Reserach Proposal Llatigar

DIVISION OF PAMPANGA
IMPACT OF THE COVID-19 PANDEMIC ON THE ACADEMIC PERFORMANCE OF

THE GRADE 11 STUDENTS IN SAN LUIS NATIONAL HIGH SCHOOL IN THE
SCHOOL YEAR 2022-2023
By:
LORNA T. LATIGAR
November 2022
IMPACT OF THE COVID-19 PANDEMIC ON THE ACADEMIC PERFORMANCE OF THE

GRADE 11 STUDENTS IN SAN LUIS NATIONAL HIGH SCHOOL IN THE SCHOOL YEAR
2022-2023
Department of Education
Region III
Division of Pampanga
SAN LUIS NATIONAL HIGH SCHOOL
San Luis, Pampanga
CERTIFICATE OF ACCEPTANCE
This action research proposal entitled IMPACT OF THE COVID-19 PANDEMIC ON
THE ACADEMIC PERFORMANCE OF THE GRADE 11 STUDENTS IN SAN LUIS
NATIONAL HIGH SCHOOL , prepared and submitted by LORNA T. LATIGAR,
was evaluated by the Committee and recommended for acceptance.
---------------------------------------------------------------------------------------------------
DIVISION ACTION RESEARCH EVALUATION COMMITTEE
GEORGE JOSE MARIA C. GUILAS

Division Research Coordinator
( Secondary )
Chairman
CELIA R. LACANLALE, Ph.D. ARCELI S.LOPEZ, Ph.D.

Chief Chief
Curriculum and Implementation Division School Governance and
Member Operation Division
Member
---------------------------------------------------------------------------------------------------
Approved on ______________
LEONARDO D. ZAPANTA, Ed.D., CESO VI

Schools Division Superintendent

2022-2023
TABLE OF CONTENTS
Title Page………………………………………………………………..i
Approval Sheet…………………………………………………………...ii
Table of Contents…………………………………………………………iii
Introduction
Context and Rationale………………….………………………………..1
Conceptual Framework……………………………………………………
Research Questions……………………………………………………..
Assumptions…………………………………………………………….
Significance of the study……………………………………………….
Scope and Limitations…………………………………………………
Method
Type of Research…………………………………………………….
Respondents and Sampling Method…………………………………
Instruments…………………………………………………………

2022-2023
Data Collection Procedure ………………………………………..
Ethical Considerations………………………………………………
Data Analysis…………………………………………………………

2022-2023
Context Context and Rationale
SARS-CoV-2, the virus that causes COVID-19, is an illness which causes
moderate symptoms in the majority of people, but it can cause serious illness in a small
number of people. This virus, provisionally named 2019-nCoV, was originally
discovered in people who had been exposed to seafood or a wet market in Wuhan, China.
The Chinese public health, clinical, and scientific sectors responded quickly, allowing for
early recognition of the clinical disease and a knowledge of the infection's epidemiology.
Human-to-human transmission was first thought to be rare or nonexistent, but we now
know that it does happen, but to what extent is unknown. Stanley, P. (2020)
As specified by Feng, H., Yu, D., Shanay, R., et al., (2020), The COVID-19
outbreak is currently sweeping China and the rest of the world. The primary goal of this
review is to examine the pathogen, clinical symptoms, diagnosis, and therapy of COVID-
19, as well as to make brief observations on epidemiology and pathology based on
current evidence. Almost every country on earth favors the usage of masks in public,
along with a variety of other precautions. As a result, wearing masks in public is a vital
public health strategy and a new normal following the COVID-19 epidemic. The current
COVID-19 epidemic has posed significant obstacles and has impacted educational
institutions, and no one knows when it will cease. Every country is currently putting in
place plans and processes to contain the virus, but the number of illnesses continues to

