Higher School ng UMak

PRACTICAL RESEARCH 1

Assessing the Effects of Returning to Face-to-Face Classes to the

Selected G12 STEM Students for the 2nd Semester of A.Y.
2022-2023 at HSU
Dagohoy, Rolando Jr. T. 1, Dela Cruz, Rheiny Dhyanne R.2, Padilla, Katrina Jillian M.3
Perpenia, Miah Glaiza U.⁴, Razon, Khimverlee A. ⁵
University of Makati

Research Paper Info ABSTRACT

Revision History:
Revised 1 April 21, 2023
Revised 2 May 24, 2023
Final June 6, 2023
Keywords:
transition
face-to-face classes
online classes
learning modality
STEM students
As the learning modality transitioned, students
experienced significant changes. Previous research has
demonstrated varied effects of switching to online
classes, impacting academic performance positively or
negatively. This study aimed to examine the effects of its
counterpart—returning to face-to-face classes. To fulfill
the research objectives, an online open-ended survey
questionnaire was distributed to respondents selected
through purposive sampling. The questionnaire explored
the positive and negative effects of returning to face-to-
face classes on student performance, interaction, subject
requirements, laboratory performance, and the
effectiveness of face-to-face classes in completing
written works, quarterly exams, and performance tasks
for the selected G12 STEM students. Analysis of the
collected responses revealed diverse experiences in
these aspects. Face-to-face classes were found to
enhance understanding, rekindle interest in studying, and
improve communication with classmates and professors.
However, some students encountered challenges
adjusting to face-to-face classes, interacting with others,
and managing time efficiently. It is recommended that
educational institutions should consider these findings to
foster an inclusive environment supporting students
during and after modality shifts. This research contributes
to the existing literature by highlighting the effects of
transitioning to face-to-face classes and providing
insights into students' experiences post-transition.
Understanding the benefits and challenges associated
with this change enables informed decisions by
educators and administrators to enhance the learning
environment and promote student success.

1. INTRODUCTION

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In early 2020, when COVID-19 was spreading worldwide, new laws and protocols
were implemented. Summer of 2020, some countries in Asia started banning international
flights, but it took the Philippines a few months to impose such a law until the 5th of
February 2021.
This situation affected the Philippines' economy as well as its educational system. They
agreed to use online classes as a medium for learning for nearly 3 years. As the Philippines
started loosening up its strict laws with the announcement of the Inter-Agency Task Force
for the Management of Emerging Infectious Diseases (IATF-EID) for blended learning in
May 2020 and the announcement of face-to-face classes by Vice President and Secretary
Sara Duterte in October 2022, some parts of the country began to bring back face-to-face
classes, including Metro Manila. By the 2nd of November 2022, in Metro Manila, nearly
94 percent of all public schools conducted full face-to-face classes, according to the
Department of Education (DepEd) where the metropolitan has 827 public schools in total.
“Many studies state that it is more beneficial for students if they attend in-person
classes. That’s why it’s very important that we were able to bring back that option in our
schools to conduct five days of in-person classes,” Duterte said.
Public schools are to proceed with the full implementation of face-to-face classes by
November 2 as stated under the DepEd Order No. 44 with exemptions provided. In Makati,
Patrick Garcia stated that the local government of the city released its official statement on
the 22nd of August 2022, where the city has agreed to implement 100 percent face-to-face
classes, particularly in senior high school and college. Except for the University of Makati
(UMak), given that it is under renovation. Within the campus, half of the buildings for the
Higher School ng UMak (HSU) are undergoing restoration; hence, face-to-face classes are
difficult to push through and there needs to be more access to classrooms as most college
students are occupying available classrooms for their face-to-face classes.
And now that HSU has slowly started the transition to face-to-face classes, particularly
for G12 students, it is timely and relevant to further assess this situation by conducting
research relating to Assessing the Effects of Returning to Face-to-Face Classes to the
selected G12 Science, Technology, Engineering, and Mathematics (STEM) Students for
the 2nd Semester of Academic Year 2022-2023 at HSU. This study seeks to assess the
positive and negative effects, the impact on the students’ performance in school, and their
experiences of returning to face-to-face classes. As this generation was the first to
experience this, it would be imperative to take advantage of conducting this research, as
this study will provide a deeper dive into the effects of a sudden transition in learning
modality from the learner’s perspective.

1.1.Research Objectives
The main objectives of this study are;
1.1.1. To identify the positive and negative effects of returning to face-to-face
classes to the selected G12 STEM students for the 2nd semester of A.Y. 2022-2023
in terms of;
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1.1.1.1. Student’s performance

1.1.1.2. Peer interaction
1.1.2. To identify the impacts of returning to face-to-face classes to the selected
G12 STEM students in terms of;
1.1.2.1. Written works
1.1.2.2. Quarterly exams
1.1.2.3. Performance tasks
1.1.3. To investigate the advantages of returning to face-to-face classes to the
selected G12 STEM students in terms of;
1.1.3.1. Subject requirement
1.1.3.2. Laboratory performance
1.1.4. To assess how the selected G12 STEM students find returning face-to-face
classes helpful, in terms of:
1.1.4.1. Written works
1.1.4.2. Quarterly exams
1.1.4.3. Performance Tasks

1.2. Statement of the Problem

This study primarily aims to assess the effects of returning to face-to-face classes to the
selected G12 STEM students for the 2nd semester of the academic year 2022–2023 at
HSU.
Specifically, this seeks to answer the following:
1.2.1. What are the positive and negative effects of returning to face-to-face classes
to the selected G12 STEM students for the 2nd semester of A.Y. 2022-2023, in
terms of:
1.2.1.1. Student’s performance
1.2.1.2. Peer interaction
1.2.2. What are the impacts of returning to face-to-face classes to the selected G12
STEM students, in terms of:
1.2.2.1. Written works
1.2.2.2. Quarterly exams
1.2.2.3. Performance tasks
1.2.3. What are the advantages of returning to face-to-face classes to the selected
G12 STEM, in terms of:
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1.2.3.1. Subject requirement

