses
became increasingly popular. Marikina High School is one of the schools in Marikina
that was forced to go online modality and they provide modules to students without
internet connection. During the pandemic this study looks into the frequency of
sadness and anxiety among Marikina high school students. It also tried to figure out
what causes depression and anxiety. Some of the students in Marikina high school are
stressed due to excessive quantity of school works that teachers ask them to do among
fifteen percent of the pupils were suffering from moderately severe depression while
eighteen percent were suffering from serious anxiety according to the binary logistic
depression older pupils are more likely to be depressed.
The Covid19 pandemic has negatively affected the mental health of students.
Internet use is one of the most significant tools in our modern culture, and its impact
on college students can be seen in the rising use of the internet. It causes mood
swings, inability to manage how much time is spent on the internet, withdrawal
symptoms when not engaged, a decline in social life, and negative work or academic
repercussions, as well as affecting students' self-esteem, because Internet usage is
growing at an exponential rate around the world, it is becoming increasingly
incorporated into daily life. It has drastically altered the present communication
landscape, with a significant growth in the number of Internet users globally over the
last decade. With the advancement of media and technology, the Internet has become
a powerful instrument for breaking down human geographic barriers. Internet
addiction (IA), which refers to excessive computer use that interferes with a person's
everyday life, has surfaced as a possible concern in young people as a result of the
availability and mobility of new media.
The Internet is utilized to facilitate research and information gathering for both
interpersonal and business activities.it can, on the other hand, be employed by Some
people engaging in pornography, excessive gaming, long-distance conversation, and
even gambling. There has been rising worry around the world over what has been
dubbed "Internet Addiction," which Goldberg first proposed as a sickness. According
to a study, Internet addicts get addicted to distinct parts of online use, and three
categories of Internet addicts have been identified: excessive gaming, online sexual
fixation, and e-mailing/texting.
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The purpose of this research is to investigate and understand the

reaction/feedback of HUMSS students about face-to-face classes in Marikina Senior
High School. The research is intended to present an unvaried conception of the status
of HUMSS students as what the DepEd stated on implementing full operational face-
to-face classes and additional activities. This research is purposeful on Marikina High
School students, for the future of HUMSS students. This research was amplified
through various surveys and interviews, literature searches of current studies and
reviews/analysis of existing school files and documents.

STATEMENT OF THE PROBLEM

This study generally aims to determine if HUMSS Students are prepared for
full face-to-face classes this November.
1. What is the demographic profile of Senior high school students of in terms
of:
Sex:
Gender:
Strand:
2. What is the degree importance of the following challenges according to
SHS
Students:
A. Psychological Impact
B. Daily Routine
C. Academic Performance
3.What is the impact of full face to face classes to HUMSS students in
Marikina High School?
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SIGNIFICANCE OF THE STUDY

This study aims to determine who will positively benefit from the
implementation of Full Face to Face classes.
The students. This study benefits HUMSS students in Marikina High School
from both flexibility of online learning. However, most of the HUMSS students
strongly prefer face-to-face class. To acquire attending school, they would become
more responsible and give them more knowledge and better learning.
The Parent. This study benefits of children to comes with self-assurance that
their children are given more knowledge and understanding
The Teacher. This study will benefit the teachers to encourage and implement
plans in helping the students to attend school. It easy for teacher to know their
students and teachers can grade the students based on their performance inside the
classroom

Scope and Delimitations

The scope of the study will mostly revolve around the impacts of the full
implementation of face-to-face classes on students of the Humanities and Social
Sciences (HUMSS) strand. The researchers will use the phenomenological approach,
in order to properly assess the experiences of the students. The research will only
revolve around the senior high school students of Marikina High School for its
research participants. Due to the current ongoing pandemic and also the nature of
classes being conducted, the researchers are limited to using documents and sources
found mostly online. In addition to the senior high school students of MHS for the
research participants.
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Chapter 2

Local and Foreign Literature

2.0 Psychological

Remote learning and students’ mental health during the Covid-19 pandemic: A mixed-

method enquiry

Author: Suzanne Lischer1 · Netkey Saf · Cheryl Dickson

The growth of digital technology along increasingly personalized, remote, adaptive,

and data-driven lines has attracted a great deal of interest in the past few years. The idea of
blended learning, which combines the advantages of in-person and online instruction, is being
increasingly adopted by institutions (Dziuban et al. 2018), and digital technologies are
unquestionably essential to the future of higher education globally (Henderson et al. 2017). It
has been determined that student participation and connectedness, as well as faculty training
to assist this transition, are essential to its success (Barr and Miller 2013). Research has
shown the need for more successful techniques for the post-emergency stage, even if the
usage of well-known applications, such WhatsApp, proved helpful for distant learning during
the early pandemic (mid-March) (Wargadinata et al. 2020). The quick appearance of Covid-
19, however, presented many faculty members with unexpected difficulties, such as the need
to learn how to employ the assistance of educational technology teams and the lack of
expertise teaching online (Bao 2020). As a result, students and teachers encountered
difficulties when studying and teaching at home. Certain inadequacies have been identified in
the literature, such as the weakness of online-teaching infrastructures, instructors' lack of
familiarity with new technologies, the knowledge gap, the complex home environment, and
so on (Ali 2020). Furthermore, when studying at home, pupils face a slew of distractions. For
example, not everyone can locate acceptable venues for home learning, and study may be
hampered by insufficient technology and unstable networks (Zhang et al. 2020). The findings
show that students, like the broader community, may be suffering from Anxiety, dread, and
worry are among the psychological impacts of the Covid-19 outbreak (Cao et al. 2020; Li et
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al. 2020; Wang et al. 2020). According to longitudinal research, people in the Winter 2020
term were more sedentary, worried, and sad than in previous academic terms. Furthermore,
oscillations in Covid-19 news reporting are connected with a wide range of behaviors,
including increased phone usage, decreased physical activity, and fewer sites visited
(Huckins et al. 2020).According to research published in China in February 2020, college
students' fear about the pandemic was related to their place of residence, source of parental
income, whether they lived with parents, and if a relative or an acquaintance was infected
with Covid19 (Cao et al. 2020). During the Covid-19 crisis, certain pupils may be more
vulnerable to social isolation and the development of mental health disorders.

