Level of Satisfaction of Students on the Conduct of Limited Face to Face Classes in

Arteche National High School of the school Year 2021-2022

A Research Proposal Presented to the Faculty of

EASTERN SAMAR STATE UNIVERSITY

ARTECHE EXTENSION CAMPUS

Barbero, Sheralie O.

Jataas, Rio C.

Javier, Edgardo

Maiso, Carol C.

Moscare, Jelsan R.

Nebrida, Ina F.

Opsimar, Mary Ann C.

Orlan, Jim Mark

July 2022
 CHAPTER 1

INTRODUCTION

During the COVID-19 pandemic lockdown, face-to-face education couldn't be achieved

continuously, and opportunity methods of mastering needed to be organized. Parents needed to

act as their youngsters’s domestic training tutors at the same time as running from domestic, and

colleges needed to cope with numerous options to distance education. Since mother and father

are via way of means of all approach each essential faculty customers and partners, their

perceptions of faculties may be taken into consideration a critical indicator for assessing faculty

quality. In this respect, throughout college lockdown, mother and father’ faculty pride can also

additionally replicate faculties’ cappotential to modify and react to rapid social modifications

with nearly no time for preparation. To date, there's almost no understanding about faculty pride

or faculty assist for the duration of this hard scenario.

The COVID-19 pandemic has had a prime impact on almost all elements of life. After

how typically of lockdown that we experienced, DepEd performed a confined head to head

elegance to all 12 months degree to resolved the take a look at issues of the scholars because of

pandemic. Teachers, college students and mother and father needed to face the project of keeping

studying strategies due to the fact training are restricted only. Short-time period adjustments with

out enough revel in have been important and pressured all companies and customers of the

academic device to regulate to a unexpected and absolutely new scenario of restricted head to

head. While instructors and faculties needed to offer college students with gaining knowledge of

substances, commands and help through giving their complete coaching techniques to make the
scholars study the lesson in only a restriction of time, dad and mom needed to characteristic as

domestic education tutors for his or her kids at the same time as keeping their ordinary jobs on

the identical time. In such important instances, wherein dad and mom should be greater actively

engaged of their kids’s studying programs (Bubb and Jones 2020), dad and mom’ delight with

college turns into a essential factor, reflecting colleges’ cappotential to regulate and react in the

direction of rapid social modifications. Generally speaking, the assemble debts for a country

wherein mother and father are content material with the manner how faculties cope with the

coaching in their infant or with extra popular traits and overall performance of colleges along

with faculty infrastructures and faculty communication (Friedman et al., 2006). There isn't any

universal definition for mother and father’ and college students’ pride with college and studies

look at the assemble with a various focus (Mossi et al.,2019: 1f). While a hit parent-faculty

cooperation and the belief of mutual aid are continually vital for college students’ academic

outcomes (Dusi 2012: 20ff), they're in particular inclined in the course of instances like this.

Therefore, one indicator of a very good faculty can be its cappotential to prepare and

supply supportive, powerful gaining knowledge of material (Giovannella et al., 2020), therefore

permitting mother and father and youngsters to evaluate and realize the substances in addition to

possible. Accordingly, a belief of strong faculty assists of overburdened mother and father all

through the college lockdown might also additionally function a crucial benchmark of faculty

quality. In addition to authentic measures, dad and mom’ and college students’ pleasure with

faculty can be one cappotential criterion for assessing the bigger societal validity of faculty

overall performance (Charbonneau et al., 2012). Parents’ college delight established a

widespread dating with the authentic measures of college overall performance, such as faculties’

traits and college students’ overall performance.

