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Chap 4-5
Chap 4-5
A Research Study
Presented to the
Senior High School Department
Of Children of Mary Immaculate College
Valenzuela City
In Partial Fulfillment
of the
Requirements for the Practical Research 2
Grade 12
HUMSS Leadership
By
Baldonado, Mikaela Jane B.
Barliso, Juice M.
Claveria, Jena Marie C.
Estiller, Kazandra Jhelai T.
Marcial, Shanley Mae H.
Orcine, Renafe P.
Sahagon, Eron A.
January 2023
Chapter 1
INTRODUCTION
Face-to-Face lessons were not allowed for the academic years 2020–2021 and
2021–2022, because of the COVID–19 pandemic threat. After two academic years
without Face-to-Face classes, the students filled the vacant classrooms and halls of
public and private schools in the Philippines as the Department of Education (DepEd)
Due to the epidemic, most of them will be attending face-to-face lessons for the
first time in more than two years. Over 28.03 million students have enrolled in this
academic year's classes throughout public and private schools countrywide, according
The Philippines was among the few nations in the world whose schools had not
completely opened face-to-face classes for more than two years after the pandemic
Duterte emphasized the value of face-to-face learning and referred to it as the greatest
private schools the choice to keep using blended learning modalities, during the 48th
Objective
Identify the adjustments that the Senior High School Students of CMIC will be
experiencing.
Know the difficulties the students will face during the Blended Learning that is
implemented on CMIC.
The study aims to determine the challenges and adjustments of senior high
1.1 Age
1.2 Gender
1.2 Strand
3.2 Socializing
3.3 Commuting
H
o There is significant relationship between the level of readiness of the
socializing.
The Students from Senior High School from CMIC here is struggling because the
The Senior Highschool Students of CMIC were the primary respondents of the
The findings of this study were of great significance because of the benefits that it could
These results will encourage other stakeholders and students to build up and sustain
their support. The conclusions and recommendations will be used as their input to
determine the challenges and adjustments that the senior high school students of CMIC
is facing.
Students. Based on the findings, these will benefit the students of CMIC for
they are the direct benefactors of the new type of learning system.
Future Researcher/s. They will be provided with binding studies, particularly the
research findings, to support the undertaking related to the challenges and adjustments
of senior high school students of CMIC with the new type of learning system.
REFERENCE
https://www.kff.org/coronavirus-covid-19/issue-brief/back-to-school-amidst-the-new-
normal-ongoing-effects-of-the-coronavirus-pandemic-on-childrens-health-and-well-
being/?
fbclid=IwAR3C_bWFb7mMbsd71mF7XQ5qpf7ALkAXv9Dy45RI02GfPEibkefx4coTAek
https://www.cnnphilippines.com/news/2022/8/22/Face-to-face-classes-school-year-
2022-2023-COVID-19-pandemic.html?fbclid=IwAR0ly7NxJgWPsrOr5k-
MprbnpNfwyAA8jWBAyolChwiJlpI2ta1bsVRxlRQ
https://www.philstar.com/the-freeman/opinion/2022/05/25/2183526/face-face-classes-
new-challenge-face
https://www.questionpro.com/blog/descriptive-research/?
fbclid=IwAR3oWnXKiWhrF3qGI3TZSaggtHG_lj7-7n2YTFgGc2n6Rofm_eyNQb11SM8
https://www.scribbr.com/methodology/experimental-design/
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7989333/?
fbclid=IwAR2QFs9AToV5hsZGT-RQLkKRMPQHAAgx_0VcgXy5sDlkTu-
0P23O6_VXCMM
CHAPTER 2
This chapter deals with the literature and studies, foreign and local, which
were reviewed by the researcher. These are the literature and studies related to the
present study in terms of methodology and treatment of data which have significant
bearings on the problems being investigated and serve as a guide in the conduct of this
study.
Local Studies
instruction modes of education for ways of learning. This needs a paradigm shift in
schools to provide more diverse courses platforms, but with the same degree of
(Lam et al., 2018) Even though both professors and students are involved, students
must have some control over learning time, location, path, or pace in technology
backdrop.