1.2.3.2. Laboratory performance
1.2.4. How do the selected G12 STEM students find returning to face-to-face
classes helpful, in terms of:
1.2.4.1. Written works
1.2.4.2. Quarterly exams
1.2.4.3. Performance tasks

1.3.Returning to face-to-face classes in context with modality switching

Learning modality plays an important role in learning effectiveness. Noesgaard's (2015)
study of 761 articles shows that learning outcomes, learning attitude, and satisfaction are
the most common ways to measure the effectiveness of learning in higher education. These
learning outcomes include educational accomplishments like the student-reported
achievement of learning objectives, learning occurrences, performance improvement, and
achievement of learning outcomes. In consequence, sudden changes in the way students
learn can have a big effect on how they learn. This sudden change is called "modality
switching," which occurs when unanticipated events make it difficult to continue using the
teaching method that was initially used during instruction (Trust & Whalen, 2020).
This modality switching became more familiar when the COVID-19 pandemic started,
which resulted in a wide growth of online classes (Kuznekoff & Munz, 2022). In regards to
this, studies have shown that it has a big effect on the improvements of the students during
the COVID-19 pandemic confinement. Its flexibility and convenience are what make it a
popular option among students who want to increase the effectiveness of their learning,
(Perez et al., 2023). On the other hand, as stated in the previous study by Tagoe (2012),
students prefer blended courses that incorporate online and face-to-face. This also
concludes that there is a possibility that most students might prefer the in-between
modality switching which is blended learning. Nonetheless, as some students' academic
performance gets better when they switch from face-to-face to online classes, it is possible
to predict how it will deteriorate in some ways once they switch back from online to face-
to-face classes.
However, this may not be the case for other students. According to Ramlo (2021),
students said that the COVID-19 pandemic had a negative effect on their education
because of changes to hands-on lab experiences, time management, the lack of instructor
lectures and discussions, or a general disdain for online classes compared to face-to-face
classes. Among the reasons for this rejection of online classes are a lack of technical
support, unclear institutional policies and guidelines, teachers' inability to effectively
facilitate online learning, and a lack of interaction, Internet connectivity issues, the
unsuitability of home-learning environments, limitations regarding practical aspects of
learning in the laboratory, and eyesight issues (Wilson et al., 2020). Another issue that has
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raised concerns is the students' mental state (anxiety, depression, panic, anger, and
rebellion) due to the stay-at-home orders and the chaos caused by the pandemic (Liu et al.,
2022). Additionally, related to the study of Smith et al. (2017), a better understanding and
improved academic performance were seen in the students who engage in direct interaction
with their peers and instructors. As known, direct interaction with peers and instructors
was one of the main things that the online modality lacked. However, unlike online classes,
encountering challenges in commuting and social anxiety in a face-to-face setup can be a
hindrance in attendance and interaction affecting student’s overall performance (Davis et
al., 2019).
Despite these, it can still be concluded that returning to face-to-face classes can also
serve as an advantage and can rather cause a massive improvement for some students in
terms of their performance, considering all the factors that are mentioned.

1.4. Returning to face-to-face classes in context with STEM-related courses

After the switch of learning modalities from face-to-face to online, STEM-related
courses are the most affected. According to Beruin (2022), the abrupt switch to a fully
online learning environment was a significant concern that needed to be acknowledged
because STEM students had subjects and courses that required laboratory classes, lab or
field experiments, and a hands-on approach to learning in addition to the conventional
classroom learning setup that they were used to before the pandemic. For this reason,
focusing on STEM students' experiences is really important because there is a distinct
correlation between how the student will have an easier way of learning once they return to
face-to-face classes by utilizing actual laboratory facilities for the required experiments
under their courses.
D’Souza et al. (2020) stated that before the modality switch happened, 97 percent of the
STEM students found the laboratory activities of the STEM course to be useful in learning.
Although some students find learning the concept of laboratory experiments easier in an
online setup, they still don’t consider anything digital as a substitute for actual laboratory
activities (Seaman, 2021). This includes certain reasons including how it limits peer
interactions and how the performances might be unsupervised since the instructors are not
directly involved in each experiment (Faulconer & Gruss, 2018). This acknowledges the
study of Johnson et al. (2014) which pertained to how increased focus and concentration
were observed when face-to-face instructions were facilitated among students.
Additionally, it affects the enthusiasm for actual procedural experiments given that video
demonstrations are either not enacted or are oversimplified (Rivera, 2014). As stated by Xu
and Jaggars (2013), active, visible, and deep engagement have been proven to correspond
with higher performance among students. It is another way of correlating how STEM-
related activities, laboratory experiments in particular, are highly affected by whether it
was done or not or whether it was done remotely or in person. Furthermore, as claimed by
Joji et al. (2021), in face-to-face laboratory classes, students take responsibility for their
own learning and conceptual understanding. Instructors have also observed that learning
methodologies under it improve students' cognitive skills and problem-solving abilities.
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Moreover, lab activities performed in a face-to-face setup enables students to collaborate

and communicate while articulating their ideas using scientific concepts in solving real-life
ones (Huri & Karpudewan, 2019). Furthermore, there has been an enhancement of critical
thinking, problem-solving, and communication skills in face-to-face collaborative learning.
(Prince, 2013).
In accordance with these studies, learning STEM-related courses is more effective when
actual laboratory activities are carried out. Since online classes were previously used as a
learning modality, STEM students are more likely to experience positive effects when they
switch back to face-to-face classes, considering the use of these activities before the
transition of modality happened.

