CHALLENGES ENCOUNTERED BY HUMSS STUDENTS IN FACE TO FACE CLASSES: A

PHENOMENOLOGICAL STUDY

THEORETICAL FRAMEWORK

FIGURE 1: THEORY OF EDUCATIONAL PRODUCTIVITY BY WALBERG

This research employed Walberg’s theory of Educational Productivity in which variables such as

aptitude, instruction, and environment are assumed to be the factors which affects the student’s

performance in terms of academics in face-to-face classes. The researcher assumes that this

framework will help the research find out the challenges faced by students in their face-to-face

classes. These may include challenges in terms of aptitude, or the ability, motivation, and
development of the student while attending face-to-face. Apart from that, the aspect of

instruction may also be one of the challenges experienced by students and lastly is their

environment. This theory of Walberg will also be helpful in helping the researchers determine

the motivation and barriers in face-to-face set-up in their education

According to Walberg's theory of academic accomplishment, individual students' psychological

qualities and their immediate psychological circumstances have an impact on educational

achievements. The term "quality of instruction" refers to a group of instructional features such as

clarity and organization, as well as teacher-student interactions. Affective, behavioral, and

cognitive outcomes are all possible, with the latter, i.e. student accomplishment, being the most

important. In the context of the models described, Walberg's (1981) model stands out.

It is a synthesis of all preceding models, at least in terms of the first five components it

encompasses (see Figure 1), while the following four factors are used to account for the

learning environment (Gruehn 2000). Finally, it describes the quality of education using

empirical research on teaching effectiveness as a foundation. So far, the models presented

have been offered for general education and learning. Individual and environmental variables

are taken into consideration, but domain specifics, such as topic content or subject-specific

learning processes, are not.

CONCEPTUAL FRAMEWORK
 INPUT PROCESS OUTPUT

Factors Encountered
by students in their
face-to-face classes in
terms of Phenomenological Challenges
Aptitude Study encountered by
Instruction
Environment
In depth interview HUMSS students
in the face-to-face
Effects of face-to-face Data Analysis classes
classes on the
learning of the
participant

FIGURE 2: CONCEPTUAL FRAMEWORK

This figure represents the conceptual framework that will be employed in this study in order to

determine the challenges faced by HUMSS students during their face-to-face classes. Using

Walberg’s theory and model of educational productivity, the following independent variables

such as aptitude, instruction, and environment are the ones that will be assessed by the

researcher to determine the following challenges taht students experienced in the following

factors.

Specifically, the effects of the challenges that they have experienced in face-to-face classes will

contribute to better results of this research. This is for the reason that now only the challenges

will be gained at the end of this research btu also the effects of these challenges to their

education, hence, the researchers can prepare improvements and enhancements on the

educational productivity of the students.

The researchers used a phenomenological approach to better find out the phenomenon that is

happening to the students, specifically the challenges that they encounter during their face-to-

face classes.