2022-2023
rise. In the educational context, the new normal should be considered in the formulation
and execution of the "new normal educational policy" in order to maintain and offer
excellent education despite lockdown and community quarantine. As we approach the
post-COVID-19 era's new normal, there is a need to reconsider education in light of new
opportunities and challenges. ( Jose, Z. T., Michael, B. C., (2020).
In the Philippines, This pandemic has created a problem for educational
institutions, particularly since the government has proclaimed and mandated that no face-
to-face classes will be held in Academic Year 2020-2021 until the Covid-19 vaccine is
accessible. The Department of Education (DepEd) issued department order nos. 007, 12,
13, and 14 series of 2020 in response to this directive, requiring all basic education
institutions to develop learning continuity plans (LCPs) and health and safety measures in
the new normal in education during the pandemic. (Ruel, A., Helen, A., (2020). Due to
school closures aimed at controlling the spread of COVID-19, more than 1 billion
students are at risk of falling behind. Countries have implemented remote education
programs to keep the world's children educated. School are experimenting with new ways
to give continuous education through the use of technology such as the Internet,
television, and radio. In many low- and middle-income nations, particularly among
impoverished households, access to these technologies are limited. However, many
children around the world – notably those from lower-income families – do not have
access to the internet, personal computers, televisions, or even radios at home,
exacerbating existing learning inequalities. Students who do not have access to the tools

2022-2023
required for home-based learning are limited in their options for furthering their
education. Many people risk never going back to school, ruining years of educational
achievement around the world.
As stated by J, Tus., (2021), COVID-19 has had a significant impact on how
worldwide education is delivered. Due to the pandemic, millions of students were
affected by educational institution closures, resulting in the largest online movement in
educational history. The students in the new normal of education encountered extremes
level of adverse mental health. Even if they are suffering from severe mental illness, they
can nevertheless excel academically. However, especially during this pandemic crisis,
students' mental health should constantly be monitored and they should be assisted in
coping with their daily concerns. COVID-19 has altered the educational landscape for
students of all ages. Preliminary data indicates educational losses on several levels and
confirms the increased anxiety and despair linked with the changes, but long-term
implications are unknown. Oversight groups have quickly formed guidance on the safety
and efficacy of new educational delivery methods. It's no surprise that the socioeconomic
divide has expanded, as have the gaps for exceptional learners. Medical schools and other
professions that teach through gradually graduated internships have also been
significantly impacted, forcing them to make significant reforms.
As per emerging data from some of the region's wealthiest countries, the epidemic
is causing learning losses and increasing inequality. Ukraine and other less-affluent
lower-middle-income nations, which are likely to be impacted even harder, must create
2022-2023
learning recovery programs, protect educational budgets, and prepare for future shocks
by "building back better" to lessen and counteract the long-term negative consequences.
Beginning with television transmission of video classes and the use of online distance
learning platforms. During the COVID-19 crisis, organizations such as EdCamp Ukraine
arranged online professional development and peer-to-peer learning opportunities for
instructors to meet remotely and exchange their experiences with online learning. In the
2020–21 school year, They also undertook information campaigns with UNICEF, such as
"Schools, We Are Ready," to inform teachers, administrators, students, and parents about
the standards for safe and sustained learning under COVID-19.

2022-2023
Conceptual Framework
Input Process Output
Academic
Impact of Covid -19 Performance
to Grade11 students
Data Gathering
on the Academic
Procedure through
performance in San Behavior
Online Survery
Luis National High Towards The
and Questionnaire
School in S.Y. New Learning
2020-2021
Mental Health
The above figure shows the paradigm of the study , it covers the input, process
and output. The Impact of Covid -19 to San Luis National High School Students
Academic Performance S.Y 2022-2023 will be the input.Data gathering procedure
through online survey and questionnaire will be the process.And the expected output of
the Students of San Luis National High School is to develop the Academic performance ,
behavior towards the new learning and their mental health.

2022-2023
Statement of the Problem
The main purpose of the study is to determine the impact of Covid-19 pandemic to
the Grade 11 Students of San Luis National High School Students in terms of Academic
Performance in S.Y. 2022-2023. Specifically, it seeks to answers the following questions:
1.Does distance learning education require students to devote a significant amount
time and effort to their tasks?
2.What are the factors affecting students’ online learning outcomes during the
Covid-19 pandemic?
3. How do the students respond to the new normal in education?
Assumption
Covid -19 pandemic has an impact to the behavior and academic performance of the
Grade 11 students in San Luis National High School.
Significance of the Study
Learners. The learners will be able to learn the importance of flexible learning
through modular or online method especially this time of pandemic.
Parents. The parents will be able to guide their children by knowing the
importance of flexible learning and cope up with it.