This is especially true if they live alone, have less direct contact with close family
members and friends, receive less social support, and are less well-integrated into a student
social network. Female students appeared to be more vulnerable to unfavorable mental health
outcomes (Elmer et al., 2020). "psychological effects from the outbreak of Covid-19, such as
anxiety, fear, and worry, among others (Cao et al. 2020; Li et al. 2020; Wang et al. 2020).
A longitudinal study reveals that, compared to prior academic terms, individuals in the
Winter 2020 term were more sedentary, anxious, and depressed. In addition, a wide variety of
behaviors, including increased phone usage, decreased physical activity, and fewer locations
visited, are associated with fluctuations in Covid-19 news reporting (Huckins et al. 2020).
Findings from China in February 2020 indicate that college students’ anxiety regarding the
pandemic was associated with their place of residence, source of parental income, whether
living with parents, and whether a relative or an acquaintance was infected with Covid19
(Cao et al. 2020). Some students might be at higher risk of social isolation and the
development of mental health problems during the Covid-19 crisis. This is particularly true
when they live by themselves, have less direct contact with close family members and
friends, receive less social support, and are less well-integrated into a social network of
students. Female students appeared to be at higher risk of facing negative mental health
consequences (Elmer et al. 2020)
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2.1. Psychological

Re-Opening of Classes, Philippine Setting: The State of Mental Health and Adaptation

Author: Cyril B.Romero

The fast spread of COVID-19 over the world has had health, societal, and economic
consequences. The ramifications are psychological, economic, and, of course, educational. In
fact, school shutdown has occurred. On a global scale, it has been one of the most extensively
employed measures for assisting in the maintenance of social order. The pandemic has had an
impact on more than only students' mental health. Teachers, too, have Since the beginning of
the crisis, I've amassed a tremendous level of tension. Getting Used to Online Education
Using various modes of delivery to communicate the topic content, difficulties due to bad
connectivity Signs and symptoms of anxiety, as well as the usage of technology, are only a
few of their stressors. despair and sleep disturbance as a result of the increased effort caused
by home teaching is quite visible to teachers. distancing and infection reduction the move to
online education and the excessive use of electronics and technology among children

Technologies have been linked to developmental delays, resulting in sleep schedules.

disruptions. The problem is exacerbated by the tight enforcement of the confinement of
Children at home, movement limitations and rigorous adherence to health regulations,
disruption normal daily routine, as well as a decline in social support from school peers.
Children who have pre-existing mental health issues and live in crowded quarters Households
and communities experienced more difficult circumstances, and all of this added to the stress.
impact the children's mental health, resulting in fear and distress the pandemic itself has
created a great deal of concern, stress, and grief. These stressors have the potential to create
mental health issues for anyone, and can trigger acute symptoms in adults who may have pre-
existing mental health issues.

The coronavirus disease 2019 (COVID-19) pandemic has put mental health at risk. exposing
the well-being of Filipino children to dire circumstances. Among 5 to 15-year-old Filipino
children Mental health issues affect 10% to 15% of the population. According to the World
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Health Organization According to the World Health Organization, 16.8% of Filipino

teenagers aged 13 to 17 have tried suicide at least once within a year of the Global School-
based Student Health Survey in 2015.

2.1.1 Daily Routine

Regularizing daily routines for mental health during and after the COVID-19

pandemic.

Author: Wai Kai Hou, Francisco TT Lai, Menachem Ben-Ezra, Robin Goodwin

Second, primary and secondary daily routines can be usefully consolidated and
changed, while new routines can be created in Journal of Global Health 10 (2), 2020 [8].
Consolidation of current habits may imply that time at home is spent on housekeeping work
or indoor leisure activities, for example. Instead of face-to-face engagement, substitutes could
include phone/video calls or social media. Adaptive new routines can be incorporated to
round out the daily life structure, such as spending more time exercising or maintaining
personal and household hygiene. During a pandemic, new routines may include longer
handwashing (possibly to the tune of a song) or other protective measures such as wearing a
mask and washing hands more frequently. These practices provide back a sense of normalcy,
control, and predictability. Some of these, for example, the regular usage of masks for
infection prevention, will vary among sociocultural situations. The maintenance of everyday
routines is guided by two principles. Primary routines (for example, a regular healthy food,
sleep, and personal hygiene) should take precedence over secondary routines such as leisure
and social activities, exercising, and work/study in order to maintain an overall regular daily
living that directly promotes optimal mental health. Consolidation should be preferred over
replacement and addition because combining disturbed routines requires fewer resources than
replacing or adding new ones. During times of severe stress, it is preferable to strengthen
current social links with family and friends rather than add new ones of new social partners.
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2.1.2 Daily Routine

