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Practical Research RRL 1 Final
Practical Research RRL 1 Final
According to (Gopez J. 2021) "He suggested that secondary Schools must adhere to
health protocols nad national and international guidelines so that the delivery of face to face
class will not risk students and uducator's health , with this proper propose that even in higher
education, a well planned execution of face to face classes must be done, thus, the gradual
reopening of face to face classes becomes a necessity in order to gain a sense of normally in
As we slowly make our way in the new normal toward recovery from the drastic
impacts of the pandemic, there is one important lesson that school must keep: the way to go is
to embrace innovation while it is uncertain wether we would ever have to weather another
global epidemic as large in scale as the COVID-19 pandemic in the future l, it is best to be
prepared. for schools they can do this by cultivating an innovative mindset and by going out
According to (Yu S.2019), The purpose of this study was to research the effects of
puvlich high school students ina senior English Class. The teacher used a variety of data
collecting including surveys , test scores, journal, reflections and the teacher observation to
study the effects of this technological tool, The results showed that online intervention
increased student’s rate of participation and comfort level in F2F discussions , but it did not
produce any qualtitavely measured increase in academic achievement the implications is that,
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while online discussions has some benefits further research os required to better understand
This study aims to explore and compare the approach and avoidance factorsin
motivating in students to study using three different learning methods: face to face learning,
indepth online interviews to gain insights from students. Purpose sampling was applied to
programme conducted by the staff of the institution. The programme is in ad-hoc programme,
comprising mainly of recreational and social types of activities aimed at occupying the
residents time. Participants in the experimental group received lifestyle redesign programme
(i.e 3lp) for six months conducted by occupational therapist. The programme was inspired by
The 3lp used and applied various theories in ageing, theory in occupational therapy ,
research , health promotion and education and involves engagement in various individualised,
meaningful and valued activities such as recreational, leisure, social related activities ,
education and work related activities. Each participants in the experimental groups received 2
hours of groups session and 1 hour individual sessions before and during participants in the
programme; The group sessions consisted eight inter-related themes that focused on the
importance and benefits of engagement in activities from a health perspective while the
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According to (Mclaugh T. 2023) , This mixed-method study explores international
investigation. Discriptive Statistics from survey data showed that, while international students
reported greater satisfaction frequency , and comfort in engaging with american peers in face-
to-face interaction as highly as Americans did nor as lowly for online environments,
friendships, diversity and intercultural issues, anxieties, conflict) illuminating the awareness
future study.
but may require more funding on a day-to-day basis than online classes, forbuilding
maintenance and required staffing needs. Face-to-face classes are also limited by size, which
instructional time. Face to face or traditional classes offer opportunities for students to engage
in interpersonal relationships with peers. Students also have access to these on campus peers
when struggling in a class, and can converse about their struggles with school. Brick and
mortar classes offer students opportunities to grow with their cohorts and participate in
campus activities together. Students look around and see familiar faces and engene in
conversation with one another before the instructor begin class. Students engene one another
from the minute they come together in a classroom, which in unable to happen in the online
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classes. Instructors can also more easily assess understanding of concepts in face to face
settings through informal measures than in an online forum. Students are also in campus to
access resource needed for success. Writing centers, tutoring, study groups, libraries, and a
sense of community all exist on campuses where they are noneexistent online (Bejerano L.
2020).
