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CREATIVEPORTFOLIO
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CREATIVEPORTFOLIO
PORTFOLIO
CHAPTER I
The Problem and Review of Related literature
Table of Contents
Chapters Pages
Chapter I. The Problem and Review of Related literature INTRODUCTION
a. Background of the study
I. BACKGROUND OF THE STUDY
b. Review of related literature
c. Research framework
d. Statement of the problem The global COVID-19 epidemic has spread around the world,
e. Significance of the study impacting nearly all nation and territories. The epidemic was
f. Scope and limitation of the study
Chapter II. Methodology initially discovered in Wuhan, China, in December 2019.
a. Research design Counties all throughout the world warned the people to be
b. Participants / population / sampling
c. Research instruments cautious. Hand washing using face masks, physical distance,
d. Data gathering procedure and avoiding mass gatherings and assemblies have been
e. Treatment of the data
Chapter III. Results and Discussions among the public care tactics. The corona virus COVID-19
a. Questionnaires (compilation) outbreak disrupted life around the globe in 2020. As in any
b. Tabulation
c. Charts and graphs other sector, the Covid-19 pandemic affected education in
Chapter IV. Summary of Findings, Conclusions and many ways.
Recommendations
a. Summary of findings
b. Conclusions Some obstacles are impeding the progress of online learning
c. Recommendations in the future. These factors are reflected in the administration
of time-consuming online courses. Furthermore, pupils are
frequently dissatisfied. Furthermore, issues with technology
were raised, as well as a lack of connection between students
and remote teachers. Furthermore, as a result, certain
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programs have substantial dropout rates .
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Academic accomplishment, achievement of learning objectives,
The objective of this article is to reduce the uncertainty in the
development of desired skills and competences, satisfaction, and
motivation are all components of student academic performance assessment process in grade 12-humss student in Federico N.
(SAP). Persistence and post-secondary performance. The phrase
Ceralde Integrated School during the COVID-19 pandemic. To
"academic accomplishment “refers to a way of announcing or
expressing a student's academic rank. The coronavirus COVID-19 achieve this goal, we analyze students’ learning strategies
outbreak disrupted life around the globe in 2020. As in any other
before and after confinement. Altogether, our data indicates that
sector, the COVID-19 pandemic affected education in many ways.
Government actions have followed a common goal of reducing the modular learning in this scenario has increased students’
spread of coronavirus by introducing measures limiting social
performance and higher scores should be expected.
contact. Many countries suspended face-to-face teaching and
exams as well as placing restrictions on immigration affecting
Grade 12 HUMSS students. Where possible, traditional classes are
being replaced with books and materials taken from school.
Various Modular learning platforms enable interaction between
teachers and students, and, in some cases, national television
shows or social media platforms are being used for education.
Some education systems announced exceptional holidays to better.
Prepare for this Modular-learning scenario.
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online exams or with changes in the format of the evaluation tools.
On the other hand, lower grades could also be caused by the
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conclusion methodologies, and others. Those that were included in the normal examination procedures in France, following the
this chapter helps in familiarizing information that are relevant and student riots, led to positive long-term labor market consequences
like the present study. for the affected cohort (A study carried out in France shows that
the 1968 abandoning of the normal examination procedures in
Students are assessed online, which involves a lot of trial and error,
France, following the student riots, led to positive long-term labor
as well as doubt and confusion among teachers, students, and
market consequences for the affected cohort (Maurin & McNally,
parents. The method used to administer online exams differs
2008).
depending on the convenience and skill of the instructors as well as
the compatibility of the students. Many schools and institutions Lectures, according to Hunter (1982), have a negative image. As
have yet to implement appropriate plagiarism-checking procedures, the phrase goes, "teaching is not telling. “According to Sharif
owing to the enormous student population. Internal assessments Khan and Akbar (1997), it is highly traditional.
and exams for the main public credentials like General Certificate
technique Its origins may be traced back to a time when there
of Secondary Educations (GCSE) have been disrupted by the
was no internet.
lockdown of schools and institutions, while A levels have also been
cancelled for the full cohort in the UK. Due to the COVID-19 the act of printing A teacher's knowledge is passed on to a pupil.
epidemic and nationwide lockdown, many state-level board
verbally the teacher relied on his memory and passed on what he
examinations, recruitment tests, university-level examinations, and
had learned.
