Republic of the Philippines

DADIANGAS NORTH HIGH SCHOOL

Santol St. General Santos City

EMAILS: AN ALTERNATIVE SOLUTION IN LACKING OF DATA CONNECTION AND

IMPROVE GRADE 12 HUMSS STUDENTS UNDERSTANDING REGARDING

ACADEMIC ISSUES QUESTIONS AND CLARIFICATIONS.

In Partial Fulfillment of the requirements

for the subject research in daily life.

BY: JESSA BIANCA BENITEZ

BONIVIEVS CATOLIN

RITCHELLE BASMAYOR

JOSHUA SAGSAGAT

CHRISTIAN PELAYO
 I. Context and Rationale

Currently , the country are facing a very threatening virus which leads to the

postponed of incoming classes of all grades in school including kindergartens and

colleges in order to abide the COVID-19 health protocols. The situations is very serious

that’s why the government can’t let the students risk their lives to come to schools

because it could cause the rapid spread of the virus. In order to continue the classes

amidst of this pandemic, the Department of Education (DepEd) created an alternative

solutions which are online distance learning and modular distance learning. There are

several of hindrance that could interfere students while in learning these modalities, it

could be household chores, procrastination, social media , online games , lacking of

internet connection or even the distractions cause by surroundings where they live in.

Unfortunately, our research topic would only focus about lacking of internet connection.

To our current distance type of learning, we choose to enrolled in modular class since

some of us are lacking to have the internet connection. Online distance learning

consumed a lot of data, in order for you to attend these classes you are recquired to

have a stabled internet connections. Apparently, to those families who are in indebted

situation, of course they couldn’t afford to enrolled their childrens on this. Thus, a good

opportunity awaits them where they won’t be bothered anymore for not having a data

connection while in the midst of learning. By just using online platform messenger such

as facebook , you can freely send your messages or emails to your teachers since it

doesn’t required a lot of data connection. You can switched it to free data mode if you’re

out of load. It is still possible for you to communicate to your advisers even without data

connection by just sending emails rather than engaging to online classes. Additionally,
sending emails to advisers for clarifications regarding academic concerns could help

students understand thoroughly their lessons.

According to MATTHEW LYNCHW, (2017) , while it may seem like almost

everyone has internet access, a shocking number of families lack fast or reliable

internet connections. There are roughly 5 million households with school-age children

who don’t have broadband internet access at home. That means millions of students

are being left behind. Who exactly are these students without internet access? In 2015,

the Pew Research Center analyzed data from studies on internet access and found that

the problem is mainly in low-income families. Among households with an annual income

under $50,000, 31.4% don’t have broadband internet access. For households with an

annual income over $50,000, the number is much smaller—only 8.4% lack access to

broadband internet. A recent survey of superintendents conducted by The School

Superintendents Association shows that 81 percent of those who responded said that

the lack of internet access hinders them from transitioning to a fully online learning

environment, making it the top barrier. Transitioning to a remote learning environment,

especially during times of uncertainty, is no easy feat. Spark -The Samahan ng

Progresibong Kabataan, claimed that some of the video conferencing apps that

students use to attend online classes may consume around 2.4 gigabytes worth of data,

and as many students are operating on limited funds — meaning they do not get to avail

of more expensive internet plans that do not have any data cap — it may translate to

additional expenses and penalties. School districts must be prepared to tackle

numerous challenges — from dealing with data privacy threats in virtual classrooms to
ensuring that educators are prepared to teach in an online environment as stated by

Micah Castelo.

This issue has a relevance to us as a senior high school student since all of us

are now proceeding to modular class where most of the learners are struggling to have

a personal internet connection. By sharing these information, we could be capable of

doing such a good help for our co-students whose struggling in terms of this issues.

The main goal of this research is to guide our co-learners in making an

alternative solution to their problems on how to fight on with their studies and

communicate their teachers when there are something they want to clarify in terms of

their academic issues. Thus, this motivates us to lend our helps through sharing these

knowledge we have since we share the same difficulties as a student.

Research Questions

The study aims to determine and explain the effectiveness of Emails as an

intervention in sending communications during poor internet connections in asking or

clarifying questions in terms of academic issues of Grade 12 – Socrates students at

Dadiangas North Senior High School. Specifically it seeks to answer the following

questions;

1. What are the problems encountered by Grade 12 HUMSS Socrates in approaching

their respective advisers regarding to their academic issues questions and

clarifications?

2. Does sending emails consumed a lot of internet connection?

3. What are the feedbacks of the students after the advisers answered their emails

regarding their academic concerns?

I. Proposed Innovation, Intervention and Strategy

For convenience of the students, the GROUP 3 TEAM -researcher will create a

group chat named – 12 HUMSS ( SOCRATES ) REVIEW ONLINE CENTER - under

the leader Facebook account- Jessa Bianca E. Benitez . The questions that the

students would like to ask will be enlisted in this group conversation. Also the adviser of

the class will be included since they are the one who will entertain the academic

concerns of the students. Students can post their question at their own convenience as

long as they don’t meet the time where the teacher will explain to avoid conflict

schedule. The schedule is presented below;

TIME SCHEDULE:

DAY TIME ACTIVITY NO.