Face-to-face classes during COVID-19: a call for deliberate and well-planned school
health protocols in the Philippine context

Author: Philip Joseph D Sarmiento, Cora Lyn T Sarmiento, and Rina Lyn B Tolentino

Because of the coronavirus disease-2019 (COVID-19) pandemic, education is one of

the most impacted aspects of human existence. Since the pandemic's emergence and threat,
many governments throughout the world have decided to temporarily close schools, affecting
millions of pupils. As a result of the epidemic, students, the majority of whom are children,
have been experiencing a learning crisis. In a recent correspondence published in this journal,
the authors stated that it is the obligation of every government to devise plans for reopening
schools in a secure manner. In the Philippines, the government's Department of Education has
issued recommendations for implementing online and modular distance learning instruction
delivery. This is done to keep students from becoming infected with the sickness. However,
plans to perform a pilot deployment of limited face-to-face delivery in low-risk areas of
COVID-19 transmission in January 2021 were approved by the president5 but then
withdrawn6 due to the threat of the new COVID-19 strain. Concerns have been raised about
whether the country is ready to open its schools to pupils for face-to-face learning, despite
having one of the world's longest and toughest lockdowns. School reopening for face-to-face
interactions must be carefully planned to ensure the safety of students, teachers, and school
staff in a staged manner, particularly after physical distancing.7,8 Planning and execution of
school health protocols during this pandemic must be supported by accurate data9 provided
by various institutions. The World Health Organization (WHO) published a checklist on
December 11, 2020, to support school reopening and preparation for the possible resurgence
of COVID-19.10 WHO stated, "The checklist is aligned with, and builds on, existing
COVID-19-related WHO guidelines and is structured around protective measures related to:
1) hand hygiene and respiratory etiquette; 2) physical distancing; 3) use of masks in schools;
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4) environmental cleaning and ventilation." 5.) respecting procedures for isolating all people
with symptoms.'10 The checklist assists policymakers and school administrators in improving
compliance and adherence to public health practices during the epidemic.

2.1.3 Academic Performance

Effects of course modality in summer session: Enrollment patterns and student

performance in face-to-face and online classes.

Author: Jessica J. Summers, Alexander Waigandt, and Tiffany A. Whittaker

With the help of technology and training, teachers want to get their pupils ready for
the job of the future (Butik, 1998; Hadley, 1998). Non-traditional students, such as single
parents and older students, frequently enroll in distance learning courses because they are less
able to attend in-person classes than traditional students due to work and/or family
commitments (Browning, 1999; Gallagher & McCormick, 1999; Paulsen, Higgins, Miller,
Strawser, & Boone, 1998; Wilkins & Barrett, 2000). Travel time for students and teachers is
decreased or eliminated via distance education, particularly Internet courses (Gallagher &
McCormick, 1999; Paulsen et al., 1998). Russell's The No Significant Difference
Phenomenon (1999), in which he listed numerous comparison studies of distance education
classes with face-to-face sessions, is still one of the works that supports online learning the
most. Although research were mentioned in the annotations Although Russell's intended goal
was to identify sources that supported distance learning via communication media, he instead
succeeded in making a compelling case for the use of technology without disparaging
instruction, provided that it is both practically and financially practicable. But for a variety of
reasons, Russell's (1999) release has drawn significant criticism. The fact that teachers
frequently adapt the curriculum to fit the technology rather than the other way around is one
of the fundamental issues with remote learning, according to Bennett and Green (2001). In
order to achieve the financial or practical aims of the department or institution, instructors are
frequently asked to use specific technology tools in their lectures. To meet institutional
enrollment goals, instructors might be urged to design a course expressly for students who
can't normally attend classes on campus. On occasion, the curriculum and/or instructional
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methodology are sacrificed in the packaging of the technology to achieve this goal (Bennett
& Green, 2001). Technology is not nearly as essential as other aspects, such as learning tasks,
learner characteristics, student motivation, and the teacher (p. , according to a Phipps and
Merisotis (1999) report. Online Versus a Face-to-Face Statistics Class 235 The report is a
critical and thorough review of the literature comparing online distance education with
conventional face-to-face classrooms, citing numerous flaws in the studies Russell
highlighted that support "no significant difference" between student outcomes of online
learning and face-to-face courses. Two of the major flaws of the studies listed in Russell's
article, per the report, were (1) not controlling for unrelated variables and (2) not utilizing
accurate or reliable tools to measure student outcomes. We hypothesized that there is a
significant difference in student outcomes, using instruments with good psychometric
properties and controlling for extraneous variables as much as possible, despite the fact that
our study was constrained by the use of a small convenience sample of students. We were
particularly interested in comparing students' attitudes toward and knowledge of statistics in
an online and traditional classroom settings. We expected that our actions could identify
some massive contrast, in spite of the conviction of Russell's (1999) distribution, maybe due
to a limited extent to basic variables referenced by Phipps and Merisotis (1999) like learning
errands, student qualities, understudy inspiration, and the teacher. An overview of the
literature on these factors is provided in the following sections

