CHAPTER I

THE PROBLEM AND ITS BACKGROUND

This chapter presents the introduction, theoretical framework, conceptual

framework, statement of the problem, scope and limitation of the study, significance of

the study and definition of terms.

Introduction
The outbreak of coronavirus disease (COVID-19) has been declared a Public

Health Emergency of International Concern (PHEIC) and the virus has now spread to

many countries and territories. While a lot is still unknown about the virus that causes

COVID-19, we do know that it is transmitted through direct contact with respiratory

droplets of an infected person (generated through coughing and sneezing) Individuals

can also be infected from touching surfaces contaminated with the virus and touching

their face (e.g., eyes, nose, mouth). While COVID-19 continues to spread it is important

that communities take action to prevent further transmission, reduce the impacts of the

outbreak and support control measures.

COVID-19 pandemic is an ongoing pandemic caused by severe acute respiratory

syndrome coronavirus 2 (SARS-CoV-2). It was first identified in December 2019

in Wuhan, China. The World Health Organization declared the outbreak a Public Health

Emergency of International Concern on January 30 2020 and a pandemic on March 11.

As of September 9, 2020 more than 27.6 million cases have been reported in more than

188 countries and territories, resulting in more than 898,000 deaths; more than

18.5 million people have recovered.[1]

1
 The pandemic is first and foremost a health crisis. Many countries have

(rightly) decided to close schools, colleges and universities. The crisis crystallises the

dilemma policymakers are facing between closing schools (reducing contact and saving

lives) and keeping them open (allowing workers to work and maintaining the economy).

The severe short-term disruption is felt by many families around the world: home

schooling is not only a massive shock to parents’ productivity, but also to children’s

social life and learning. Teaching is moving online, on an untested and unprecedented

scale. Student assessments are also moving online, with a lot of trial and error and

uncertainty for everyone. Many assessments have simply been cancelled. Importantly,

these interruptions will not just be a short-term issue, but can also have long-term

consequences for the affected cohorts and are likely to increase inequality.

The protection of children and educational facilities is particularly important.

Precautions are necessary to prevent the potential spread of COVID-19 in school

settings; however, care must also be taken to avoid stigmatizing students and staff who

may have been exposed to the virus. It is important to remember that COVID-19 does

not differentiate between borders, ethnicities, disability status, age or gender. Education

settings should continue to be welcoming, respectful, inclusive, and supportive

environments to all.

Measures taken by schools can prevent the entry and spread of COVID-19 by

students and staff who may have been exposed to the virus, while minimizing disruption

and protecting students and staff from discrimination.[2]

2
 President Rodrigo Duterte is doubtful that the Philippines is ready to implement

online learning as an alternative to actual classroom classes to prevent the spread of the

coronavirus disease (COVID-19).

According to Department of Education online learning was only one of its options

since schools would not be allowed to hold face-to-face classes unless a vaccine was

found. The mode of learning will depend on the resources available to the student. It

also said preparations were ongoing for home-based learning through any or a blending

of TV, radio, online and printed modules. DepEd also said it was tapping private

partners and local government units to assist in the implementation of school year 2020-

2021, in order that more learners could continue their education despite the health

crisis.[3]

Even as schools shut down because of the COVID-19 pandemic, learning does not

have to stop, it merely has to evolve. With new technology and more established forms

of mass media, educators are finding new ways to extend their classrooms beyond the

constraints of traditional walls.

In an article published in the World Economic Forum last March, it was hinted that

the disruption can give educators time to rethink education. This, according to TalentED

Consultancy ApS founder and chief consultant Poornima Luthra, and Copenhagen

international director Sandy Mackenzie. Technology has stepped into the breach, they

say, and will continue to play a key role in educating future generations. That's why the

3
role of the educator must change as well in a world where knowledge is a mouse-click

away. This break allows us to question what we need to teach and what we are
[4]
preparing students for.

On other level, Panicgogy means understanding students' practicalities. Some

only have smartphones. Some have family responsibilities. Some have been sent home

and need to find a new place to live, new job, and new health insurance. [5] During the

Covid19 lockdown period, classes carry on as usual. However, the method of delivery by

the lecturers needs to change. Lecturers should quickly opt to switch their teaching

methods from face-to-face to online learning. Although this change may cause troubles

to the majority of the lecturers, the advancement of technology and constant sharing

sessions by the learning providers and expert mentors may soothe the worries away.

However, the learning outcome is not about lecturers. The focal point of teaching

and learning is about the students, our future generation. Knowing what hinders the

students’ understanding is of the utmost importance for the lecturers to achieve the

course learning outcome. Students may face various learning disabilities and limitations.

For instance, having a smartphone does not guarantee that the students would be able

to follow through online lectures if sufficient and stable internet connection is not

available. Additionally, other hindrances may also pose challenges to students’ learning

such as unavailability of appropriate devices - some students may not own a laptop or

computer which is more capable of helping them doing assignments. Informal

observation among the lecturers has also pointed out the students’ burden in

4
shouldering some family responsibilities. While at home, the students are taking the

opportunity to help their parents with house chores and even doing a part-time job to

support the family financially.

Going to school is the best public policy tool available to raise skills. While school

time can be fun and can raise social skills and social awareness, from an economic

point of view the primary point of being in school is that it increases a child’s ability. Even

a relatively short time in school does this; even a relatively short period of missed school

will have consequences for skill growth. But can we estimate how much the COVID-19

interruption will affect learning? Not very precisely, as we are in a new world; but we can
[6]
use other studies to get an order of magnitude.

This study focuses in knowing the impact of online and modular strategies during

pandemic in selected Grade – 11 Students in Greenfield Montessori School Tanay Main

Campus.

This study aims to assess the level of impact that online and modular classes

brings throughout the time of pandemic.

This study is designed to help students, faculties, teachers, parents, government

in planning and providing better education in the middle of CoronaVirus pandemic.

Theoretical Framework

According to David Crowe the world is suffering from a massive delusion based

on the belief that a test for RNA2 is a test for a deadly new virus, a virus that has

emerged from wild bats or other animals in China, supported by the western assumption

5
that Chinese people will eat anything that moves. If the virus exists, then it should be

possible to purify viral particles. From these particles RNA can be extracted and should

match the RNA used in this test. Until this is done it is possible that the RNA comes from

another source, which could be the cells of the patient, bacteria, fungi etc. There might

be an association with elevated levels of this RNA and illness, but that is not proof that

the RNA is from a virus. Without purification and characterization of virus particles, it

cannot be accepted that an RNA test is proof that a virus is present. Definitions of

important diseases are surprisingly loose, perhaps embarrassingly so. A couple of

symptoms, maybe contact with a previous patient, and a test of unknown accuracy, is all

you often need. While the definition of SARS, an earlier coronavirus panic, was self-

limiting, the definition of COVID-19 disease is openended, allowing the imaginary

epidemic to grow. Putting aside the existence of the virus, if the COVID-19 test has a

problem with false positives (as all biological tests do) then testing an uninfected

population will produce only false-positive tests, and the definition of the disease will

allow the epidemic to go on forever. This strange new disease, officially named COVID-

19, has none of its own symptoms. Fever and cough, previously blamed on uncountable

viruses and bacteria, as well as environmental contaminants, are most common, as well

as abnormal lung images, despite those being found in healthy people. Yet, despite the

fact that only a minority of people tested will test positive (often less than 5%), it is

assumed that this disease is easily recognized. If that were truly the case, the majority of

people selected for testing by doctors should be positive. The COVID-19 test is based

6
on PCR, a DNA manufacturing technique. When used as a test it does not produce a

positive/negative result, but simply the number of cycles.

Officially the virus is called SARS-CoV-2 and the disease it is believed to caused,

COVID-19. We will just refer to COVID-19 for the current virus panic, and SARS for the

2003 panic.

Ribonucleic Acid (RNA) is chemically very similar to DNA, except that one of the

four bases, Thymine, is replaced by Uracil. In function it is very different, being created

from DNA for a temporary use such as creating a protein molecule. It is also found in a

single strand rather than a double-helix. 2 required to detect sufficient material to beat

the arbitrary cutoff between positive and negative. If positive means infected and

negative means uninfected, then there are cases of people going from infected to

uninfected and back to infected again in a couple of days.

A lot of people say it is better to be safe than sorry. Better that some people are

quarantined who are uninfected than risk a pandemic. But once people test positive,

they are likely to be treated, with treatments similar to SARS. Doctors faced with what

they believe is a deadly virus treat for the future, for anticipated symptoms, not for what

they see today. This leads to the use of invasive oxygenation, high dose corticosteroids,

antiviral drugs and more.

