I

THE DIFFERENT RESPONSES OF IN-PERSON CLASSES OF HIGH SCHOOL

STUDENTS IN CEBU BRADFORD SCHOOL, INC.

A Research Paper

Presented to

CEBU BRADFORD SCHOOL INC.

340-P Ascencion St. Sambag 2, Urgello, Cebu City

In Partial Fulfillment

of the Requirements for the Research and Daily Life 2 Subject

By:

Natasha Chloe Bacalla

Mel Matheau O. Binoya

Charlize Keanne Enya J. Castro

Christian P. Templado

Ken G. Ybarita

February 2023
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ACKNOWLEDGMENT

Before continuing, the researchers would want to express their gratitude to the

Heavenly Father for his faithfulness and mercy. None of this would have been possible

without Him. They have been sustained physically, psychologically, emotionally, and

spiritually by God's grace despite all of the challenges they have endured. Given this,

God deserves all recognition and praise because He has never forsaken the

researchers at any moment in time, particularly when they were preparing their study

report.

The researchers would also want to thank their families for their assistance and

support throughout the writing of their research report. They would want to express their

gratitude to their family for supporting them throughout the many days that they served

as the researchers main inspiration, as well as for their tolerance and understanding

that allowed them to improve gradually but surely.

Many thanks and love to the advisor and Senior High School Teachers of the

researchers, whose presence helped and even inspired them. Last but not least, may

the Lord grant love, generosity, and compassion to Ms. Christine Jane Odfeminina, a

terrific instructor who is helpful, patient, joyful, and encouraging. She has not only

contributed significantly to the completion of this study but also to its success. She

assisted the researchers in becoming better students in addition to assisting them with

their research paper

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TABLE OF CONTENTS

Page

Title Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i

Approval Sheet ……………………………………………………………………………….ii

Acknowledgement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii

Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .iv

List of Table. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .vi

List of Map. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...vii

List of Figures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii

CHAPTER I- THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

THE PROBLEM

Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Purpose of the Study ………………………………………………………………….4

Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …….6

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Assumption, Limitations, and Delimitations…………………………………………..7

CHAPTER II - REVIEW OF RELATED LITERATURE AND STUDIES

Introduction…………………..…………………………………………………………. 8

Theoretical Background………………………………………………………………...9

Review of Research…………………………………………………………..…….…10

Conceptual or Theoretical Framework………………………………………………11

CHAPTER III - RESEARCH METHODOLOGY

Research Method and Procedure………………… . . . . . . . . . . . . . . . . . . . . . . .12

Research Instrument. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Research Design………………………………………………………………………13

Research Participants…………………………………………………………………13

Research Question and Hypotheses ……………………...………………………..14

Setting and Sample………………………………………...………………………….15

Preliminary Stage……………………………………………………………………...15

Data Gathering Stage…………………………………………………………………16

Post Data Gathering Stage…………………………………………………………...16

Data Analysis…………………………………………………………………………..16
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CHAPTER IV - RESULTS AND DISCUSSIONS

Presentation of Data, Analysis and Discussion…………………………………….17

CHAPTER V - SUMMARY OF FINDINGS, CONCLUSION, AND

RECOMMENDATIONS

Summary of Findings, Conclusion and recommendation…………………………25

Conclusion……………………………………………………………………………..26

Recommendations…………………………………………………………………….26

BIBLIOGRAPHY . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . … 27

APPENDICES

A. Transmittal Letter to the Principal …………………………………………………..30

B. Survey Questionnaire…………………………………………………………………31

C. Summary Table…………………………………………………………………….

…..33

D. Timetable of Activities…………………………………………………………………36

E. Map of Research Environment……………………………………………………….37

CURRICULUM VITAE……………………………………………...…………………………38
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LIST OF TABLE

TABLE PAGE

1 Research Questions and Hypotheses 14

2 Profile of the Respondents In terms of Age 17

3 Grade Level of the Respondents 18

4 Academic Aspect Ranking 19

5 Behavioral Aspect Ranking 21

6 Emotional Aspect Ranking 23

7 Summary Table 33

8 Timetable of Activities 36
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LIST OF FIGURES

FIGURES PAGE

1 Theoretical Framework 11

2 Research Environment 37
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Chapter 1

THE PROBLEM & ITS SCOPE

Introduction

Rationale of the study

The Coronavirus 2019 (COVID-19) pandemic had a significant impact on

education. Although the pandemic has forced the closure of several schools, some have

risen to the occasion and adopted a new teaching strategy. Different modalities have

been employed to give students the opportunity to continue their education in the

comfort of their own homes. The Philippines Department of Education (DepEd)

established distance learning modes to guarantee learning continuity in response to the

COVID-19 epidemic. DepEd is aware of the difficulties in providing alternative learning

modalities to the 27.7 million pupils enrolled in basic education, nevertheless. Included

in these modes are blended learning, remote and modular distance learning, internet

learning, radio broadcasting, and television. One of the difficulties in putting these

modalities into practice is the lack of technological assistance or educational

technology. These days, it also becomes common.