entrance examinations have been postponed across India. BITSAT
2020, NATA 2020, CLAT 2020, MAT 2020, ATMA 2020, and other Some students stated that they had to take their sick parents,
entrance exams have also been postponed or rescheduled. Across grandparents, or family members to hospitals. When they go
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the country, the education system in schools, colleges, and home in the evening, it becomes tough for them to stay up with
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universities has been overhauled. the lessons. Parents with children in lower grades believe it is
preferable to allow their children to repeat the academic year. It is
challenging to create a system that meets all kids' learning
INPUT PROCESS OUTPUT
epidemic has infected 98.6% of learners globally, or 1.725 billion INPUT OUTPUT PROCESS
children and youth in 200 nations, from pre-primary through higher
education (United Nations, 2020). As a result, making learning
viable and accessible through homeschooling has become a
The possible
pressing need. output is to
Profile of determine what
selected 12 Descriptive is the factors
HUMSS student method, the affect their
in terms of their: researcher will academic
•Age use to get the performance.
•Strand/Track answers of •Give
•Factors limited counseling.
affecting their respondents. •Meeting and
Academic •Data collection discussing on
Performance How to cope
Due to COVID- with it via
19 Pandemic online services.
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V. SIGNIFICANCE OF THE STUDY
IV. STATEMENT OF THE PROBLEM
The objective of the study is to know the factors affecting This study will increase the knowledge in the academic
academic performance due to COVID-19 to the students. performance. The result of this study would be great help to the
Particularly, it ought to answer the following question. Students, Community, Teachers, and Future Researchers in
the following ways:
1.What are the factors affecting the academic performance to the
students?
Students
2.What are those activities that affecting the academic It will help them to determine the factors that affecting their
performance due to pandemic to the students? performance due to pandemic.
TEACHERS
The result of the study will provide them useful information in
the factor affecting the academic performance due to covid-19
pandemic in academic performance.
FUTURE RESEARCHER
This study is essential to those who wish to conduct further
studies on this subject. They can take this as a reference and
guide for further information to enhance further investigation.
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VI. SCOPE AND LIMITATION OF THE STUDY VII.DEFINITION OF TERMS
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CHAPTER II
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an efficient and effort for everyone to avoid spreading the virus.
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Pearson’s Product Correlation V. TREATMENT OF THE DATA
𝑟 = 𝑛 ∑ 𝑥𝑦 − (∑ 𝑥) (∑ 𝑦) / Table of Values of r and ρ coefficient
√ [𝑛 ∑ 𝑥 2 − (∑ 𝑥) 2] [𝑛 ∑ 𝑦 2 − (∑ 𝑦) 2]
where n = the number of pairs of data x and y = the variable x and y
Interpretation
= the variables
Values of r or p
Perfect positive/ negative
The quantity “r”, called the linear correlation coefficient, measures
the strength and the direction of a linear relationship between two
±1 correlative
variables. The linear correlation coefficient is sometimes referred to ± Extremely high positive/
as the Pearson Product-Moment Correlation coefficient in honor of 0.91- ± 0. 99 negative correlative
its developer Karl Pearson The mathematical formula for computing
r is: 𝒓 = 𝒏 ∑ 𝒙𝒚 − (∑ 𝒙) (∑ 𝒚) √ [𝒏 ∑ 𝒙 𝟐 − (∑ 𝒙) 𝟐] [𝒏 ∑ 𝒚 𝟐 − (∑ 𝒚)
𝟐 ] where n = the number of pairs of data x and y = the variables
The value of r is such that −1 < r < +1. The + and – signs are used
± High positive/ negative
for the positive linear correlation and negative linear correlations, 0.71- ± 0. 90 correlation
respectively. Positive correlation. If x and y have a strong positive ± Moderately positive/
linear correlation, r is close to the +1 An r value of exactly +1
indicates a perfect positive fit. Positive values indicate a 0.51- ± 0. 70 negative correlative
relationship between x and y variables such that at values for x
increases values for y also increases. Negative correlation. If x and ± Low positive/ negative
y have a strong linear correlation, r is close to −1. An r value of
exactly −1 indicates a perfect negative fit. Negative values indicate
0.31- ± 0. 50 correlation
a relationship between x and y such that as the values of x ± Negligible positive/
increases, values for y decreases. No correlation: If there is no 0.01- ± 0. 30 negative correlative
linear correlation or a weak linear correlation, r is close to 0. A
value near zero means that there is a random, non-linear
relationship between the two variables. A perfect correlation of ±1 ,0
occurs only when the data points all lie exactly on a straight line. If r Note: For r or ρ values with moderate, low, or negligible
= +1, the slope is positive. If r = −1, the slope of this line is negative correlations, Testing of Hypothesis is required to
determine if correlation really exist
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TABLE 1 Second Questions
Yes, or NO Question Pearson’s Product Correlation
Solution 𝑟 = 𝑛 ∑ 𝑥𝑦 − (∑ 𝑥) (∑ 𝑦) /
√ [𝑛 ∑ 𝑥 2 − (∑ 𝑥) 2] [𝑛 ∑ 𝑦 2 − (∑ 𝑦) 2
]
where n = the number of pairs of data x and y = the variable x and
Questions X Y XY X^2 Y^2 y = the variables
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r=-470 the slope of this line is negative
470
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r=-35
35
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r=-1 Perfect negative correlation
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(June 21-25, 2021) teachers
Dissemination of Questionnaire 9:00 a.m. 10:30a.m. 5 days
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GRAPH 2
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CHAPTER IV
Summary of Findings, Conclusions and Recommendations Findings:
Base on the study conducted by the researchers, the following
This chapter presents the summary of the major findings, as well as findings were.