2022-2023
Teachers. This study will serve the teachers on how to cope up with the new way
of teaching and make an adjustment on how should they teach every student even without
physical presence.
School head. This study will benefit the school head to adapt and make a decision
on how to adjust their school program as well as the welfare of their teachers and students
especially this time of pandemic.
Future reserchers. This study will serve them as a useful information to conduct
their own study.
Scope and Limitations
This study will focus on the impact of Covid-19 pandemic to the San Luis National
High School Students in their Academic Performance in S.Y. 2022-2023
Review of Related Literature
Although various studies have been conducted, the study on the impact of the
COVID-19 pandemic on teaching and learning around the world concludes that, in the
case of developing countries, appropriate pedagogy and systems for different class levels
of higher secondary, middle, and primary education need to be explored further. Internet
bandwidth is limited, with fewer connection points, and data packages are expensive in
2022-2023
contrast to people's income in many developing nations, limiting accessibility and
affordability. To ameliorate the situation, policy involvement is essential. A research field
is further inquiry and investigation of effective pedagogy for online teaching and
learning. Another topic of research is the need for developing methods for authentic
assessments and quick feedback. The affordability and accessibility of educational tools
for all learners from all economic backgrounds has been noted as a difficulty, for which
educational tool developers might concentrate on personalization.Intervention at the
policy level is also critical. Given the current situation, education systems around the
world, including Bhutan's, must engage in teacher professional development, particularly
in ICT and effective pedagogy. Another area of research and development is using user-
friendly tools to make online teaching more creative, inventive, and participatory. This
would help and prepare the educational system for future uncertainties.
The COVID-19 pandemic has shown us that instructors and students/learners
should be educated on how to use various online educational technologies. When normal
courses resume following the COVID-19 epidemic, teachers and students should be
encouraged to continue using online technologies to improve teaching and learning.Due
to the unique coronavirus pandemic, many universities and colleges around the world
have resorted to online learning. The goal of this cross-sectional study was to see if
COVID-19 lockdown affected veterinary medical students' and researchers' academic
performance. An online google form questionnaire was sent out to veterinary medical
students and researchers. A total of 1,392 people from 92 different countries completed

2022-2023
the survey, with a 94.1 percent response rate. COVID-19 pandemic lockdown affected
the academic performance of the majority of participants (96.7 percent) to varied degrees,
according to the data.
The overall mean evaluation score for online education was 5.1 2.4, while the
practical elements received a 3.6 2.6. Although online education allows for self-study, the
fundamental problem that online education faces in the field of veterinary medicine is
how to deliver practical courses. Because most of the subjects are practical, learning them
online is difficult. Students believe that completing veterinary competencies only through
an online education system is challenging. Making online education more interactive,
presenting medical procedures in real-life circumstances, delivering clear information,
and providing 3D virtual tools to match the real situation could all help to improve online
education.
The COVID-19 pandemic has wreaked havoc on education systems around the
world, affecting approximately 1.6 billion students in over 200 nations. More than 94
percent of the world's student population has been touched by school, institution, and
other learning facility closures. This has resulted in significant changes in every part of
our life. Traditional educational techniques have been considerably disrupted by social
alienation and limited movement policies. With many new standard operating procedures
put in place following the easing of restrictions, reopening schools is another challenging
task a short period of time following the COVID-19 epidemic, many researchers have
shared their work on teaching and learning in various ways.Face-to-face instruction has

2022-2023
been phased out at a number of schools, colleges, and universities. There is concern that
the 2020 academic year, or maybe more in the future, would be lost. Innovation and
implementation of alternative educational systems and assessment methodologies are
urgently needed. The COVID-19 epidemic has given us the opportunity to lay the
groundwork for digital learning. The purpose of this article is to present a complete
assessment on the influence of the COVID-19 epidemic on online teaching and learning
of various papers, as well as to suggest a course of action.
As a result of the COVID-19 pandemic, many governments decided to close
schools for several weeks in spring 2020. The impact of COVID-19-related school
closures on academic attainment is still being studied empirically. The goal of this study
was to compile the first systematic review of evidence-based studies on the overall and
differentiated effects of COVID-19-related school closures in spring 2020 on student
achievement in primary and secondary schools.The findings show that school closures
have a negative impact on student attainment, particularly among younger pupils and
students from low-income families. Furthermore, various methods that could minimize
these harmful impacts have been identified. The findings are explored in light of the
potential implications for national educational strategies in the event of future school
closures.
Because of the unusual combination of the public health crisis, social isolation, and
economic slump, the Covid-19 pandemic may exacerbate existing mental health
problems in pupils and lead to increased instances among children and adolescents.