Government involvement in lifelong learning has never been more crucial. A

positive step has been taken by the government in addressing the need for online

education. As a result of the ongoing COVID-19 problem, face-to-face interactions are

becoming more and more rare, forcing a lot of the world to abruptly turn to online

teaching and learning ion order to satisfy its population’ educational demands. Despite

this, there are still worries that online learning may not have been the best alternative to

in-person instruction. This is particularly true given the lack of preparation of teachers
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and students for the special demands posed by online teaching and learning.

Additionally, DepEd in the Philippines implemented distance learning techniques to

guarantee that students' learning progressed in response to their concerns about their

education. Online lectures and modules were used to teach the students. DepEd is

aware of the difficulties in providing alternative learning modalities to the 27.7 million

pupils enrolled in basic education, nevertheless. The difficulties of remote learning and

unequal access to resources could cause underachieving and underprivileged students

to lag behind even further.

The problem that this research focused on is referred to the experiences of

students who shifted from online class to face-to-face class. The experiences of the

students are driven with the curiosity of the researchers. The researchers came up with

this study to determine the different responses of junior and senior high school students

towards the sudden change to face to face classes the students in Cebu Bradford

School have to adjust and change their schedule. Meanwhile, there are students who

lack or lose their social skills to talk to their classmates or even to their teachers. Due to

the fact that they are still in shock of the pandemic and are having a hard time behaving

and adjusting themselves in their respective classrooms. This research aims to know

and to help the students in improving their approach on how to fully understand and

adjust to be normally back to the original set-up which is the face to face classes.
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THE PROBLEM

Statement of the Problem

This study aims to discover the different responses from online classes to in-

person classes.

Specifically, the researcher seeks to find answers for the following:

1. How does the transition of online class to face-to-face affects the students

in the aspect of:

1.1 Emotional

1.2 Academical

1.3 Behavioral

2. Can the students cope with the transition from online class to face to face

class?

2.1 Yes

2.2 No
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Purpose of the Study

The purpose of this quantitative study is to understand the response in class of

the High School Students in Cebu Bradford School. By response this research aims to

understand their thoughts on the transition of online classes to face-to-face.

Significance of the Study

The researcher deemed it essential to find the different responses of in-person

classes of high school students in Cebu Bradford School Inc for the inclusive school

year of 2022 - 2023.

The findings of this study will give significance to:

● Teachers. They would be able to know and assess the student’s status and

behavior while having the face-to-face classes.

● School Administration. They would be able to know the student’s status,

behavior and the difference of their academic performance from online class to

face-to-face class. They will also be able to know what they should improve in

terms of the educational set-up towards the students especially during the

sudden change of learning set-up . They will know the academic activities and

extracurricular activities in school that can help students in their learning.

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● Parents. They will be able to know their children’s status and behavior. They will

be able to know how their children are in school and be able to cooperate with

the teachers to improve the learning experience of their children. From this study,

parents may be able to know how the children are coping up with the recent that

they have.

● Students. This will enable them to express how they are and how they feel

today. Through this study, the students will be aware of how they behave from

online class to in person classes and how their lifestyles at school are. The

students will be aware of the different responses at school whether it is bad or

good.

● Future Researchers. They can use this study as a guide and as a starting point

to further explore or investigate alternative perspectives on the subject.

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DEFINITION OF TERMS

To fully understand the terms being used in the study, the following terms are

defined operationally on how they are used in this study:

Academical. Belonging or relating to a place of learning, esp a College,

University, or Academy.

Behavioral. Relating to the behavior of a person or animal, or to the study of

their behavior.

Different. Not the same as another or each other; unlike in nature, form, or

quality.

Emotional. This relates to a person's emotions

Face-to-face class. One in which participants, instructors, and facilitators meet

together in the same place and at the same time.

High School. Is a secondary school, where teenagers are educated before

starting college or getting jobs.

In-Person. An appearance carried out personally in someone else's physical

presence.

Online Class. Is education that takes place over the internet.

Responses. A reaction to a question, experience, or some other type of

stimulus.

Transition. A change from one thing to the next, either in action or state of

being.
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Assumptions, Limitations, and Delimitations

The researcher had to work within a variety of limitations despite the thorough

planning that went into this research article. The figures obtained from this survey,

which focused on all grade levels 7 to 12, do not fairly represent the majority of students

at Cebu Bradford School Inc. because only a limited sample of students from the school

was included. Furthermore, the researcher is mainly concerned with analyzing the

measurable impacts of different responses of in-person classes.

This study limits to…

● Different experiences of the respondents

● Lack of information

● Bias results from the respondents

● The respondents are uncooperative

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Chapter 2

Review of Related Literature and Studies

Introduction

While some students prefer to take online courses as they are more convenient

and do not interfere with their busy schedules, others believe that learning takes place

differently in an online environment as opposed to a face-to-face setting.

Learning is a lifelong process and needs to be enjoyable and engaging in order

to encourage the retention of information. The learning environment plays a crucial role

in determining the success and efficiency of the learning process. Studies conducted to

investigate the differences between face-to-face and online learning have revealed that

students in face-to-face environments tend to perform better in terms of academic

knowledge compared to those enrolled in online courses. At the same time, studies

have shown that students in online courses display higher levels of confidence in their

academic abilities compared to those taking traditional courses. Despite these

differences, it is important to note that there are a number of benefits associated with

online learning that make it an extremely attractive alternative to traditional classroom

learning.