In this case, some populations of those diagnosed (e.g. in China) are older and

sicker than the general population and much less able to withstand aggressive

treatment. After the SARS panic had subsided doctors reviewed the evidence, and it

showed that these treatments were often ineffective, and all had serious side effects,

7
such as persistent neurologic deficit, joint replacements, scarring, pain and liver disease.

As well as higher mortality.[7]

According to Jack Mezirow’s transformative learning theory, learning begins with

an experience that leads to what is called a disorienting dilemma (aka, cognitive

dissonance, or the discomfort that comes from realizing your current understanding of

the world does not fit with current evidence). The unexpected, unplanned, and sudden

shift to online learning caused by COVID-19 has certainly been an experience that has

led to cognitive dissonance as our assumptions about education have been challenged

and stark inequities in our system have been exacerbated. [8]

Conceptual Framework

The study utilized the IPO (Input-Process-Output) Model on which the

researchers have a clear conceptual model showing and visualizing the assessment of

study skills.

The model used in this study provides a more distinct and quantifiable variable,

and names the phenomenon depicting on the study.

This shows what are the data needed to accomplish the research, what process

and instrument used to treat the information gathered from the participants of the study,

and what results revealed after analyzing the data collected.

8
 Conceptual Model

INPUT PROCESS OUTPUT

Demographic Profile -Collection of data -Researchers already

 age; through the use of assessed the impact of
 gender; and questionnaire checklist. online and modular
 strand class during pandemic.
- Analysis of data
To assess the level of gathered.
impact of online and
modular class during -Interpretation of data
pandemic of the chosen
respondents.

FEEDBACK

Figure 1

CoronaVirus Disease (COVID – 19): The Impact of Online and Modular

Class During Pandemic in Selected Grade – 11 Students in Greenfield Montessori

School, Tanay Main Campus SY: 2020 – 2021

This figure explains the input needed for the research, how it is being processed,

and what will be the result or the findings after the research. Figure1 shown for the input,

the researcher sought for the profiles of the students; age, gender and strand, and to

9
assess the level of study skills of the chosen respondents. The process included the

collection of data through the use of the questionnaire checklist then it will be analyzed

and evaluated by the researchers and afterwards there will be the interpretation of the

gathered data. The output of the study is the result of the assessment of level of the

impact of online and modular class during pandemic.

Statement of the Problem

This study entitled CoronaVirus Disease (COVID – 19): The Impact of Online and

Modular Class During Pandemic in Selected Grade – 11 Students in Greenfield

Montessori School, Tanay Main Campus aims to answer the following questions.

1. What is the demographic profile of the respondents?

1.1 age;

1.2 gender; and

1.3 strand?

2. What is the impact of online and modular class to the students based on the

following factors:

2.1 Time management;

2.2 Study techniques;

2.3 Study equipment

3. What is the overall level of impact of online and modular classes to

selected Grade -11 students?

10
Scope and Limitation

This study aims to determine the impact of online and modular class during

pandemic in selected students in Grade 11. The researchers will give a questionnaire

checklist that is required to be answered by the said respondents in Senior High School

Department through online regarding with their online classes, time management, study

equipment and study environment. This study also will serve as the key for the chance

to plan and improve the teaching strategies throughout the time of pandemic. The study

is largely dependent on the honesty, sincerity, and integrity of the chosen respondent.

This study is limited only to selected Grade-11 students of Greenfield Montessori

School - Tanay Main Campus.

Significance of the Study

The researchers believe that the following will benefit from the findings of this

study.

School Administrator. The result of this study could serve as a baseline data to

plan that is suitable to their learners who`s struggling from online and modular class.

Teachers. The study will also be of help in understanding better and helping their

students to learn well in the time of pandemic.

Students. The study will provide students an information about how their co-

learners surpassed the online and modular classes.

Parents. The study will help the parents to be informed about their child’s activity

during the pandemic.

11
 Government. The result of the study could serve as a baseline data to improve

more their next plan.

Future Researchers. The result of this study can serve as basis for further study

about the impact of online and modular class during the pandemic.

Definition of Terms

For the purpose of clarification, the important terms used in this study has been

defined for smooth progress of understanding and clarity of major concepts used in this

study.

 Crisis - a condition of instability or danger, as in social, economic,

political, or international affairs, leading to a decisive change.

 Demographic - Relating to the structure of populations.

 Dilemma - a situation in which a difficult choice has to be made between

two or more alternatives, especially equally undesirable ones.

 Disorienting Dilemma - The catalyst for perspective transformation.

 Exacerbate - to increase the severity, bitterness, or violence of

(disease, ill feeling, etc.); aggravate.

 Pandemic - prevalent throughout an entire country, continent, or the whole

world; epidemic over a large area.

 Panicgogy - Panicgogy means understanding students' practicalities

12
 RNA - . Ribonucleic acid is a polymeric molecule essential in various

biological roles in coding, decoding, regulation and expression of genes.

13
 CHAPTER II

REVIEW OF RELATED STUDIES

This chapter presents the literature and studies related to the research.

Foreign Literature

According to Reville 2020, twenty-first century learning absolutely requires

technology and internet. We can’t leave this to chance or the accident of birth. All of our

children should have the technology they need to learn outside of school. Some

communities can take it for granted that their children will have such tools. Others who

have been unable to afford to level the playing field are now finding ways to step up.

Boston, for example, has bought 20,000 Chromebooks and is creating hotspots around

the city where children and families can go to get internet access. That’s a great start

but, in the long run, I think we can do better than that. At the same time, many

communities still need help just to do what Boston has done for its students. [9]

As stated in Wikipedia 2020, the COVID-19 pandemic has affected educational

systems worldwide, leading to the near-total closures of schools, universities and

colleges. Most governments around the world have temporarily closed educational

institutions in an attempt to reduce the spread of COVID-19. As of 4 September 2020,

approximately 1.277 billion learners are currently affected due to school closures in

response to the pandemic. According to UNICEF monitoring, 46 countries are currently

implementing nationwide closures and 27 are implementing local closures, impacting

14
about 72.9 percent of the world's student population 72 countries' schools are currently

open.[10]

According to Tam & El-Azar 2020, coronavirus (COVID-19) has changed how

students are educated around the world. Those changes give us a glimpse at how

education could change for the better - and the worse - in the long term. With the

coronavirus spreading rapidly across Asia, Europe, the Middle East, and the United

States, countries have taken swift and decisive actions to mitigate the development of a

full-blown pandemic. In the past two weeks, there have been multiple announcements

suspending attendance at schools and universities. As of March 13, the OECD

estimated that over 421 million children are affected due to school closures announced

or implemented in 39 countries. In addition, another 22 countries have announced

partial "localized" closures.[11]

These risk-control decisions have led millions of students into temporary ‘home-

schooling’ situations, especially in some of the most heavily impacted countries, like

China, South Korea, Italy, and Iran. These changes have certainly caused a degree of

inconvenience, but they have also prompted new examples of educational innovation.

Although it is too early to judge how reactions to COVID-19 will affect education systems

around the world, there are signs suggesting that it could have a lasting impact on the

trajectory of learning innovation and digitization.

According to Oyoque and Brown 2020, digital education will increase levels of

safety, which may make students feel more willing to engage with learning materials

15
from safe, comforting spaces. Anxieties concerning strict class schedules and in-person

discussions may also be relieved as a result of professors and the university switching to

online, Oyoque and Brown said. Online instruction also helps students practice effective

time management through the 'work at your own pace' model. [12]

According to the United States 2020, it will not take in any new foreign students

seeking online-only study, after rescinding a hotly contested order to expel those already

here and preparing for that because of the pandemic. The policy change was

announced in a statement by Immigration and Customs Enforcement. President Donald

Trump has made a tough line on immigration a cornerstone of his message and has

suspended several kinds of visas for foreigners during the coronavirus crisis. The

original policy change of revoking the visas of foreign students whose classes will move

online in the autumn was taken to court by top universities including Harvard and MIT,

teachers unions and at least 18 states. And on July 14 the administration reversed

course and rescinded the decision.[13]

According to the U.S. Immigration Officials new international students -- unlike

current international students -- cannot come to the U.S. to take an entirely online

course of study. However, while one expert noted a lack of clarity on this point, the

guidance issued Friday by the Student and Exchange Visitor Program seems to affirm

that new international students may enroll in hybrid programs consisting of a mix of in-

person and online courses, as long as their coursework is not "100 percent online." It

also says that students will not be at risk of deportation if their institutions switch from an