2.1.4 Academic Performance

Academic Performance of Face-to-Face and Online Students in an Introductory

Economics Course and Determinants of Final Course Grades

Author: Zeynep Kelani, Murat Doral

Online courses have been gaining popularity even before the SARS-CoV-2 (COVID-
19) outbreak prompted the majority of colleges to almost entirely move to this type of
instruction. According to the most recent information available from the Integrated
Postsecondary Education Data System (IPEDS, 2021) of the National Center for Education
Statistics, more than 6.9 million students, or 35.3% of all students in the United States, were
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enrolled in online college courses in the fall of 2018. In contrast to face-to-face (F2F)
training, the asynchronous online instructional mode gives students the freedom to work
remotely at their own speed.courses that require face-to-face contact and direct interactions
(Franchi, 2020).

According to Swartz et al. (2020), it essentially eliminates the time and location restrictions
that are present in conventional on-campus programs. Despite growing in popularity, not all
students find success in online learning environments. Students must have self-discipline and
organizational skills to successfully complete their schoolwork within the established dates in
asynchronous online courses. Some students might lack the self-control necessary to manage
their progress in online classes, which could have an effect on how well they succeed
academically. In fact, Oh and Reeves (2014) discovered that students' lack of self-regulation
has a significant impact on academic achievement. This may be especially true for typical
students who normally enroll in face-to-face classes but choose to attend an online program
on occasion. As indicated in Wakeling et al. (2018), all online and F2F sections in our data
set follow the same instructor-regulated training style. In this approach, instructors establish a
timetable for measuring students' progress, which is typically organized as a linear series of
individual exams. We examine the performance of a diverse group of students who are
required to take an introductory economics course as part of their General Education Core
Curriculum requirements in this study. This set of students is representative of the entire
student body. It is incredibly diverse and represents all majors on all campuses. During the
2018-2019 academic year, students could enroll in either face-to-face sessions or online parts
delivered asynchronously via a learning management system. Students in all 42 sections in
our data set matriculated under the same university entrance standards and registered during
open enrollment, whether in-person or online (Wakeling et al., 2018).
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2.2 Previous Research

Reduction of Face‐to‐Face Contact Hours in Foundation Research Courses: Impact on

Students' Knowledge Gained and Course Satisfaction.

Author: Anne C. Bankz & Anna C. faul

This study investigated the impact of reducing the number of face-to-face contact
hours in a Masters of Science in Social Work (MSSW) foundation research course in an
urban school of social work on students’ knowledge gained and course satisfaction. A quasi
experimental pretest/posttest comparison group design was used to test the following
hypothesis: reducing the number of face-to-face contact hours will not negatively impact
knowledge gain and course satisfaction in a foundation research course. The findings of this
study suggest that reducing the number of face-to-face contact hours does not negatively
affect student learning as both the comparison and the experimental group demonstrated an
increase in foundation research knowledge. The level of course satisfaction was influenced
by the number of hours completed in the program, age, and the number of hours worked in
paid employment. Students who are especially vulnerable are younger students who have
completed less course hours. They tend to struggle at the beginning to get used to new
technology as part of their educational experience. This paper demonstrates that it is no
longer ‘if’ web-based and distance learning technologies are appropriate for social work
education but rather ‘when’ and the degree to which their integration yields greatest
educational value. Historically, social work education was based on the philosophy that
educating students required quality classroom interactions. This provided opportunities for
the socialization of students and development of mentor and role model relationships between
students and the instructor. According to Siegel et al. (1998), incorporation

distance education and computer-based courses have met with reluctance from social work
educators because of these historical philosophical barriers. As more empirical data
documenting the effectiveness of varying delivery techniques of distance education and
computer-based social work courses are being reported in the literature and the need to meet
current market demands for alternative course delivery methods increases, these
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philosophical barriers in social work education are beginning to show signs of crumbling.
Demographics of student enrollment in institutions of higher education are changing with
43% of undergraduates enrolled in postsecondary education during the 1999–2000 academic
year being age 24 or older as compared to 28% in 1970 and 37% in 1980 (US Department of
Education, 2003b). Distance education specifically addresses accessibility issues for rural and
part-time students who would benefit from incorporating some level of distance education
technology into their social work education.

In an ever-growing competitive secondary education market, the ability of social work

educators to utilize web-technology may well be a determining factor when prospective
students are deciding on which school to attend (Sandell & Hayes,2002). By teaching social
work’s professional core values, skills, and knowledge, social work educators empower
social work students to develop the practice skills necessary to provide the best possible
services to their clients. Technology advances in distance learning curricula create a
conundrum for social work education. In order to meet the needs of twenty-first century
social work students, social work educators will need to take the challenge of breaking
through the philosophical barriers of social work education by incorporating technology with
traditional social work teaching methodologies.

