"ADVANTAGES AND DISADVANTAGES OF FACE TO FACE CLASSES

DURING PANDEMIC "

A Case Study Presented to the

Faculty of the Institute of Criminal Justice Education
Gov. Alfonso D. Tan College
Maloro, Tangub City

In Partial Fulfillment
of the Requirements for the Degree
BACHELOR OF SCIENCE IN CRIMINOLOGY

Steven Carl Campilan

May 2022
 GOV. ALFONSO D. TAN COLLEGE
Tangub City, 7214 Philippines
______________________________
INSTITUTE OF CRIMINAL JUSTICE EDUCATION

CERTIFICATE OF PANEL APPROVAL

This research attached here to, “ROAD AND TRAFFIC ACCIDENTS IN

TANGUB CITY: A CASE ANALYSIS” prepared and submitted by Jhunel A. Lomo
in partial fulfillment of the requirements for the degree BACHELOR OF SCIENCE IN
CRIMINOLOGY is hereby recommended for approval.

Approved by the Committee on Oral Examination

LOVE H. FALLORAN, Ph.D

Chairperson
_______
Date

ROGIELOU P. ANDAM, Ph.D LOUIE CALLORA, Ph.D

Member Member
_______ _______
Date Date

XYRIN C. MONEZA, MSCJ

Adviser
_______
Date

This research is approved in partial fulfillment of the requirements for the degree
BACHELOR OF SCIENCE IN CRIMINOLOGY.

LOVE H. FALLORAN, Ph. D

Dean, Institute of Criminal Justice Education
________
Date

NORIEL B. ERAP, Ed. D

Vice President for Academic Affairs

______
Date
 EXECUTIVE SUMMARY
A recent development of the state of education in the Philippines is the conduct of limited
face-to-face of the tertiary level. This case study aims to identify advantages and
disadvantages of face-to-face classes during pandemic. The participant of the study were
students of Criminal Justice Education in Gov. Alfonso D. Tan College, Tangub City,
Misamis Occidental. As a result, it was found out that the participant viewed face-to-face
to be advantageous in terms of self-confidence and overall capabilities development,
there is less distraction on the class, and they experienced physical trainings that would
help them prepare for their course of career. Although, the participant pointed also that
conducting face-to-face would affect them negatively in financial, health risks, problems
in safety protocol and mental health issues. With this, the researcher introduced the
Project Readiness Evaluation and Assessment(Read) For Face-To-Face Class that would
help the institution and students on solving the problems experienced and also boost the
positive things seen in conducting limited face-to-face.
Keywords: Limited Face-to-face, Mental Health, Project READ
.
 ACKNOWLEDGEMENT

I would like to express my sincere gratitude and respect to the following

individuals for making a substantial contribution that made this study successful:

To Dr. Love H. Falloran, the Institute of Criminal Justice Education's dean, for

her commitment, perseverance, and drive for excellence, which has influenced me to

create and carry out high-quality case studies.

To Ma'am Xyrin C. Moñeza, MSCJ, my case study adviser, for her thoughtful

advice, constant support, and encouragement as well as for sharing her creative thoughts

with me during the research.

To Mr. Jessrel S. Fuentevilla, the passionate OJT Coordinator, for his unwavering

oversight and direction, which gave my study a clear path.

To the panelists, Dr. Louie Collora and Dr. Rogielou Andam, also the chairperson

Dr. Love H. Falloran, thank you for your creative suggestions and recommendations

which are vital for achieving the entire study.

To my cherished parents, friends, and colleagues: thank you for your unwavering

financial, spiritual, and moral support. In particular, thank you for your words of

inspiration, which keep me going and motivate me to continue the study despite all the

obstacles I encountered while conducting this study.

Above all, the Almighty God for His providence and giving me strength to endure

difficult moments throughout this study. Honor, glory and praises unto His name forever.

- The Researcher
 DEDICATION

I dedicate my case study to my family. I want to express my sincere gratitude to

Mr. and Mrs. Campilan, my devoted parents, for their words of support and

encouragement that motivated me to complete my study. You two are incredibly

wonderful, and I appreciate you never leaving my side.

This study paper is dedicated to my wonderful father, who patiently supported me

until all of my research was completed, and to my cherished mother, who has been

actively encouraging me for months to complete my work with genuine self-confidence.