conclusion drawn from the findings. The recommendations of the drawn:
study based on
the findings and conclusions of the study.
1. On the Age Profile of the Students
Summary There is a correlation between level of knowledge and the Age of
the student.
The primary purpose of this study is to is determine the Factors There 10 Female student’s respondent is that answered the online
Affecting the Academic Performance Due to COVID-19 Pandemic survey about the study. And most of them 17-18 years old and
in Grade 12 Female (HUMSS) of Federico N. Ceralde Integrated above so the survey that we float has correlation between of the
School. This seeks to answer the following question: study.
This seeks to answer the following questions.
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Conclusion: Recommendation
Based in the conclusions derived from the
Based on the findings of the study, the researchers findings of this study, the following.
have concluded that recommendations are made.
majority of the respondents belongs to 17- 20 years and above 10
male and 10 female. The researchers also concluded that: Coping with Stress via Online Services
(Guidance counselling )
The pandemic of COVID-19 has had a significant impact on our
There is a correlation between level of Pandemic and the lives. Many of us are confronted with difficulties that may be
Strand/Track of the student. stressful, upsetting, and elicit powerful emotions. Public health
On the use of Academic Performance, we can protect, understand, measures like social distance are important to stop COVID-19
and achieve the truth and we deserve that word. from spreading, but they can make us feel alone and lonely, as
well as raise tension and worry.
• Take a break Between your classes,
Even though the COVID-19 pandemic is affecting academic homework, and other obligations, you may find most of your
performance, we can estimate the likely consequences based on days booked solid with plans, activities, and tasks that need to
existing research on learning during somewhat comparable be done. If you feel overwhelmed by all that you need to do,
educational experiences, as well as news and observations of how take a break.
education is produced during the crisis.
• Seek out social support to classmates have
probably scattered. And having to stay home can be lonely. To
Indeed, the data result the evidence points it shows the pandemic combat isolation, come together with your dorm-mates or
is extremely affect their academic performance that can lead to graduate school cohort via technology.
mental health breakdown like feeling of fear, anger, alone, sadness,
worry, numbness, or frustration, changing physical activities can • Help other classmates and family members are
lead to stress, anxiety, and depression. anxious, too. You do not have to fix their problems. It is enough
to let them know they are not alone.
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Plan for Dissemination and Advocacy
The Researcher will tie up with the selected public school under the References
Schools Division Office of Dagupan City, where the informants are A. Internet /Websites:
enrolled. The researcher will also have to associate with the https://l.facebook.com/l.php?u=https%3A%2F%2Fjournals.sagepu
officials of the selected school to be able to delve deeper into b.com%2Fdoi%2Ffull%2F10.1177%2F2347631120983481%3Ffbcl
knowledge of these agencies with regards to their permission. id%3DIwAR2U5qUz27uNmOMMuvC0B3nyMaLhuDeY77H75CvxLi
D358
https://journals.plos.org/plosone/article?id=10.1371%2Fjournal.pon
e.0239490&fbclid=IwAR0dl31nInlPs-ZE4ZJpV0v7riuffeUKMoq9-
Mx7WpXW-MeiJH5LbOTNk8U#sec002
https://www.frontiersin.org/articles/10.3389/fvets.2020.594261/full
https://www.cdc.gov/coronavirus/2019-ncov/daily-life-
coping/managing-stress-anxiety.html
https://www.apa.org/topics/covid-19/student-stress
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