One of the main advantages of online learning is that it is extremely convenient.

Students need not take time off work to attend classes and can study at their own pace,

making it easier for them to fit studying around other commitments such as family, work
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and other hobbies. The fact that students can study in their own home is also beneficial

as it reduces stress levels as they can avoid having to travel back and forth to

university. Additionally, lack of required infrastructure such as libraries and computer

labs translates into cost savings for universities as they do not need to spend as much

money setting up and maintaining these facilities.

Theoretical Background

The theories that the researchers have implemented in their research paper is

"The No Significant Differences Phenomenon," Russell (1999) and “Experiential

Learning Theory” By David Kolb.

The first theory, “The No Significant Differences Phenomenon," was founded By

(Russell 1992) It asserts that student outcomes from traditional and online courses are

comparable or, in the case of many online courses, show improved performance. It

addresses a perplexing, ongoing study trend that began in 1928 and focuses on the use

of educational technology in classroom learning.

The second theory that the researchers have implemented into their study is

“The Experiential Learning Theory” By David Kolb. The four stages of the experiential

learning theory are active exploration, abstract conceptualization, reflective observation,

and concrete learning. The cycle's initial two stages are about absorbing an experience,

while its latter two are about altering an event. Kolb contends that the learner can enter

the cycle at any time and that effective learning is apparent as the learner moves
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through it. Now these two theories closely relate to the researcher’s topic as they talk

about the different settings for students and how well they would do in those settings.

Review of Research

The sudden change back to in person classes from online classes was hard for

most students, so the researcher wanted to ask the question of how the students

responded to it, if they’d prefer online classes, and are there any differences in how well

the students do in each setting. According to a research paper titled “Virtually the

Same?: Student Perceptions of the Equivalence of Online Classes to Face-to-Face

Classes” By Carrie Anne Platt, Amber N. W. Raile, and Nan Yu (2014) in the research

papers conclusion they stated that most of the respondents preferred to have in person

classes rather than online classes, in the research paper it is also stated that the only

reason there is a demand for online classes is due to the flexibility in which students

have when they are in online courses. In another research entitled “Comparing Student

Achievement in Online and Face-to-Face Class Formats” By Cindy Ann Dell, Christy

Low, and Jeanine F. Wilker (2010) it stated in the research paper that when it came to

the students getting achievements in both settings it did not hinder their achievement

status. As they stated “There were no differences found between student work from the

online section and the face-to-face sections. Therefore, it can be said with some

confidence that there are no differences in the quality of work between the

undergraduate groups” although an older research paper it’s still important to cite these

as they can still contribute as to how students feel and how they respond to being in

person classes and not online classes anymore. In a research paper entitled “A

Comparison of Student Achievement and Satisfaction in an Online Versus a Traditional

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Face-to-Face Statistics Class” By Jessica J. Summers Dr., Ph.D. et. Al (2005) it is

stated that the students were less satisfied in online classes.

Conceptual or Theoretical Framework

CHAPTER 3

Figure 1. Theoretical Framework

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Figure 1. Conceptual or Theoretical Framework

CHAPTER 3

Research Methodology

This chapter outlines the study's methodology. Additionally, it provides a

description of the tools used, the data collection techniques, and the statistical analysis

of the data.

Research Methods and Procedures

Before the researchers surveyed the high school students for their study, it was

proper for them to ask for consent from the school’s director/principal Dr. Josefina T.

Arreza for the conduct of her research. Upon submitting a letter of request for the

approval of the conduct of her research, she was granted the permission to conduct a

survey to the Junior High school and Senior High School students of Cebu Bradford

School Inc. The administering of the questionnaire was done online.

Focusing on the main objectives of their study, they were able to derive

questions then when answered, served as the framework of their study. Having made

the questions necessary for their study, they started giving the survey link to each grade

level representative. Then each grade level representative shared the link to their

classmates. The researchers’ respondents were during the end of their classes. After all

surveys were made, the researcher was able to gather sufficient data for the fulfillment

of their research.
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Research Instrument

The research instrument used for this study is a survey questionnaire made

through Google Form. The researchers prepared 16 questions, 6 questions under the

aspect of Academical, 5 questions under the aspect of Behavioral and another 5

questions under the aspect of Emotional.

Research Design

The researcher used a Quantitative Approach as it determines how the

respondents reacted to a particular question. Quantitative Approach was used not only

because it determines how the respondents react to the questions, but also the

subjective views of the participants regarding the questions.

Research Participants

This research was conducted among Junior High School and Senior High School

students (SY 2022-2023) of Cebu Bradford School from Grades Seven to Twelve. It is

aimed at a demographic profile of high school students ages 12-20 who have attended

Face-To-Face classes.
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Research Question and Hypothesis

To attain the objectives of the study, this research sought to answer the following

essential questions:

Table 1

Research Questions Hypothesis

1. How does the transition of online

class to face-to-face affect the

students in the aspect of:

Emotional Aspect - This affects the emotional

1.1 Emotional aspect as the students will have a hard time
expressing their emotions to their environment
at school.

1.2Academical Academical Aspect - This affects them in a way

that the study habits that they have learned
during online classes may not be applicable for
face-to-face classes.
1.3 Behavioral
Behavioral Aspect - This affects in a way that
the behaviors that they have developed at
home during online classes are brought in the
school during face-to-face.