Additionally, I dedicate this work to God Almighty, who is my creator, my great

supporter, and my fountain of inspiration, knowledge, and insight. Throughout my study,

He has been the source of my strength, and I have only been able to fly on His wings.
 TABLE OF CONTENTS

Page

TITLE PAGE i

EXECUTIVE SUMMARY ii

TABLE OF CONTENTS iii

INTRODUCTION 1

LITERATURE REVIEW 2

GENERAL OBJECTIVES 3

SIGNIFICANCE OF THE STUDY 3

METHODOLOGY

Research Design 4

Research Setting 4

Research Informant 4

Research Instrument 4

Data Gathering Procedure 4

Data Analysis 4

Ethical Considerations 4

Trustworthiness of the Study 5

CASE STUDY 5

ANALYSIS OF THE STUDY 6

INTERVENTION PLAN 6

CONCLUSION AND RECOMMENDATIONS 7

REFERENCES 9
APPENDICES 10

INFORMED CONSENT FORM 11

CURRICULUM VITAE 12
Introduction

COVID-19 pandemic has a major impact on education. Since the virus spread,

numerous governments have closed millions of pupils' schools (UNESCO, 2021).

Students, mostly children, are enduring a learning crisis because to the pandemic

(UN,2020). According to Guzman, Carrasco et al. (2020), each nation must establish

procedures for the safe reopening of schools. Some findings are consistent with other

studies on higher education students that found increased stress and anxiety due to the

COVID-19 pandemic outbreak (e.g., Son et al., 2020) and increased concerns about

online learning and academic performance (Abdulghani et al., 2020; Baloran, 2020; Son

et al., 2020), pointing to the need to address pandemic-related mental health problems.

College students had enough knowledge and high-risk beliefs and were happy with the

government's health response (Baloran, 2020).

According to Commission on Higher Education(2021), President Rodrigo Roa

Duterte has granted the Commission on Higher Education's (CHED) request to expand

restricted face-to-face sessions in higher education institutions (HEIs) to other degree

programs that require hands-on experience under Modified General Community

Quarantine (MGCQ). The commission received approval after presenting evidence to the

Inter-Agency Task Force from higher education institutions (HEIs) conducting limited

face-to-face classes for medical and allied health courses that safety mechanisms were

effective in ensuring students' competencies without jeopardizing their safety.

Challenges and issues have occurred on the implementation of limited face-to-

face in Gov. Alfonso D. Tan College. These challenges and issues may affect the well-

being and learning experience of the students of Criminal Justice Education. Through this
study, the researcher can identify the advantages and disadvantages of face-to-face

classes during pandemic. This answer provided by the respondents will be beneficial to

the development and crafting of the school improvement plan.

Literature Review

Face-to-face learning offers many benefits, according to MyPath

Education(2022). It promotes social skills. Face-to-face learning allows students to

interact face-to-face. Some people's mental health may be affected by studying from

home alone. Second, real-time interactivity is used. Face-to-face learning gives pupils

help when needed. Face-to-face learning ensures you get help and explanations when you

need them. Third, it is uncluttered. People may feel forced to do housework at home, or

Netflix and sleep may be too tempting. Entering a physical classroom helps avoid

temptation. It encourages collaboration, too. It promotes critical thinking. Being in a

classroom with other students encourages live conversations and disagreements. This

type of learning environment allows students to bounce ideas off others and ask questions

to ensure appropriate comprehension.

Due to the pandemic, face-to-face learning do have its setback also. According to

article of Georgia Academy(2021), conducting a face-to-face learning during pandemic is

risky and it has a lot of problem. Some of these issues are the unsafe environment for

learning, physical classes are not flexible learning and it cost more transportation

expenses.

General Objectives
 The general objective of this study is to identify the advantages and disadvantages

of face-to-face classes during pandemic. Through this study, the school can develop

programs that could help students cope with the face-to-face classes.

Significance of the Study

The purpose of this study is to know the advantages and disadvantages of face-to-

face classes during pandemic in Gov. Alfonso D. Tan College.

Gov. Alfonso D. Tan College. This study will develop and strengthen their

implemented programs.

Criminology Teachers. This research will help them understand the situation

experienced of the Criminology students and develop some strategies to

improve or prevent things to happen.