Foreign Studies
learning".
According to Alnajdi (2008,) blended learning combines two key components: in-person
classroom instruction and online learning. It strives to eliminate barriers to learning and
concerning the design and implementation of blended learning environments (BLE) are
arising. Many colleges are beginning to see the benefits of combining online and
Pennsylvania State University's president recently stated that the confluence of online
Students used a variety of strategies to cope with their problems with mental
health. During this COVID-19 pandemic throughout HEIs, it is critical to treat students'
Alvarez (2022) Blended learning is still considered fresh and emerging in the
Philippines. However, the rising demand for blended learning raises issues and
institutions, since they impede the effective and efficient delivery of teaching and
learning.
The traditional face-to-face relationship between teachers and students has been
abruptly replaced by distant learning. Various countries have implemented ways for
students to study in the midst of the pandemic, including the use of remote learning.
Some examples of learning options are Google, TV shows, guidelines, tools, video
Foreign Literature
approach. These difficulties may be mostly related to the amount of time spent by
instructors and students as well as their level of effort and familiarity with online
(Baomin, Qing, & Fenglei, 2022) Blended learning combines offline and online
learning has become to be a crucial tool for advancing educational reform and creativity.
However, the outcomes of recent empirical investigations differ on how blended learning
affects students' performance, which calls for additional research on the efficiency of
connections were seen by both students and teachers as having the strongest influence
on student involvement. Blended learning was thought to be very helpful for students
with various academic demands. Intrinsically motivated learners were able to advance
at their own pace, and other learners found it simple to finish make-up work. However,
fostering widespread student technological literacy was one of the difficulties of blended
learning.
REFERENCE
https://www.sciencedirect.com/science/article/abs/pii/S0360131519302544
https://www.sciencedirect.com/science/article/pii/S1747938X21000178
https://eric.ed.gov/?id=EJ1281506
https://pdfs.semanticscholar.org/2820/2c8fcac24df3e1d82caa4968564a1eece1ec.pdf
https://www.igi-global.com/chapter/encyclopedia-information-science.../14246
https://d1wqtxts1xzle7.cloudfront.net/64871627/UJER54_19517549-with-cover-page-
v2.pdf?Expires=1670143300&Signature=IZPgKmxi8KAOPRxnpTDrphGKn0RiFZzx-
4xxg5m-QGf8JwBQ0nmBtdkCRkOx6nRl4cOgc-
H~QnjkWPU9wWKAKr3Zp0kRCz66P3OniwTypq9LEuHNEWSsokTTxfRDhnGAG4JcFx
MTqdolxzCuzYSVytnF7tfh4uHUOBORBy7GeeUuSq~AZ90cIMjbzJ8J55~3jFsXiJ2woSR
7Bjq8W~0rc7W4v23p0d-FtTz-
gUmAE7UTf6cGnGBjBdjHdvCXjbHtchaHCT8GVxvKArWFM6aX6bMkruWxKd-
OmhCPscCeTmB4yYzDt0kXxBkJMoHguamuW4KmoiT-G1kSlWvxJtQMVw__&Key-
Pair-Id=APKAJLOHF5GGSLRBV4ZA
https://eric.ed.gov/?id=EJ1285361
https://www.tandfonline.com/doi/abs/10.1080/153 25024.2020.1769300
https://link.springer.com/article/10.1007/s10639-022-11243-w
https://link.springer.com/article/10.1007/s10639-022-11282-3
https://scimatic.org/show_manuscript/394
https://www.tandfonline.com/doi/abs/10.1080/09588221.2021.1900874
https://files.eric.ed.gov/fulltext/EJ1336913.pdf
https://eric.ed.gov/?q=BLENDED+LEARNING
%3a+The+Challenges+and+Adjustments+of+Senior+High+school+students+of+CMIC+
on+the+new+type+of+learning+system+Foreign+studies+in+philippines&ff1=locPhilippi
nes&id=ED615125
https://eric.ed.gov/?q=The%20Challenges%20of%20Senior%20High%20School
%20Students%20of%20CMIC%20on%20the%20New%20Type%20of%20Blended
%20Learning%3B%20Basis%20for%20School%20Promotion%20Local%20literature
%20in%20Philippines&pg=6&id=ED581958
https://eric.ed.gov/?id=EJ1018177
http://journal.rescollacomm.com/index.php/ijqrm/article/view/81
Conceptual Framework
Challenges and
Adjustments the
Blended Learning Senior High
School Students
of CMIC is Facing
Figure 1. The Figure 1 shows the conceptual framework. This study has two different
variables, the independent variable and dependent variable. The independent variable