2 Can the students cope with the

transition from online class to face

to face class?
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2.1 Yes Yes, with the proper guidance and help by their

2.2 No teachers and parents.

The research was conducted in Cebu Bradford School Inc. was originally a

preschool program under the Christian Education Program of Bradford Church. Handled

by the Deaconesses, they held their classes in the parsonage’s ground floor with

around 20 students. Although, the number of students and classes grew and what was

once a small program evolved into a school with additional new buildings and facilities..

Data Collection

The data were gathered through a questionnaire that was answered by the

respondents. Their responses were treated and interpreted accordingly.

Preliminary Stage. A transmittal letter was submitted to the school principal of

Cebu Bradford School Inc (CBSI). Upon approval, the following steps were followed:

Data Gathering Stage. Questionnaires were distributed to the students. They

were asked to answer the items honestly about their profiles and their personal

responses towards in-person classes. All these were administered through the use of

Google Forms.
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Post Data Gathering Stage. Data results via Google forms were collected,

tabulated, and analyzed. The responses and the scores of the respondents were

collected individually, and tallied. After tabulating these data, statistical treatment then

followed where the data was analyzed. Interpretations followed based on the results

from the statistical tools used. Discussions in each data were given parallel to the

arrangement or format from the statement of the problem.

Data Analysis

This study utilized the following statistical measures to analyze the data which

answered the problems of the study.

Simple Percentage. This was used to get the percentage of the responses of

the students under the profile variables.

Mean. This was used to get the average response of students towards in-person

classes.

Nevertheless, all the gathered data were held with the utmost confidentiality and

in accordance with the Data Privacy Act.

CHAPTER 4

RESULTS AND DISCUSSIONS

This chapter presents the data gathered based on the weighted means of The

Different Responses of In-person Classes of the High School Students of CBSI.

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Table 2 Profile of the Respondents

AGE FREQUENCY PERCENTAGE

12-14 27 50.9%

15-16 16 30.2%

17-20 10 18.9%

TOTAL 53 100%

The table above shows 53 respondents in total. 27 of them are ages 12-14 years

old, 16 of them are ages 15-16. 10 of them are ages 17-20 years old.

Table 3 Grade Level of The Respondents

Grade Level Frequency Percentage

Grade 7 7 13.2%

Grade 8 16 30.18%

Grade 9 10 18.86%

Grade 10 9 16.98%

Grade 11 5 9.43%

Grade 12 5 9.43%

TOTAL 53 100%

Table 4

The Different Responses of In-Person Classes of High School Students in Cebu

Bradford School Inc. in terms of the Academic Aspect

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(N=57)

Rank Statement Weighted Interpretati

Mean on

1 My grades have improved so much

more during face-to-face classes 3.23 SA
than online classes.

2 I find the discussion during online

classes harder to understand than 3.05 A
during face-to-face classes.

3 My grades are higher during face- 2.77 A

to-face than online classes.

4 I pass my assignments on time 2.73

during face-to-face classes. During A
online classes, I don't pass my
assignments on time.

5 I find it hard to avoid using my 2.47 D

phone during face-to-face classes.

6 I find it hard to focus during face-to- 2.13

face classes because I got used to D
online classes.

The table above shows the weighted mean and ranking of the different

responses of in-person classes of High School Students in Cebu Bradford School Inc. in

the Academical aspect

The 1st rank has a weighted mean of 3.23 which interprets as Strongly Agree

and has the statement “My grades have improved so much more during face-to-face

classes than online classes”, which means that having face-to-face classes has

extremely helped the students’ grades improve much more than during online classes.
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The 2nd rank has a weighted mean of 3.05 which interprets as Agree and has

the statement “I find the discussion during online classes harder to understand than

during face-to-face classes”, which means that face-to-face classes have helped the

students in understanding their lessons and the teachers’ discussions better than during

online classes.

The 3rd rank has a weighted mean of 2.77 which interprets as Agree and has the

statement “My grades are higher during face-to-face than online classes”, which means

that the students’ grades have improved because of face-to-face classes and is higher

than the grades they have obtained during online classes.

The 4th rank has a weighted mean of 2.73 which interprets as Agree and has the

statement “I pass my assignments on time during face-to-face classes. During online

classes, I don't pass my assignments on time”, which means that the respondents pass

their assignments on time because of face-to-face classes, while during online classes

they are unable to pass some of their assignments on time.

The 5th rank has a weighted mean of 2.47 which interprets as Disagree and has

the statement “I find it hard to avoid using my phone during face-to-face classes”, which

means that the habit and freedom of the respondents using their phones during online

classes have not been brought to face-to-face classes. They are not having a hard time

avoiding their phones during discussions and lessons during face-to-face classes.