CONCEPTUAL FRAMEWORK (USE THE INPUT-PROCESS-OUTPUT METHOD)

LEVEL OF SATISFACTION OF THE STUDENTS ON THE CONDUCT OF LIMITED FACE-TO-FACE

CLASSES IN ARTECHE NATIONAL HIGH SCHOOL

Learning Environment/Conduciveness of
Learning Environment

Teaching Approach
SAMPLE ONLY
Readiness of School and Classroom
Facilities

Learning Processes/Instruction

School Covid-19 Management Crisis

Assessment
STATEMENT OF THE PROBLEM

This paper aims to know the perception of students and parents regarding the limited face-

to-face class in Arteche National Highschool. During the limited face-to-face some students said

they barely had enough opportunities to make clarifications on the lessons or cannot clearly hear

what the teacher is saying because of facemask and barriers and various challenges were

encountered by the parents regarding learning activities and safety of their children.

SCOPE AND DILIMITATION

Out of 269 students and parents of Arteche National High School, 100 students and parents

were used as a sample in conducting a survey. This study limits its coverage on the grade 9

students and parents only. Its main purpose is to identify the perception of students and parents

on the conduct of limited face to face class in Arteche National High School. This study consider

the readiness of school/classroom facilities, instruction (approaches to teaching), and the Covid-

19 management crisis. Each of the respondents are given same questionnaires to answer, and

this study focuses on the current grade 9 students along with their parents of the present school

year, 2021-2022.

SIGNIFICANCE OF THE STUDY

 This study is beneficial significant to the following:

Students- It obliges students to pay attention to the teacher or schoolwork at a certain period of

time.

Parents- It helps them to save their time in doing house chores instead of teaching unsure ideas

or information to their children.

Teachers- Teacher will secured the concentration of the students on learning the lessons at hand.

School- It provides basis to the school to equip more facilities once the limited face to face

classes is not successful.

DEFINITION OF TERMS

Learning Environment- It describe or refer to the school or classroom of where the learning

process takes place.

Teaching Approach- It is a way of how a teacher uses instruction inside the instruction.

COVID-19 management Crisis- The application of strategies designed in prevention against

viruses.

School and Classroom Facilities- This refers to the amenities that can be found inside the

institution such as classrooms, laboratory equipment, libraries, workshops and etc.

Face to face Learning- Is an instructional method where course content and learning materials

are taught in person to a group of the students. This allows for a live interaction between a

learner and instructor. It is the most traditional type of learning instructions.

Pandemic- A pandemic is a disease outbreak that spans several countries and affects a large

number of people. It is an occurrence affecting various facet such as the students learning.
 CHAPTER 2

REVIEW OF RELATED LITERATURE

The review of the literature for this study focuses on the student’s satisfaction on the

conduct of limited face to face classes amidst the pandemic.

Students have stated that they feel they cannot interact as well with their

classmates and teachers in an E-learning mode as they can in a face-to-face

class. Students were also unprepared to deal with this abrupt transition to remote learning.

During the first school lockdown parents without academic backgrounds demonstrated higher

satisfaction with school support than parents with academic backgrounds, suggesting that school

satisfaction is a product of the level of education. However, parents with and without academic

backgrounds reported similar levels of satisfaction with respect to the sharing of information and

the delivery of learning material by schools. (Attig et al., 2020). Accordingly, a perception of

strong school support of overburdened students during the school lockdown may serve as a

critical benchmark of school quality. In addition to official measures, students’ satisfaction with

school could be one potential criterion for assessing the larger societal validity of school

performance (Charbonneau et al., 2012). The knowledge about students’ satisfaction with school

is important, as especially during the sensible time of the adolescent phase a coherent social

environment is important for the development of a young person (Perry et al., 2019). Students

said it was challenging for them to keep focused during the transition to online learning. Most

students believed the online learning experience was not as engaging as in-person learning

(Hansen et al., 2020). Most of the studies measure satisfaction with instruments that were

constructed for more general purposes, and their psychometric properties were not structurally

proven for assessing school user’s customer satisfaction (Mossi et al.,2019: 2). Therefore,
inconsistent measurement of parent’s satisfaction with school is a challenge for comparing

studies (Fantuzzo et al., 2006: 144; Mossi et al., 2019).