is the Blended Learning, while the dependent variable is the Challenges and
Adjustments the Senior High School Students of CMIC is Facing. It will help the study to
generate the relationship of the dependent variables in accordance to the new learning
Theoretical Framework
This study is primarily premised and anchored on the framework of Vygotsky (1997), the
society and culture influences development and behavior in case of changes. According
to Vygotsky, learning begins with interacting with other people. Thus, social interaction
The framework of Vygotsky was related to the present study since the research
was primed with blended learning: the challenges and adjustments of senior high school
To have a better understanding of the terms used in the study, they are herein
operationally defined:
ADJUSTMENT- it was used in a way to clarify what the CMIC student's adjustments
were.
FACE TO FACE LEARNING – any learning that does physical activities and in-person
communication.
The chapter presents the methods employed by the researcher in soliciting the
needed data for the study and the methods and approaches used to give an appropriate
interpretation of the gathered data. It includes the research design, population and
sample of the study, research instrument, validation of the research instrument, data
Research Design
The descriptive research method was used in the study. This study is intended to offer a
analyzing numerical data. Furthermore, the study employed the descriptive correlational
allow the prediction of future events based on current knowledge, which can be
assessment, which is often utilized to elicit opinions from respondents who can reflect
the aforementioned Senior High School Students of CMIC. In general, the researcher
adjustments of senior high school students of cmic with the new type of learning
learning results. It seeks to identify the key determinants of blended learning efficacy,
According to the results of multiple regression analysis, blended learning design factors
the findings.
There were a group of respondents in the study. These were the Senior High
School Students of CMIC. They were the primary sources from which the researcher
Random sampling is used in the study. Only 236 were selected out of a total
population of 575 senior high school students as respondents. It is used as the basis for
the sample size. They were the primary sources from which the researcher sought
Slovin’s Formula
N
n=
1+ Ne2
N 575
n= 2 n= n=235.8974359 or 236
1+ Ne 1+575 ¿ ¿
Research Instrument and Validation
The researcher prepared a survey questionnaire based on the challenges and
adjustments of senior high school students of CMIC with the new type of learning
system
Part 1. This part of the questionnaire collects all the email addresses of the
respondents. Here, a short description of the survey questionnaire including the terms
Part 2. This part of the questionnaire measured the level of readiness of senior
high school students in terms of Safety Protocols, Academic Performance and Financial
Stability.
Part 3. This part of the questionnaire measured the problems that the
The research instrument utilized a five-point rating scale in which the respondents
affirmed their point of view on the challenges of senior high school students through
Always (5), Often (4), Sometimes (3), Rarely (2), and Never (1).
was given to the respondents detailing the objective of the research and a copy of
drafted questionnaire. Addressed concerns of the letter as regards the conduct of the
the Senior High School Students and made themselves available for their questions and
electronically.
The gathered data were tallied, tabulated, analysed and statistically treated.
Statistical Treatment
The following statistical tools were used by the researcher to better interpret the
Weighted Mean and Rank. This was intended to measure on the challenges
and adjustments of senior high school students of CMIC with the new type of learning
system.
Never 1 30 30
R= 1,422 5,573
5,573 ÷ 1,422
R= 1,422 5,195
5,196 ÷1,658
This chapter presents, analyzes and interprets the data gathered through the
survey questionnaire and other relevant information gathered from the respondents.