16
in-person or hybrid mode to an online-only mode in the middle of the term due to the

pandemic. The new guidance falls short of what colleges were asking for. Higher

education groups had advocated for new international students to be granted visas to

come to the U.S. to start their college programs regardless of whether their institutions

planned in-person, hybrid or online-only modalities for the fall semester.[14]

According to Kim 2020, young students will miss out on key parts of the

curriculum that will have to be modified for online learning. Early elementary school

students often learn key skills through group socialization and physical, hands-on

activities such as painting or group games, all of which will be impossible to conduct

over video chat. Additionally, some students will not have the support at home to gather

necessary supplies or even log in to their lessons.[15]

According to Chiu 2020, the teachers are prepared, online classes are about to

start, but not every student is ready to log on. Some families can’t afford internet at

home, pushing students to find creative solutions to continue learning. As the

coronavirus epidemic keeps Chinese campuses shut for weeks, grade schools and

colleges alike are turning to virtual classrooms to keep classes going. Students are

asked to tune in to live-streamed lessons from phone apps, type out queries in real-time

messages, and submit homework by WeChat. But this is harder for some than others as

a result of China’s stark digital divice.[16]

According to 2017 data from the National Telecommunications and Information

Administration (NTIA), 3.1 million households (14.1%) with school-aged children have no

17
wired broadband connection at home. Though some of these families likely have a

wireless subscription, these data plans aren’t sufficient for extended online learning.

The transition to digital learning will be especially challenging within lower-income

neighborhoods and communities of color. Broadband adoption rates in Black and Latino

or Hispanic households lag behind white households by 6.8% and 3.4%, respectively.

Further, when Black and Latino or Hispanic households do have in-home broadband,

they’re more likely than white households to rely only on mobile connections.[17]

According to President Donald Trump 2020, measure had been seen as a move

to put pressure on educational institutions that are adopting a cautious approach to

reopening amid the global COVID-19 pandemic. Many schools depend heavily on the

tuition paid by those students. Most U.S. colleges and universities have not yet

announced their plans for the fall semester but Harvard has said all its classes for the

2020-21 academic year will be conducted online, “with rare exceptions.” [18]

Local Literature

According to the Department Secretary Leonor Briones 2020, country has been

practicing distance learning for decades. Several colleges have been giving online

modules and tests to their students as part of their curriculum. In spite of this statement,

challenges surrounding online learning still persist during the present time. That said;

with proper knowledge and support from the government, we’ll be able to achieve a

fruitful semester.[19]

18
 According to DepEd 2020, the most preferred options students chose for

distance learning are printed modules or online classes for the next school year,

according to the Learner Enrollment and Survey Form (LESF) conducted by the

Department of Education (DepEd). In a slide presented in a July 1 press briefing, the

DepEd found around 2 million students want to learn online, while 3.8 million students

want printed materials as a mode of instruction (also called the “modular” method).[20]

According to Lupokhina 2019, learners expect systems and software that fits

around a busy lifestyle and career needs. For many, sitting down and taking notes from

books for hours at a time isn't always practical. Instead, learning providers need to

recognize that more versatile approaches that deliver knowledge in bursts and provides

support around the clock. Let’s look at the major technology trends that will impact

workplace learning in the near future. Creating modular online resources should make

this significantly easier. This way, courses can change more easily as the needs of

learners change. Courses can change as new research comes to the surface. Or when

regulatory changes come into force, L&D in workplaces can adapt and deliver according

to new learning needs.[21]

According to Torres 2020, when the first cases of COVID-19 were confirmed in

the country, classes were immediately suspended. A few weeks later, the enhanced

community quarantine was implemented, leaving the academic community with no

choice but to close down campuses. To continue the school year, the academe required

students to comply with requirements through online classes. Not every student can do

so. Those who live in and have gone home to the provinces during quarantine may not

19
have stable internet connection, and others may not have the necessary tools to

participate in online classes. Meanwhile, other students may also be experiencing

financial difficulties with their families due to the quarantine, while others may be

experiencing strains on their mental health worrying for the safety and security of

themselves and their loved ones. When the first cases of COVID-19 were confirmed in

the country, classes were immediately suspended. A few weeks later, the enhanced

community quarantine was implemented, leaving the academic community with no

choice but to close down campuses. To continue the school year, the academe required

students to comply with requirements through online classes.[22]

According to Flores 2020, issue of online classes is one about access. More

broadly, it is about the education system, and the problems that hinder us from making

online classes a reality. The pandemic has also highlighted the need to improve the

education system, and presents an opportunity to do so. It’s worth mentioning that

DepEd, local government units (LGUs), and other organizations have already been

working to make sure the elements identified by the experts as necessary are within

reach. Nonetheless, this article aims to identify what concrete actions can be taken to

make online learning work.[23]

According to Education Undersecretary Tonisito Umali 2020, teachers should not

be worried about losing their jobs since their participation in distance learning is still

highly required. The opening of classes will push through on August 24 saying it can no

longer be postponed to a later date. Under Republic Act 7797, the school year shall start

on the first of June but not later than the last day of August. DepEd were holding

20
simulations in different areas in the country to make sure that the distance learning

modalities would be a success. The DepEd shifted to distance learning for the coming

school year in compliance with President Rodrigo Duterte’s directive for schools to

postpone face-to-face classes until a vaccine for COVID-19 becomes available.[24]

According to Jim 2020, problems have arisen as to how students who do not

have stable internet connectivity will have access to education amidst this pandemic.

Educators, parents, and students have different views on this issue, but the Department

of Education proposed different modalities of learning. One of which is modular distance

learning. This mode of learning is a response to the call for education among students

who prefer the traditional way of learning. Teachers hand over the printed modules to

the parents or guardians of students once a week. These contain different activities,

discussions, and performance tasks which the students need to accomplish on their

own.[25]

According to Encabio 2020, the number of COVID-19 cases continue to increase

exponentially in the Philippines, giving the government a problem on the reopening of

schools and universities. Classes started being suspended in early February in

response to proliferating COVID-19 cases, despite there being more than two months of

teaching left in the school year. Many parts of the country, including the capital Metro

Manila, were placed under an enhanced community quarantine (ECQ).The ECQ

restricted most outdoor movement, including schools. This placed a heavy burden on

students who were on the verge of moving up another year or completing their studies

entirely. Many parents or working students would feel shortchanged if their learning

21
would end abruptly for the year, but the threat of COVID-19 also can’t be overstated. By

all means, suspending classes was imperative to curb the spread of the respiratory

virus. But the education of the nation’s youth is also crucial, hence the challenge for the

government is to strike a balance between catering the academic needs of the students

while preventing COVID-19 outbreaks in our schools.[26]

According to Tria 2020, the present COVID-19 pandemic has brought

extraordinary challenges and has affected the educational sectors, and no one knows

when it will end. Every country is presently implementing plans and procedures on how

to contain the virus, and the infections are still continually rising. In the educational

context, to sustain and provide quality education despite lockdown and community

quarantine, the new normal should be taken into consideration in the planning and

implementation of the “new normal educational policy”. [27]

As Bishop Mallari 2020, who chairs the Episcopal Commission on

Catechesis and Catholic Education of the Catholic Bishops Conference of the

Philippines pointed out during a May interview with media, many families “are not

prepared financially [and] technologically” for online learning. Some can’t afford the

computers or even smart phones needed, or to subscribe to Wi-Fi providers and master

the use of the technology involved within a short two months. As some news reports

have noted, some teachers are similarly unprepared, either because they don’t have the

devices needed and can’t afford them, and/or are also as technologically challenged as

their students.[28]

22
 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research design, subject of the study, setting of the

study, procedure of the study, research instrument, and statistical treatment of data.

Research Design

The type of research method that is used by the proponents in this study is the

descriptive research method. That it is focused on the impact of online and modular

class during pandemic on selected grade-11 Students of Greenfield Montessori School

– Tanay Main Campus. The descriptive design focuses at the present condition.

The descriptive research method is used in gathering the needed information for

this study. This strategy empowers the researchers to decipher the hypothetical

significance of the discoveries and advancement for additional examinations. In

particular, the analysts used an online poll kind of elucidating research technique which

empowers the specialists to accumulate data from the respondents without the

respondents having any troubles in addressing the inquiries needed for the researchers

to have data in regards to their investigation abilities. Analysts will utilize online survey

because of pandemic happening today.