Criminology Students. The research results will be beneficial to them since they

will be the benefactor of the programs that will help them during the face-

to-face classes.

Research Methods

In this Chapter, the research methodology used in this study was discussed

in order to achieve the purpose of this study. These are the research design,

research settings, and informant of the study, research instruments and data

gathering procedure.

Research Design. The study utilized the qualitative descriptive case study design,

which implies collecting and analyzing the study's quantitative data.

Qualitative research is an amorphous, multi-dimensional field that forbids

any case single definition or set of illustrations (Morrison, 2012).

Research Setting. The researchers conducted the study in the Gov. Alfonso D.

Tan College to conduct an interview with the 4th year Criminology

students the advantages and disadvantages of face-to-face classes during

pandemic.

Research Informant. The researcher employed purposive sampling as a non-

probability sampling method, and it occurs when the researcher's

judgment chooses elements selected for the sample. The participant of the

study was 1(one) Criminology student. Researcher also assumed that by

exercising good judgment, they can obtain a representative sample, thus

saving time and money (Black, 2010).

Research Instrument. The instrument used in gathering the data was the

interview guide questionnaire. The interview guide questionnaire was

utilized to determine the advantages and disadvantages of face-to-face

classes during pandemic.

Data Gathering Procedure. The researcher provides an inform consent to the

informant in conducting the interview. In addition, the researcher provided

clear instructions so that he could readily grasp the queries.

Data Analysis. According to Lia Figgou & Vassilis Pavlopoulos(2015), Narrative

analysis refers to a cluster of analytic methods for interpreting texts or

visual data that have a storied form. A common assumption of narrative

methods is that people tell stories to help organize and make sense of their

lives and their storied accounts are functional, and purposeful.

Ethical Considerations
 Throughout the course of this investigation, the researcher addressed ethical

concerns. To conduct the study, the informant provided complete consent. The

researchers guaranteed the secrecy of the information acquired.

Trustworthiness of the Study

The researchers identified the four components to determine the study's

trustworthiness. These are as follows:

Credibility. To establish the study's credibility, the researchers guarantee that

rigor was appropriately observed during data collection, particularly during the interview,

when the researchers avoided making inferences from the interviews based solely on

factual data obtained directly from the informant.

Confirmability. To address the study's confirmability, the researchers left aside

their personal ideas, preconceptions, and judgments in order to avoid data distortion.

Transferability. To address the study's transferability, the researchers discussed

the research setting and essential assumptions in full and displayed all data as clearly as

possible.

Dependability. To ensure the study's trustworthiness, the researchers used one-on-

one interview in acquiring relevant facts from the informant. This increased the study's

reliability.

Case Study

4th year Criminology students encountered difficulties during their online learning

for a variety of reasons. Slow internet connection is one issue that students experience. It
is one of the difficulties of teaching an online course. In addition, there are other

distractions from the environment. It has the potential to impact students' learning

processes as well as their academic achievement. Significantly, for over three (3) years

without face-to-face in Gov. Alfonso D. Tan College, Criminology students have had to

go to school for their lessons as the school's administration declared that Gov. Alfonso D.

Tan College will conduct its restricted face-to-face on June 1, 2022.

Analysis of the Study

This case study on “The Advantages and Disadvantages of Face-To-Face Classes

During Pandemic” was conducted to determine the the advantages and disadvantages of

face-to-face classes during pandemic. A qualitative method was employed, and

researcher-made interview guide questionnaire was the tool used in collecting the

relevant data. To help the Gov. Alfonso D. Tan come up with the essential program that

would maximize the opportunity of having face-to-face classes and eliminate possible

negative risk on the side of the students. It was discovered that the participants

considered face-to-face to be favorable in terms of self-confidence and overall capability

development, as there is less distraction in the classroom, and they underwent physical

trainings that would help them prepare for their career path. However, the participant

stated that doing face-to-face would have a negative impact on their finances, health

risks, problems with safety protocol, and mental health issues.

