CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presented the summary of findings, conclusions

based on findings and recommendations drawn from the conclusion. The

findings of the study were ordered according to the specific sub –

problems stated in the first chapter.

SUMMARY

The main problem of the study was to determine the Correlation

between Flex Learning and Cognitive Skills of the Grade 12-STEM

Students of PHINMA University of Pangasinan. The sample of this study

included 80 respondents from A1-12 STEM-01 to 04. The main

instruments used by the researchers were rating scale and checklist. The

researchers utilized the frequency count, average weighted mean, and

Pearson-r Correlation to determine and analyze the collected data. The

study was performed October 2020 - December 2020.

Summary of Findings

The following were the salient findings of the study:

 1. On the profile of the respondents

a. Sex. From the 80 respondents, forty nine (49) of them were male

and thirty one (31) of them were female.

b. Age. From the 80 respondents, forty eight (48) of them were 17

years old. This implies that the majority of our respondents are 17 years

olds.

2. On the Flex learning of the Respondents

In statement number three of Flex learning experiences, sixty two

(62) of the respondents answered: “I prefer face-to-face learning than this

kind of set-up.” On the other hand, twenty eight (28) of the respondents

answered the statement number eight: “I only have limited quality time to

bond with my family because of this set-up.”

3. On the Cognitive skills of the Respondents

The computed average weighted mean for Cognitive skills of the

respondents was 3.3125 which had transmuted description of High

Cognitive skills.

4. On the Correlation between Flex Learning and cognitive skills

of the Respondents

The computed value correlation coefficient was r= -0.24. Therefore,

the null hypothesis was rejected.

 CONCLUSIONS

Based on the findings of the study, the following conclusions were

drawn:

1. The age and sex of the students do not affect their cognitive skills.

2. Students prefer the face-to-face set-up than the flex learning.

Students find it hard to learn and understand the lessons because

of this new learning system. This is due to the fact that they can’t

focus during virtual meetings, and they feel unmotivated in

accomplishing tasks on their own.

3. The students’ cognitive skills are affected. Cognitive skills is a

prerequisite of education, however, with this new normal, students

are not able to execute these skills wisely.

4. There is a correlation between flex learning and cognitive skills.

This means that flex learning affects cognitive development,

especially when it comes to learning and understanding the topic;

some students can't study very well because of limited resources

and slow internet connectivity that lead to poor academic

performance.
 RECOMMENDATIONS

Based on the conclusions drawn, the following recommendations

are presented:

1. The researchers recommend the parents to always be aware of

their children’s cognitive skills and abilities during this new

normal so they may be able to assess if flex learning is effective for

their children’s learning.

2. The researchers recommend the schools to provide a better and

effective way of teaching the students with minimal usage of

internet connectivity. With this, students may be able to learn

more with ease and will not rely too much on internet connection.

3. The researchers recommend the teachers to be considerate enough

for those students who do not have a stable internet connection.

They should also provide more understandable learning materials

like detailed videos or presentations for students to learn more

things despite the difficulties in this new normal.

4. The researchers recommend the future researchers to study the

positive and negative impacts of flex learning and how their

cognitive skills help them learn and understand the topics.