According to McCombes (2019), descriptive research aims to accurately and

systematically describe a population, situation or phenomenon. It can answer

what, where, when and how questions, but not why questions.[29]

23
 A descriptive research design can use a wide variety of research methods to

investigate one or more variables. Unlike in experimental research, the researcher does

not control or manipulate any of the variables, but only observes and measures them.

The research design was utilized in this study because the purpose of this study

is to analyze and assess the Impact of Online and Modular Class During Pandemic in

Selected Grade – 11 Students.

Subject of the Study

The subject of the study consisted of Senior High School students from

Greenfield Montessori School-Tanay Main Campus coming from Grade 11.

The respondents for this study were selected through sampling technique which

provides a range of methods that enable to reduce the amount of data needed to collect

by considering only data from a subgroup rather than all possible cases or elements.

The sample of selected Grade – 11 students that took part on this study were

chosen through simple random sampling which is the basic sampling technique where

we selected a group of subjects (a sample) for the study from a larger group (a

population).

Setting of the Study

This study was conducted at Greenfield Montessori School-Tanay Main Campus.

Which was located at E. Rodriguez Avenue Barangay Katipunan Bayani Tanay, Rizal.

This school has two other satellite campuses established at Masanting Barangay

Sampaloc Tanay, Rizal and in 219 M. Bellin Str. Special Dist. Jala-jala, Rizal.

24
 This educational institution is offering childhood education, elementary education,

junior high school program and lastly senior high school program which enhances and

improves student’s competencies and capabilities to look forward on the importance of

having knowledge about education.

Vicinity Map of Greenfield Montessori School-Tanay Main Campus

25
Research Procedure

The study strived to assess the impact of online and modular class during

pandemic on students, in terms in dealing with struggles and find ways on how to

develop and improve the study strategies when they are studying in new normal

process.

In the process of conducting the study, much needed procedures were executed.

The study’s major problems and sub problems were identified. There is also a process

of gathering necessary review of related literature and studies.

The research personally administered the online test questionnaires to the

respondents and provided them with clear instructions on how to answer which aims to

draw out proper responses on the objectives of this study was constructed. The

respondents answered the test questionnaires at their convenient time and place within

the Google Survey.

The online questionnaires were retrieved on the same day of the administration.

Data was extracted from the questionnaires will be classified, organized and tabulated

accordingly.

Permit to construct research and study was secured of letter requesting

permission to the principal and directress of Greenfield Montessori School- Tanay Main

Campus.

Data gathered by the researchers were checked, classified, tabulated and

analyzed according to the research design described. Analysis and interpretation of data

26
helped to formulate findings, conclusions and recommendations and prepared for final

presentation to the experts of different fields of specialization.

Next, chapters one and two were submitted to the thesis adviser for further

editing and revisions.

Final online oral defense occurred, and all the suggestions and recommendations

were integrated in the final copy. Then hardbound copies were submitted to the

research instructor as a requirement in the fulfillment of the subject Practical Research

2.

Research Instrument

The research instrument is the questionnaire checklist to test the impact of online

and modular class during pandemic. The said questionnaire will have 7 statements for

each factor. The respondents again will rate the statements based on what is true. Then

their answers will be analyzed through the use of the rating scale to assess the impact

of online and modular class during pandemic.

Range Verbal Interpretation

3.26 – 4.00 Excellent

2.51 – 3.25 Great

1.76 – 2.50 Good

1.00 – 1.75 Fair

27
 The researchers obtained the respondents’ level of study skills through self-

rating. Level of study skills are measure with the following rating scale with definitions:

4 – Excellent

The impact of online and modular class during pandemic in respondents is

excellent.

3 – Great

The impact of online and modular class during pandemic in respondents is

great.

3 – Good

The impact of online and modular class during pandemic in respondents is

good.

1 – Fair

The impact of online and modular class during pandemic in respondents

is fair.

28
Statistical Treatment of Data

The study utilized the following statistical treatment in analyzing the data gathered

and answering questions cited in the statement of the problem.

To discover the demographic profile of the respondent, frequency, percentage

and rank distribution were employed.

To determine the level of impact of online and modular class of the selected

respondents in terms of the three factors, mean was utilized.

To determine the overall level of impact of online and modular class during

pandemic of selected grade 11 students, mean was applied.

29
 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter provided the gathered data and the researcher’s analysis and

interpretation of the results of the distributed questionnaires. The data were presented in

a clear and concise form, most which used tables.

Distribution of the Respondents in terms of Age, Gender, and Strand

Table 1 presents the frequency, percentage and rank distribution of the

respondents in terms of age.

Table 1

Frequency, percentage and rank distribution of the respondents of Age

Age Frequency Percentage Rank

19 2 5% 4

18 3 7.5% 3

17 20 50% 1

16 15 37.5% 2

Total 40 100%

The table shows that out of 40 total numbers of respondents there are 20 or 50%

whose age are ranges from 17 are ranked first. Second in ranked are those belonging to

the age of 16 with frequency of 15 and percentage of 37.5%. Furthermore, third and

30
fourth are those belonging to the age of 18 and 19 frequency of 3 and 2 percentage of

7.5% and 5%.

The data reveals that majority of the respondents belong to the age bracket of 17

years old.

The table 2 shows the gender, frequency, percentage and rank distribution of the

respondents in terms of Gender.

Table 2

Frequency, percentage and rank distribution of the respondents in terms of Gender

Gender Frequency Percentage Rank

Female 26 65% 1

Male 14 35% 2

Total 40 100%

It could be seen from the table that 26 or 65% are the females that ranked first

and the males received 14 or 35%, ranked in second place.

31
 The table 3 shows the frequency, percentage and rank distribution of the

respondents in terms of Strand.

Table 3

Frequency, percentage and rank distribution of the respondents in terms of

Strand

Strand Frequency Percentage

ABM 10 25%

STEM 10 25%

HUMSS 10 25%

TVL 10 25%

Total 40 100%

From this table, among the 40 respondents include 10 or 25% that are STEM-11

students, 10 or 25% are from ABM-11, from HUMSS-11 there are 10 or 25% and 10 or

25% for TVL-11. The data shows that the selected students from each strands are

equally divided.

32
 Weighted Mean of the Impact of Online and Modular Class on Selected

HUMSS-11, TVL-11, ABM-11 and STEM-11

The table shows the Impact of Online and Modular Class on Selected

HUMSS -11 Students in terms of Time Management.

Table 4

Computed Weighted Mean of Impact of Online and Modular Class on STEM-11

Students in terms of Time Management.

Statements Wx̅ Rank V.I

I manage to do my
activities during school 2.4 2.5 Good
hours.
I use my time wisely
especially when there 2.7 1 Great
is no online classes.
I try to answer my
activities immediately 2.2 4.5 Good
after online class.
I commit to studying
even when something 2.4 2.5 Good
more fun comes up.
I’m careful to keep up
to date my activities 2.2 4.5 Good
and PT’s.
Weighted Mean: 2.38(Good)

This table shows that statement no. 2, “I use my time wisely especially when

there is no online classes” ranked first with the mean of 2.7 and interpreted as Great.

And last in rank is statement no.3, “I try to answer my activities immediately after online

33
class.” And statement no. 5, “I’m careful to keep up to date my activities and PT’s.”

With the mean of 2.2 and interpreted as Good.

The overall impact of online and modular class on STEM-11 students in terms of

Time Management is Good or 2.38

The table shows the Impact of Online and Modular Class on STEM-11 Students

in terms of Study Techniques.

Table 5

Computed Weighted Mean of Impact of Online and Modular Class on STEM-11

Students in terms of Study Techniques.

Statements Wx̅ Rank V.I

I do things in order
2.4 2 Good
of priority.
Manage activity
2.3 3.5 Good
work load in home.
I didn’t
procrastinate even
2.2 5 Good
when things are
difficult.
I prioritize my
classes even if
2.3 3.5 Good
there is a lot of
house chores.
Adopt and flexible
when changes
occur, reassess
2.6 1 Great
priorities and still
produce quality
work.
Weighted Mean: 2.38 (Good)

34
 This table shows that statement no. 5, “Adopt and flexible when changes occur,

reassess priorities and still produce quality work.” Ranked first with the mean of 2.6 and

interpreted as Great. And last in rank is statement no. 3, “I didn’t procrastinate even

when things are difficult.” With the mean of 2.2 and interpreted as Good.

The overall impact of online and modular class on STEM-11 students in terms of

Study Techniques is Good or 2.38.

The table shows the Impact of Online and Modular Class on STEM-11 Students

in terms of Study Equipment.

Table 6

Computed Weighted Mean of Impact of Online and Modular Class on STEM-11

Students in terms of Study Equipment.

