Professional Documents
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Persona Et Al 2023
Persona Et Al 2023
TIGBAUAN SITE
IN-PERSON CLASSES
Presented to:
Medania T. Malagsic
Presented By:
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ABSTRACT
This study was based on the adaptability of maritime students to the new normal in-person
classes. The study's objectives were to determine and evaluate the extent of the adaptability of the
maritime students to the new normal in-person classes. The researchers used a quantitative
research design with a sample of size 256 maritime students of St. Therese MTC Colleges –
Tigbauan Site as respondents. Both primary and secondary data were used, and the data collection
method is questionnaires.
The study revealed that the extent of the adaptability of the maritime students to the new
normal in-person classes shows results that respondents can strongly adapt. Moreover, the results
show that when respondents are grouped by degree program there is no significant difference in
the extent of the adaptability of the maritime students to the new normal in-person classes. This
shows a strong significant positive relationship between the variables (p>0.05). In connection with
that, the null hypothesis must not be rejected. On the other hand, when the respondents are grouped
according to year level, the results show that there is a significant difference in the extent of the
The students' feedback regarding their adaptability can greatly affect the students'
performance and the faculty administration. Thus, the faculty's consistent application of strategies
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ACKNOWLEDGEMENT
Foremost, the researchers would like to express their genuine gratitude, praise, and honor
to the Almighty God for His guidance and enlightenment with motivation, enthusiasm, patience,
Similarly, we would also like to recognize the following people who assisted in the
Our special thanks to our Dean, CM Catalino Santacera, without his supervision and
overseeing the researcher throughout this research process, this study would not reach its finale.
We are grateful to our course professor for Research, Lucy Diaz, for sharing her
knowledge, proficiency, and expertise in composing and furnishing this paper. Despite her full
plate, both delivered tutelage and dedication to their passion for teaching, which motivated and
encouraged us.
The researchers thank our thesis adviser, Madelyn O. Kho, for her encouragement,
patience, guidance, uplifting advice, and expertise. Her assistance molded the researchers to be
resilient, amenable, and accepting of various ideas, which enhanced the researchers’ capabilities
to collaborate and integrate with this paper. Her aid led this work towards achievement and
completion.
The thesis panelists for counseling and steering the researchers with their advice,
To our statistician, Mylene Jainga, the researchers would like to thank them for their
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interpretation of the data gathered for this research. Also, we are grateful for helping us construct
We are indebted to the respondents of this research, the Maritime students of St. Therese
-MTC Colleges – Tigbauan Site, for their assistance and active participation during the data
collection. Without their cooperation and time in supplying truthful, genuine, and sincere
responses to all the information solicited, the data would not have been gathered and analyzed
promptly.
Finally, we thank our family, especially our parents, for their exceptional, sincere
encouragement, motivation, patience, and prayers. This humble work is dedicated to them in return
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Table of Contents
PRELIMINARY PAGES i
Title Page i
Abstract ii
Acknowledgement iii
Table of Contents v
Chapter 1. INTRODUCTION 1
Theoretical Framework 3
Definition of Term 5
Research Design 12
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Respondents 12
Reliability 14
Inferential Analysis 16
Summary 21
Findings 21
Conclusions 22
Recommendations 23
REFERENCES 25
APPENDICES 26
Appendix A 26
Appendix B 27
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Chapter 1
INTRODUCTION
The COVID-19 pandemic has left a mark on education as it had been known before. Beyond
this, attention must be paid to the transition back to in-person learning and its implications. Within
this context of change, much research focuses on identifying the students' preferred aspects of
online education during the pandemic, namely learning, teaching, assessment, and interaction with
peers and teachers, to improve in-person education by contextually adapting it to their needs.
As 2022 saw the return to in-person education, research has been conducted to gauge students'
feelings and opinions regarding this issue for a better implementation of safety measures and for
an outlook on how university life might look in the future, both from a learning and a teaching
perspective. The students have conflicting views about online classes after the pandemic. Reports
that the interviewed students showed their willingness to take online courses in the future, and the
same insights presented the case of their students, who consider online platforms efficient and
cannot imagine their learning experience otherwise (Horvath et al., 2022).On the other hand, some
students did not like the online experience and would not like to continue it after the pandemic. A
lack of technical support, unclear institutional policies and guidelines, teachers' inability to
effectively facilitate online learning, lack of interaction, Internet connectivity problems, the
the laboratory, and eyesight issues are among the reasons for this rejection of online education
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Another aspect that has raised concerns when the pandemic ends is students' mental state
(anxiety, depression, panic, anger, and rebellion) due to the stay-at-home orders and the turmoil
created by the pandemic (Zhang, 2022). Thus, returning to in-person education could be one of the
Thus, this aims to assess the extent of the adaptability of the maritime students in the in-
person classes in the new normal at St. Therese-MTC Colleges, Tigbauan Site, during the AY
2022-2023.