14 – 16 35 14.5% 2
17 – 19 196 83.5% 1
20 – 22 5 2% 3
Interpretation:
The table 1 shows the profile of the respondents which is Grade 11 and 12 CMIC
old" yielded 35 as Rank 2, next is "17- 19 years old" yielded at 196 as Rank 1, and
followed by "20- 22 years old" with a total of 5 as Rank 3. In this table of CMIC
Grade 11 and 12 students’ age, the given greater average age is 17- 19 with a
The table 2 shows the profile of the respondents which is Grade 11 and 12
In this table of CMIC Grade 11 and 12 students’ gender, the given greater
HUMSS 91 35.1% 2
GAS 82 27.3% 3
ABM 63 37.6% 1
Interpretation:
The table 3 shows the profile of the respondents which is Grade 11 and 12
CMIC Learners according to Strand with an overall 236 respondents as to
"Humss" yielded 91 as Rank 2, next is "Gas" yielded 82 as Rank 3, and followed
by "ABM" with a total of 63 as Rank 1.
In this table of CMIC Grade 11 and 12 students’ Strand, the given greater
average Strand is ABM with a percentage of 37.6 %. The lowest number of CMIC
Legend
Scale Mean Range Categorical Response Verbal Interpretation
5 4.21 - 5.00 Always Very Good
4 3.41 - 4.20 Often Good
3 2.61 - 3.40 Sometimes Uncertain
2 1.81 - 2.60 Rarely Poor
1 1.00 - 1.80 Never Very Poor
Interpretation:
you personally find it difficult to participate in class project and class group?" as
Rank 3 has a weighted mean of 3.20 with verbal interpretation of Uncertain. The
sub-indicator f " I receive all financial assistance from my parents when I needed
it " have a weighted mean of 3.88, sub-indicator c " I get to observe my own
progress because we still do in class activity " have a weighted mean of 3.89 and
sub-indicator a " I have an extra facemask and alcohol in my bag every time I am
going to school " weighted a mean of 4.07, and therefore classified as Rank 4 with
a verbal interpretation of Good. The sub-indicator b " I follow the safety protocols
implemented in our school " as Rank 5 marked the highest weighted mean of 4.35
Table 5.
Interpretation:
sub-indicator j " With regard to subjects discussed within and outside of the
and classmates " as Rank 1 marked the lowest weighted mean of 1.78 with verbal
group settings for distance learning " with a weighted mean of 3.10, then the sub-
hard time commuting " and the sub-indicator l " I travel to school alone " with a
class " with a weighted mean of 3.48 and sub-indicator g " Does your professor
consider the students' ability to adhere to the deadline? '' with a weighted mean
Summary
The study aimed to determine the blended learning: the challenges and
adjustments of senior high school students of cmic with the new type of learning
terms of Age, Gender and Strand, the level of readiness of the respondents in terms of
Safety Protocols, Academic performance and Financial stability, What are the problems
Commuting.
The descriptive research method was used in the study. This study is intended to
offer a glimpse of the present situation. Quantitative research seeks to find correlations
between variables and to forecast future occurrences based on current information. 236
respondents were randomly selected using random sampling method to senior high
school students. The data gathered were treated using weighted mean and rank for the
The assessment of the senior high school students respondents on the level of
Financial Stability with an Average Weighted Mean of 3.90 with verbal interpretation of
Good.
Conclusions.
academic performance and financial stability was Good. Nevertheless, Follow the safety
socializing and commuting was Uncertain. While, " Does your professor consider the
student's ability to adhere to the deadline? " and " My guardian/ parents picks me up
3. The test significant relationship showed that between the level of readiness of
Recommendations
The following recommendations are here to offered based on the findings and
1. The findings show that the level of readiness of the respondents in terms of
Safety Protocols, may continue providing for the safety needs of the students.
necessary to continue providing students with access to the basic support of their
parents.
3. The findings show that the level of readiness of the respondents in terms of
Academic Performance, may provide an accurate and consistent learning system for
CMIC students.