2022-2023
Students might be affected by mental health concerns, which are a major barrier to
academic performance. Mental illness can have an impact on students' motivation,
attentiveness, and social connections, all of which are important variables in their
academic success.
The COVID-19 pandemic has wreaked havoc on traditional higher education
institutions' ability to deliver courses. Changes in emergency remote teaching –a
temporary transfer of instructional delivery to an alternate remote delivery mode owing to
crisis circumstances– happen quickly and unplannedly, unlike previous transitions from
face-to-face teaching to mixed, online, or flipped classroom. The impact of organizational
aspects related to unplanned change, instruction-related variables –class size,
synchronous/asynchronous delivery–, and use of digital supporting technologies on
students' academic performance is examined in this study at the School of
Telecommunication Engineering (Universidad Politécnica de Madrid). The research
compares the academic results of students during the COVID-19 pandemic to those of
previous years using quantitative data from academic records across all (N = 43) courses
of a bachelor's degree program in Telecommunication Engineering and qualitative data
from a questionnaire sent to all (N = 43) course coordinators. The findings of this case
study show an increase in students' academic performance in emergency remote teaching,
and they support the idea that organizational factors may play a role in the success of
emergency remote teaching implementation; the analysis found no differences across
courses with different class sizes or delivery modes. The study goes on to look into

2022-2023
various explanations for the findings of the analysis, taking into account organizational,
individual, and instructional factors.
Schools switched from on-campus blended learning to an emergency remote totally
online method during the COVID-19 lockdown in spring 2020. The purpose of this study
was to compare the academic performance of Psychology and Veterinary Science
undergraduate students with their responses to a self-reported questionnaire about their
digital capabilities, individual characteristics, and the role of environment on their
independent learning process during the first COVID-19 lockdown period. To
conceptualize students' behavior, individual attributes, and learning environment with
their academic achievement to a learning framework, the Social-Cognitive Theory was
used.After following the teaching shift from blended learning to full remote online
approach at a UK university during the 2019–2020 academic year, a total of 303 students
from both disciplines (133 Psychology and 170 Veterinary Science undergraduate
students) participated in this study by completing an online questionnaire. Due to their
discipline's curricular framework, students' study behaviors (i.e., being exposed to
unrelated learning activities), and students' cognitive effort to think critically in the
search, evaluation, and management of digital information, differences in students'
answers were discovered. During the lockout, students with strong self-control and digital
skills were able to stay focused and engaged. Despite the fact that universities and
professors were "forced" to adapt their teaching methods due to the regrettable disruption
caused by the COVID-19 epidemic, most students have adjusted to the new educational

2022-2023
delivery mode with little assistance. Teachers, on the other hand, should think about how
digital technology might improve students' learning flexibility while also encouraging
critical thinking. The closure of schools in reaction to COVID-19's quick development
poses a risk to young children's education, including a developing education gap. In this
paper, we look at how school closures in 2020 affected German students' performance in
a curriculum-based online learning software for mathematics. We studied data from over
2,500 K-12 students who solved over 124,000 mathematical problem sets before and
during the shutdown, and discovered that kids' performance improved during the 2020
school shutdown compared to the previous year. Our findings also demonstrated that
low-achieving students improved more than high-achieving students, implying that the
performance gap between low- and high-achieving pupils is shrinking. We conclude that
online learning environments have the potential to mitigate educational losses caused by
present and future school closures.
During the COVID-19 epidemic, there was a growth in the usage of digital
platforms for educational purposes, and the rising use of smartphones and social media
has had an impact on students' academic performance. In this study, we looked at how
academic performance is influenced by emotional intelligence, both directly and
indirectly, using academic social networking sites (ASNS) as a mediator. Academic
achievement is an often accepted predictor of learning outcomes because it seems
intuitive. Across the literature, operational definitions of academic performance differ.
GPA scores, which are normally derived as a weighted average of all studied course