2. METHOD
This section presents the approach to fulfill the purpose of the study, the method used
for the selection of respondents, and the ways of gathering data used to conduct the
research.
2.1. Research Design
The researchers aimed to attain the experiences, hardships, difficulties, and advantages
and disadvantages of returning to face-to-face classes to the selected G12 STEM students
at HSU. The researchers had chosen qualitative descriptive research as their research
design as it gave more emphasis on the actual experiences of the students. According to
Kim et al. (2017), qualitative descriptive research produces data that expresses the "who,
what, and where of events or experiences" from a subjective viewpoint. The target
population was G12 STEM students who were currently conducting face-to-face classes at
HSU and was achieved by selecting respondents from the G12 Dean’s List students for the
sample. This study revolved around two variables: the effects of returning to face-to-face
classes and the selected G12 STEM students at HSU. With these, the researchers aimed to
analyze varied experiences of returning to face-to-face classes from the top-performing
G12 STEM students of HSU.
2.2. Sample and Sampling Technique
A non-probability purposive sampling technique was used for the selection of
respondents for this study. A purposive sampling has the characteristics of a population
and the objective of the study as the basis for the selection of a sample (Crossman, 2020).
The sampling was based on the top-performing G12 STEM students of HSU. Between 8 to
12 respondents possible, 10 names from the G12 Dean’s List were selected. These students
share one thing in common: consciousness in their academic performance. To achieve the
objectives of this study, the researchers purposely asked the top performing G12 STEM
students, which are the dean’s listers, to understand how the transition from online to face-
to-face classes affected the consistency of their academic performance, how they managed
to do their activities and exam upon the transition, and how they still managed to have a
life-study balance with their interaction with their schoolmates.
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2.3. Research Instrument / Materials / Instrumentation

An open-ended survey questionnaire was the research instrument that was chosen in
this qualitative study given that it was effective in attaining the expected responses aligned
with the proposed objectives as it allowed the respondents to give free-form answers. On
top of that, given that the study was conducted amid the pandemic, both the researcher and
the respondents found electronic survey tools like Google Forms to be efficient such that
they didn't have to require person-to-person contact. Also, it is both user-friendly and time-
friendly. The form consisted of three parts, the first part consisted of a term agreement
regarding the Data Privacy Act of 2012, the second part consisted of basic questions about
demographic identity, and the last part consisted of twelve open-ended questions. An
estimated time of 15-20 minutes was required to complete the whole survey questionnaire
however, it could be ended at any time the respondents wished to. In brief, the instrument
was considered thoroughly to ensure convenience for both the researcher and respondents,
to successfully obtain the purposes of the research.

2.4. Data Gathering Procedure

The purpose of this research, in questionnaires were used. In questionnaires are open-
ended questions about the effects of returning to face-to-face classes to the selected G12
STEM students. The procedures in pre, during, and post-data gathering that were used are
as follows:
First, the questionnaire was made with an electronic survey form called Google Forms.
As mentioned, the first part contained the Data Privacy Act of 2012 which is consent to
ensure that all the data was used under the law for legitimate educational purposes. After
the questionnaire was made, the validation of the instrument was done with the
involvement of a research adviser. Considering the adviser’s suggestions and
recommendations, the instrument was once again checked thoroughly before going under
the data-gathering procedure.
Before the finalization of the questionnaire, the researchers began to thoroughly sort the
respondents from the dean’s list which afterward were asked for permission for their
responses to be collected using the finalized questionnaire. The respondents were given a
whole day to respond to the researchers, if the researchers were not given a response
another respondent was asked to obtain the target population. On the other hand, those who
agreed were given the link to the Google Form to start filling up responses.
Secondly, right after the questionnaires were given to all the respondents, 3 days were
given for the forms to be completed. Within this part, hands-on management was done to
consistently keep in touch with the respondents. Frequent monitoring of the forms was
applied to track the progress of the responses to be aware of the queue on when to start the
post-process of the procedure.
Lastly, the data gathered was scanned and read thoroughly. Upon reading the responses,
conclusions and interpretations were built in progress by the researchers to have a clear
viewpoint on the alignment of the responses to the research’s objective. Furthermore, these
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data were sorted and classified for a labor and time-saving process toward the results and
discussion.