Preparing for the opening of the school year 2020-2021, the Department of Education
met with the IATF and drafted The Basic Education Learning Continuity Plan of the
Department of Education (DepEd). One of its guidelines calls for the adoption of various
learning delivery options such as, but not limited to face-toface, blended learning, distance
depending on the local COVID Risk Severity Classification and compliance with
gatherings such as science fairs, a showcase of portfolios, trade fairs, school sports, campus
journalism, the festival of talents, job fairs, and other similar activities are canceled, except
Leonor Briones further stated that “given the anticipated disruptions in the face-to-
face holding of classes, and the need for social distancing, distance learning will be a major
component of learning delivery for the incoming school year”. “I similarly acknowledge the
teachers, that we might not be ready for distance learning, with issues about access to
online platforms and the availability of gadgets. I assure everyone that we are working
double-time to ready our system, at the central and field units, to deliver accessible and
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According to (Amora A. et al., 2023) "Schools are one of the most affected aspects of
human life due to coronavirus disease-2019 (COVID-19) pandemic. Since the rise and threat
of the pandemic, many countries around the world have decided to temporarily close schools
that have affected millions of students. Consequently, students who are mostly children have
been facing a learning crisis due to the pandemic. After more than two years of forced
campus shutdowns due to the COVID-19 pandemic, public elementary and high schools
returned to the traditional five days of face-to-face classes a week starting Wednesday,
November 2. This was based on the first order that Vice President Sara Duterte issued as
concurrent education secretary. She made the order through the Department of Education
(DepEd) Order 34, s. 2022, containing the calendar of activities for school year 2022-2023,
and which was made public on July 2.With the shifting of classes from online or modular
classes to full face-to-face class due to the pandemic. Head teachers and school heads faces
new challenges in the implementation of the new classes scheme. As the students, teachers
also reported various challenges during the pilot run. In particular, teachers expressed
concern about the “limited time to accommodate all learning concerns by learners.” Some
teachers also reported that they have limited teaching and learning resources. Teachers, raised
challenges in paying attention to learners in face-to-face. Just like the students, teachers also
reported difficulty in hearing the learners due to face masks and face shields. Teachers also
observed learning gaps in reading and writing and separation anxiety of Kindergarten and
Grade 1 pupils from their parents. Behavioral issues, were also observed by the teachers
among the learners “since they did not come to school for almost two years.”In Davao region,
same issues were observed by some school heads relating to the behaviors of the students.
Therefore, this study aims to know the different challenges of the head teachers in the
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implementation of full face-to-face classes relating to management and handling of students,
According to (Yuan Q. 2022) "In the process of classroom teaching, teachers hope to
understand students’ emotional changes and learning status in real time, adjust the course
progress in time, and ensure that students can grasp the content taught in a timely and
through facial expressions. Therefore, facial expression recognition can determine students’
emotional state and provide timely feedback to the teacher, so that the teacher can judge the
current classroom students’ emotional change in real time, make a timely course adjustment,
activate the classroom atmosphere, mobilize students’ learning enthusiasm, and improve the
large and the teacher needs to control the teaching pace, so it is difficult to pay attention to
each student’s emotional state and make corresponding adjustments to feedback during the
classroom teaching process, which makes students unable to adjust their state in a time when
they are depressed, thus reducing their enthusiasm for learning, and affecting teaching
efficiency, which is undoubtedly half the effort. The traditional classroom evaluation
methods, such as postclass conversations and questionnaires, are too delayed and cannot help
teachers make timely adjustments. Therefore, how to provide teachers with timely and
effective feedback on students’ emotional states in class has become an urgent problem in
classroom teaching. This paper constructs an algorithmic model for classroom emotion
recognition with the help of artificial intelligence, which has positive significance for
technology to focus on students’ classroom emotions and improve the quality of classroom
teaching."
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In this context the goal of this article is to study how digital learning can be an
educational format focused on sustainable education, being the research questions. Higher
education and sustainable are now widely recognized as closely related concepts. In today's
culture, higher education, in addition to its two traditional responsibilities of research and
teaching responsibilities of research and teaching, has a responsibility and a crucial role to
play in reshaping education for sustainability. The education systems of countries in the
COVID-19 era generated a new pedagogy that demanden the inclusion of digital platforms in
the teaching process for a better understanding. Several studies have already demonstrated
that active student integration with technologies has a numerous benefits: it integrates
problem solving approaches that motives students, improve their collaborative skills, train
self-study skills, and embrace the diversity of s student population in addition to promoting