QUESTIONS

TO BE

ANSWERED

MONDAY 9:00- 11:30 AM ANSWERING OF DIASS 4

QUESTIONS

TUESDAY 9:00- 11:30 AM ANSWERING OF 4

CREATIVE WRITING
 QUESTIONS

WEDNESDAY 9:00- 11:30 AM ANSWERING OF 4

ENTREPRENEURSHIP

& PR QUESTIONS

THURSDAY 9:00- 11:30 AM ANSWERING OF P.E.& 4

HOMEROOM

GUIDANCE

QUESTIONS

FRIDAY 9:00- 12:00 AM ANSWERING OF P.P.G 5

QUESTIONS

III.Research Methods

Research Design

This action research used mixed which is the combination of quantitative and

qualitative research and also include a descriptive research design context. The

quantitative part presented the ratings of sending emails that does consume a lot of

data connection or not and the feedbacks of the Grade 12 HUMSS Socrates students

after the adviser verifying their questions about academic concern. To have an in-depth

analysis of interpreting the data, the researcher conducted a virtual interview method.

Research Instruments
 This action research used an online consultation sheet to interview participants

regarding about this research topic. The questionnaires posted below are being used in

order to gather information.

QUESTIONNAIRES:

 What are the problem that you encountered in approaching the advisers

regarding to your academic concerns question and clarifications?

A. Shyness

B. Procrastination

C. Finance for fare ride

 Does sending emails consume a lot of data connection?

*Yes

*No

 What are your feedbacks after the adviser clarified the answer of your academic

concerns ?

*Very clear

*Clear

*Vague

Data Analysis Plan

 The gathered data of the first question where based from the virtual individual

interview concerning about the problem that the GRADE 12 HUMSS Socrates

students encountered in approaching there advisers regarding to their academic issues

questions and clarifications. The researcher employed weighted mean in interpreting

the feedbacks after the advisers responded to the academic concerns of a student. In

analyzing the over all result, researchers computed the data which are being answered

by the participants in all questions.

IV. Results and Analysis

The following are the results from the data:

1. . What are the problems encountered by Grade 12 HUMSS Socrates in approaching

their respective advisers regarding to their academic issues questions and

clarifications?

SHYNESS FINANCE FOR FARE PROCRASTINATION

RIDES

STUDENTS 21 0 3
COUNT

There are twenty-four(24) students in Grade 12 – HUMSS Socrates, out of these

24 student , there are only three (3) person who answered procrastination as there

problem in approaching their advisers for any academic concern while in finance for
fare rides there’s none. However, most of them answered shyness with the total count

of 21.

2. Does sending emails consume a lot of data connection?

YES NO

STUDENTS COUNT
4 20

Out of 24 students, there are four (4) students who disagree to this question. Twenty

students said no which means that they think emails does not consume a lot of data

connection.

3. . What are the feedbacks of the students after the advisers answered their emails

regarding their academic concerns?

FEEDBACKS

VERY CLEAR CLEAR VAGUE

STUDENTS
9 15 0
COUNT
According to their feedbacks , nine (9) out of 24 students confirmed that explaining and

answering their questions helps them momentarily to understand even more their

modules. While 15 learners said that there is more clarity after the advisers answered

their emails and there is no answer in “vague”. The result represents that there is

huge possibility where the students could learn thoroughly when the teachers clarified

regarding any academic concerns of the students while they are in the midst of modular

distance learning.

IV. Conclusion

Based on the observation and result of the study, here are the following

conclusions;

Among the problems encountered by Grade 12 HUMSS Socrates in

approaching their respective advisers regarding to their academic issues

questions and clarifications, the final top result showed that shyness hinders

them to communicate with their respective advisers. According to the online

consultation sheet , most of the students disagreed the thoughts about sending

emails does consume a lot of data connection. Their reasons are simple , it is

because you can still send emails or messages to your teacher even without

internet connection since you can use free data mode in facebook or messenger

app. Lastly , after interviewing the participants, overall, most of their feedbacks
 respond that after the advisers clarifying their academic questions, it pleasingly

enlighten their minds in understanding their module context.

VI Recommendation

The following are hereby recommended;

1. Subject Teachers or advisers are highly requested to participate in this plan

proposal.

2. Group conversation (GC) should be part of instructional approach of the

teacher as an alternative solution to monitor the students about their

academic /subjects concern.

3. Interaction should start and lead by the advisers/subject teachers to assess

students whose afraid and feel intimated to interact with their teachers.

4. During assessing students regarding their concern, the time schedule must

follow in order to completely acquire the goal within a day.

VII. Action Plan

OBJECTIVE STRATEGIES PERSON EXPECTED REMARKS

S INVOLVED OUTCOME

Sending  Downloa  Subject  A better  100% of

emails d teacher understandin the class

during poor facebook s or g concerning positive

of internet lite app. adviser about the feedback

connection  Switch s academic or s are

as an to free subjects achieved

alternative data  Grade learning on .

solution to mode 12 modules

approach HUMSS content.

the advisers Socrate

about s

academic student

concerns/ s

Inquiry.

 TIME FRAME

DAY TIME ACTIVITY NO.

QUESTIONS

TO BE

ANSWERED

MONDAY 9:00- 11:30 AM ANSWERING OF DIASS 4

QUESTIONS

TUESDAY 9:00- 11:30 AM ANSWERING OF 4

CREATIVE WRITING

QUESTIONS

WEDNESDAY 9:00- 11:30 AM ANSWERING OF 4

ENTREPRENEURSHIP

& PR QUESTIONS

THURSDAY 9:00- 11:30 AM ANSWERING OF P.E.& 4

 HOMEROOM

GUIDANCE

QUESTIONS

FRIDAY 9:00- 12:00 AM ANSWERING OF P.P.G 5

QUESTIONS

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