This study aims to assess the extent of adaptability of the maritime students in the in-
person classes in the new normal at St. Therese-MTC Colleges, Tigbauan Site, during the AY
2022-2023.
1) What is the extent of adaptability of the maritime students to the new normal in-person
classes when taken as a whole and when grouped according to the degree program and
year level?
the new normal in-person classes when grouped according to the degree program and
year level?
Hypothesis
to the new normal in-person classes when grouped according to the degree program and year
level.
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Theoretical Framework
Hierarchical adaptability theory provides a tool for analyzing living systems' mechanisms and
about the environment to select from a repertoire of possible behaviors. The principle of
biological compensation states that restrictions on one part of this repertoire (e.g., on genetic
asserts that programmability is incompatible with high evolutionary plasticity and efficient use of
computational resources. Together these two principles imply that the increasing use of
that would put humans in the position of disturbance-absorbing hemostats for computers.
Computers can benefit society, but whether they do so, in any case, depends on a sensitive
Kendra Cherry. (2014). The adaptation process is the inborn tendency to adjust more attuned to
conditions imposed by the environment. Piaget sees the learner as actively engaged in an
reorganizing the information and experiences they get daily. The process creates a better fit
between the world as the learner experiences it and the new information and how he/she
understands it. Learners are constantly challenged by the new information from their
environment around them from infancy onwards; learners construct more complex cognitive
structures of their world in their mind to organize, understand and adapt to it.
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Lazarus, s. (2010). Thinking is not only abstract but also logical. The reasoning engaged is not
driven necessarily by the presence of concrete objects. Children can now generate potential
solutions to problems systematically. The social context is essential at this stage. Lazarus, S.
(2010) The concrete examples are required to help children understand abstract relationships.
The stage occurs during early adolescence; at this stage, the child engages in more abstract, thin
thinking. By this point, the child's cognitive structures are like those of an adult and include
conceptual reasoning. This is the highest level of thinking; a child can go beyond the concrete
evidence. The learner at this stage can concentrate their thoughts on things that have no
existence. The child can now perform a variety of tasks involving the use of hypotheses. The
learner's thoughts can be fostered by placing the learner in a situation where they must solve
problems.
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Through this study, the researchers may generate data that can provide significant
The Curriculum Policy Makers. This study will be beneficial to make important
considerations in crafting curriculum plans. Thus, it helps them provide useful insights on
The Curriculum Implementers. The study's result will help them be aware of the
The School Administrators. The study will be helpful in guiding the teacher to have a
The Educators. The results of this study will be beneficial to the teachers in creating
The Maritim Students. The study will clarify how important laboratory classes are in
The Future Researchers. The study will benefit future researchers through the ideas
presented, and it may be used as reference data in conducting new research or in testing the
validity of other related findings. The study will also serve as a cross-reference that will give the
Definition of Terms
For better understanding, the following terms were conceptually and operationally
defined:
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Adaptability -- able to change or be changed to deal successfully with new situations (Oxford
Learner’s Dictionaries).
In this study, adaptability refers to somehow developing an opinion about how well they
This study refers to in-person interactions between the students and teachers inside the
classroom.
New Normal-a state to which an economy, society, etc. Settles following a crisis, when this
differs from the situation that prevailed prior to the start of the crisis.
In this study, new normal refers to the transition period from the pandemic to the next
normal.
In this study degree program refers to the Bachelor of Science in Marine Engineering and
Bachelor of Science in Marine Transportation and who are the respondents of the study
In this study, year level refers to the 1st, 2nd, and 3rd-year maritime students who are the
This study aims to determine the extent of the adaptability of maritime students in in-person
classes in the new normal using the descriptive research design that involves the collection of
data in order to describe certain events or phenomena. The topic which exists in this present era
for the maritime students of St. Therese MTC Colleges Tigbauan Site will be proportionally
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determined using the slovin’s formula. The data collection will be in the second semester of the
school year 2022- 2023, and the respondents are the Maritime students of St. Therese MTC
Colleges Tigbauan Site. There will be 270 respondents out of 824 total population of maritime
students.