The 6th rank has a weighted mean of 2.13 which interprets as Disagree and has

the statement “I find it hard to focus during face-to-face classes because I got used to
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online classes”, which means that the respondents do not find any difficulty in focusing

during discussions face-to-face.

Table 5

The Different Responses of In-Person Classes of High School Students in Cebu

Bradford School Inc. in terms of the Behavioral Aspect

(N=57)

Rank Statement Weighte Interpret

d Mean ation

1 I don't like waking up early to go to 2.91 A

school and join the classes.

2 I am able to eat breakfast consistently 2.44 D

more during face-to-face classes rather
than I did during online classes.

3 Because of the demand for face-to-face 2.4 D

classes, I find it difficult to balance my
school work and household chores.

4 I am more active in online classes than 2.06 D

in face-to-face classes.

5 It is hard for me to adjust to the new set 2.03 D

up of learning.

The table above shows the weighted mean and ranking of the different

responses of in-person classes of High School Students in Cebu Bradford School Inc. in

the Behavioral aspect.

The 1st rank has a weighted mean of 2.91 which interprets as Agree and has the

statement “I don't like waking up early to go to school and join the classes.”, which
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means that most student have hard time wanting to get up early to go to class whether it

be from exhaustion, having to be early to commute to school, or other factors that

contribute to it.

The 2nd rank has a weighted mean of 2.44 which interprets as Disagree and has

the statement “I am able to eat breakfast consistently more during face-to-face classes

rather than I did during online classes.”, which means that not alot of students eat

breakfast regularly either because they wake up and don't have time to get breakfast

because they are busy getting ready for school or they wake up later than normal.

The 3rd rank has a weighted mean of 2.4 which interprets as Disagree and has

the statement “Because of the demand for face-to-face classes, I find it difficult to

balance my school work and household chores”, which means that the students

personal responsibilities at home are not disrupted by schoolworks.

The 4th rank has a weighted mean of 2.06 which interprets as Disagree and has

the statement “I am more active in online classes than in face-to-face classes.”, which

means that they have more energy to be active in face-to-face classes rather than

online classes

The 5th rank has a weighted mean of 2.03 which interprets as Disagree and has

the statement “It is hard for me to adjust to the new set up of learning.”, which means

that even though the students for the past three years were having online classes, it did

not affect them to adjusting back to face-to-face classes

Table 6
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The Different Responses of In-Person Classes of High School Students in Cebu

Bradford School Inc. in terms of the Emotional Aspect

(N=57)

Rank Statement Weighted Interpretation

Mean

1 I am more motivated in face-to-face 3.2 A

classes than in online classes.

2 I am more pressured in face-to-face 2.85 A

classes than in online classes.

3 I feel emotionally drained because 2.68 A

of face-to-face classes.

4 I felt more motivated to attend 2.15 D

classes online.

5 I feel unmotivated to attend classes 2.09 D

face-to-face.

The table above shows the weighted mean and ranking of the different

responses of in-person classes of High School Students in Cebu Bradford School Inc. in

the Behavioral aspect.

The 1st rank has a weighted mean of 3.2 which interprets as Agree and has the

statement “I am more motivated in face-to-face classes than in online classes”, which

means that the students have more motivation to go to in-person classes than online

classes
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The 2nd rank has a weighted mean of 2.85 which interprets as Agree and has

the statement “I am more pressured in face-to-face classes than in online classes”,

which means that the students have more pressure on them in face-to-face classes due

to reasons like, teachers monitoring them in person or wanting to perform better in front

of people.

The 3rd rank has a weighted mean of 2.68 which interprets as Agree and has the

statement “I feel emotionally drained because of face-to-face classes”, which means

that possibly due to the added pressure the students feel more drained emotionally

while in face-to-face class.

The 4th rank has a weighted mean of 2.15 which interprets as Disagree and has

the statement “I felt more motivated to attend classes online”, which means that the

students weren't as motivated while in online classes which might be the reason they

say that they have higher grades in face-to-face classes.

The 5th rank has a weighted mean of 2.09 which interprets as Disagree and has

the statement “I feel unmotivated to attend classes face-to-face”, which means that the

students feel the exact opposite of being unmotivated to go to face-to-face class.

CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS

SUMMARY OF FINDINGS
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● The profiles of the respondents are based on the student’s age and grade level.

● The highest ranked statement out of all in the Academical Aspect was “My

grades have improved so much more during face-to-face classes than online

classes” with the weighted mean of 3.23 which was interpreted as Strongly

Agree. This points out that students have better academic performance in face-

to-face classes.

● The highest ranked statement out of all in the Behavioral Aspect was “I don't like

waking up early to go to school and join the classes” with the weighted mean of

2.91 which was interpreted as Agree. This points out that students are not

inclined to wake up early for classes and go to school.

● The highest ranked statement out of all in the Emotional Aspect was “I am more

motivated in face-to-face classes than in online classes” with the weighted mean

of 3.2 which was interpreted as Agree. This points out that students are more

energetic in face-to-face classes than in online classes.