Statements Wx̅ Rank V.I

I do have good
internet connection 2.9 4 Great
for online classes.
I study on my
personal computer/
cellphone/ tablet or 3 3 Great
any gadgets we
have.
I have a printer to
produce a hard
copy of my 2.6 5 Great
activities and
lesson.
I have stocks of
paper, ball pen or
any other materials 3.3 2 Excellent
I used in answering
modules.

35
Our school
provides hard copy
of modules and 3.9 1 Excellent
exam for better
learning.
Weighted Mean: 3.14(Excellent)

This table shows that statement no. 5, “Our school provides hard copy of modules

and exam for better learning” ranked first with the mean of 3.9 and interpreted as

Excellent. Last in rank is statement no. 3, “I have a printer to produce a hard copy of my

activities and lesson.” with the mean of 2.6 and interpreted as Great.

The overall impact of online and modular class on STEM-11 students in terms of

Study Equipment is 3.14 or Great.

The table shows the Impact of Online and Modular Class on HUMSS-11 Students

in terms of Time Management

Table 7

Computed Weighted Mean of Impact of Online and Modular Class on HUMSS-11

Students in terms of Time Management

Statements Wx̅ Rank V.I

I manage to do my
activities during school 2.9 1.5 Great
hours.
I use my time wisely
especially when there 2.7 3.5 Great
is no online classes.
I try to answer my
activities immediately 2.9 1.5 Great
after online class.
I commit to studying
2.1 5 Good
even when something

36
more fun comes up.
I’m careful to keep up
to date my activities 2.7 3.5 Great
and PT’s.
Weighted Mean: 2.66(Great)

This table shows that statement no. 1, “I manage to do my activities during school

hours.” Ranked first with the mean of 2.9 and interpreted as Great. As well as the

statement no. 3, “I try to answer my activities immediately after online class.” Last in

rank is statement no. 4, “I commit to studying even when something more fun comes

up.” with the mean of 2.1 and interpreted as Good.

The overall impact of online and modular class on HUMMS-11 students in terms

of Time Management is Great or 2.66.

The table shows the Impact of Online and Modular Class on HUMSS-11 Students

in terms of Study Techniques.

Table 8

Computed Weighted Mean of Impact of Online and Modular Class on HUMSS-11

Students in terms of Study Techniques

Statements Wx̅ Rank V.I

I do things in order
2.7 2.5 Great
of priority.
Manage activity
2.9 1 Great
work load in home.
I didn’t
procrastinate even
2.3 5 Good
when things are
difficult.

37
I prioritize my
classes even if
2.6 4 Great
there is a lot of
house chores.
Adopt and flexible
when changes
occur, reassess
2.7 2.5 Great
priorities and still
produce quality
work.
Weighted Mean: 2.64(Great)

This table shows that statement no. 2, “Manage activity work load in home.”

Ranked first with the mean of 2.9 and interpreted as Great. And last in rank is statement

no. 3, “I didn’t procrastinate even when things are difficult.” With the mean of 2.64 and

interpreted as Great.

The overall impact of online and modular class on HUMSS-11 students in terms

of Study Techniques is Great or 2.64.

The table shows the Impact of Online and Modular Class on HUMSS-11 Students

in terms of Study Equipment

Table 9

Computed Weighted Mean of Impact of Online and Modular Class on HUMSS-11

Students in terms of Study Equipment

Statements Wx̅ Rank V.I

I do have good
internet connection 2.9 2 Great
for online classes.

38
I study on my
personal computer/
cellphone/ tablet or 2.7 3 Great
any gadgets we
have.
I have a printer to
produce a hard
copy of my 2 5 Good
activities and
lesson.
I have stocks of
paper, ball pen or
any other materials 2.6 4 Great
I used in answering
modules.
Our school
provides hard copy
of modules and 3.9 1 Excellent
exam for better
learning.
Weighted Mean: 2.82(Great)

This table shows that statement no. 5, “Our school provides hard copy of modules

and exam for better learning.” Ranked first with the mean of 3.9 and interpreted as

Excellent. And last in rank is statement no. 3, “I have a printer to produce a hard copy of

my activities and lesson.” With the mean of 2 and interpreted as Good.

The overall impact of online and modular class on HUMSS-11 students

in terms of Study Equipment is Great or 2.82.

39
 The table shows the Impact of Online and Modular Class on ABM-11 Students in

terms of Time Management.

Table 10

Computed Weighted Mean of Impact of Online and Modular Class on ABM-11

Students in terms of Time Management

Statements Wx̅ Rank V.I

I manage to do my
activities during school 2.8 5 Great
hours.
I use my time wisely
especially when there 3.3 1 Excellent
is no online classes.
I try to answer my
activities immediately 3.1 2 Great
after online class.
I commit to studying
even when something 2.9 4 Great
more fun comes up.
I’m careful to keep up
to date my activities 3.0 3 Great
and PT’s.
Weighted Mean: 3.02(Great)

This table shows that statement no. 2, “I use my time wisely especially when

there is no online classes.” Ranked first with the mean of 3.3 and interpreted as

Excellent. Last in rank is statement no. 1, “I manage to do my activities during school

hours.” With the mean of 2.8 and interpreted as Great.

The overall impact of online and modular class on ABM-11 students in terms of

Time Management is Great or 3.02.

40
 The table shows the Impact of Online and Modular Class on ABM-11 Students in

terms of Study Techniques.

Table 10

Computed Weighted Mean of Impact of Online and Modular Class on ABM-11

Students in terms of Study Techniques

Statements Wx̅ Rank V.I

I do things in order
3.2 1 Great
of priority.
Manage activity
2.9 3 Great
work load in home.
I didn’t
procrastinate even
2.5 5 Good
when things are
difficult.
I prioritize my
classes even if
3.1 2 Great
there is a lot of
house chores.
Adopt and flexible
when changes
occur, reassess
2.7 4 Great
priorities and still
produce quality
work.
Weighted Mean: 2.88(Great)

This table shows that statement no. 1, “I do things in order of priority.” ranked first

with the mean of 3.2 and interpreted as Great. Last in the rank is the statement no. 3, “I

didn’t procrastinate even when things are difficult” with the mean of 2.5 and interpreted

as good.

41
 The overall impact of online and modular class on ABM-11 students in terms of

Study Techniques is Good or 2.88.

The table shows the Impact of Online and Modular Class on ABM-11 Students in

terms of Study Equipment.

Table 10

Computed Weighted Mean of Impact of Online and Modular Class on ABM-11

Students in terms of Study Equipment

Statements Wx̅ Rank V.I

I do have good
internet connection 2.7 3 Great
for online classes.
I study on my
personal computer/
cellphone/ tablet or 3.2 2 Great
any gadgets we
have.
I have a printer to
produce a hard
copy of my 1.9 5 Good
activities and
lesson.
I have stocks of
paper, ball pen or
any other materials 2.5 4 Good
I used in answering
modules.
Our school
provides hard copy
of modules and 3.7 1 Very Good
exam for better
learning.
Weighted Mean: 2.8(Great)

42
 This table shows that statement no. 5, “Our school provides hard copy of modules

and exam for better learning.” ranked first with the mean of 3.7 and interpreted as Very

Good. And last in rank is statement no. 3, “I have a printer to produce a hard copy of my

activities and lesson.” with the mean of 1.9 and interpreted as Good.

The overall impact of online and modular class on ABM-11 students in terms of

Study Equipment is Great or 2.8..

Table 13

Computed Weighted Mean of Impact of Online and Modular Class of TVL-11

Students in terms of Time Management

Statements Wx̅ Rank V.I

I manage to do my
activities during school 2.8 2 Great
hours.
I use my time wisely
especially when there 3.1 1 Great
is no online classes.
I try to answer my
activities immediately 2.7 3.5 Great
after online class.
I commit to studying
even when something 2.7 3.5 Great
more fun comes up.
I’m careful to keep up
to date my activities 2.6 5 Great
and PT’s.
Weighted Mean: 2.78(Great)

This table shows that statement no. 2, “I use my time wisely especially when

there is no online classes.” ranked first with the mean of 3.1 and interpreted as Great.

43
And last in rank is statement no. 5, “I’m careful to keep up to date my activities and

PT’s.” with the mean of 2.6 and interpreted as Great.

The overall impact of online and modular class on TVL-11 students in terms of

Time Management is Great or 2.78.

The table shows the Impact of Online and Modular Class on TVL-11 Students in

terms of Study Techniques.

Table 14

Computed Weighted Mean of Impact of Online and Modular Class of TVL-11

Students in terms of Study Techniques.