2022-2023
grades36, are commonly used as measures of undergraduate students' academic
performance. GPA has several statistical constraints, such as range restriction.37
Researchers also utilize other operational definitions for academic success, such as single
subject performance,38 cognitive skills,38 self-growth,10 and study habits, in addition to
GPA. In many operational definitions in academic work, these criteria are most typically
examined alongside academic success using GPA. In recent literature on the impact of
emotional intelligence on academic performance, there has been an explosion of
interest.39 However, conceptualization of the traits and skills associated with emotional
intelligence has received little systematic attention, particularly in terms of the
relationship with academic performance. Furthermore, academic performance is the end
result of the teaching-learning process. We couldn't discover any previous research that
looked into this typical scenario, and we couldn't find any that looked into COVID-19
pandemics. As a result, the purpose of this study is to look into the relationship between
academic performance and EI and ASNS. The relationship between the variables in our
conceptual framework is explained in the next section.
COVID-19 was identified for the first time in December 2019 in Wuhan, China. It
is one of the most devastating pandemics ever seen in human history. One of the most
affected industries by the COVID-19 pandemic is education. Educators and students all
around the world have been compelled to adopt online learning. Lockdowns implemented
by governments to combat the pandemic have had a psychological impact and caused
learning difficulties for students in particular. In this work, we employed statistics and

2022-2023
machine learning methodologies to investigate the influence of the COVID-19 pandemic
on educational systems, particularly the psychological health of university students. A
questionnaire was prepared for this purpose, and it was divided into two parts. The first
section takes demographic and educational information from the participant, while the
second section collects data on five key dimensions: digital device use, sleep habits,
social communication, emotional mental state, and academic performance. The survey
was sent to students at universities in three Arab countries: Egypt, Jordan, and Saudi
Arabia. A total of 1766 replies were received, and statistical and machine learning
techniques were used to analyze them. During COVID-19, the results revealed a clear
link between students' psychological health and their use of online education. The
findings also revealed that there is a link between the use of digital technologies for
online education and students' academic success during COVID-19. Finally, the findings
revealed COVID-19's negative effects on educational systems. The report concludes with
recommendations and proposals for improving the current online education system.
Furthermore, colleges should play a role in assisting students in responding to the
pandemic in a better psychological manner.
We surveyed approximately 1500 students at one of the largest public universities
in the United States using an instrument designed to recover the causal impact of the
pandemic on students' current and expected outcomes in order to better understand the
impact of the COVID-19 pandemic on higher education. The findings reveal significant
detrimental consequences in a variety of areas. COVID-19 has caused 13 percent of

2022-2023
students to delay graduation, 40 percent to lose a job, internship, or job offer, and 29
percent to anticipate to earn less at age 35 as a result of the virus. Furthermore, these
impacts have been exceedingly variable. COVID-19 caused one-fourth of students to
increase their weekly study time by more than 4 hours, while another quarter decreased
their weekly study time by more than 5 hours. Existing socioeconomic inequalities were
frequently followed by this variability. COVID-19 has delayed graduation for lower-
income students by 55 percent compared to their higher-income peers. Finally, we show
that the economic and health-related shocks caused by COVID-19 are systematically
influenced by socioeconomic characteristics, and that these factors are important
mediators in understanding the pandemic's significant (and varied) consequences.
Learning challenges, a lack of teacher attention, and an increase in workload have
all contributed to students' inability to concentrate during online classes. COVID-19 has
produced academic issues in pupils around the world, according to several authors.
Realyvásquez-Vargas et al. (2020), for example, discovered that switching to online
learning had an impact on students' academic performance and resulted in a lot of
cerebral weariness due to the increased effort. Furthermore, there is a high danger of
pupils dropping out of their classes as a result of the challenge (Cohen, 2017).
Individualized monitoring, which is likely difficult for all teachers to achieve, is the only
option to overcome such a situation (UNESCO, 2020). Furthermore, many students have
not benefited from online learning since they have not received adequate direction from
their lecturers (Ali, 2020; Sullivan et al., 2018), and they have lost interest in attending