3. RESULTS AND DISCUSSION

3.1. Results
In this section of the research, presented are the findings of the study in relation to the
research questions. The results were presented following the sequence of the research
objectives: (1) identify the positive and negative effects of returning to face-to-face classes;
(2) identify the impacts of returning to face-to-face classes; (3) investigate the advantages
of returning to face-to-face classes; (4) assess how helpful returning to face-to-face classes
were. The collected data were presented in the order of the questions asked.
Positive and Negative Effects of Returning to Face-to-face Classes in Terms of
Student’s Performance and Interaction
Returning to face-to-face classes enhanced student performance in many ways,
including organizational and academic participation. The responses varied for every
student participant (SP). Three students stated that learning in person was a more enjoyable
experience than learning online because tasks can be more efficient because they prefer to
learn things in real time (SP3), collaboration with classmates or groups was also a much
more effective learning strategy (SP2), and it was more effective, particularly because their
learning style is visual and kinesthetic (SP4). Another three claimed that they understood
the lessons better because there is less distraction in their learning environment (SP5), that
it concentrated their ideas through a classroom setting (SP10), and that there were
numerous opportunities for improving social interactions and communication with their
professors and classmates (SP8). Two, on the other hand, improved their academic and
mental health performance (SP7), as well as their ability to work more effectively (SP9).
Moreover, as a member of an organization's executive committee, this student participant
learned to be patient with socializing, which made it easier to communicate with their
fellow STEM schoolmates (SP1). Additionally, this student participant learned to regain
their lost abilities, hope, and skills, which improved their mental health in some ways
(SP6).
“The positive effect that I've experienced is learning effectively, especially
since my learning style is kinesthetic and visual. It is also more enjoyable to
participate in contests face-to-face than online.” - SP4
“Face-to-face classes allow me to have opportunities for social interaction
and improve my communication with my professors and classmates. It also helps
me be more focused and engaged since there are fewer distractions in the
environment, unlike having synchronous classes online.” - SP8
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“My experience here was really good as it gives me much more knowledge
than what I have learned in the past years of online classes. It has brought back my
interest in studying. I felt like I have returned to my past self and regained my lost
abilities, hope, and skill. Furthermore, having this setup made my mental health
healthy in some little way.” - SP6
On the other hand, the negative experiences after the return to face-to-face classes in
terms of; students performance, such as organizational and academic participation were
social anxiety as an introvert (SP1), an increase in expenses (SP2, SP9), adjusting from the
sudden transition (SP3), poor time management and procrastination (SP4, SP8), having to
climb the stairs despite of having health issues (SP5), more complicated schedule (SP6),
require of physical strength and endurance throughout the day (SP10), and one answered
(SP7) no negative experience at all.
“In my months of having 1 day of face-to-face class, I also encountered some
negative experiences. One example of this is my health problem especially when
the elevator ain't working. I had to climb the stairs from the grounds to the 10th
floor and almost fainted. In terms of academic participation, I haven't had any
negative experiences since having f2f made my interest in studying grow wild.” -
SP5
“The only negative part I experienced is the common thing all students face,
like the expenses on materials needed for academic purposes, the expenses on
transportation fees, expenses on food, and the hassle for students going to the
university from distant places.” - SP9
Additionally, the positive effects of returning to face-to-face classes in terms of peer
interaction included satisfaction and convenience in communication, particularly in group
projects (SP1, SP4), happiness and the formed bond with fellow students and org mates
(SP2), delight as it contributed significantly to one's confidence and energy (SP3), and it
promoted more social interactions, which fostered leadership, new interests, and a sense of
belonging in the school community (SP5). Three developed their social skills, which
allowed them to interact and connect with other students and classmates (SP6, SP7, SP8).
The last two made it possible to discuss matters more clearly and interact more effectively
than online (SP10); additionally, meeting physically with other students who engaged in
bonding is significantly different than doing so on an online platform (SP9).
“Social interactions delighted me, and I regained the confidence and energy
I had during my high school days. Social interactions with my classmates,
kasiSTEMas, and schoolmates helped me overcome the stress and anxiety that a
graduating student like me experiences.”- SP3
“Being in the company of my fellow STEM or HSU students allows me to
engage in more social interactions, develop my leadership abilities, explore new
interests, and foster a sense of belonging within the school community.”- SP5
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Furthermore, two students found it difficult to interact with other students due to
feelings of anxiety, particularly those who are introverts (SP7, SP8). Approaching became
a problem for them due to sudden awkwardness (SP9), had a difficult time interacting with
other students, and since the pandemic, their social energy has decreased as a result of
switching back to the online world (SP10), in other cases adjustment from online learning
modality to face-to-face set-up causing negative effects of experiencing social anxiety
(SP4). The concept of covid continued to exist around and filled spaces as we work on an
online modality setup (SP2). Additionally, because they lacked social skills, adjustment
over time hindered their interactions with one another (SP1). In terms of social interaction,
it was necessary to be friendly because there might be misunderstandings if they did not
approach them. Their problem was communicating alongside a short social battery (SP6),
as well as feeling pressured to perform well and work well under pressure to keep up
because they are surrounded by others who are fast learners (SP3). Others might not have
experienced negativity as a result of their interactions with others (SP5).
“Maybe it applies to other students who are introverts. They may find this
new situation difficult since they have not interacted in a long time and are shy
now that face-to-face classes have returned.” - SP8
“Being in STEM means you are surrounded by classmates who are all
smart and work well under pressure; sometimes, I get pressured to keep up and
perform well too.” - SP3
Impacts of Returning to Face-to-face Classes in Terms of Accomplishing Written
Tasks, Quarterly Exams, and Performance Tasks
Regarding the accomplishment of written works, two students agreed that there is not a
lot of time to accomplish tasks (SP10) and that the allotted time is rather short (SP9).
Another two said that it’s a hassle needing to go to school, then afterward will submit and
answer quizzes (SP1), and that it’s challenging and hard to maintain time management
from the overloaded work (SP8). On the other hand, some answered that it made them
much more interested in studying and reviewing past lessons (SP4), that they can
confidently answer and recall more than when learning lectures at home (SP2), they were
able to accomplish seat works, assignments, and quizzes on time (SP3), they became better
at on-the-spot thinking; doing tasks and activities got a little easier (SP6), they must always
do written works on time (SP4), and it made them organize and use time efficiently having
improved time management skills (SP7).
“It was good, enjoyable and really interesting because it is a moving exam.
It made me much more interested in studying and reviewing past lessons after that
exam.” - SP4
“Since we are still implementing blended learning we still do online
classes while on the other hand doing face-to-face classes. It's challenging and
hard to maintain my time management from the overloaded works from different
subjects…” - SP8
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Three students answered that face-to-face classes helped them in accomplishing their
quarterly exams by remembering the activities they’ve done (SP2), not just memorizing the
terms but actually doing it (SP1), and providing a more practical and engaging learning
experience (SP5). Another three said that it gave them more knowledge to conduct their
online exam (SP3, SP4, SP6). Additionally, three had varied experiences and stated that
they were more motivated to study and take notes (SP7), they got higher scores in
examinations (SP9), they were able to be competent enough to answer the exam with
utmost confidence (SP10), and one said that it doesn’t have an impact on them as it’s the
right and proper time management that they need to improve (SP8).
“Since we focus more on laboratory works and hands-on experiments, I
think those I mentioned really help to provide a more practical and engaging
learning experience for students.” - SP5
”As of now, we are still taking our midterm and final exams through online
platforms. However, since some of the subjects were physically discussed, I was
more motivated to study and take notes when I learned them in person.” - SP7