CONCLUSION

There are negative and positive factors that affect the Academical, Behavioral

and Emotional aspect of the High School Students of Cebu Bradford School Inc. Due to

the transition from online class to face-to-face class. The researchers concluded that

the most agreed statement on the collected data is that 25 out of the 53 (47.2%) of the

students agree that they feel more motivated to go to face-to-face class rather than

online class. Most of the data collected from the students is that they mostly agree that
 5

face-to-face classes are better and enhance their academic performance in school in

terms of which setting they feel more active. 15 out of the 53 (28.3%) of them disagree

that they feel more active in online classes rather than in face-to-face classes.

RECOMMENDATIONS

In the light of the findings of the study, the researchers recommend the following

to the:

Teachers - to read this research paper to see how their students feel and what

they need to do to be more helpful to the students. In terms of knowing how to

utilize being face-to-face with the students and how to capture its full effect. The

teachers also need to know from the data that the researchers have gathered

that most students are pressured and can be emotionally drained due to factors.

School Administration - to encourage the school administration to keep going

with the face-to-face classes, because as seen with the results of the

researchers survey that in-person classes are much more beneficial and

advantageous to the students academic performance. Although there are some

downsides to having in-person classes due to there being more pressure and

being mentally draining to the student, but the positives outweigh the negatives

of having in person classes.

Parents - read this research paper to know what their children feel in having to

have face-to-face classes. This research can be a guideline for parents in

knowing what problems their children may have with face-to-face classes. This
 5

research paper may also have answers for your questions about what your child

is feeling while in face-to-face classes.

Students - to read and explore this study to see what are the positive and

negative effects of having face-to-face classes. This will allow the students to

better prepare themselves for in-person classes. This study will also answer

some questions a student may have about the topic at hand.

Future Researchers - to encourage upcoming researchers to conduct this type

of study at various colleges, both domestically and abroad. This is one method of

observing the various outcomes from various locations with various cultural

backgrounds. Additionally, the researchers would like to suggest that in terms of

the data collection process, they would want to take a more personal approach or

conduct personal interviews with the participants to obtain additional information

and opinion about the topic

BIBLIOGRAPHY

Summers, J. J., Waigandt, A., & Whittaker, T. A. (2005). A comparison of student

achievement and satisfaction in an online versus a traditional face-to-face

 5

statistics class - innovative higher education. SpringerLink. Retrieved February 3,

2023, from https://link.springer.com/article/10.1007/s10755-005-1938-x

Western Governors University. (2020). Experiential learning theory. Western

Governors University. Retrieved February 3, 2023, from

https://www.wgu.edu/blog/experiential-learning-theory2006.html#close

Taylor & Francis. (2015). Are face-to-face classes more effective than online

classes? an empirical examination. Retrieved February 3, 2023, from

https://www.tandfonline.com/doi/abs/10.1080/10528008.2015.1029851

Kemp, N., & Grieve, R. (2014). Face-to-face or face-to-screen? undergraduates'

opinions and test performance in classroom vs. online learning. Frontiers.

Retrieved February 3, 2023, from

https://www.frontiersin.org/articles/10.3389/fpsyg.2014.01278/full

Platt, C. A., Raile, A. N. W., & Yu, N. (2014). Virtually the same?: Student

perceptions of the equivalence of ... - merlot. Retrieved February 3, 2023, from

https://jolt.merlot.org/vol10no3/Platt_0914.pdf

Rose, K. K. (2009). Student perceptions of the use of instructor-made videos in ...

- merlotL. Retrieved February 3, 2023, from

https://jolt.merlot.org/vol5no3/rose_0909.pdf
 5

Wuensch, K. L., Aziz, S., Ozan, E., Kishore, M., & Tabrizi, M. (2006). Pedagogical

characteristics of online and face-to-face classes. Pedagogical Characteristics of

Online and Face-to-Face Classes - Learning & Technology Library

(LearnTechLib). Retrieved February 3, 2023, from

https://www.learntechlib.org/p/24071/
 5

APPENDICES

APPENDIX A

TRANSMITTAL LETTER TO THE PRINCIPAL

February 2, 2023

Dr. Josefina T. Arreza

Principal/Director
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340 P. Ascencion St., Sambag 2, Urgello, Cebu City

Dear Madam:
Greetings in the name of the Lord!

We are the Grade 12- Grace students of Cebu Bradford School. As a final
requirement of our Research Subject, We are conducting a research entitled “The
Different Responses of In-Person Classes of High School Students in Cebu Bradford
School, Inc.”

In relation to this, We would like to humbly ask for your approval to administer
our questionnaires to the High School students of Cebu Bradford School.

If granted the permission, this would be of great help to the school, faculty, and
students of Cebu Bradford School. Furthermore, I assure you that all information
gathered will be held confidential and will be used for research purposes only. I am
hoping for your kind approval. Thank you so much in advance for contributing to the
success of this study. God bless and more power.