The instrument used in the study is a researcher-made checklist which will be validated
by three (3) experts in the Maritime Education and pilot tested among the first (1) years maritime
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Chapter 2
We have been investigating adaptability for more than a decade. The term refers to
The pandemic certainly tested every student’s capacity to adjust to disruption. The switch
Research has demonstrated positive links between adaptability and students’ engagement
and achievement at school and university. As for online learning, the picture is complicated by
the many factors identified as affecting its success. These include access to technology, academic
ability, instructional quality, socioeconomic status, ethnicity, and specific learning support needs.
The new normal learning system is a hybrid approach to education that combines traditional
classroom instruction with online learning. In many cases, blended learning can also be more
custom-tailored to individual student's needs and preferences. For example, a student who
struggles with a particular concept can receive extra support through online resources, while a
student who thrives in a more independent learning environment can devote more time to
In line with the challenges in a changing educational landscape, students’ ability to adapt
concerns the most. While educational institutions can perhaps immediately prepare for the
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Flexible learning as a delivery modality must be adapted in public and private higher
education institutions, according to the CHED memorandum order no. 04 series of 2020, to
respond to the needs of learners in higher education institutions. For higher education
institutions, the transition to online learning as a result of COVID-19 has been a difficult task.
Gope et al. (2021) stated that education is inexperienced and susceptible to external threats and
that measures should be implemented to solve the challenges brought by the epidemic. Several
aspects must be considered when the Philippines embarks on a new method of education. Apart
from the teachers' competence, the learners’ circumstances and situation, and the learning
learning resources and tools, an online learning system or LMS, and skills to be utilized in the
new normal. It is fundamental that educational tools utilized by teachers and students be
available, inclusive, interactive, can be observed, and sustainable to ensure students' involvement
in learning in the new normal. In addition to that, when utilized appropriately, technology helps
learners and educators to collaborate and connect (Bower, 2019). The efficacy of online learning
is greatly dependent on the user's level of affirmation (Tarhini et al., 2016). As a necessary
consequence, it is vital to examine the elements that influence how people utilize and embrace
technology. During times of quarantines and virus epidemics, it appears that online learning is
the only feasible option for continuing to learn from afar. This, however, appears to be based on
a set of assumptions. It is important to note that online learning is only one type of distance
education.
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which function within highly variable operational, regulatory, economic, political, social, and
international conditions. One of the most critical elements of operating today's modern and
technologically sophisticated ships safely is the seafarers themselves. Thus, seafarers require
appropriate training and skills in order to successfully manage the complexity of operations.
Maritime education and training (MET) is critical to the development of competent workers who
contribute to the safety and efficiency of a system. The digital transformation and its effects of
industries and the traditional tasks of seafarers. Whether onboard or onshore, working in the
specialized skills. There are approximately 1.6 million seafarers worldwide, and the demand for
highly skilled seafarers and officers is growing, stressing the need for effective and efficient
The ability to integrate emerging technologies into widespread education and training
methods is becoming practical. This provides new opportunities to explore possibilities for
enhancing the educational experience for students and instructors. Maritime industries have
carry out required duties. However, the methods of developing competencies have evolved as
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Just as personal computing and the Internet created new opportunities for knowledge
sharing by opening new possibilities for information exchange, distance education, and
communication.
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Chapter 3
Research Design
This study employed quantitative research design, particularly the descriptive approaches
(Creswell & Creswell, 2017). The design examined, described, and analyzed the variables using
appropriate statistical tools. The descriptive approach particularly described the extent of
Respondents
There were 256 respondents out of 764 total population of maritime students in St.
(BSMT) respondents will be composed of 68(26.56%) out of 208 BSMT 1 students, 53(20.70%)
out of 161 BSMT 2 students, and 43 (16.80%) out of 129 BSMT students. However, Bachelor of
108 BSMarE 1 students, 34 (13.28%) out of 102 BSMarE 2 students, and 20(7.81%) out of 61
BSMarE 3 students. The students will be proportionally determined using the stratified random
sampling technique, and samples will be determined using the slovin’s formula.