Three students said that it’s fun and enjoyable to communicate with each other (SP1),
communication is easier than ever (SP7), and it may be tiring but enjoyable doing it with
others (SP4). Meanwhile, two stated that it’s quite taxing particularly when all
performance tasks were distributed simultaneously (SP10) and it’s more work compared to
the usual online classes (SP3). The other five varied in their answers. Two stated that the
performance tasks they completed were of higher quality and more polished (SP6) and
they learned more by having visual representation and demonstration of the particular
activity (SP9). One said that it impacted their leadership skills (SP5). The remaining two
said that it was essential for them to manage time efficiently as a group (SP8) and that the
class has schedules or timetables on when they can do different tasks on different subjects
(SP2).
“Most of them are groupings, so the class and I have these schedules or
timetables on when we can do the different tasks, from the mini, simple ones, to the
complicated, long ones.” - SP2
“In my experience, the mini-tasks, major tasks, and projects that we
completed during face-to-face classes were of higher quality and more polished.
This is because our professors were able to closely monitor our progress and
provide immediate feedback, which helped us improve the overall quality of our
work.” - SP6
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Advantages of Returning to Face-to-face Classes in Terms of Subject Requirements

and Laboratory Performance
When it comes to the advantages that G12 STM students encountered in a face-to-face
setup corresponding to subject requirement, laboratory experiments are more comfortable
(SP1, SP2), two students responded that it was more effective in nurturing theoretical
concepts to real-world situations (SP3, SP6), being familiarized with the experiment’s
apparatus is an advantage (SP4), improvement of knowledge (SP5, SP7), development of
communication and teamwork skills (SP6, SP9), new discoveries and knowledge through
lab experiments, particularly their required subject; Capstone (SP8), and it was more
motivating to learn and solve problems (SP10).
“After the few experiments where we compute or apply science notions, I can
not just learn the words or memorize the formulas but also think of the applications
of those lectures in real life or everyday situations.” - SP3
“Face-to-face classes made us learn new knowledge in a creative way. We get
to make new discoveries through experiments in the laboratory, particularly in the
subject of Capstone, which covers the two major subjects of Biology and Physics. It
enables us to gain knowledge through hands-on work and activities. Even though
sometimes it is challenging, it is still a wonderful and fun experience as a STEM
student.” - SP8
“It kind of gave me more motivation on thinking and trying to find a solution
to a problem and also try to participate in some problem solving as a group.” -
SP10
Face-to-face classes are advantageous in laboratory performances as it helped to gain
practical and logical skills (SP1, SP10), allowed collaboration and utilization of actual lab
equipment (SP2, SP6), development of listening and observing skills (SP3), pursued them
to learn and focus more (SP4), it made them love science more and learned things that
were difficult in remote learning (SP5), it brought enlightenment and adequate information
(SP7), simply it enabled them to experience actual laboratory activities (SP8), and it made
them a better understanding on lab etiquettes (SP9).
“The advantages I experienced is that I gained practical skills, increased
retention of information especially for botany and zoology, and quality interaction
us students and professors.” - SP1
“I learn more and can either focus or have my mind elsewhere; experiencing
it is better than just watching a premade video, which makes me skip through most
content and just watch where I'm interested.” - SP4
“We get to learn a lot of stuff, and it is indeed a wonderful experience to see
and touch various laboratory equipment and learn its function through physical
interaction, unlike in online classes. It also gives you the kind of feeling of being in
a real-life scenario and being a professional at what you are doing.” - SP9
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The Helpful Outcomes of Returning to Face-to-Face Classes for Selected G12 STM
Students

In accordance with the responses in terms of written work. All students found it helpful
for different reasons. Three found it helpful in a way that it made them focus more (SP4,
SP6) and collaborate more (SP1). Most have varied answers, it allowed the development of
etiquette and skills and working under pressure (SP2), it was simply helpful (SP3), it was
very helpful as based on their scores (SP5), it had a great in a sense of improvement of
skills (SP6), it was very helpful in a sense of an increase in enthusiasm (SP7), it was
helpful in nurturing self-discipline and time-management (SP8), it was helpful and
efficient (SP9), and it drove them to seriously listen (SP10)

“Very helpful. It helps you develop etiquette and college-like skills, one of
which is working well under pressure in a pile of written works given weekly and
the lab reports you have to do every after laboratory activity.” - SP2

“It helps in that it instills a feeling of discipline in me. Because you will
learn how to manage your time effectively and complete your work before the
deadline during face-to-face classes where time is quite limited.” - SP8

Regarding the helpful outcomes of face-to-face classes to their exams. Three students
(SP3, SP7, SP8) stated that it was very helpful. While 7 had an in-depth point of view like
how helpful it was as it allowed collaboration and communication in learning (SP1, SP4),
helpful as it allowed them to practice reading and critical thinking skills (SP2), very
helpful as they saw evident improvement (SP5), helpful in their performance than in an
online setting (SP6), helpful as it helped them to concentrate to learn more to apply to
exams (SP9) and helpful as face-to-face learning was more efficient in reviewing to answer
the examination (SP10).

“I had the opportunity to connect with and problem-solve with other

students from the same strand as mine so I could say that it was very helpful.” -
SP1

“Good because it makes it simpler for me to concentrate during in-person

lessons, which encourages me to learn more to apply in examinations.” - SP9

“It makes me remember the lessons done and taken during face-to-face
more efficient along with doing reviews before the examination. And it does help
me answer exams a little bit better.” - SP10
 Higher School ng UMak 114

Lastly, in performance tasks, students found it helpful as well. As it allowed them to

concentrate and focus more (SP1, SP5), it enabled room for communication and
collaboration (SP2), in the sense of increased morale and motivation (SP4), it allowed
them to focus more which leads to an increase in performance (SP5), it helped in
improving time management skills (SP6), f2f classes provided more effective and
meaningful outcomes (SP8), it gave more progressive and efficient outputs together with
clear ideas (SP9), and they don’t get piled with tasks (SP10). Two (SP3, SP7) simply
answered ‘helpful’.

