BICOL COLLEGE SENIOR HIGH SCHOOL

GRADE 12 GAS ERIDANUS

Chapter 1

Chapter 2
THE SOCIOLOGICAL IMPACT OF
Chapter 3
IMPLEMENTATION OF FACE-TO-
Chapter 4
FACE CLASSES TO THE TEACHERS
Chapter 5
OF BICOL COLLEGE
SENIOR HIGH SCHOOL
DEPARTMENT
 BICOL COLLEGE SENIOR HIGH SCHOOL
GRADE 12 GAS ERIDANUS

Researchers:
Chapter 1

Chapter 2 BROTAMANTE, Jerome

LABRADOR, Renelle Renz M.
Chapter 3
LONDOÑO, Gabriel Isaac M.
Chapter 4 MANAOG, Ysabella Kasandra S.
PADILLA, Rochelle Mae C.
Chapter 5
ROSIN, Carlamae B.
TABUENA, Christian Ben G.
VIÑAS, Ivy D.
 INTRODUCTION
Background of
Objectives of the Study Objectives
the Study
Chapter 1
Providing in-person education during the COVID-19 pandemic has
Chapter 2 presented challenges for teachers.
Face-to-face classes and physically reporting on site can be difficult for
some teachers and students.
Chapter 3
Teachers are looking for a way to encourage students to learn while
having fun, rather than making it appear that acquiring knowledge is a
Chapter 4
tedious task.
Even if the COVID-19 vaccine becomes widely available all around the
Chapter 5 world, preventing and rehabilitate people affected and infected by the
virus would have caused a prolonged recovery of the society to last for at
least a few more years.
Studies proved that the implementation of face-to-face classes has had a
huge impact to the employed personnel.
 INTRODUCTION
Background of Significance of the
Objectives of the Study
the Study Study
Chapter 1

Chapter 2

This study will determine the sociological impact of face-to-face classes at Bicol College
Chapter 3 Senior High School Teachers and how does it affect the behavior of their students.

Chapter 4 The issues mentioned above, the researchers aims to determine the sociological impact of
implementation of face-to-face classes to the teachers of Bicol College Senior High School
Department year 2022-2023 to the following:
Chapter 5 1.) Determine the sociological Impact of implementation of face-to-face classes to the teachers
of Bicol College Senior High School Department.
2.) Provide possible recommendations that can be given to the teachers in order for them to
improve and adjust to the implementation of face-to-face classes.
 INTRODUCTION
Background of Statement of Significance of the
the Study the Problems Study
Chapter 1

Chapter 2
This research aims to provide insight and information regarding the sociological
Chapter 3 impact of the face-to-face classes to teachers at Bicol college senior high school
department. It will benefit teachers, students, School Administration, parents, and
Chapter 4 future researchers. Teachers will benefit from the study by improving classroom
management techniques and providing quality education. School administrators can
use the results of the study as feedback on effective training programs for teachers.
Chapter 5 Parents will also benefit from the study by evaluating the preferred modality of
learning for their children. Finally, the research aims to provide a new body of
knowledge that could be useful to future researchers.
 METHODOLOGY
Research Design
Chapter 1 This study aimed to assess the
quality and quantity of teacher-
Chapter 2 student interaction in Bicol College
Senior High Department. A questionnaire with 1 to 4 ratings to present
Chapter 3 quantitative research method was
chosen to collect data which can
provide insight into the sociological
Chapter 4 impact of face-to-face classes on
teachers. The findings suggest that
Chapter 5 students' engagement in learning
evolves and that speaking modalities
can impact this pattern. It also
suggests that using forums with
limited teacher presence can
increase student engagement
without over-intervening teachers.
Research Instrument
According to this study, a
questionnaire is a collection of survey
questions used to gather information from
respondents. The researcher used to tabular
the questionnaire to 26 teachers at Bicol
College Senior High School Department.
These surveys were pertinent to the study's
aims. As a result, it addressed the issue.
Based on the questionnaires provided the
teachers were asked about the sociological
impact of implementation of face-to-face
classes. There are ten questionnaires in
total. The first section focuses on the
sociological impact in a rating format. It
contains ten questions about teachers. The
questions were based on items in the
questionnaire.
 METHODOLOGY
Respondents of the Study
Chapter 1
The respondent of the study is
Chapter 2 composed of Senior High School teachers
in Bicol College Senior High School
Department. One of the vital processes to
Chapter 3 keep this study successful. All of these
participants was selected through random
sampling. This sampling method is
Chapter 4 conducted where each member of a
population has a capability to become part
Chapter 5 of the sample.
The chosen respondents are containing of
twenty-seven (27) respondents from
selected Senior High School Teacher of
Bicol College Senior High School
Department.
Sampling Technique
Simple Random Sampling will be
used to select participants for this
study. All teachers who are currently
teaching face-to-face classes at Bicol
College Senior High School
Department will be invited to
participate. The researchers give
enough time to the respondents to
answer it. If the respondents didn't
answer the questionnaire, I will use at
least 80% answer from the teachers of
Bicol College Senior High School
Department
 RESULTS AND DISCUSSION
Results Discussions
Chapter 1

Chapter 2

Chapter 3

Chapter 4

Chapter 5

Figure 3.1 Sex of the Respondents

 RESULTS AND DISCUSSION
Results Discussions
Chapter 1

Chapter 2

Chapter 3

Chapter 4

Chapter 5

Figure 3.2. Age of Respondents

 RESULTS AND DISCUSSION
Results Discussions
Chapter 1

Chapter 2

Chapter 3

Chapter 4

Chapter 5

Figure 3.3 Educational Attainment of Respondents

 RESULTS AND DISCUSSION
Results Discussions
Chapter 1

Chapter 2

Chapter 3

Chapter 4

Chapter 5

Figure 3.4 Subject being taught of Respondents.