Parents plays an important role in conducting the limited face to face class to make that

study possible. Hence, satisfaction with high school was reported in their childrens final year of

high school. Satisfaction may relate to personal characteristics (DeNeve andHarris2019); Suldo

et al., 2015). A high level of parental satisfaction with school in the past had a positive effect on

parents satisfaction with school during the school lockdown. One condition for successful

parental support of the learning process at home is the existence of relevant home schooling

resources (Andrew et al., 2020: 11ff). Previous studies revealed that parents of children with

special educational needs are less satisfied with schools than parents of children without them

(Ginieri-Coccossis et al., 2011; Beck et al., 2014; Perry et al., 2020).In such critical times, where

parents must be more actively engaged in their childrens learning programs (Bubb and Jones

2020), parents’ satisfaction with school becomes a crucial factor, reflecting schools’ ability to

adjust and react towards fast social changes. The construct accounts for a state in which parents

are content with the way how schools handle the teaching of their child or with more general

characteristics and performance of schools such as school infrastructures and school

communication (Friedman et al., 2006). There is no universal definition for parents’ satisfaction

with school and studies investigate the construct with a varying focus (Mossi et al., 2019: 1f).

While successful parent-school cooperation and the perception of mutual support are always

important for studentseducational outcomes (Dusi 2012: 20ff), they are especially vulnerable

during times like this. To our knowledge, so far, there is very limited research on parents’

satisfaction in the special situation of the COVID-19pandemic, mainly focusing on a descriptive

reporting of the status quo (Andresen et al., 2020; Anger et al., 2020; Huebner et al.,2020;
Wildemann and Hosenfeld 2020; Thorell et al., 2021).The parents satisfaction with school

expresses the quality dimension of the family-school relationship, which is associated with the

educational development of students in general (Khajehpour and Ghazvini 2011; Charbonneau et

al.,2012: 60f). Descriptive reports show a tendency towards parents’ dissatisfaction with school

and teachers in Germany during home schooling (Andresen et al.,2020: 17; Attig et al., 2020:

2f). However, parents report disagreement in satisfaction with the support they receivefrom

teachers (Andresen et al., 2020: 17). A similar pattern can be seen for satisfaction with the

information on the current situation on the part of the schools (Andresen et al.,2020: 17),

implying that parents satisfaction during home schooling is influenced by various factors. Attig

et al. (2020) found that the level of parental satisfaction with information provided by the school

depends on the type of secondary school the children attend, with higher levels of satisfaction in

academic track schools compared to non-academic track schools (Attiget al., 2020:

4).Interestingly, empirical evidence suggests a unique link between parents satisfaction and

learning outcomes perceived by parents (Attig et al., 2020). More than half of the parents who

were very dissatisfied with school support reported that their children were learning less during

home schooling, while only 11% of parents with greater satisfaction reported similar learning

feedback. However, it is still unclear whether those differences in satisfaction are significant.

Prior research conducted before home schooling due to COVID-19 has reported that student’s

satisfaction is significantly affected by diverse factors, such as parents and childrens

characteristics (Fantuzzo et al., 2006; Friedman et al., 2006), as well as by the programs and

policies implemented by the schools (Bailey et al., 2003; Bassok et al.,2018; Perry et al., 2020).

Generally, the relevant predictors for parents’ satisfaction with school of their adolescent

children are far from clear. Above all, an in-depth analysis of relevant factors explaining parents’
satisfaction during the challenging situation of home schooling during the school lockdown in

Spring 2020 is not yet available. There are some descriptive reports on learning processes during

home schooling (Andresen et al., 2020; Andrew et al., 2020; Attiget al., 2020; Garbe et al., 2020;

Parczewska 2020; Wildemann and Hosenfeld 2020; Wößmann et al., 2020; Zhao et al., 2020),

but no study examines predictors of parent’s perceptions of school support during the school

lockdown. To our knowledge, so far, there is very limited research on parents’ satisfaction in the

special situation of the COVID-19 pandemic, mainly focusing on a descriptive reporting of the

status quo (Andresen et al., 2020; Anger et al., 2020; Huebner et al.,2020; Wildemann and