“It's very helpful; the return of face-to-face classes kind of increases the
morale and motivation of students like myself to study and work better than when
in an online class.” - SP4

“It is beneficial because it ensures that students receives more accurate and
thorough instructions. They will have access to resources inside the school that
they do not already have. Face-to-face classes provide for more effective and
meaningful outcomes since the professor will monitor and oversee all performance
activities.” - SP8

3.2. Discussion
In this section, the discussion focuses on the impacts of returning to face-to-face classes
on student performance and interaction in terms of accomplishing written tasks, quarterly
exams, performance tasks, subject requirements, and laboratory performance. By
considering the advantages and potential challenges, a comprehensive analysis can be
conducted to understand the implications of face-to-face classes in these areas.
Positive and Negative Effects of Returning to Face-to-face Classes in Terms of
Student’s Performance and Interaction
Despite the challenges faced, there were also positive effects of returning to face-to-face
classes on student performance and interaction. Students reported improved focus and
concentration during in-person classes, as they found it easier to engage with the material
and participate actively in classroom discussions. The direct interaction with teachers and
peers allowed for immediate clarification of doubts and a better understanding of complex
concepts. Additionally, face-to-face classes provided a structured learning environment
that helped students develop better time management and study habits. However, there
were also negative effects associated with the return to face-to-face classes. Many students
faced difficulties in commuting to school, resulting in decreased attendance and missed
classes. This lack of attendance negatively impacted their academic performance.
Furthermore, the transition from online learning to face-to-face interaction proved
challenging for some students, particularly those who are introverted or have limited social
skills. They experienced social anxiety and found it difficult to approach and interact with
their peers.
 Higher School ng UMak 115

Overall, returning to face-to-face classes had both positive and negative effects on
student performance and interaction. On one hand, it enhanced focus, participation, active
interaction, and immediate clarification of doubts. On the other hand, challenges in
commuting decreased attendance, and social adjustment issues hinder academic progress
and social interactions. These findings align with previous research on the impact of face-
to-face classes on student performance and social interactions. Studies have shown that
direct interaction with teachers and peers promotes active engagement, better
understanding, and improved academic performance (Smith et al., 2017). Conversely,
challenges in commuting and social anxiety can negatively affect attendance and hinder
social interactions, affecting students' overall well-being and academic success (Davis et
al., 2019). The return to face-to-face classes has both positive and negative implications for
student performance and interaction, requiring educational institutions to provide the
necessary support for a smooth transition and overall well-being.
Impacts of Returning to Face-to-face Classes in Terms of Accomplishing Written
Tasks, Quarterly Exams, and Performance Tasks
Based on the results of analyzing the impacts of returning to face-to-face classes in
terms of accomplishing written work, quarterly exams, and performance tasks, there were
varied preferences from the students. In terms of written work, some of the students
answered that there was not a lot of time allotted to accomplish a task and it was hard to
manage the time. It was also a hassle for them to attend face-to-face classes, then submit
their tasks online. This was contrary to a previous study stating that students prefer to have
the two learning modalities combined (Tagoe, 2012, cited in Gherhes et. al, 2021).
Others stated that it made them more interested in studying, can recall more of the
lessons, and were able to pass the assigned tasks on time. Upon accomplishing the
quarterly exams, the students stated that face-to-face classes gave them more knowledge,
and were able to remember and not just memorize the terms by providing them with a
more practical and engaging learning experience. They even felt competent enough to
answer the exam with utmost confidence. However, one student said that it’s their own
proper time management that they need to improve in. Lastly, in performance tasks, some
answered that it was fun and easier to communicate with their classmates but it was also
tiring as it requires more work and that they need to manage their time efficiently as a
group. Meanwhile, others showed a positive response as they completed a higher quality
and more polished work and even got to learn more with the visual and actual
representation or demonstration of the particular activity.
 Higher School ng UMak 116

With the previous research of Beruin (2022) which focused on how online classes were
a significant concern for STEM students as they had subjects and courses requiring
laboratory and field experiments and hands-on approaches, most of the responses showed
that face-to-face classes for these experiments helped them to remember terms and
understand the concept more. Besides the fact that the results showed the benefits of face-
to-face learning for experiments and hands-on approaches, it also showed that there were
students having a hard time with face-to-face classes and requirements while others found
it more effective.

Advantages of Returning to Face-to-face Classes in Terms of Subject Requirements

and Laboratory Performance
In terms of subject requirements and laboratory experiments, the findings of the
student's responses demonstrated the numerous advantages of face-to-face classes for G12
STM students. Most of the responses corresponding to the advantages in terms of subject
requirement revolved around the feasible idea of having to actually perform laboratory
activities in hand with the familiarization of equipment. Some responded that it is also
advantageous in improving collaboration, communication, and teamwork skills,
particularly in subjects that require problem-solving. Some students also stated how it
allows them not only to learn textbook topics but also to nurture theoretical concepts in
real-world situations. In terms of laboratory performance, most students consider the
enhanced retention of knowledge and the enactment of experiments as an advantage of
returning to face-to-face classes. On the other hand, some emphasized how it practically
honed their skills, how it increased their focus and drove them to learn, and how it made
them actively engage with the said activities. In conclusion, it was advantageous in the
sense of practicality, theoretical understanding, equipment familiarity, knowledge
improvement, communication and teamwork skills, motivation, and general engagement.
As scientific activities played a big part in the STEM strand. Everything that impacts
the student’s performances must be considered which is why a thorough analysis of the
advantages of returning to the default learning modality of the students was done as there
had been an absence of required activities due to the previous modality and as reflected in
the results every factor that served as an advantage is a factor that mostly affected students’
performance. As stated by Joji et al. (2021), students tend to be more responsible in their
learning and conceptual understanding in a face-to-face laboratory learning environment.
Improvement in cognitive and problem-solving skills was also observed. In addition,
Students are able to work together, share ideas, and articulate their reasoning as they use
scientific concepts to solve real-world problems through in-person lab activities (Huri &
Karpudewan, 2019). As aligned with the responses, the advantages of face-to-face classes
greatly contributed a lot to the improvement of the G12 STM students.
 Higher School ng UMak 117

The Helpful Outcomes of Returning to Face-to-Face Classes for Selected G12 STM
Students