 RESULTS AND DISCUSSION
Results Discussions
Chapter 1

Chapter 2

Chapter 3

Chapter 4

Chapter 5

Figure 3.5 Marital Status of Respondents

 RESULTS AND DISCUSSION
Results Discussions
Chapter 1

Chapter 2

Chapter 3

Chapter 4

Chapter 5

Figure 3.6 Teaching Experience of Respondents

 RESULTS AND DISCUSSION
Results Discussions
Chapter 1

Chapter 2

Chapter 3

Chapter 4

Chapter 5

Figure 3.7 Teaching loads of the Respondents

 RESULTS AND DISCUSSION
Results Discussions
Chapter 1

Chapter 2

Chapter 3

Chapter 4

Chapter 5

Figure 3.8 Health Status of Respondents

 RESULTS AND DISCUSSION
Results Discussions
Chapter 1
II. Sociological Impact on the Implementation of face-to-face classes to the teachers.
Indicators Frequency Distributions Weighted Mean Adjectival Rating

Chapter 2 1. I feel that the implementation of face-to-face classes has affected my personal life.
SA A D SD

7 16 3 0 3.15 Agree

2. I feel comfortable with the implementation of face-to-face classes.

Chapter 3
8 17 1 0 3.27 Agree

3. I think that the health and safety protocols implemented by the school are sufficient to protect from the risk of
COVID-19.
5 16 5 0 3 Agree

Chapter 4
4. I have experienced difficulties adjusting to the implementation of face-to-face classes.
1 15 9 1 2.62 Agree

5. I have observed many changes in the behavior of our students due to the implementation of face-to-face
classes. 16 9 1 0 3.58 Strongly Agree

Chapter 5 6. I feel that the implementation of face-to-face classes has affected our mental health.
6 14 5 1 2.96 Agree

7. I think the school is doing enough to support teachers in managing the stress and challenges brought about by
the implementation of face-to-face classes.
5 11 10 0 2.81 Agree

8. I believe that the face-to-face classes has made the teachers feel more comfortable because of the familiar
traditional classroom situation.
9 14 3 0 3.23 Agree

9. I was able to concentrate harder on teaching because there is less destruction than if I was at home.
11 11 4 0 3.27 Agree

10. I feel that face to face classes is easy to teach the students than the online classes.
14 11 1 0 3.5 Strongly Agree

General Weighted Mean 3.16 Agree

 CONCLUSIONS,
AND RECOMMENDATIONS
Chapter 1
The implementation of face-to-face
Chapter 2 classes in Bicol College Senior High School
Conclusion
Department has had a significant
Chapter 3 sociological impact on the teachers.
Strategies such as flexible work
Chapter 4 arrangements, mental health resources, and
Recommendation
professional development opportunities can
Chapter 5 help the teachers manage these challenges
and create a positive learning environment.
 CONCLUSIONS,
AND RECOMMENDATIONS
Chapter 1
This research recommends strategies to support teachers
Chapter 2 in maintaining a healthy work-life balance and managing stress
Conclusion levels. These include flexible work arrangements, training and
support, mental health resources, professional development
Chapter 3 opportunities, raising salaries, access to resources and support,
and self-care practices. Regular assessment and evaluation of
mental health support programs and resources should be
Chapter 4 conducted to ensure they are meeting the needs of teachers.
Recomendation School administration needs to improve, teacher salaries
should be compensated, awards should be given, leave
Chapter 5 privileges or travel allowance should be granted, and future
researchers should be allowed to pursue their interests, learn
something new, and challenge themselves in new ways.
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Chapter 4 Learner Satisfaction and Outcomes in Multiple Learning Delivery Modes. International Journal of Distance
Education Technologies, 9(4), 57–70. https://doi.org/10.4018/jdet.2011100105
Prilleltensky, I., & Prileltensky, I. (1994). On the Social Legacy of B.F. Skinner. Theory & Psychology.
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Kirschner, F., Paas, F., Kirschner, P. A., & Janssen, J. (2011b). Differential effects of problem-solving
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Ebert, P., Cheung, J., Yang, Y., McNamara, E. R., Hong, R., Moskalenko, M., Gould, S. J., Maecker, H.,
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 REFERENCE, AND
DOCUMENTATIONS
Chapter 1 Documentations

Chapter 2

Chapter 3

Chapter 4

Chapter 5
THANK YOU