Transition to Post-Pandemic Education in the Philippines: Unfolding Insights

Author: Carie Justine Estrellado

This literature review is focused on the rallying cry in the transition to post-pandemic
education in the Philippines. The country experienced a series of lockdowns that catapulted
prolonged closures of school premises for more than eighteen months and was considered the
last country to reopen. As steps to conduct and resume limited in-person classes, selected
schools have led the priming for the gradual transition, but the implications of readapting
educational landscapes remain an emerging challenge to be dealt with. To delimit the
discussion of educational reviews, subtopics were articulated, these are: 1) Integration of
Health in Education; 2) Hybrid Learning; 3) Online Learning Space; 4) Assessment and
Evaluation Methods; and 5) Enhancing Data Security. This paper reiterates the recalibration
of curriculum from the basic and the higher institutions, the campaign for proactive thinking
of curriculum planners as well as the underscore of insights that the online and hybrid
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learning will be mainstay imperative as the country adjusts and awaits the ebbing of the
COVID-19.

2.3 Conceptual Framework

Figure 1 below illustrates the conceptual framework of the research. The paradigm presents
the variables that will be considered in the research.

INPUT PROCESS OUTPUT

-Mental Health

• The demographic -Daily Routine

profile of Humanities Experiences of
-Academic
and Social Sciences Performance HUMSS students
in terms of: towards Full Face-to-
Analysis of data Face classes
a. Age through:
Hypothesis
b. Gender Data gathering
There is no impact
procedures between the experiences
c. Strand
of HUMSS students at
Questionnaire school and Full Face-to-
•Impact of Full Face-
face classes in Marikina
to-Face classes that Survey Senior High School.
HUMSS students are
facing.
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Chapter 3

RESEARCH METHODOLOGY

3.1 Research Design

There are two methods in doing scientific research : qualitative and quantitative research. The
differences between qualitative and quantitative research are the type of data, research
process, instrument in collecting data and the purpose of research.

● Qualitative method is usually gathered by observations, interviews or focus groups

and the data also is gathered from written documents and through case studies, with
less emphasis on counting numbers of people who think or behave in certain ways and
more emphasis on explaining why people think and behave in certain ways.
● Quantitative method involves smaller numbers of respondents, utilizes open-ended
questionnaires or protocols, Best used to answer how and why questions.
(Civicpartnership.org ,2013)

Quantitative observations are made using scientific tools and measurements. The results can
be measured or counted, and any other person trying to quantitatively assess the same
situation should end up with the same results. In the Quantitative method pieces of
information that can be counted mathematically, it is usually gathered by surveys from large
numbers of respondents selected randomly and it is analyzed using statistical methods Best
used to answer what, when and who questions (Civil Partnership.org,2013). The researcher
uses quantitative methods in conducting research.

Multiple Regressions analysis is an extension of simple linear regression. It is used when we

want to predict the value of a variable based on the value of two or more other variables. The
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variable to be predicted is called the dependent variable (or sometimes, the outcome, target or
criterion variable). The variables that are used to predict the value of the dependent variable

are called the independent variables (or sometimes, the predictor, explanatory or regressor
variables) (statistics.laerd.com, 2013).

3.2 Research Framework

The impact of full face-to-face classes on students is the major focus of this study. This

research primarily looks at the student's experiences, as explained in Chapter 2. The total

number of respondents who answered the questionnaire was a necessary piece of information

for the researcher to gather before starting this study. The researcher began the problem

identification process immediately after gathering the data. According to the statistics

collected, the students' experiences have an impact on them. This stoked the researcher's

desire to learn how it may occur. After reading a few citations from papers and studies, it

became clear that strong brand equity and perceived quality have an impact on consumer

buying decisions. Additionally, the issue statement was created as the fundamental

understanding of the subject. To support the problem statement, theories and opinions are

explored. All those findings are expressed in Chapter 2 of Literature Review. As a result, the

design of the surveys is improved. Questionnaires were checked for validity and reliability

tests. Pearson correlation matrix used to measure the validity and Cronbach Alpha used to

measure the reliability of the questionnaire. Pearson correlation matrix will indicate the

direction, strength, and significance of the bivariate relationships among all the variables that

were measured at an interval or ratio level (Sekaran and Bougie, 2010, pp.321). Cronbach

Alpha is a reliability coefficient that shows how well the items in a set are positively

correlated to one another (Sekaran and Bougie, 2010, pp.324).

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Before being spread, the questionnaires went through the stage of “Tryout.” Ten different
people were selected and gathered by the researcher to examine whether the statements in the
questionnaires were clear enough to understand. This stage is also intended to revise some
statements so that every respondent will have the same perception towards them. After some
reviews and proof readings, the questionnaires were finally spread to 10 respondents whose
characteristics have been provided in one of the explanations below.

In this research, SPSS was utilized to analyze the data. Finally, the points of conclusion and
recommendation are drafted. All steps conducted by the researcher from problem
identification to the result accomplishment are reflected in the following figure of the
research framework.

Data of Impact of Full Face-To-Face classes to

HUMSS students.