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The study will utilize a researcher-made survey questionnaire. It will compose 2 parts. Part
1 will be the profile of the respondents and Part 2 will be a questionnaire on the extent of the
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validators. The suggestions and recommendations made by the validators were used to revise and
improve the instrument ensuring its reliability before the final gathering of the data of the
respondents. These respondents were the maritime students of the St. Therese MTC- Colleges,
Tigbauan Site.
Reliability
Simple random sampling will be utilized to test the reliability of the test respondents. Ten
randomly selected students who are not the respondents of the study will participate in the pilot
test; however, the pilot test participants should not include the study's respondents. Upon
recovery of the pilot data, the reliability coefficient score will be determined for interpretation
Upon the approval of the concept, the researcher consulted with their research adviser for
permission to gather data from the selected informants. After consultation with the research
adviser, the researcher will gather data for the informants. Orientation with the informants will
be conducted by the researchers. After the orientation, each informant will be given a research-
made checklist to answer. After the informants successfully answer the checklist, the researcher
will collect the checklist and check for the completeness of answers. The responses will be
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The Statistical Package for Social Science (SPSS) was used for data analysis. The
procedures were carried out according to the objectives and the level of measurement of the
variables. Both descriptive statistics and inferential statistics were used in this study. The
Frequency, percentage, range, mean, and standard deviation will be used to describe the
level of adaptability of students in in-person classes. Further, T-test and one-way ANOVA will
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Chapter 4
Extent of Adaptability of The Maritime Students to the New Normal In-Person Classes
The table below illustrates that all respondents can strongly adapt to the new normal in-
person classes with an average of 4.64, alongside a minimum score of 4.55 and a maximum
Table 2. Extent of Adaptability of The Maritime Students to The New Normal In-Person Classes
1. I perform much better in the in-person classes. .484 4.81 Can Strongly Adapt
3. I can interact well with my classmates. .548 4.62 Can Strongly Adapt
5. I can learn better in in-person classes. .519 4.67 Can Strongly Adapt
at school.
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7. I can adjust to the schedule of my in-person classes. .529 4.63 Can Strongly Adapt
8. I can participate well in in-person classes. .592 4.55 Can Strongly Adapt
9. The in-person classes are a lot easier than I expected. .582 4.65 Can Strongly Adapt
10. In-person classes allow me to do projects and .510 4.65 Can Strongly Adapt
The results in the table below illustrate that the extent of adaptability of the maritime
students to the new normal in-person classes is Can Strongly Adapt, with an average mean score
of 4.64. Also shown in the table are the results according to the independent variables that the
maritime students can strongly adapt to the new normal in-person classes with a mean range of
These results indicate that the maritime students of St. Therese MTC Colleges - Tigbauan
Site can strongly adapt to the changes and transition of the mode of learning from remote and
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Table 3. Extent of Adaptability of The Maritime Students to The New Normal In-Person Classes
Degree Program
Year Level
Significant Differences
From the table below, it is apparent that no significant difference was found in the t-test
of the extent of adaptability of the maritime students to the new normal in-person classes (t=.150,
p=.881). The probability result is greater than the significance level, which is 0.05. Therefore, the
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null hypothesis must be accepted when respondents are grouped according to the degree
program.
This study found that the degree program had no significant effect on the adaptability of
Table 4. Differences in the Extent of Adaptability of The Maritime Students to The New Normal
The table below illustrates the one-way ANOVA on ranks of the extent of adaptability of
the maritime students to the new normal in-person classes between grouped year level (x2=.453)
and within the grouped year level (x2=.110). The probability of 0.017 is less than the significance
level, which is 0.05, indicating that the null hypothesis must be rejected when respondents are
With the results, it was found that year level significantly affects the extent of
adaptability of the maritime students to the new normal in-person classes. This means that
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changes in the year level are associated with changes in the extent of adaptability of the maritime
Table 5. Differences in the Extent of Adaptability of The Maritime Students to The New Normal
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Chapter 5
Summary
This study was conducted to determine the extent of adaptability of the maritime students
and their engagement to the new normal in-person classes in St Therese MTC Colleges -
Tigbauan Site. This study sought to answer the following questions: (1) What is the extent of
adaptability of the maritime students to the new normal in-person classes when taken as a whole
and when grouped according to the degree program and year level; and (2) Is there a significant
difference in the extent of adaptability of the maritime students to the new normal in-person
classes when grouped according to the degree program and year level?