According to the responses on how helpful face-to-face classes are for written works.
Students reported that it helps them focus and collaborate. They also stated the
improvement of skills aligned with working under pressure and time management.
Resulting in high scores in the said activities. The knowledge students gained from face-to-
face learning is crucial to their online exams. All of the students found it helpful.
Specifically, as they concentrated and focused more, they improved their reading and
critical thinking, and increased efficiency in reviewing. Lastly, all students found f2f
classes helpful in performance tasks. One student said they could focus better because their
homes are distracting. Mostly said they communicated and formed partnerships. One
student said that it improved their morale and motivation in person more than online.
To summarize, the students' responses emphasized the positive impact of face-to-face
classes on concentration, collaboration, skill development, and motivation. By providing
an environment conducive to active learning, the physical classroom enhances the quality
of written works, online exams, and performance tasks, improving academic outcomes and
heightening student engagement. In a study by Johnson et al. (2014), it was found that
face-to-face instruction facilitates increased concentration and focus among students.
Furthermore, collaborative learning in face-to-face classes has enhanced critical thinking,
problem-solving, and communication skills (Prince, 2013). The opportunity for immediate
interaction and discussion with peers and instructors fosters collaborative environments,
allowing students to develop skills through active engagement and social learning. Thus,
face-to-face classes are indeed helpful as aligned with the responses.

4. CONCLUSION
In conclusion, the findings of this study highlighted the ups and downs associated with
transitioning from online to face-to-face classes which offered:
● Positive effects on focus, participation, and understanding, but challenges in
commuting and social adjustment can hinder attendance and social interactions.
● Positive impacts in written tasks, quarterly exams, and performance tasks by
increasing interest, practical understanding, and collaboration, on the other hand,
struggle with time management and requirements were shown.
● Advantages in subject requirements and laboratory performance, including
equipment familiarity, theoretical understanding, improved communication and
teamwork skills, motivation, and overall engagement.
● Improvement in focus, collaboration, and time management skills in accomplishing
written tasks; enhanced reading, critical thinking, and efficiency in reviewing for
online exams; and a focused environment, better communication, and increased
motivation for performance tasks.
 Higher School ng UMak 118

The study emphasized the importance of providing support and resources to facilitate a
smooth transition for students. In that sense, the following recommendations were given by
the researchers:
● As reflected in the responses, optimization of learning experiences should be
considered if there would be a sudden transition in order to create an inclusive and
supportive environment, especially for those who struggle to socialize.
● Student performance should be consistently monitored and analyzed in order to
align regulations and adjustments for each student’s welfare.
● Communication and feedback should be practiced as it also enhances student active
engagement and active participation mostly in an in-person learning environment.
 Higher School ng UMak 119

ACKNOWLEDGEMENTS
The researchers would like to express their gratitude to the following individuals for
their continuous support in the fulfillment of this study.
To Ms. Kathleen Mistades, for constant encouragement, guidance, constructive
criticism, and feedback that helped the researchers throughout the making of this study;
To the beloved families of the researchers, for their undying support in the completion
of this study;
and most importantly the researchers would like to sincerely extend their gratitude
and praise to the above-all and ever-loving God for giving wisdom and full capacity upon
the fulfillment of this study.
To all the people who supported and helped the researchers directly or indirectly, the
sincerest gratitude was expressed by the researchers.
 Higher School ng UMak 120

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APPENDICES
Appendix A
Survey Questionnaire

Sections Questions

I Data Privacy Act of 2012 I am openly engaging in the aforementioned study.

Furthermore, I provide my approval for all
information that I will share with this study. My
information will be used and shared under the law to
achieve legitimate interests as an educational
institution, including a range of academic and
statistical reasons. This consent does not prohibit the
existence of other conditions for permissible
personal data processing, and it does not surrender
any of my rights under the Data Privacy Act of 2012
or other applicable legislation.

( ) Yes, I am giving my consent and voluntarily

participating in this study and I hereby understand
and agree to the terms and conditions stated above.

II General Instructions The first part is about the demographic profile. The
second part is the assessment of returning to face-to-
face classes with the questions provided. The
following questions require responses purely written
in English. Honest detailed answers and active
participation are highly encouraged.

III Demographic Section The demographic profile of the student respondents,

in terms of;
- Complete name (optional)
- Section and Strand

IV Positive and negative
effects experienced after
returning to face-to-face
classes.
(1) What are the positive effects you experienced
after returning to face-to-face classes in terms of
your performance such as organizational and
academic participation as a G12 STEM student?
(2) What are the negative effects you experienced
after returning to face-to-face classes in terms of

V Impacts faced after
returning to face-to-face
classes.
VI Advantages experienced
after returning to face-to-
face classes.
VII Helpful outcomes of
returning to face-to-face
classes.
Higher School ng UMak 124
your performance such as organizational and
academic participation as a G12 STEM student?
(3) What are the positive effects of returning to face-
to-face classes in terms of social interactions with
your fellow STEM or HSU students?
(4) What are the negative effects of returning to
face-to-face classes in terms of social interactions
with your fellow STEM or HSU students?
(1) What are the impacts you faced on
accomplishing your written works such as seat
works, assignments, and quizzes after returning to
face-to-face classes?
(2) What are the impacts you faced on
accomplishing your quarterly exams such as
midterm and final exams after returning to face-to-
face classes?
(What are the impacts of face-to-face learning in
harnessing knowledge to accomplish your online
exams?)
(3) What are the impacts you faced on your
performance tasks such as mini-tasks, major tasks,
and projects after returning to face-to-face classes?
(1) What are the advantages you experienced after
returning to face-to-face classes corresponding to
your subject requirements such as mathematical
tasks (analyzing and solving mathematical
problems) and scientific experiments (required
experiments in science subjects)?
(2) What are the advantages you experienced after
returning to face-to-face classes corresponding to
your laboratory performances such as laboratory
demonstrations and observations?
(1) How helpful do you find returning to face-to-face
classes in accomplishing your written works such as
seat works, assignments, and quizzes?
(2) How helpful do you find returning to face-to-face
classes in accomplishing your quarterly exams such
as midterm and final exams after returning to face-
to-face classes?
 Higher School ng UMak 125

(How helpful is face-to-face learning in harnessing

knowledge to be used in your online exams?)
(3) How helpful do you find returning to face-to-face
classes in accomplishing your performance tasks
such as mini-tasks, major tasks, and projects after
returning to face-to-face classes?