2022-2023
online sessions. Furthermore, according to Al-Salman and Haider (2021), the sheer
volume of tasks has harmed students' academic performance. Aristovnik et al. (2020)
used a sample of 30,383 university students from 62 nations to investigate how students
perceive the impact of the COVID-19 pandemic; their findings found that students
complained about the intense workload, which harmed their academic performance.
Social concerns are defined in this study as the result of student experiences, emotions of
loneliness, fear of a pandemic, worry about one's own and loved ones' health, and a lack
of communication with classmates and family. According to the UNESCO report (2020),
the move to a virtual method of teaching–learning has reduced social contact and
socialization routines, which are an important component of students' everyday
experience in higher education institutions. According to the data, 75% of students in
higher education institutions around the world had experienced worry and uncomfortable
as a result of the study suspension. In a similar vein, Duraku and Hoxha (2020)
discovered that the majority of students in HEIs (65.4 percent) reported moderate levels
of stress, while more than a quarter of students reported severe levels of stress (26.9
percent ). In a survey conducted in the United Arab Emirates, Almuraqab (2020)
discovered that more than half of the respondents (58%) agreed that distance learning
made group collaboration among students less and very limited, affecting their ability to
learn and engage with their classmates. Students faced challenges to studying as a result
of the epidemic, according to Gillis and Krull (2020), including distractions, heightened
fear, and a lack of motivation. Furthermore, Aristovnik et al. (2020) discovered that
students were bored, anxious, and frustrated as a result of adopting certain hygiene
2022-2023
behaviors that hindered them from completing normal daily activities like shaking hands
and communicating with family and friends.
METHODOLOGY
Type of Research
The descriptive –survey and questionnaire method of research will be used in this
study, which will use a quantitative approach. This will discuss The Impact of Covid-19
Pandemic on Academic Performance in San Luis National High School Students in S.Y.
2022-2023
Respondents and Sampling Methods
The Grade 11 students of San Luis National High School , San Luis, Pampanga
will be the respondents of the study S.Y. 2022-2023 and the total responses will be
include.
Instrument
The study's instruments will be questionnaires through online and surveys.
Data Collection Procedure
The Researchers’ option on way of giving questionnaires and surveys to the Grade
11 Students of San Luis National High School Student through an online data collection
through any social media platforms.

2022-2023
Ethical Considerations
The information acquired from respondents will be kept confidential and the names
of high school students will be coded. The study's findings will only be utilized for the
purpose of conducting the research and improving the schools' program.
Data Analysis
The data gathered will be analyze and interpreted using , thematic analysis to
analyze and report patterns within data . Interview guide questions were used to gather
information from the teacher respondents.
Timetable
Sunday Monda Tuesda Wednesda Thursda Friday Saturda
y y y y y
2 3 4 5 6 7 8
Google Group Finalizatio Chapter 1
Meeting Meeting n of
Research
Title
9 10 11 12 13 14 15
2022-2023
Chapter 3
Chapter 1 Chapter Chapter Chapter 2 Chapter 2 Chapter 3
1 2
16 17
Finalizatio Due
n of date of
Research proposal
Proposal

2022-2023
References:
 Feng, H., Yu, D., et al., (2020). Coronavirus disease 2019: What we know?
https://onlinelibrary.wiley.com/doi/full/10.1002/jmv.25766
 Jacob, H., et al., (2020) The Effect of Covid-19 on Education.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8445757/
 Jose Z. T. (2020). International Journal of Pedagogical Development and Lifelong
Learning 1 (1), 2-4, 2020
 Ruel, A., Helen, A., (2020)
 Robin et al., (2021) The Impact of Covid-19 on Education - Recommendations and
Opportunities for Ukraine.
https://www.worldbank.org/en/news/opinion/2021/04/02/the-impact-of-covid-19-on-
education-recommendations-and-opportunities-for-ukraine
 Shanay, R., et al., (2020). Face masks are new normal after Covid-19 pandemic.
https://www.sciencedirect.com/science/article/pii/S1871402120303246
 Stanley, P. (2020). The New England Journal Medicine.
 https://www.nejm.org/doi/full/10.1056/nejme2001126
 The new normal in education: A challenge to the private basic education institutions
in the Philippines. International Journal of Educational Management and
Development Studies 1 (1), 2020