The study applied descriptive research design. The data gathered are done using a self-
made survey questionnaire. The data needed in the study were taken from 256 maritime students
who consented to participate in the study by answering the survey questionnaire given and
standard deviation, rank, percentage, T-test, and one-way ANOVA was used in analyzing the
Findings
1. The take of the students regarding the extent of their adaptability to the new normal in-
person classes when taken as a whole is that they can strongly adapt.
2. When the respondents are grouped according to their degree program and year level, it
was found that they can strongly adapt to the new normal in-person classes.
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3. The findings of this study show that when the respondents are grouped according to
no significant difference on the extent of the adaptability of the maritime students to the
new normal in-person classes. On the other hand, there is a significant difference on the
extent of the adaptability of the maritime students to the new normal in-person classes
Conclusions
Provided that the COVID-19 pandemic has had prolonged adverse effects on both the
general population and students (Salari et al., 2020; Singh et al., 2020), it is essential to consider
the extent of adaptability of the students and their engagement to the new normal in-person mode
of learning with posttraumatic growth under COVID-19. Indeed, students with higher adaptability
should be more prone to consider this situation an opportunity for growth or new beginnings and
should be able to find new ways to cope with it, as shown by our results.
Based on the results of the profile of the maritime students, it is concluded that most of
the respondents in this research study are BS Marine Transportation students, with most of the
Regarding the extent of adaptability of the maritime students to the new normal in-person
Moreover, when respondents are grouped by degree program, there are no significant
differences in the extent of adaptability of the students to the new normal in-person classes. In
connection thereto, we do not reject the hypothesis according to the degree program. On the other
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hand, when the respondents are grouped by year level, between and within the group, it shows
significant differences in the extent of adaptability of the students to the new normal in-person
classes. That being the case, the hypothesis is rejected according to year level.
Recommendations
The following recommendations were made after assessing the obtained data from the
As to the Curriculum Policy Makers. The results show a positive result, and with these,
As to the Curriculum Implementors. With the results gathered from this study, it is
transition of the learning process. Curriculum implementers are encouraged to have a consistent
and continuous application of the strategies so students will remain to adapt regardless of the
observe the student’s behavior, especially their adaptability to the dynamic learning processes, to
adaptability of the students to overcome the challenges and barriers with the modification of
learning.
As to the Maritime Students. It is advised that students must apply strategies to adapt to
the modification of the learning process quickly. With the results, it is also recommended to
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relate the findings to real-life circumstances, which could serve as a springboard for future
attempts.
investigation be conducted in order to compare the findings with those of this study. It is
recommended that future researchers widen the scope of their horizons in conducting a study that
could also be carried out focusing on the factors influencing the adaptation to new normal in-
person classes or even challenges faced during the adaptation to new normal in-person classes.
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References:
Salari, N., Hosseinian-Far, A., Jalali, R., Vaisi-Raygani, A., Rasoulpoor, S., Mohammadi, M.,
among the general population during the COVID-19 pandemic: a systematic review and
020-00589-w.
Singh, S., Roy, D., Sinha, K., Parveen, S., Sharma, G., & Joshi, G. (2020). Impact of COVID-19
and lockdown on the mental health of children and adolescents: a narrative review with
https://doi.org/10.1016/j.psychres.2020.113429.
https://theconversation.com/students-who-are-more-adaptable-do-best-in-remote-learning-and-
its-a-skill-we-can-teach-165003
https://www.moneymax.ph/lifestyle/articles/online-learning-tips
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APPENDICES
Appendix A.
Letter
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Appendix B.
Questionnaire on the Extent of the Adaptability in the Face-to-Face Classes in the New
Normal
PART I. RESPONDENT'S PROFILE. Please fill the space provided with the needed
information.
Name: (Optional)
_______________________________________________________________
Instruction: Please indicate a check mark (/) on the appropriate boxes that describe you.
Part II.
Instruction: Tick the option that best describes your answer using the following
responses:
(4) Agree,
(2) Disagree
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1. I perform
much
better in
the in-
person
classes.
2. I am confident in
myself in
associating with
my classmates.
with my classmates.
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4. I am motivated to
go to school daily.
in-person classes.
6. I am motivated to
participate in the
extracurricular
activities at the
school.
schedule of my in-
person classes.
8. I can participate
well in in-person
classes.
9. The in-person
easier than I
expected.
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allow me to do
projects and
assignments
together with my
classmates.