Appendix B
Student Participants’ Responses

Questions Responses

What are the positive effects you
experienced after returning to
face-to-face classes in terms of
your performance such as
organizational and academic
participation as a G12 STEM
student?
(SP1) As an executive committee of an org, I
learned how to have patience and socialization
skills. As a student, I learned how to make tasks
easier by communicating with my fellow STEM
schoolmates.
(SP3) I was able to learn, experience, and enjoy the
concepts learned in online classes during face-to-
face classes, and my tasks can be made more
efficient, thorough, and natural because I can learn
things at hand.
(SP5) I can understand my teacher better because
there is less distraction in my surroundings, like
family members, chores even though I'm in the
middle of class, and easy-access gadgets beside or
in front of me.

What are the negative effects you
experienced after returning to
face-to-face classes in terms of
your performance such as
organizational and academic
participation as a G12 STEM
student?
(SP5) One example of this is my health problem
especially when the elevator ain't working. I had to
climb the stairs from the grounds to the 10th floor
and almost fainted. In terms of academic
participation, I haven't had any negative experiences
since having f2f made my interest in studying grow
wild.
(SP6) The schedule is a lot more complicated.
(SP7) I don't recall any negative experiences.

What are the positive effects of (SP1) It brings me self-satisfaction whenever I

returning to face-to-face classes in completed a task on hand together with my capstone
terms of social interactions with groupmates. It is also easier to talk to my classmates
 Higher School ng UMak 126

your fellow STEM or HSU whenever there's something wrong with their work.
students? (SP2) I feel so happy in terms of having an actual
conversation and also the bond with each student
for activities and events regarding acad performance
and STEM-SOC org.
(SP9) I had the chance to meet the individuals I met
online and get to know them even better. Physically
meeting and forming bonds is significantly different
than doing so on an online platform, where
engagement is considerably more constrained
because it is only online.

What are the negative effects of
returning to face-to-face classes in
terms of social interactions with
your fellow STEM or HSU
students?
(SP2) The idea of covid is still roaming around and
the part where a gap is built as we just started as
online then turns into face-to-face interactions.
(SP7) Having the feeling of anxiety especially to
those who are introverts like me.
(SP9) It's hard to approach since we're not used to
being with each other and sudden awkwardness
between each other when having face-to-face
interactions. It's hard at first since we're all shy of
each other and we don't know how to act as one or
as a section that hinders our connection and
communication.

What are the impacts you faced
on accomplishing your written
works such as seat works,
assignments, and quizzes after
returning to face-to-face classes?
(SP1) The time and effort as face-to-face takes so
much energy especially now that it's hot weather the
energy to answer is already drained. Time also
varies as there are limits in accomplishing written
works I find it hassle that I need to go to school then
afterward will submit and answer quizzes.
(SP2) I can confidently answer and recall more than
when I learn lectures at home.
(SP7) The return of face-to-face classes made me
organize and use my time efficiently. It improves
my time management skills since some works
require submission in person, so it is difficult to
make a late submission.

What are the impacts you faced (SP1) It has a great impact in terms of not just
on accomplishing your quarterly memorizing the terms but actual doing it. It helps
exams such as midterm and final me to remember the activities that we've done.
 Higher School ng UMak 127

exams after returning to face-to- (SP8) For me, there is none, the right and proper
face classes? time management is what I need to improve.
(SP10) I became used to face-to-face examinations
again and am able to be competent enough to
answer my exams with utmost confidence.

What are the impacts you faced
on your performance tasks such
as mini-tasks, major tasks, and
projects after returning to face-to-
face classes?
(SP3) More work compared to the usual online
class.
(SP4) Same goes with my first answer, it made me
become interested in studying again. It may be
tiring but it is enjoyable doing it with others than
doing it at home alone.
(SP5) Since most of the performance tasks are
groupings it impacted my leadership skills and
being a team player.

What are the advantages you (SP1) I feel more comfortable and learn more easily
experienced after returning to in a familiar, traditional classroom, especially in the
face-to-face classes corresponding experiments in our capstone projects.
to your subject requirements such (SP5) It improved my IQ and gave me more
as mathematical tasks (analyzing knowledge than ever.
and solving mathematical (SP6) Scientific experiments can help us develop
problems) and scientific communication and teamwork skills that are
experiments (required valuable in many areas of life.
experiments in science subjects)?

What are the advantages you

experienced after returning to
face-to-face classes corresponding
to your laboratory performances
such as laboratory demonstrations
and observations?
(SP2) For our capstone as it needs laboratory and
equipment it's very helpful as we are in a group we
can borrow equipment and collaborate with our
other classmates.
(SP3) I developed better listening and observing
skills because most of the time in the laboratory,
you observe and listen carefully to know what to do.
(SP5) I started to love science again. face-to-face
classes helped me improve my laboratory skills and
taught me things I never would have understood
without onsite practice.

How helpful do you find (SP5) 100% Studying face-to-face is much more
returning to face-to-face classes in effective as it pushes students to study that time
accomplishing your written works making our scores in worksheets higher than before.
 Higher School ng UMak 128

such as seat works, assignments, (SP6) It is indeed great; it improves my skills in

and quizzes? achieving all of those.
(SP10) It drives the students to take the classes
seriously.

How helpful do you find
returning to face-to-face classes in
accomplishing your quarterly
exam?
(SP2) Helpful, I was to give more speed to my
reading and critical thinking.
(SP3) Very helpful.
(SP4) It's very helpful; when I find a topic a little
hard, I can just ask away, and they can't ignore me
like in chat.

How helpful do you find
returning to face-to-face classes in
accomplishing your performance
tasks such as mini-tasks, major
tasks, and projects after returning
to face-to-face classes?
(SP2) 90% effective and helpful since I am able to
collab and communicate with my friends that are
also my classmates about a certain activity.
(SP3) Helpful.
(SP6) Good because it helps me improve my time
management skills to accomplish all of those.