On the interview, Participant I viewed the face-to-face class to be helpful in

development of his/her self-confidence. Face-to-face class allows him/her to connect and

have conversation with his/her classmates that made him/her create the chance to

improve his confidence when facing with other people, Participant I added. Participant I
pointed out that face-to-face class would greatly boost their capabilities as Criminology

students since they need the proper training and knowledge to become law enforcers of

the Republic of the Philippines. In addition, Participant I experienced less distraction

from the different factors in learning especially that they are in classroom where it is

conducive to the teaching-learning process. Lastly, as a criminology student, he was

happy that they can conduct physical exercises or activities that beneficial to their growth

as future policeman. Physical exercises are essential to them because they will be

involved to different situation and needs conditioning throughout the process of

becoming a policeman, Participant I said.

Participant I also experienced some disadvantages of face-to-face class.

Throughout the crisis that people encounter, prices of different products have increased.

He/she shared that the fare going to school and food during the classes are burden to

them, Participant I said. For him/her, the common concern is the health risk. The spread

of the virus hasn’t stop at all, thus it would cause some health problems to them. He/she

added that even though they secure themselves on proper protocol, they can’t still avoid

having physical contact with each other. Also Participant I added that this could affect

their mental health since it was a sudden move to conduct limited face-to-face.

To summarize the perspective of Participant I, He/she viewed face-to-face class

as advantages in terms of improving self-confidence, boosting the capabilities of

students, less distraction from different aspect and as criminology student, they

experienced physical trainings for the future endeavor. Participant I shared also that face-

to-face classes during pandemic can be costly in terms of fare and food since prices of
different products in the Philippines goes up, the risk of their well-being, different

physical contact from other students that could cause disease and mental health issues.

Action Plan

I. Program Title: "PROJECT READINESS EVALUATION AND

ASSESSMENT(READ) FOR FACE-TO-FACE CLASS”

II. Program Description: The action plan was designed by the researcher based

on the result and interview during the case study entitled, “The Advantages

and Disadvantages of Face-To-Face Classes During Pandemic”. This program

aims to conduct a program that would help the students in strengthening their

mental health and coping mechanism on the implementation of limited face-

to-face.

III. Rationale: COVID-19 outbreak was devastating in any sector of the country.

But finally, after 2 years of suffering of the education sector has come to a

decision to conduct face-to-face throughout the higher education. Gov.

Alfonso D. Tan College was also delighted with this development since

learning delivery has been difficult on those times. In line with this, the study

was conducted in order to identify the advantages and disadvantages that

students experience during the period of face-to-face. With the result, the

researcher come up with the action plan to enhance and protect the mental

health and coping strategies of the students so that they can stay healthy in any

kind of aspect as the limited face-to-face advance.

IV. Implementation Scheme: The program is divided into three(3) phases.

Phase 1 is the preparation phase in which the researcher will endorse the
 action plan to the management of the GADTC. Phase 2 is the implementation

of the programs in which the different intervention will take place. Phase 3 is

the evaluation of the program if it hit the designated objectives and purpose.

Phase 3.
Phase 2.
Evaluation Phase
Phase 1.
Implementation
Conduct evaluation
Preparation Phase Phase
about the action
Endorsement of the Conduct of the program for the
action plan different strategies of possible improvement
the action plan and further
implementation
 Time Frame Proposed Objectives Strategies Person Involved Mean
Plan Verific
Projects
PHASE 1. PREPARATION PHASE
Beginning of the Endorsement To submit the Submission  GADTC Table 1. Let
Pro
Semester of the action action plan to of the letter administration & sub
plan the and action researcher and
management in plan to the plan
order to get the management
approval of the
program
PHASE 2. IMPLEMENTATION PHASE
Beginning of the Face-to-face To assess the Survey on  Faculty &  Stat
Semester Readiness readiness of the students Dat
Assessment Gov. Alfonso readiness of goo
of Alfonsos D. Tan College the Alfonsos
in health through
protocols google form
Beginning of the GADTC: To conduct Conduct an  Faculty &  Atte
Semester General dissemination orientation students the
Orientation program to by college orie
on the address the institution and
Limited Face-
different about the plan
to-Face
problems program orie
experienced on
the limited
face-to-face
 Time Frame Proposed Objectives Strategies Person Involved Mean
Plan Verific
Projects
Every Month Project To improve Conducting  Faculty,  Eva
CILE: the evaluation Administrators, form
Continuous environment and check-up Building In- cond
Improvement of the learners on the charge the
of Learning by providing a environment envi
Environment conducive of
learning rooms stud
Every Month GADTC: To strengthen Guidance Guidance  Log
Coping up the mental counselling to Counselor & jour
on the health and the students students
changes and coping
Mental adaptability of
Health the students
Awareness for the limited
face-to-face
classes
PHASE 3. EVALUATION PHASE
Last week of the Program To evaluate Meeting with Dean & Faculty  Pict
Semester Evaluation the the mee
effectiveness administration min
of program about the pros the
implemented and cons of atten
to address the the program the m
identified and possible
problems improvement
during the
limited face-
to-face classes
Conclusion and Recommendation