Problem Identification and Problem Statement

Literature Review

Construct Questionnaire

Pre-test Questionnaire: Validity and Reliability Test

and Dry Run

Data Collection

Data Analysis and Interpretation

Conclusion and Recommendation

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Figure 3.1: Research Framework

Constructed by Researcher

3.3 Research Instrument

A research Instrument is a tool that is used to collect, measure and analyze data related to
your research interests. The Researcher’s intention is to gather the information from as many
various sources. Data can be obtained from primary or secondary data, Primary data refers to
information obtained first-hand by the researcher on the variables of interest for the specific
purpose of the study and secondary data refer to information gathered from sources that
already exist (Sekaran, Bougie, 2010). In order to fulfill the validity of this research, the
researcher use both primary and secondary data as shown in figure 3.2 below:

RESEARCH

DATA
COLLECTION

PRIMARY SECONDARY
DATA DATA

BOOKS AND
SURVEY
JOURNALS

LITERATURE
STUDY

ARTICLES ON
INTERNET
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Figure 3.2: Data Collection Method

(Source: self-constructed)

3.3.1 Primary Data

Primary data is the specific information collected by the person who is doing the research. It
can be obtained through clinical trials, case studies, true experiments, and randomized
controlled studies. This information can be analyzed by other experts who may decide to test
the validity of the data by repeating the same experiments (Ehow.com, 2013).

Primary data in this research of “The impact of full face-to-face classes on HUMSS students”
is obtained directly from the questionnaires used for the survey. Questionnaires are a
technique of data collection done by giving a series of written statements that consists of
research variables. These questionnaires will be spread to the number of samples.

3.3.2 Secondary Data

Secondary data is information gathered for purposes other than the completion of a research
project and Secondary data is also used to gain initial insight into the research problem
(steppingstones.ca, 2013). Secondary data is the data that has been already collected and is
readily available from other sources. Such data are cheaper and more quickly obtainable than
the primary data and also may be available when primary data cannot be obtained at all
(managementstudyguide.com, 2013).
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Secondary data on this research is the literature studies. A literature study is a technique of
data collection based on information gathered from books and journals related to the research
discussion. Data was collected by learning and selecting from previous literature studies,
books, journals and related websites.

3.4 Sampling Design

Sampling Design is part of statistical methodology that is related to taking a portion of the
population. If sampling is done correctly, statistical analysis can be used to generalize a
whole population. There are two types of sample designs: probability and nonprobability in
grade 12 students who are taking full face-to-face classes this year 2022-2023. In probability
sampling, elements in the population have a known non-zero chance of being chosen as
sample subjects. In non-probability sampling, the elements do not have a known or
predetermined chance of being selected as subjects (Sekaran, Bougie, 2010).

3.4.1 Population

The population is all elements, individual, or units that meet the selection criteria for a group
to be studied (business dictionary.com, 2013). The Population refers to the entire group of
people, events, or things of interest that the researcher wishes to investigate (Sekaran,
Bougie, 2010, pp. 262). In this study, the research population is focused on senior high
students.

3.4.2 Sample

The sample is a subset of the population (Sekaran, Bougie, 2010, pp. 263). The sample of this
research will be used to investigate the research problems. This Research will use probability
sampling. Unrestricted sampling design in Probability sampling is more commonly known as
Cluster ; every element in the population has a known equal chance of being selected as a
subject.
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n = 40

Thus, the researcher takes 40 samples in this research by using the method of Double Stage
Cluster Sampling Questionnaires are distributed to 40 students in Marikina High School,
focusing on HUMSS students.

3.5 Statistical Treatment

There are 3 (three) statistical tools used in this study, which are Likert Scale, Weighted Mean,
and Standard Deviation.

3.5.1 Likert Scale

The Likert scale is designed to examine how strongly subjects agree or disagree with
statements on a five-point scale with the following anchors (Sekaran, Bougie, 2010):

Figure 3.3: Likert Scale

(Source: Sekaran, Bougie, 2010)

The Questionnaire uses Likert Scale and all statements that express either a favorable and
unfavorable attitude will be scaled through Strongly Disagree, Disagree, Neither Agree nor
Disagree, Agree, and Strongly Agree.

The figure of the questionnaire is shown below:

No
Statements 1 2 3 4 5
.
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Figure 3.4: Likert Scale Questionnaire

(Source: Self Developed)

Note:

1. For Strongly Disagree

2. For Disagree
3. For Neutral
4. For Agree
5. For Strongly Agree

Each of the five responses would have a numerical value which would be used to measure the
attitude under investigation.

Likert Scales have the advantage that they do not expect a simple yes / any answer from the
respondent, but rather allow for degrees of opinion, and even no opinion at all.  Therefore,
quantitative data is obtained, which means that the data can be analyzed with relative ease.

The Validity and Reliability testing must be done before the questionnaire spreads to the
respondents. Pre-testing is conducted to check if the statements are proper as research
instruments.

3.5.2 Weighted Mean

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The arithmetic means computed by considering the relative importance of each item is called
weighted mean. To give due importance to each item under consideration, the number is
called the weight of each item in proportion to its relative importance. Weighted Mean is
computed by using the following formula (Emathzone.com, 2013):

Which means:

Where:

= Weighted Mean of the factors related

W = Corresponding Weight

X = A set of numbers designated / rate of importance

3.5.3 Standard Deviation

The Standard Deviation is a measure of how spread out numbers are. Standard Deviation is
used when data is drawn from a larger set chemistry.about.com (2013).

The sample standard deviation is used when a sample of data is analyzed. In this equation:

s = sample standard deviation

N = number of scores in a sample
N-1 = degrees of freedom or Bessel's correction
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x = value of a sample
x bar = mean or average of the sample

3.6 Data Analysis

In analyzing the data obtained, the researcher uses two major programs that are statistic-
related. The first program that the researcher uses is Microsoft Excel. The employment of this
program is intended to tabulate the data obtained from questionnaires distribution. It
simplifies the researcher to analyze the data.

