CHAPTER V

SUMMARY, CONCLUSION, AND RECOMMENDATION

This chapter presents the summary of the study,

conclusions that were drawn from the findings of the study,

and recommendations that were made in regards with the

study of the academic adjustments and performances of

STEM students on the implementation of face-to-face

classes of St. Mary’s Academy of Palo Inc.

Summary

The researchers came up with the following points

after analyzing and interpreting the gathered data:

In the second part of the survey questionnaire, it was

meant to address the academic adjustments and academic

performance of students during the modular setting thus,

various indications were observed. Specifically, in the

academic adjustments on the modular setting findings

conclude that students are not totally well-adjusted despite

being motivated, strategizing, and having the attitude to

learn better since their academic performance indicates that

it is lower than the performance of students during face-to-

face setting. Taking the results into consideration,

researchers were able to indicate the academic adjustments

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and performance done by the STEM students during the

modular setting. In the third part of the survey questionnaire,

it addressed the academic adjustments and academic

performance of STEM students in the face-to-face setting

during the implementation of face-to-face classes. To

elaborate, the academic adjustments and performance of

STEM students in this setting is more well-adjusted and

better than the modular setting based on the data gathered

and its indicating results. By this, researchers were able to

answer the first statement of the problem.

Since there is already an indicated weighted mean for

the students’ academic performance both in the modular and

face-to-face setting, researchers were able to indicate the

total academic performance of students in both setting. The

result indicates that students have better academic

performance during the implementation of face-to-face

setting than the modular setting. This indicated result

answers the second statement of the problem.

Furthermore, researchers were then able to indicate

the academic adjustments and performance of STEM

students during the implementation of face-to-face classes

thus enabling the researchers to compare and correlate the

gathered data. With the indicated academic adjustments and

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academic performance of STEM students during modular

and face-to-face setting on the implementation of face-to-

face classes, researchers were able to gain the following

results that answers the first and second statement of the

problem: (1) students are more well-adjusted during the

face-to-face classes than the modular setting since (2)

students have better performance during the face-to-face

setting on the implementation of face-to-face classes. This

reasoning is proven valid after correlating the academic

adjustments and performance of students that resulted into a

positive correlation indicating that both of these variables

have a positive relation which then answers the researchers

third statement of the problem. Therefore, the alternative

hypothesis that there is an identified relationship between

academic adjustments and academic performance of STEM

students on the implementation of face-to-face classes is

accepted, rejecting the null hypothesis.

Conclusions

The researchers examined, analyzed, and interpreted

the academic adjustments and performance of STEM

students on the implementation of face-to-face classes of St.

Mary’s Academy of Palo Inc. for the School Year 2022-2023.

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The primary data by the researchers through using the

survey questionnaire as an instrument were gathered and

collected to the randomly selected 50 respondents.

The following conclusions can be drawn by basing on

the data gathered by the researchers. First, the factors of

academic adjustments which are the students learning

motivation, learning ability, learning strategy, learning

attitude, and learning environment are factors that should be

looked into in order to identify whether the students are well-

adjusted or not after the changes of setting in shifting the

students process of learning. Secondly, these indicated

academic adjustments are correlated to the students’

academic performance therefore, the student’s adjustments

academically are an influence and should be look into one of

the factors that should be included in the consideration of

making changes on the students learning setting.

Recommendations

With the researcher’s findings and conclusions taken

into considerations in this study, the following

recommendations are listed:

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1. Basing on the data gathered on the statements under

the Learning Motivation Factor, results show that

being punished after failing does not motivate the

students to learn. Therefore, it is recommended to not

use the strategy of motivating students through

punishment because of failure whether in modular or

face-to-face setting.

2. On the statement under the Learning Ability factor,

students responded that they are neutral in learning

better despite listening to the teacher’s discussion.

Through the results, this suggest that teachers should

give more value in assessing the academic needs of

learners and should imply lessons on a wider scope

considering the existing knowledge of the learners.

3. With the overall data gathered on the student’s

academic adjustments, researchers suggest that

students should maintain and/or develop a learning

style appropriate on his/her learning capacity. In this

way, he/she will require lesser time in adjusting

academically.

4. Since academic adjustments and performances of

STEM students have already been determined, the

school executives/administrators should provide

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adequate emphasis in imposing necessary measures

or intervention programs aligned to their strand. They

can conduct regular consultations and tests to assess

the students’ academic progress.

5. Parents should provide emotional support to their

child as well since students are academically

struggling on their adjustments to different learning

setting. They also should increase their

communication to the faculty and school to be more in

touch with their child’s well-being academically.

6. Future researchers can conduct a comparative study

between academic adjustments and performances

based on gender, age, and/or socio-economic status.

7. Future researchers can conduct a study on academic

adjustments and performances towards different SHS

tracks/strands or a combination/comparison of the

two.