Statements Wx̅ Rank V.I

I do things in order
2.8 2 Great
of priority.
Manage activity
3.0 1 Great
work load in home.
I didn’t
procrastinate even
2.7 3.5 Great
when things are
difficult.
I prioritize my
classes even if
2.7 3.5 Great
there is a lot of
house chores.
Adopt and flexible
when changes
occur, reassess
2.4 5 Good
priorities and still
produce quality
work.
Weighted Mean: 2.72(Great)

44
 This table shows that statement no. 2, “Manage activity work load in home.”

ranked first with the mean of 3.0 and interpreted as Great. And last in rank is statement

no. 5, “Adopt and flexible when changes occur, reassess priorities and still produce

quality work.” with the mean of 2.4 and interpreted as Good.

The overall impact of online and modular class on TVL-11 students in terms of

Study Techniques is Great or 2.72.

The table shows the Impact of Online and Modular Class on TVL-11 Students in

terms of Study Equipment.

Table 15

Computed Weighted Mean of Impact of Online and Modular Class of TVL-11

Students in terms of Study Equipment.

Statements Wx̅ Rank V.I

I do have good
internet connection 3.3 2.5 Excellent
for online classes.
I study on my
personal computer/
cellphone/ tablet or 3.3 2.5 Excellent
any gadgets we
have.
I have a printer to
produce a hard
copy of my 2.2 5 Good
activities and
lesson.
I have stocks of
paper, ball pen or
any other materials 2.8 4 Great
I used in answering
modules.

45
Our school
provides hard copy
of modules and 3.9 1 Excellent
exam for better
learning.
Weighted Mean: 3.1 (Great)

This table shows that statement no. 5, “Our school provides hard copy of modules

and exam for better learning.” ranked first with the mean of 3.9 and interpreted as

Excellent. And last in rank is statement no. 3, “I have a printer to produce a hard copy of

my activities and lesson.” with the mean of 2.2 and interpreted as Good.

The overall impact of online and modular class on TVL-11 students in terms of

Study Equipment is Great or 3.1.

46
 The Table Shows the Overall Impact of Online and Modular Class at Students of

Greenfield Montessori School

Table 16

Factors ABM-11 STEM-11 HUMSS-11 TVL-11

Time Management 3.02 2.38 2.66 2.78

Study Techniques 2.88 2.38 2.64 2.72

Study Equipment 2.8 3.14 2.82 3.16

Overall Weighted 2.9 2.63 2.71 2.89

Mean

The overall impact of online and modular class on selected ABM-11 students is

2.9 and interpreted as Great. The overall impact of online and modular class on selected

STEM-11 students is 2.63 and interpreted as Great. The overall impact of online and

modular class on selected HUMSS-11 students is 2.71 and interpreted as Great. Lastly,

the overall impact of online and modular class on selected TVL-11 students is 2.89 and

interpreted as Great.

47
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATION

This chapter presents the findings of the study, conclusions drawn based

from the result obtained and the recommendation of the study.

Summary of Findings

With the aid of the gathered data, the following findings are hereby summarized:

1. On the demographic profile of the respondents.

1.1 Fifteen (15) or 37.5% out of forty (40) respondents were ages 16 years old,

twenty (20) or 50% were ages 17 years old, three (3) or 7.5% were ages 18 years old,

and two (2) or 5% was 19 years of age.

1.2 Fourteen (14) or 35% out of thirty (40) respondents were males while twenty

six (26) or 65% were females.

1.3 Ten (10) or 25% out of thirty (40) respondents came from ABM strand while

ten (10) or 25% are from the strand STEM. As well as the TVL strand with ten (10) or

25% respondents. Lastly, ten (10) or 25% are from the HUMSS strand.

2. On the average weighted mean from the questionnaire used.

2.1 Time Management of ABM-11 obtained an average weighted mean of 3.02

and verbally interpreted as Great. It means that the impact of online and modular class

in all respondents is great with respect in managing time.

48
 2.2 Study Techniques of ABM-11 obtained an average weighted mean of 2.88

and verbally interpreted as Great. It means that the impact of online and modular class

in all respondents is great with respect to their study techniques.

2.3 Study Equipment of ABM-11 obtained an average weighted mean of 2.8 and

verbally interpreted as Great. It means that the impact of online and modular class in all

respondents is great with respect to their study equipment.

2.4 Time Management of STEM-11 obtained an average weighted mean of 2.38

and verbally interpreted as Good. It means that the impact of online and modular class

in all respondents is good with respect in managing time.

2.5 Study Techniques of STEM-11 obtained an average weighted mean of 2.38

and verbally interpreted as Good. It means that the impact of online and modular class

in all respondents is good with respect to their study techniques.

2.6 Study Equipment of STEM-11 obtained an average weighted mean of 3.14

and verbally interpreted as Great. It means that the impact of online and modular class

in all respondents is great with respect to their study equipment.

2.7 Time Management of HUMSS-11 obtained an average weighted mean of 2.66

and verbally interpreted as Great. It means that the impact of online and modular class

in all respondents is great with respect in managing time.

2.8 Study Techniques of HUMSS-11 obtained an average weighted mean of

2.64 and verbally interpreted as Great. It means that the impact of online and modular

class in all respondents is great with respect to their study techniques.

49
 2.9 Study Equipment of HUMSS-11 obtained an average weighted mean of

2.82 and verbally interpreted as Great. It means that the impact of online and modular

class in all respondents is great with respect to their study equipment.

3.0Time Management of TVL-11 obtained an average weighted mean of 2.78

and verbally interpreted as Great. It means that the impact of online and modular class

in all respondents is great with respect in managing time.

3.1 Study Techniques of TVL-11 obtained an average weighted mean of 2.72

and verbally interpreted as Great. It means that the impact of online and modular class

in all respondents is great with respect to their study techniques.

3.2 Study Equipment of TVL-11 obtained an average weighted mean of 3.16

and verbally interpreted as Great. It means that the impact of online and modular class

in all respondents is great with respect to their study equipment.

3.3 The overall impact of online and modular class on ABM-11

students is Great.

3.4 The overall impact of online and modular class on STEM-11

students is Great.

3.5 The overall impact of online and modular class on HUMSS-11

students is Great.

3.6 The overall impact of online and modular class on TVL-11

students is Great.

50
Conclusions

Based on the findings of the study, the following conclusions are drawn.

1. The impact of online and modular class on ABM-11 students in Time

Management is Great.

2. The impact of online and modular class on ABM-11 students in Study

Techniques is Great.

3. The impact of online and modular class on ABM-11 students in Study

Equipment is Great.

4. The impact of online and modular class on STEM-11 students in Time

Management is Good.

5. The impact of online and modular class on STEM-11 students in Study

Techniques is Good.

6. The impact of online and modular class on STEM-11 students in Study

Equipment is Great.

7. The impact of online and modular class on HUMSS-11 students in Time

Management is Great.

8. The impact of online and modular class on HUMSS-11 students in Study

Techniques is Great.

9. The impact of online and modular class on HUMSS-11 students in Study

Equipment is Great.

51
 10. The impact of online and modular class on TVL-11 students in Time

Management is Great.

11. The impact of online and modular class on TVL-11 students in Study

Techniques is Great.

12. The impact of online and modular class on TVL-11 students in Study

Equipment is Great.

13. The researchers conclude that STEM-11, ABM-11, HUMSS-11 and TVL-11

has an overall Great impact of online and modular class during pandemic in terms of the

factors, time management, study techniques and study equipment.

14. The researchers cease that even though they have an overall great impact

while studying on online and modular class there are also times that they don’t manage

their time efficiently when studying at home and also with regards to the study

techniques that they are doing and study equipment they have.

Recommendations

Based on the findings and conclusions presented, the following recommendations

are suggested.

1. While there may not be bells in an online learning environment, the

researchers recommend that every student should have a schedule of balanced

activities that is easily accessible. This should indicate items such as: (1) plan enough

time for studying each subject, (2) Limit your study time to no more than 2 hours on any

one subject at one time.

52
 2. The researchers suggest the usage of Pomodoro Technique, a time

management method, where students would choose a certain task to accomplish, set a

timer for 25 minutes, take a short break for 3-5 minutes then repeat the cycle. It helps in

resisting self-interruptions and recalibrate the brain to focus on what someone should be

working on.

3. Time management is the most important factor in online learning. It needs time

and effort for better learning outcomes. The researchers recommend that student should

know the factors that can affect your timings during the learning process such as:

 Avoid Distractions – Try to avoid distractions that can affect your learning.