Hosenfeld 2020; Thorell et al., 2021). Moreover, research on parents’ satisfaction with school in

the German educational system in general is relatively scarce, and if existing, studies focus on

the parents of younger children (Cryeret al., 2002) In sum, empirical studies show that a key

element of parent satisfaction with school is the cooperation between family and schools,

including both good contact with the teacher and school (Griffith 1997; Griffith 2001) and

favorable attitudes towards them (Patrikakou 2016: 115; Berkowitz et al., 2017). However,

different effects exist, depending on individual characteristics, not solely from the parent but also

from their children, teachers, and schools (Griffith 1997). Thus, these actors’ characteristics are

assumed to determine parents school satisfaction during home schooling due to the lockdown.
 CHAPTER 3

METHODOLOGY

Research Methodology

This chapter presents the research procedures which were used in the study. These

research procedures are as follows: research design, locale of the study, data gathering

procedure, treatment and data analysis, and ethical consideration.

Research Design

The researcher used (will use) the descriptive method of research in this particular study

to identify the level of satisfaction on the conduct of the limited face to face classes in Arteche

National High School.

Locale of the Study

This study was conducted at secondary grade level (Grade 9) to Grade 9 students in

Arteche National High School which is located at Brgy. Rawis, Arteche, Eastern Samar.

Data Gathering Procedure

The research followed the standard procedure in conducting a research. Through a formal

of request to the Arteche National High School permission were was secured to conduct the

study to the grade 9 students of the above mentioned school. The researcher went to the school

distributed questionnaires to the grade 9 students.

Treatment and Data Analysis

To get the level of satisfaction of the Grades 9 students on the conduct of Limited face-to-face

classes in Arteche National High School the researcher used bar graph. (not necessary)

90

80

70

60

50

40

30

20

10

0
Very satisfied Satisfied Neither satisfied or Dissatisfied Very dissatisfied
satisfied

Figure 1: It shows that most of the Grade 9 students in Arteche National High School are

satisfied on the conduct of the limited face-to-face classes.

Ethical Consideration

The current student was subjected to certain ethical issue. The researcher provides a formal

letter of request to the Arteche National High School as permission to secure in conducting the

study. This letter certified that the institution or respondents are willing to participate the study.

During this study, the respondents had an option to writes their personal identity.
References:

 Charbonneau, É., van Ryzin, G. G., and Gregg, G. (2012). Performance Measures and

Parental Satisfaction with New York City Schools. Am. Rev. Public Adm. 42(1), S. 54–

65. doi:10.1177/0275074010397333

 Fantuzzo, J., Perry, M. A., and Childs, S. (2006). Parent Satisfaction with Educational

Experiences Scale: A Multivariate Examination of Parent Satisfaction with Early

Childhood Education Programs. Early Child. Res. Q.21 (2), S. 142–152.

doi:10.1016/j.ecresq.2006.04.002

 Friedman, B. A., Bobrowski, P. E., and Geraci, J. (2006). Parents’ School Satisfaction:

Ethnic Similarities and Differences. J. Educ. Admin 44 (5), 471–486.

doi:10.1108/09578230610683769

 Friedman, B. A., Bobrowski, P. E., and Markow, D. (2007). Predictors of Parents’

Satisfaction with Their Children’s School. J. Educ. Adm. 45 (No. 3), 278–288.

doi:10.1108/09578230710747811

 Mossi, P., Ingusci, E., Tonti, M., and Salvatore, S. (2019). QUASUS. A Tool for

Measuring the Parents’ School Satisfaction. Front. Psychol. 10 (13), S. 1–12.

doi:10.3389/fpsyg.2019.00013

(INCLUDE THE QUESTIONNAIRE HERE)