In conclusion, although students wanted face-to-face classes, it seems that

disadvantages can’t be ignored. The researcher can conclude that many students would

benefit from the face-to-face classes especially those courses that needs practical

knowledge in the field and students could learn skills that could not be learned from

online platform of learning. It is evident that face-to-face class has the potential to bring

out the best of the students and be a future asset to the country. Still, Gov. Alfonso D.

Tan College should ensure the well-being of the students no matter how important

conducting limited face-to-face to the students. A guidance program should also be

present at this moment since the students haven’t cope with the recent changes of

teaching-learning process of the school.

The following recommendations are drawn and recommended based on the results

of the study. First, the institution should critically craft program that would enhance the

practice of the limited face-to-face as well as strengthening the well-being of the students

to have a safe and conducive environment for the students. And finally, the guidance

program should promote mental health and equip students with relevant skill in

adaptability of different situation or changes in the environment.

 REFERENCES

CHED. (2021, November 8). Expansion of limited face-to-face classes to other degree
programs approved by PRRD - ched. CHED. Retrieved July 8, 2022, from
https://ched.gov.ph/expansion-of-limited-face-to-face-classes-to-other-degree-
programs-approved-by-prrd-ched/

Fernandez-Guzman D, Sangster-Carrasco L, Pinedo-Soria A. COVID-19 in Latin

America and the Caribbean: what is known about the status of school
reopening? J Pub Health 2020. https://doi.org/10.1093/pubmed/fdaa205.

Georgia Academy. (2022). Face to face learning: Advantages and disadvantages |

georgia. Retrieved July 8, 2022, from
https://georgia.edu.ph/blogs/2021/12/09/Advantages-and-Disadvantages-of-Face-
to-Face-Learning-in-the-Pandemic

MyPathEducation, M. P. (2022, April 13). 6 benefits of face-to-face learning. MyPath

Education. Retrieved July 8, 2022, from https://mypatheducation.edu.au/health-
and-aged-care-courses/6-benefits-of-face-to-face-learning/

UN. Policy Brief:The Impact of COVID-19 on children, 2020, 1–

17.https://unsdg.un.org/sites/default/files/202004/160420_Covid_Children_Policy
_Brief. pdf.
UNESCO. UNESCO’s support: Educational response to COVID-19. 2020 January 1,
2021]; Available from: https://en.unesco.org/covid19/educationresponse/support.
 Appendix A
Informed Consent Form

You are invited to participate in a survey as part of the study “ADVANTAGES AND
DISADVANTAGES OF FACE TO FACE CLASSES DURING PANDEMIC’’. If
you agree to participate, you will be asked to affix your signature on the space provided
and answer the questions being asked. The survey responses in this study will be
confidential. If you decide not to participate or if you withdraw from the study, there is
no penalty or loss of benefits to which you are otherwise entitled. This research is being
conducted by Steven Carl Campilan.

___________________________________
Signature
 Appendix B
Interview Guide
Gov Alfonso D. Tan College
Maloro, Tangub City

ADVANTAGES AND DISADVANTAGES OF FACE TO FACE CLASSES

DURING PANDEMIC
I. Greeting
II. The researchers will introduce themselves
III. Discuss the purpose of the study
IV. Provide structure of the interview
V. Key Questions
1. What are the advantages of face-to-face classes?
2. What are the disadvantages of face-to-face classes?