There are many platforms that can engage you for entertainment and

communication. But make sure that you set time for breaks and focus on

learning as scheduled to avoid missing live classes or sessions.

 Create To-Do List – You can prepare a list of activities on an everyday

basis. Try to break down large activities into smaller ones for better

learning outcomes. Use this list to tackle each task. Make sure that you

adhere to the list and establish the routine that can make time

management practices easy.

53
  Seek Help – To manage time during online learning seek help from your

parents, friends and families. So that you will not miss out on learning and

at the same time work will be done.

 Avoid Multitasking – Do not try to take up multiple tasks at the same time.

Complete one task at a time as it can make your work less effective and

productive.

4. The researchers recommend that students should inform parents and friends

about the time of online learning so that there will be no distractions from their side.

Restrict the study area for others to come during live sessions and video calls. Make

sure to relax in the breaks set in the time table. In this way, they will concentrate on

learning and spend quality time with their friends and family.

5. To get better learning outcomes, it is important to understand the learning

styles. The researchers recommend that students can learn through interaction, visual

presentations, audio classes or written notes. Follow their own learning style that helps

in enhancing learning experience.

6. The researchers recommend that student need to find a high-speed internet

connection at your home when there is a technical problem. Know where can get

technical support for their connection and other technical issues related to software and

tools for effective learning.

7. The Researchers recommend that give flexibility for the students when they

ask for not making up to their deadlines. Teachers must recognize the need of keeping

54
in contact with the students and understand what kind of activities can accomplish to

their goal. Conduct discussions for specific content for the students with the opportunity

to solve the problem and learning effectively. Also providing discussion on practical

questions by the students that can reduce frustration, problem-solving skills and

handling technical issues. Teachers should provide a platform for the students in order

to communicate and collaborate with other fellow classmates.

8. Providing guidance for learning for groups of students appears less successful

than using such mechanisms with individual learners.

This recommendation suggests that feedback and support for students should be

individualized for online learning, rather than given to the entire group. This does not

necessarily mean that one should avoid providing scaffolds (such as guiding questions)

to the entire group or that teachers necessarily need to work with individual students,

only that whatever guidance and feedback is provided, it should be directed where

possible to individual students.

9. Families will want a way to connect with their child’s teacher. Establish a clear

way for them to do so. This may be via Google Voice or email, or through an app or

website. We recommend list of apps and websites like parent square app a convenient

way to help schools streamline communication among administrators, support staff,

teachers, and parent to improve parent-teacher communication from Common Sense

Education.

10. Teachers know the importance of developing meaningful relationships with

and among students. When teaching online this is as, or even more, important. We

55
researchers recommend to consider incorporating tools and techniques that help you

and your students connect.

Some ways for educators include:

•Making a short, personal video for each student.

•Having fun with emoji and GIFs that show you and your students care.

•Establishing ways to show appreciation or that a student has done good work.

For example, during live instruction this could include setting up a system for other

students to unmute and clap at the end of a presentation.

•Ensure students know how to use a tool on your platform to show a reaction or

do a silent clap.

•Using a tool such as Mentimeter to get real-time input and reactions from

students.

•Starting live sessions with a show and tell.

•Setting a time each week for students to just connect and chat. This might be

Tuesday tea or a weekly chat and chew.

11. Distance learning that covers both online and modular modalities require

more time, energy, discipline, and motivation especially during this time of pandemic.

Furthermore, it is imperative that students possess specific skills and apply learning

strategies to be successful in these learning modalities

56
BIBLIOGRAPHY

57
 Citation

1. Bender, L. (2020). Key Messages and Actions for COVID 19 Prevention and

Control in Schools. UNICEF New York.org. September 9, 2020

2. UNICEF USA. (2020). Keeping Childrens and Schools Safe Protect us All.

Furbe.com. September 9, 2020

3. Arcilla, J. (2020). Online Classes Just One Option, DEPED says. The Manila

Times. September 9, 2020

4. Pamaran, M. (2020). Education post-COVID-19 will be Largely Virtual- but is the

Philippines ready?. Explore ABS CBN. September 10,2020

5. Kamanetz, A. (2020). ‘PANIC GOGY’ Teaching Online Classes During the

CoronaVirus Pandemic. Npr.org. September 11, 2020

6. Burgess, S., Sievertsen, H. (2020). Schools, Skills, and Learning; The Impact of

COVID 19 on Education. Voxen.org. September 12, 2020

7. Crowe, D. (2020). Flaws in CoronaVirus Pandemic Theory.

Theimpectiousmyth.com. September 12, 2020

8. Hart, C. (2020). Perspective/Educators are Learners, Too. Educ.org. September

12, 2020

9. Mineo, L. (2020). Paul Revil Says COVID-19 Closures Have Turned a Spotlight

in Inequities and other Short Comings. News.harvard. September 13, 2020

10. Wikipedia. (2020). Impact of COVID-19 Pandemic on Education. Wikipedia.org.

September 13, 2020

58
11. Tam, G., El-Azar, D. (2020). 3 Ways the Corona Virus Pandemic Reshape

Education. Weforum.org. September 13, 2020

12. Wiles, G. (2020). Students Share Impact of Online Classes on their Mental

Health. Statenews.com. September 13,2020

13. AFP. (2020). US Says No New Foreign Students For All Online Class.

Thehindu.com. September 13,2020

14. Redden, E. (2020). New International Students Bared From All-Online classes.

Insidehighered.com. September 13, 2020

15. Kasulis, K. (2020). South Korea Restarts School with Concerns About Online

learning. Voanews.com. September 13, 2020

16. Chiu, K. (2020). Online Classes in CoronaVirus Hit China Leave Kids with Out

Wifi Struggling. scmp.com. September 14, 2020

17. Fishbane, L., Tomer, A. (2020). As Classes Move Online During COVID 2019

What are Disconnected Students Do?. Brookings.edu.com. September 14, 2020

18. AFP. (2020). US Says No New Foreign Students For All Online Class.

Thehindu.com. September 13,2020

19. CIIT Philippines. (2020). Get to Know More About Blended Learning in the

Philippines. Ciit.edu.ph. September 13, 2020

20. Abad, M. (2020). Printed Materials, Online Classes ‘Most Preferred’ for Distance

Learning. Rappler.com. September 13,2020

21. Lupokhina, D. (2019). The Future of Online Learning: Modular, Tailored, and

Versatile. Elearningindustry.com. September 13, 2020

59
22. Torres, T. (2020). No Student Left Behind. Behind.nolisoli.ph. September 13,

2020

23. Flores, L. (2020). Online Classes: What the Country Will Need To Make Them

Happen. Rappler.com. September 13, 2020

24. Dimatulac, C. (2020). Alternative Learning Under New Normal Still Highly

Dependen on Teachers – DepEd. Cnnphilippines.com. September 14, 2020

25. Jim. (2020). Benefits of Modular Distance Learning. Read.cash. September

14,2020

26. Encabo, L. (2020). Philippine: Why Online Classes are Anti-Poor. Thedefiant.net.

September 14, 2020

27. Tria, J. (2020). The COVID-19 Pandemic through the Lens of Education in the

Philippines: The New Normal. Researchgate.net. September 18, 2020

28. Teodoro, T. (2020). Philippine Education Crisis. Bulatlat.com. September 18,

2020

29. McCombes, S. (2019). Descriptive Research Design. Scribbr.com. September 21,

2020

60
APPENDICES

61
 Appendix A
Letter of Request to Conduct the
Study

62
MR. DANILO C. TONGOHAN II. Ed. D.
School Principal
Greenfield Montessori School
Tanay, Rizal

Greeting of Peace!

The undersigned are conducting a study entitled “CORONAVIRUS DISEASE

(COVID – 19): THE IMPACT OF ONLINE AND MODULAR CLASS DURING
PANDEMIC IN SELECTED GRADE – 11 STUDENTS IN GREENFIELD MONTESSORI
SCHOOL, TANAY MAIN CAMPUS SY: 2020 – 2021”, as part of our requirements in
the Subject Practical Research II Senior High School Students K-12, STEM.
In regard to this matter, we would like to ask permission from your good office to
conduct a survey to the Selected Students from the school.
We are hoping that this request will be given favorable consideration.

Thank you very much.

Very respectfully yours,

BEA BIANCA S. MOLATE TRISHA MAE B. PEREZ

MARK LEONARD MAGSAULOG RICHMOND ALBINO

ZACHARY CLAUDE PEREGRINA AIRA CLARK CALLOS

KIANA TIBAY

Noted: Approved:

JOHN S. QUILICOL DANILO C. TONGOHAN II. Ed. D.