2022-2023
 https://doi.org/10.17605/OSF.IO/MPTK7
 https://data.unicef.org/topic/education/covid-19/
 https://journals.sagepub.com/doi/full/10.1177/2347631120983481
 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7572855/
 https://doi.org/10.1177/2347631120983481
 https://doi.org/10.3389/fpsyg.2021.746289
 https://www.frontiersin.org/articles/10.3389/fvets.2020.594261/full
 https://www.sciencedirect.com/science/article/pii/S0747563221000352

2022-2023

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DIVISION OF PAMPANGA

IMPACT OF THE COVID-19 PANDEMIC ON THE ACADEMIC PERFORMANCE OF

IMPACT OF THE COVID-19 PANDEMIC ON THE ACADEMIC PERFORMANCE OF THE

GEORGE JOSE MARIA C. GUILAS

CELIA R. LACANLALE, Ph.D. ARCELI S.LOPEZ, Ph.D.

LEONARDO D. ZAPANTA, Ed.D., CESO VI

IMPACT OF THE COVID-19 PANDEMIC ON THE ACADEMIC PERFORMANCE OF THE

Context and Rationale………………….………………………………..1

Significance of the study……………………………………………….

Scope and Limitations…………………………………………………

Respondents and Sampling Method…………………………………

IMPACT OF THE COVID-19 PANDEMIC ON THE ACADEMIC PERFORMANCE OF THE

IMPACT OF THE COVID-19 PANDEMIC ON THE ACADEMIC PERFORMANCE OF THE

Context Context and Rationale

SARS-CoV-2, the virus that causes COVID-19, is an illness which causes

number of people. This virus, provisionally named 2019-nCoV, was originally

Human-to-human transmission was first thought to be rare or nonexistent, but we now

19, as well as to make brief observations on epidemiology and pathology based on

IMPACT OF THE COVID-19 PANDEMIC ON THE ACADEMIC PERFORMANCE OF THE

excellent education despite lockdown and community quarantine. As we approach the

opportunities and challenges. ( Jose, Z. T., Michael, B. C., (2020).

In the Philippines, This pandemic has created a problem for educational

impoverished households, access to these technologies are limited. However, many

access to the internet, personal computers, televisions, or even radios at home,

IMPACT OF THE COVID-19 PANDEMIC ON THE ACADEMIC PERFORMANCE OF THE

achievement around the world.

As stated by J, Tus., (2021), COVID-19 has had a significant impact on how

worldwide education is delivered. Due to the pandemic, millions of students were

affected by educational institution closures, resulting in the largest online movement in

significantly impacted, forcing them to make significant reforms.

arranged online professional development and peer-to-peer learning opportunities for

the standards for safe and sustained learning under COVID-19.

IMPACT OF THE COVID-19 PANDEMIC ON THE ACADEMIC PERFORMANCE OF THE

Input Process Output

Academic Performance S.Y 2022-2023 will be the input.Data gathering procedure

behavior towards the new learning and their mental health.

IMPACT OF THE COVID-19 PANDEMIC ON THE ACADEMIC PERFORMANCE OF THE

Statement of the Problem

Performance in S.Y. 2022-2023. Specifically, it seeks to answers the following questions:

1.Does distance learning education require students to devote a significant amount

time and effort to their tasks?

3. How do the students respond to the new normal in education?

Grade 11 students in San Luis National High School.

Significance of the Study

through modular or online method especially this time of pandemic.

importance of flexible learning and cope up with it.

IMPACT OF THE COVID-19 PANDEMIC ON THE ACADEMIC PERFORMANCE OF THE

especially this time of pandemic.

their own study.

Scope and Limitations

High School Students in their Academic Performance in S.Y. 2022-2023

Review of Related Literature

affordability. To ameliorate the situation, policy involvement is essential. A research field

educational tool developers might concentrate on personalization.Intervention at the

world, including Bhutan's, must engage in teacher professional development, particularly

The COVID-19 pandemic has shown us that instructors and students/learners

encouraged to continue using online technologies to improve teaching and learning.Due

COVID-19 lockdown affected veterinary medical students' and researchers' academic

IMPACT OF THE COVID-19 PANDEMIC ON THE ACADEMIC PERFORMANCE OF THE