PSYCHOSOCIAL FACTORS AFFECTING STUDENT’S INTEREST IN ATTENDING

FACE TO FACE CLASSES AMIDST COVID PANDEMIC

 Chapter I

INTRODUCTION

The COVID-19 pandemic has created unprecedented challenges economically, socially,

and politically across the globe. More than just a health crisis, it has resulted in an educational

crisis. During lockdowns and quarantines, 87% of the world’s student population was affected and

1.52 billion learners were out of school and related educational institutions (UNESCO Learning

Portal, 2020, Dayagbil, 2021). Hence, one developing reality as a result of the global health crisis

is the migration from traditional classes to online and blended learning modalities to reduce the

risk of face-to-face engagement.

COVID-19 has also had an impact on the global healthcare system due to social and economic

situations. Fear, isolation, loneliness, lack of recreational activities, lack of intimacy and social

isolation, social and economic factors, social and physical distancing, fake news and

misinformation, and the socio-economic cost of safety equipment have all been identified as

contributing factors to psychological and psycho-social problems. Psychosocial factors

are characteristics or facets that influence an individual psychologically and/or socially. Such

factors can describe individuals in relation to their social environment and how these affect

physical and mental health. Unemployment, the poor mental health of family members, and

frustration from being stuck at home for a long time are among the theories for why this number

is rising.

Coping with COVID-19's effects in higher education institutions necessitates a diversity of

viewpoints among stakeholders. The administration, which supports the teaching-learning

processes, the students, who are at the center of the system, faculty members or teachers who

perform various academic roles, parents, and guardians who share the responsibility of learning

continuity, the community, and external partners who contribute to the completion of the students'

educational requirements should all be included in the consultation. (Illanes et al., 2020; Smalley,

2020).
 Thus, recently the Philippine government approved a pilot program of restricted in-person

schooling in low-risk locations. As some schools prepare to reopen on a limited basis, public health

and safety precautions are essential to ensure the safety of every kid and teacher. UNICEF is

working closely with the Department of Education and Department of Health to support the

planning and preparation for safe in-person learning, beginning with the pilot schools in low-risk

areas in the Philippines. Low-risk areas are municipalities with less than 1 COVID-19 case per

100,000 population and a negative growth rate in the last 2 weeks.

However, the learners are given the choice of how they will continue their studies, where

and when they can do so, and how they will comply with the standards and demonstrate learning

outcomes. The case for bringing certain students back to campus was based on the notion that a

school could achieve the dual goals of resuming some sort of residential learning while also

keeping everyone safe. This strategy aims to strike a compromise between the dangers of COVID-

19 spreading and the advantages of residential schooling. The case for bringing students back to

campus in the fall is based on the calculations that the hazards are recognized and manageable,

and the benefits outweigh the risks. Understanding that institutions plan to implement some sort

of student-in-residence in the fall is doing so with health protection as a top focus. Individuals will

benefit by bringing students back to college, according to the premise. (Insider.ed, 2022)

Flexible learning and teaching encompass a wide range of ways that can cater to the demands

of a wide range of students. Independence in terms of learning time and location, as well as the

availability of some degree of choice in the curriculum including content, learning strategies, and

assessment and the use of contemporary information and communication technologies to support

a range of learning strategies. (Alexander, 2010).

With this being said, the researchers present this study to determine the psychosocial factors

that affects Senior high school students’ interest in attending face to face classes amidst the

pandemic, particularly from Jugaban National High School.

Statement of the Problem

This study aims to determine the psychosocial factors that affects students’ interest in

attending face to face classes amidst the pandemic, particularly from Jugaban National High

School. Specifically, it seeks to answer the following questions:

1. What mode of learning does students from Jugaban NHS prefer, flexible modular or face to face

learning modality? Why favor flexible learning? Face to face?

2. What are the psychosocial considerations or factors that affect students’ interest in attending

face to face classes?

3. How do the participants cope with the limited face-to-face classes?

Scope and Limitation of the Study

This study will focus on the psychosocial factors that affect students’ interest in attending

face-to-face classes. Furthermore, the study will take the students of Jugaban National High School

as the participant in which the respondents will be taken. To put light to this, the study will use

students of S. Y. 2021-2022. The study will only focus on the psychosocial factors, which are

the characteristics or facets that influence an individual psychologically and/or socially in relation

to their social environment, and how these affect physical and mental health.

Significance of the Study

This research is relevant in that the development of knowledge, skills, and information

would be advantageous to the following:

Community. The present study will provide enough information about the re-opening of

schools and how can the community maintain protocols when classes resume;

Teachers. It will give necessary knowledge on what are the factors that students consider

in attending the face-to-face classes;

Parents. The present study will provide the parents on how they will support and educate

their child in their decisions in attending face to face classes;

School. The study is significant to the school as it will help in knowing the factors that

student consider in attending face to face classes. This will also help them to educate students on
why they should adapt to the changes and how they could overcome changes. As well it will help

the school improve what needs improvement based on the factors that affect students.

Definition of Terms

Coronavirus disease - (COVID-19) is an infectious disease caused by the SARS-CoV-2 virus.

The virus can spread from an infected person’s mouth or nose in small liquid particles when they

cough, sneeze, speak, sing or breathe. These particles range from larger respiratory droplets to

smaller aerosols. (WHO, 2020)

Face to Face Class- is an instructional method where the course content and learning material are

taught in-person to a group of students. This allows for live interaction between a learner and an

instructor. It is the most traditional type of learning instruction. Face-to-face learning ensures a

better understanding and recollection of lesson content and gives class members a chance to bond

with one another. (Tophat, 2022)

Flexible Learning- A set of educational philosophies and systems, concerned with providing

learners with increased choice, convenience, and personalization to suit the learner. In particular,

flexible learning provides learners with choices about where, when, and how learning occurs.

(Tophat, 2022)

Psychosocial Factors – Characteristics or facets that influence an individual psychologically

and/or socially. Such factors can describe individuals in relation to their social environment and

how these affect physical and mental health. Psychosocial factors could play a role in health

behavior change, with research showing relationships between unfavorable psychosocial factors

and health risk behaviors. (National Library of Medicine, 2020)

Safety Protocol- An agreement to a particular sequence of activities that assist health care workers

to respond consistently in complex areas of clinical practice. Protocols may be established on an

undisciplined or multidisciplinary basis. (Safetopedia, 2019)

References

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Flexible learning definition and meaning. Top Hat. (2019). Retrieved May 30, 2022, from
https://tophat.com/glossary/f/flexible-learning/

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