Thesis Adviser School Principal

63
 Appendix B
Letter to the Thesis Adviser

64
MR. JOHN S. QUILICOL
Thesis Adviser
Greenfield Montessori School
Tanay, Rizal

Greeting of Peace!

The undersigned are conducting a study entitled “CoronaVirus Disease (COVID

– 19): The Impact of Online and Modular Class During Pandemic in Selected Grade
– 11 Students in Greenfield Montessori School, Tanay Main Campus SY: 2020 –
2021”, as part of our requirements in the Subject Practical Research II Senior High
School Students K-12, STEM.
In regard to this matter, we humbly ask for your assistance as our thesis adviser,
we believe that your knowledge and expertise in this field will greatly enhance our study.
We are hoping that this request will be given favorable consideration.

Thank you very much.

Very respectfully yours,

BEA BIANCA S. MOLATE TRISHA MAE B. PEREZ

MARK LEONARD MAGSAULOG RICHMOND ALBINO

ZACHARY CLAUDE PEREGRINA AIRA CLARK CALLOS

KIANA TIBAY

Approved:

MR. JOHN S. QUILICOL

Thesis Adviser

65
 Appendix C
Letter of Permission to Respondents

66
DEAR RESPONDENTS,

The undersigned are conducting a study entitled “CoronaVirus Disease (COVID

– 19): The Impact of Online and Modular Class During Pandemic in Selected Grade
– 11 Students in Greenfield Montessori School, Tanay Main Campus SY: 2020 –
2021”, as part of our requirements in the Subject Practical Research II Senior High
School Students K-12, STEM. We will be giving out assessment test which will be our
basis to support and complete our search.

Your answers will be recorded, evaluated and analyzed by our group. All of your
answers will be used in academic and research purposes only.
Hoping for your favorable concern.

Thank you very much.

Very respectfully yours,

BEA BIANCA S. MOLATE

TRISHA MAE B. PEREZ

MARK LEONARD MAGSAULOG

RICHMOND ALBINO

ZACHARY CLAUDE PEREGRINA

AIRA CLARK CALLOS

KIANA TIBAY

67
 Appendix D
Questionnaire Checklist

68
 CoronaVirus Disease (COVID – 19): The Impact of Online and Modular Class
During Pandemic in Selected Grade – 11 Students in Greenfield Montessori
School, Tanay Main Campus SY: 2020 – 2021

Questionnaire Check List

Directions: Put a check (/) mark on the appropriate space that corresponds to your
answer.
Scale-Verbal Interpretation

4-Excellent

3-Great

2-Good

1-Fair

NAME (OPTIONAL):
AGE:
GENDER: F( ) M( )
STRAND:

Note: Please answer the following as honestly and accurately as possible.

Time Management 4 3 2 1
I manage to do my activities during school hours.
I use my time wisely especially when there is no online
classes.
I try to answer my activities immediately after online
class.
I commit to studying even when something more fun
comes up.
I’m careful to keep up to date my activities and Pt’s.

Study Techniques 4 3 2 1
I do things in order of priority.
Manage activity work load in home.
I didn’t procrastinate even when things are difficult.
I prioritize my classes even if there is a lot of house
chores.

69
Adopt and flexible when changes occur, reassess
priorities and still produce quality work.
Study Equipment 4 3 2 1
I do have good internet connection for online classes.
I study on my personal computer/ cellphone/ tablet or
any gadgets we have.
I have a printer to produce a hard copy of my activities
and lessons.
I have stocks of paper, ball pen or any other materials I
used in answering modules.
Our school provides hard copy of modules and exams
for better learning.

70
Appendix E
Formula

71
 FORMULA FOR PERCENTAGE

Where:

P = Percentage

F = Frequency

n = No. of respondents

FORMULA FOR WEIGHTED MEAN

Where:

= Weighted Mean

=Summation

Fi = Frequencies

Xi = Items given

72
 Appendix F
Sample Computation

73
 STRAND

ABM - 10

GAS - 10

HUMSS - 10

STEM - 10

10÷40×100= 25%

10÷40×100= 25%

10÷40×100= 25%

10÷40×100=25%

=100%

74
CURRICULUM
VITAE

75
Curriculum Vitae

Name: Bea Bianca Sison Molate

Address: U.Vidanes St. Quisao Pililla, Rizal

Email: molatebea@gmail.com

Contact Number: 09090817126

Sex: Female

Civil Status: Single

FAMILY BACKGROUND

Mother’s Name: Vilma Sison Molate

Occupation: House Wife

Father’s Name: Alberto Olmido Molate

Occupation: Company Security Guard

EDUCATIONAL BACKGROUND

Elementary Education: Quisao Elementary School

Junior High School Education: Quisao National High School

Senior High School Education: Greenfield Montessori School

ORGANIZATIONS

 Youth Volunteers Organization

 Lectors and Commentator Ministry

76
Curriculum Vitae

Name: Trisha Mae B. Perez

Address: 0082 Bendania St. Balikbayan Rd. Tanay, Rizal

Email: trishaperez383@gmail.com

Contact Number: 09090135827

Sex: Female

Civil Status: Single

FAMILY BACKGROUND

Mother’s Name: Marilyn Baguio

Occupation: Business Woman

Father’s Name: Erwin Perez

Occupation: Vendor

EDUCATIONAL BACKGROUND

Elementary Education: Union Elementary School

Junior High School Education: Tanay National High School

Senior High School Education: Greenfield Montessori School

77
Curriculum Vitae

Name: Mark Leonard M. Magsaulog

Address: SouthVille 10 Blk 6-b lot 34 ph-2 Plaza Aldea

Tanay, Rizal

Email: markleo1217.magsaulog@gmail.com

Contact Number: 09054843180

Sex: Male

Civil Status: Single

FAMILY BACKGROUND

Mother’s Name: Ma. Lenie M. Magsaulog

Occupation: Housewife

Father’s Name: Mickel M. Magsaulog

Occupation: Small Bakery Owner

EDUCATIONAL BACKGROUND

Elementary Education: Rosario Elementary School

Junior High School Education: Aldea National High School

Senior High School Education: Greenfield Montessori School

78
Curriculum Vitae

Name: Richmond Lan Luis C. Albino

Address: 91c Sumipit St. Brgy. San Jose Baras, Rizal

Email: albinorich9@gmail.com

Contact Number: 09758747858

Sex: Male

Civil Status: Single

FAMILY BACKGROUND

Mother’s Name: Joy Charisse Cawicaan

Occupation: Housewife

Father’s Name: Reilan Albino

Occupation: Radiologic Technologist

EDUCATIONAL BACKGROUND

Elementary Education: Greenfield Montessori School

Junior High School Education: Greenfield Montessori School

Senior High School Education: Greenfield Montessori School

79
Curriculum Vitae

Name: Aira Clark A. Callos

Address: E. Acosta St. Brgy. Quisao Pililla, Rizal

Email: accallos@gmail.com

Contact Number: 09055903171

Sex: Male

Civil Status: Single

FAMILY BACKGROUND

Mother’s Name: Claire Jean A. Callos

Occupation: Housewife

Father’s Name: Arwin B. Callos

Occupation: OFW

EDUCATIONAL BACKGROUND

Elementary Education: Quisao Elementary School

Junior High School Education: Quisao National High School

Senior High School Education: Greenfield Montessori School

80
Curriculum Vitae

Name: Claude Zachary G. Peregrina

Address:7,E Quirino St.Tanay, Rizal

Email: droide941@gmail.com

Contact Number: 09105772132

Sex: Male

Civil Status: Single

FAMILY BACKGROUND

Mother’s Name: Cherry Mae G. Peregrina

Occupation: Housewife

Father’s Name: Claudio B. Peregrina Jr.

Occupation: OFW

EDUCATIONAL BACKGROUND

Elementary Education: Greenfield Montessori School

Junior High School Education: Greenfield Montessori School

Senior High School Education: Greenfield Montessori School

81
Curriculum Vitae

Name: Kiana Belle P. Tibay

Address: Sampaguita Cmpnd. Brgy. Plaza Aldea Tanay,

Rizal

Email: kianapatag@gmail.com

Contact Number: 09950557771

Sex: Female

Civil Status: Single

FAMILY BACKGROUND

Mother’s Name: Joan Tibay

Occupation: Housewife

EDUCATIONAL BACKGROUND

Elementary Education: Niogan Elementary School

Junior High School Education: Tanay National High School

Senior High School Education: Greenfield Montessori School

82