The second program is Statistical Package for Social Science (SPSS). SPSS is commonly
utilized by researchers to quantitatively examine the data obtained from questionnaire
distribution. It has been recognized to be helpful to investigate statistical data. SPSS in this
research was used to analyze reliability, validity, weighted mean, factor analysis, classic
assumption and multiple linear regression analysis.

3.7 Reliability and Validity

3.7.1 Reliability Test

The first requirement of a good instrument was reliability. The Reliability test of a measure
indicates the extent to which it is without bias (error free) and hence ensures consistent
measurement across the time and across the various items in the instrument. In other words,
the reliability of a measure is an indication of the stability and consistency with which the
instruments measure the concept and helps to assess the goodness of the measure (Sekaran,
Bougie, 2010). An accurate questionnaire may deflect the right question which means when
the question is asked several times, the interpretation would be the same from one respondent
to another.

Measurement of Reliability (Internal-Consistency) in this research will use Cronbach’s Alpha

Coefficient; the equation is (Janzengroup.net, 2013):
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Where,
k = number of items
r = average correlation between any two items
α = reliability of the average or sum
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Cronbach's alpha Internal consistency

α ≥ 0.9 Excellent

0.8 ≤ α < 0.9 Good

0.7 ≤ α < 0.8 Acceptable

0.6 ≤ α < 0.7 Questionable

0.5 ≤ α < 0.6 Poor

α < 0.5 Unacceptable

3.7.2 Validity Testing

The purpose of validity testing is to eliminate the proper question that will answer the
research objectives. The Pearson product-moment correlation coefficient (or Pearson
correlation coefficient for short) is a measure of the strength of a linear association between
two variables and is denoted by r. Basically, a Pearson product-moment correlation attempts
to draw a line of best fit through the data of two variables, and the Pearson correlation
coefficient, r, indicates how far away all these data points are to this line of best fit (how well
the data points fit this new model/line of best fit) (Statistic.laerd.com ,2013). The valid data is
a representative statement of variables that are ready to spread to the respondents.

In Pearson Correlations, results are between -1 and 1. A result of -1 means that there is a
perfect negative correlation between the two values at all, while a result of 1 means that there
is a perfect positive correlation between the two variables. A result of 0, on the other hand,
means that there is no linear relationship between the two variables. Most research will very
rarely get a correlation of 0, -1 or 1. Result would be somewhere in between. The closer the
value of r gets to zero, the greater the variation the data points are around the line of best fit.

The Quantitative interpretation of the degree of linear relationship existing is shown in the
following range of values.
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±1.00 perfect Positive (negative) correlation

±0.91 - ± 0.99 very high positive (negative) correlation

±0.71 - ± 0.90 high Positive (negative) correlation

±0.51 - ± 0.70 moderately positive (negative) correlation

±0.31 - ± 0.50 low positive (negative) correlation

±0.01 - ± 0.30 negligible positive (negative) correlation

0.0 no correlation

Correlation r formula:

For any two variables, X and Y, the correlation coefficient between them is given by the
formula:

Where

n = number pair of scores

❑
∑
❑
❑ xy = sum of the products of pair scores

❑
∑
❑
❑x = sum of x scores

❑
∑
❑
❑y = sum of y scores

❑
∑
❑
❑ x ² = sum of squared x scores

❑
∑
❑
❑ y ² = sum of squared y scores
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The first requirement of a good instrument was validity. Thus, the researcher chooses Pearson
Product Moment Correlation by using the software SPSS 16.0 to fulfill the requirement of the
instrument’s validity.

3.8 Factor Analysis

One of the primary goals of factor analysis is to achieve a meaningful interpretation of

the observed variables via the factors. Another objective is to minimize the number of
variables (jmp.com, 2013). Factor analysis is used in this study to detect structure and
recognize or identify an important set of variables. KMO and Bartlett's tests were used as the
foundation for this factor analysis to indicate the suitability data of structure detection
(pic.dhe.ibm.com, 2013).

The Kaiser-Meyer-Olkin Measure of Sampling Adequacy is a statistic that

indicates the proportion of variance in variables that may be caused by underlying factors. A
KMO value between 0.5 and 1 indicates that the factor analysis is correct, whereas a KMO
value less than 0.5 indicates that the factor analysis is incorrect.

Bartlett's test of sphericity tests the hypothesis that your correlation matrix is an
identity matrix, indicating that your variables are unrelated and thus unsuitable for structure
detection. Small values of significance level (less than 0.05) in Bartlett's test indicate that a
factor analysis may be useful with the data.

Extraction communalities are estimates of the variance in each variable accounted

for by the factors in the factor solution. In this study, if a variable's value extraction is less
than 0.3, the variable is reduced (Waal, Kourtet, 2013). As a result, this analysis contains
only valid variables, and it proceeds to the next stage of data analysis, multiple regression
analysis.
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3.9 Classic Assumption Test

The classical assumption is the statistical requirement that must be met in multiple linear
regression analysis (hellomgz.blogspot.com, 2013). In order to use multiple regression
models, classic assumption tests need to be implemented such as normality testing,
heteroscedasticity testing and multicollinearity.