Respectfully yours,

(SGD) Charlize Keanne Enya J. Castro

Researcher Noted by:

(SGD) Natasha Chloe Bacalla (SGD Ms. Christine Jane Odfeminina

Researcher Research Adviser

(SGD) Christian Templado

Researcher Approved by:

(SGD Ken G. Ybarita (SGD) Dr. Josefina T. Arreza

Researcher Principal/Director

(SGD) Mel Matheau O. Binoya

Researcher

APPENDIX B

Survey Questionnaire

Name: __________________ Age:___

Grade & Section: ____________

 5

Dear Respondents,

Greetings! The researchers, Natasha Chloe Bacalla, Charlize Keanne Enya

Castro, Mel Binoya, Ken Ybarita, and Christian Templado will be conducting a study

about “The Different Responses of In-Person Classes of High School Students in Cebu

Bradford School Inc.” In relation to this, the researchers constructed a questionnaire to

help in this study. Therefore, the researcher would like to ask for your participation in

answering this questionnaire. Kindly answer the survey honestly. The researcher will

keep your information and anonymity confidential.

SA - Strongly Agree SD - Strongly Disagree

A - Agree D - Disagre

Questions (SA) (A) (D) (SD)

Strongly Agree Disagree Strongly
Agree Disagree

SET A: EMOTIONAL

1. My grades are higher during

face-to-face than online classes.

2. I find the discussion during online

classes harder to understand
than during face-to-face classes.

3. I pass my assignments on time

 5

during face-to-face classes.

During online classes, I don't
pass my assignments on time.

4. I find it hard to focus during face-

to-face classes because I got
used to online classes.

5. I find it hard to avoid using my

phone during face-to-face
classes.

6. My grades have improved so

much more during face-to-face
classes than online classes.

SET B: BEHAVIORAL

7. I am more active in online

classes than in face-to-face
classes.

8. I don't like waking up early to go

to school and join the classes.

9. Because of the demand for face-

to-face classes, I find it difficult to
balance my school work and
household chores.

10. I am able to eat breakfast

consistently more during face-to-
face classes rather than I did
during online classes.

11. It is hard for me to adjust to the

new set up of learning.

SET C: EMOTIONAL

12. I am more motivated in face-to-

face classes than in online
classes.

13. I am more pressured in face-to-

face classes than in online
classes.
 5

14. I feel emotionally drained

because of face-to-face classes.

15. I feel unmotivated to attend

classes face-to-face.

16. I felt more motivated to attend

classes online.

APPENDIX C

SUMMARY TABLE

Raw Scores of The Different Responses of In-Person Classes of High School

Students in Cebu Bradford School Inc.

School Survey
 5

ACADEMICAL

QUESTIONS SA A D SD WM I
(4) (3) (2) (1)

1. My grades are higher 15 24 7 2 2.77 A

during face-to-face than 1.13 1.35 0.26 0.03
online classes. 28.3 % 54.7% 13.2% 0.66%

2. I find the discussion 17 24 11 1 3.05 A

during online classes 1.28 1.35 0.41 0.01
harder to understand 32.1& 45.3% 20.8% 1.9%
than during face-to-face
classes.

3. I pass my assignments 13 18 18 4 2.73 A

on time during face-to- 0.98 1.01 0.67 0.07
face classes. During 24.5% 34% 34% 7.5%
online classes, I don't
pass my assignments
on time.

4. I find it hard to focus 5 10 26 12 2.13 D

during face-to-face 0.37 0.56 0.98 0.22
classes because I got 9.4% 18.9% 49.1% 22.6%
used to online classes.

5. I find it hard to avoid 7 17 24 5 2.47 D

using my phone during 0.52 0.96 0.90 0.09
face-to-face classes. 13.2% 32.1% 45.3% 9.4%

6. My grades have 19 26 5 3 3.23 SA

improved so much 1.43 1.47 0.28 0.05
more during face-to- 35.8% 49.1% 9.4% 5.7%
face classes than
online classes.

BEHAVIORAL
 5

SA A D SD WM I
Questions (4) (3) (2) (1)

1. I am more active in 5 9 24 15 D
online classes than in 0.38 0.50 0.90 0.28 2.06
face-to-face classes. 9.4% 17% 45.3% 28.3%

2. I don't like waking up 17 20 11 5 A

early to go to school and 1.28 1.13 0.41 0.09 2.91
join the classes. 32.1% 37.7% 20.8% 9.4%

3. Because of the demand 7 16 22 8 D

for face-to-face classes, I 0.52 0.90 0.83 0.15 2.4
find it difficult to balance 13.2% 30.2% 41.5% 15.1%
my school work and
household chores.

4. I am able to eat breakfast 8 18 18 9 D

consistently more during 0.60 1.01 0.67 0.16 2.44
face-to-face classes 15.1% 34% 34% 17%
rather than I did during
online classes.

5. It is hard for me to adjust to 4 6 32 11 D

the new set up of learning 0.30 0.33 1.20 0.20 2.03
7.5% 11.3% 60.4% 20.8%

EMOTIONAL

SA A D SD WM I
Questions (4) (3) (2) (1)

1. I am more motivated in 25 19 5 4 3.2 A

face-to-face classes than 1.88 1.07 0.18 0.07
in online classes. 47.2% 35.8% 9.4% 7.5%