VI. Probing Questions

1. Can you enumerate some experience of face-to-face classes?
2. How did you manage to keep up in the face-to-face classes?
VII. Ending Remark
1. Ask if he/she would like to see a copy of the results.
2. Thank the participant.
 Actual Interview

Transcript Response

Participant: Student 1 Duration: 5:05 minutes

Date and Time of Interview: July 26, 2022, 3:36 PM

Interviewed & Transcribed by: STEVEN CARL CAMPILAN Transcript Number: 1

Mode of Interview: Personal Interview

Line Utterances
Numbers
Researcher: Good afternoon Sir, Ako diay si Steven Carl Campilan. Ga-
eskwela sa Gov. Alfonso D. Tan College. Nag-interview ko karon alang sa
akong case study about sa Advantages and Disadvantages of face-to-face
classes nga gi-hemo sa GADTC. Naa lang koy mga pipila ka panguta Sir.
Pwedi raba Sir?
Participant I: Pwedi ra kayo.
Researcher: Unsay kanindot sa face-to-face nga gi-conduct sa GADTC
alang sa klase?
Participant I: Para nako, naka build-up kini sa akong confidence labaw na
kay nagkitaay na mi sa akong classmate and teachers. Nindot siya ng ana-
implement najud ni siya kay para nako mas nindot og mahatag nga
development ang face-to-face kay sa mag-online or module. Makatabi-tabi
nako sa akong classmate plus makapaminaw jud tag tarong sa maestra og
maestro. Dayun, dili na kayo ko ma-distract enig klase kay kabalo ka aning
sa online nga naa rata sa balay or mangita tag lugar niya nay daghang saba
sa palibot or masugoan ta sa atong ginikanan. Ang pinakaimportante jud
kay kanang maka-conduct namig physical activities or exercise kay
importante kayo sa among lawas nga himsog og condition labaw nag inig
ma police nami puhon.
Researcher: Unsa pud ang mga kabati or disadvantages sa magface-to-
face sir?
Participant I: Sa panahon karon, mahadlok pa gihapon ko anang tapok2x
kay bisan paman nga gitugtan nata magface-to-face naa raman gihapon ang
COVID-19. Then, mi sabay pajud ang pagmahal sa mga pamaliton
syempre apil na ang plete. Lisod kayo jud. Dayun, murag kalit2x ang pag-
implement sa face-to-face murag need namo maka-adjust labaw na kay
nag-apas ang mga teachers sa mga e-tudlo.
Researcher: Daghang salamat kayo sa emong mga tubag Sir.
Participant I: Sige.

CURRICULUM VITAE
Name : Steven Carl A. Campilan
Nickname : Kaloy/ Carlo
Nationality : Filipino
Date of Birth : June 28, 1999
Place of Birth : P-3 Lorenzo Tan Tangub City
Misamis Occidental
Address : P-3 Lorenzo Tan Tangub City
Misamis Occidental
Sex : Male
Civil Status : Single
Religion : Roman Catholic
Father’s Name : Democrito G. Campilan Jr.
Mother’s Name : Bonilyn A. Campilan

EDUCATIONAL BACKGROUND

Tertiary : Bachelor of Science in Criminology

Governor Alfonso D. Tan College
May, 2022

Secondary : Lorenzo Tan National High School

Lorenzo Tan Tangub City
April, 2018

Elementary : Lorenzo Tan Memorial Central School

Lorenzo Tan Tangub City
March, 2012

ORGANIZATIONAL/AFFILIATION

2018-2022 : Member of GAMMA KAPPA PHI 1962

Member of BROTHERS CLASSIC

SEMINAR/WORKSHOP/WEBINAR ATTENDED

2018 : Drug Symposium Seminar

Gov. Alfonso D. Tan College
Maloro, Tangub City

2019 : Fire Prevention and Control Workshop Seminar

Gov. Alfonso D. Tan College
Maloro, Tangub City
 2019 : Crime Scene Investigation Workshop Seminar
Gov. Alfonso D Tan College
Maloro, Tangub City

2021 : “Updates of the Criminology Education and Profession” as

provided in R.A. 11131, “The Philippine
Criminology Profession Act of 2018” (Webinar)

2021 : “Criminologists Board Exam Policies, Guidelines,

and Updates”. (Webinar)

2021 : “The Nature and Future of Private Detective &

Investigative Services in the Milieu of Public Safety and
Industrial Security”. (Webinar)

2021 : “Safety Officers State and Career Progression in the 4th

Industrial Revolution”. (Webinar)