Normality Test used to test the independent variable(X) and the dependent variable(Y) on
the resulting regression equation, whether normally distributed or not distributed normally.
Normality Tests were performed using the test chart Histogram and P-P plots to test the
regression model residuals (dawaisimfoni.wordpress.com, 2013).

Heteroscedasticity Test generates chart patterns point spread (scatterplot). In multiple

regression equations, it is needed to be tested for the same or the variance of the residuals of
the observations with other observations.

If the residuals shave the same variance, it is called homoscedasticity. And if the residuals
have the different variance, it is called heteroscedasticity (dawaisimfoni.wordpress.com,
2013). Multiple regressions equation is good if there is no heteroscedasticity.

Analysis of heteroscedasticity assumption SPSS output through the scatter plot graph
between Z prediction (ZPRED) for the independent variable (X-axis = Y outcome
prediction), and residual value (SRESID) is the dependent variable (Y-axis = Y predicted - Y
rill).

The multicollinearity test aims to test whether the regression model found a correlation
between the independent variables. A good Regression model should not have a correlation
between independent variables (dawaisimfoni.wordpress.com, 2013).
Dawaisimfoni.wordpress.com (2013) added that Multicollinearity occurs when the coefficient
of correlation between independent variables is greater than 0.60. And multicollinearity
occurs when the VIF value is more than 10 and tolerance values are less than 0.1.
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3.10 Multiple Regression Analysis

Multiple regression is a statistical tool used to derive the value of a criterion from several
other independent, or predictor, variables. It is the simultaneous combination of multiple
factors to assess how and to what extent they affect a certain outcome (technopedia.com,
2013).

Multiple regression is a statistical method used to examine the relationship between one
dependent variable Y and one or more independent variables Xi. The regression parameters or
coefficients bi in the regression equation are estimated using the method of least squares
(medcalc.org, 2013):

There are 3 steps in doing Multiple Regression Analysis such as T-test, F-test and coefficient
of determination (R²):

T-test for the partial regression coefficient is intended to determine how far the influence of
one variable independent (number of correspondents on MSHS, Sex of the students, age of
the student) individually in explaining the dependent variable (purchase decision).

F-Test is also used to determine the number of correspondents on MSHS, Sex of the
students, age of the student. If F value > F table, Ho rejected and Ha accepted. Oppositely, if
F value < F table, then Ho accepted and Ha rejected.

The coefficient of determination (R²) was essentially measuring how much the ability of the
model to explain the variations dependent variable. The coefficient of determination is
between zero and one.
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References

Fischer, C., Xu, D., Rodriguez, F., Denaro, K., & Warschauer, M. (2020). Effects of course
modality in summer session: Enrollment patterns and student performance in face-to-face and
online classes. The Internet and Higher Education, 45, 100710.
https://doi.org/10.1016/j.iheduc.2019.100710

Lischer, S., Safi, N., & Dickson, C. (2021). Remote learning and students’ mental health
during the Covid-19 pandemic: A mixed-method enquiry. PROSPECTS, 51(4), 589–599.
https://doi.org/10.1007/s11125-020-09530-w

Summers, J. J., Waigandt, A., & Whittaker, T. A. (2005). A Comparison of Student

Achievement and Satisfaction in an Online Versus a Traditional Face-to-Face Statistics Class.
Innovative Higher Education, 29(3), 233–250. https://doi.org/10.1007/s10755-005-1938-x

van Neil B. Gomez (2020): Reflections on the role of occupational therapy programmes on
the mental health of stakeholders’ transition to e-learning during the COVID-19 pandemic,
World Federation of Occupational Therapists Bulletin, DOI:
10.1080/14473828.2020.1836791

Wai Kai Hou, Francisco TT Lai, Menachem Ben-Ezra, Robin Goodwin (2020): Regularizing
daily routines for mental health during and after the COVID-19 pandemic.
https://ncbi.nlm.nih.gov/?
fbclid=IwAR2gyQuXtch_5RiKZ5D_g1pNaLIlE4pTgwIxmDtqQtCcveXKywlYJ9czblgv

Author: *Ruel F. Ancheta, Ed.D. Helen B. Ancheta, MAEd (2020):

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The New Normal In Education: A Challenge To The Private Basic Education Institutions In
The Philippines?.https://iiari.org/wp-content/uploads/2020/09/The-New-Normal-in-
Education-1.pdf?fbclid=IwAR1BXFsNMpFTo1S4Tkw9-
er6CD2FxN6S2rga8y_p9eilEb0KkJrvbi27rGE

Sina anne C. Bankz & Anna C. Faul (2007): Reduction of Face‐to‐Face Contact Hours in
Foundation Research Courses: Impact on Students' Knowledge Gained and Course
Satisfaction.http://dx.foi.org/10.1080

Estrellado, Carie Justine, Transition to Post-Pandemic Education in the Philippines:

Unfolding Insights (February 6, 2022). International Journal of Scientific and Research
Publications, Volume 11, Issue 12, December 2021 ISSN 2250-3153, 507.
https://doi.org/10.29322/IJSRP.11.12.2021.p12074, Available at SSRN:
https://ssrn.com/abstract=4027679
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