2. I am more pressured in 11 25 16 1 2.85 A

 5

face-to-face classes than 0.83 1.41 0.60 0.01

in online classes. 20.8% 47.2% 30.2% 1.9%

3. I feel emotionally drained 11 18 21 3 2.68 A

because of face-to-face 0.83 1.01 0.79 0.05
classes. 20.8% 34% 39.6% 5.7%

4. I feel unmotivated to 3 10 30 10 2.09 D

attend classes face-to- 0.22 0.56 1.13 0.18
face. 5.7% 18.9% 56.6% 18.9%

5. I felt more motivated to 5 11 25 12 2.15 D

attend classes online. 0.37 0.62 0.94 0.22
9.40% 20.8% 47.2% 22.6%

APPENDIX D

TIMETABLE OF ACTIVITIES
 5

MAJOR PEOPLE AUG SEPT OCT NOV DEC JAN FEB

ACTIVITIES INVOLVED
Title Conceptualization Researchers

Writing Rationale Researchers

Writing the Researchers

Theoretical
Background

Formulating The Researchers

Problem

Writing of the Related Researchers

Literature and Studies

Administration of the Researchers

Study

Writing the Research Researchers

Methodology

Collation, Analysis, and Researchers

Interpretation of Data

Finalizing of Findings, Researchers

Conclusions and
Recommendations

Presentation of Researchers
Research Paper

LEGEND: PLAN ACTUAL

APPENDIX D

APPENDIX E

MAP OF RESEARCH ENVIRONMENT

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Figure 2. Map of Cebu Bradford School, Inc.

 5

CURRICULUM

VITAE
 5

Personal Data

Name: : Charlize Keanne Enya J. Castro

Address : Blk. 3 Lot 3 Puerto Del Sol Subdivision

Pooc, Talisay City, Cebu

Date of Birth : November 08, 2004

Place of Birth : Cebu City

Civil Status : Single

Gender : Female

Religion : Protestant

Nationality : Filipino

Father : Roberto P. Castro

Mother : Charena J. Castro

Sibling : Charie Van Robert J. Castro

: Christian Ian Robert J. Castro

Education Background
 5

Junior High : Cebu Bradford School

340 Ascension St. Urgello, Cebu City

Secondary : Cebu Bradford School

340 Ascension St. Urgello, Cebu City

: University of the Southern Philippines

Foundation Mabini Campus

Elementary : Maranatha Christian Academy of Cebu

Inc. Corner P. Burger Vicente Gullas St.

 5

Personal Data

Name: Christian Pagaduan Templado

Address: 37 Don Pedro Cui St, San Antonio, Cebu City

Date of Birth: July 14, 2004

Place of Birth: Cebu City

Civil Status: Single

Sex: Male

Religion: Catholic

Nationality: Filipino

Father: Noel Ochate Templado

Mother: Ofelia Pagaduan Templado

Educational Background

Senior High School : Cebu Bradford School Inc.

340 P Ascencion Street, Cebu City, 6000 Cebu

Junior High School : Cebu Bradford School Inc.

 5

340 P Ascencion Street, Cebu City, 6000 Cebu

Pre-School-Elementary : University of The Visayas

Dionisio Jakosalem St, Cebu City, 6000 Cebu

 5

PERSONAL DATA

Name Ken Gullem Ybarita

Home Address 4169 H. Labra St. Guadalupe, Cebu City

Date of Birth December 6, 2004

Place of Birth Cebu City

Civil Status Single

Gender Male

Nationality Filipino

Religion Christian

Father Nelson Gullem Ybarita

Mother Fe Gullem Ybarita

Sibling Kim Loren Gullem Ybarita

EDUCATIONAL BACKGROUND

Junior High : Cebu Bradford School

 5

340 Ascension St. Urgello, Cebu City

Secondary : Cebu Bradford School

340 Ascension St. Urgello, Cebu City

Pre-School-Elementary : Cebu Bradford School

340 Ascension St. Urgello, Cebu City

 5

PERSONAL DATA

Name: Natasha Chloe B. Espinoza

Address: 787 F. Pacana Street, Labangon, Cebu City

Date of Birth: February 12, 2004

Place of Birth: Cebu City

Civil Status: Single

Gender: Female

Nationality: Filipino

Religion: Christian, Protestant

Father: Noah Blue S. Espinoza

Mother: Ricci Anne B. Espinoza

Sibling/s: Nathalie Chantal B. Espinoza

Nathan Noel P. Espinoza

Cerilene Cissnei B. Tenorio

Kael Johnson B. Tenorio

Educational Background

Secondary: Cebu Bradford School

 5

340-P Ascension St. Sambag II, Cebu City 6000

Elementary: Silliman University Elementary School

1 Hibbard Avenue, Dumaguete City

Pre-School: St. Louis School- Don Bosco of Dumaguete

Calindagan, Dumaguete City

Personal Data
 5

Name: Mel Matheau O. Binoya

Address: #128 Sanciangko St., Cebu, City

Date of Birth: May 14,2002

Place of Birth: Cebu City

Civil Status: Single

Gender: Male

Religion: Roman Catholic

Nationality: Filipino

Father: Mark Anthony O. Binoya

Mother: Suzette O. Binoya

Siblings: Emmanuel Dave O. Binoya

: James Benedict O. Binoya

Educational Background

Secondary: Cebu Bradford School, 340-P Ascension St. Urgello, Cebu City

Elementary: Cebu Bradford School, 340-P Ascension St.

5