Researches: Mhar Vei Jean C.

Luaña & Glien Eltagonde Teacher: Pete Ambol

Section: 12-Industry Subject: Practical Research 2

THE IMPACT OF COVID-19 PANDEMIC TO DEVELOPING THE SOCIAL SKILLS

AMONG GRADE 11 ABM STUDENT IN BROKENSHIRE COLLEGE TORIL

CONCEPTUAL FRAMEWORK (Visual and Textual Descriptors)

The figure shows the conceptual framework of independent, dependent and moderating
variable in the study.
Moderating Variable

-Age
-Sex
-Sections

Independent Variable Dependent Variable

Impact of Covid-19 Pandemic

-Technology usage Developing Social Skills
-Communication
-Social Interaction

From the figure above, the researches use the independent, dependent, and moderating
variable model to identify the ideas or presumptions that guides the study, based on how these
factors interact to developing the student social skills. The independent variable box, contained
the research question or statement of the problem which includes the indicators: technology
usage, communication, and relationships as the main basis of the study. The moderating variable
box, shows the guide of the data that will be gathered in terms of their demographic profile and
to find or identify if there is a significant difference or none in this study. And lastly, the
dependent variable box, focuses on the developing the social skills of the grade 11 ABM students
which impacted by Covid-19 Pandemic. At the end of the study, the researchers can provide an
expected results and accurate and reliable data by the help of independent and dependent variable
approach
STATEMENT OF THE PROBLEM
The objective of the study identifies the impacts of Coid-19 pandemic to the ABM
students in developing their social skill, it specifically answers the following:
1.) What is the demographic profile of Grade 11 ABM students?
1.1 In terms of sex?
1.2 In terms of their sections?
2.) What are the impacts of Covid-19 pandemic to ABM students in developing their
social skills in terms of:
2.1 Remote teaching
2.1.1 Technology Usage
2.2 Communication
2.3 Social Interaction
3.) Is there a significant effect between students on the impact of Covid-19 pandemic to
developing their social skills according to demographic profile?

REFERENCES

Günindi, Y. (n.d.). The Effect of Online Education on Children’s Social Skills during the

COVID-19 Pandemic. https://eric.ed.gov/?id=EJ1363907

Hernández, R., & Jabbari, J. (2022). Disrupted and disconnected: child activities, social skills,

and Race/Ethnicity during the pandemic. Frontiers in

Education, 7. https://doi.org/10.3389/feduc.2022.869183

Major, S., Palos, A. C. P., & Silva, O. (2023). Attending (or not) after-school programs during

the COVID-19 pandemic: What happens to children’s social skills and behavior

problems? Children and Youth Services Review, 149,

106929. https://doi.org/10.1016/j.childyouth.2023.106929
Perez-Brumer, A., Balasa, R., Doshi, A., Brogdon, J., Doan, T., & Oldenburg, C. E. (2022).

COVID-19 Related Shifts in Social Interaction, Connection, and Cohesion Impact Psychosocial

Health: Longitudinal Qualitative Findings from COVID-19 Treatment Trial Engaged

Participants. International Journal of Environmental Research and Public Health, 19(16),

10264. https://doi.org/10.3390/ijerph191610264