Social Interaction: understanding it’s impact to

stem students amidst the pandemic

____________________

A Research Study Presented to the Faculty of the

Bahay Pare National High School

Candaba, Pampanga

_________________

In Partial Fulfillment of the Requirements for the

Practical Research 1

Science Technology, Engineering & Mathematics Strand

__________________

by:

CLARENCE NEPOMUCENO

ERICA MAY AGUPE

KCYLYN CASTILLO

RICA MAE CARANGIAN

June 2022
 APPROVAL SHEET

This study entitled SOCIAL INTERACTION: UNDERSTANDING IT’S IMPACT TO

STEM STUDENTS AMIDST THE PANDEMIC has been prepared and submitted by

Clarence Nepomuceno, Erica May Agupe, Kcyln Castillo , and Rica Mae Carangian, is hereby

accepted as partial fulfillment of the requirement for the program Practical Research I of Bahay

Pare National High School was approved by the Research Committees.

NEPTHALIE SJ GONZALES
Master Teacher I
Research Coordinator

FAYE M. GONZALES
Secondary School Principal III

June 2022

2
 ACKNOWLEDGEMENT

Sir Nepthalie Gonzales deserves our deepest gratitude for inspiring our work. We also

thank our classmates and friends from Bahay Pare National High School for their cooperation in

this study and support in getting the job done. We also want to thank our family for their

continued support and ability to understand.

Clarence Nepomuceno

Erica May Agupe

Kcyln Castillo
Rica Mae Carangian

3
 DEDICATION

Wholeheartedly, we dedicate this research to our

fellow Grade 11 Stem Students
C. Nepomuceno
E. Agupe
K.Castillo
R.Carangian

4
 ABSTRACT

This exploratory multiple case study aimed to determine

whether student academic performance, behavioral
patterns, and the value of social connection were affected
in any way. 10 STEM students in Grade 11 were
interviewed for the study's data. According to the findings,
a lack of social interaction causes pupils' academic
performance to decline. They also showed detrimental
changes in their behavior. Last but not least, social
engagement continues outside of the classroom, suggesting
that students will use the social skills they acquire there in
their future employment. Students who have engaged in
social contact are hence often self-centered and skilled at
communicating with their classmates. Discussions, the
application of the value of social connection, and
recommendations for further research accompanied the
study's conclusion.

5
 TABLE OF CONTENTS

TITLE PAGE Page

APPROVAL SHEET . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
ACKNOWLEDGMENT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
DEDICATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
ABSTRACT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
TABLE OF CONTENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

CHAPTER
I. THE PROBLEM AND ITS BACKGROUND
Introduction . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Scope and Delimitations of the Study . . . . . . . . . . . . . . . . . . . . . . . . . 17
Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
II. THEORETICAL FRAMEWORK
Related Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Related Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Figure 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
III. RESEARCH METHODOLOGY

Research Design. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Research Locale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Sampling and Participants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Research Instruments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Data Gathering Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

6
 Ethical Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Data Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Part 1. Grade 11 Learners Challenges During Distance Learning . . . . . . . . 47

Part 2. Grade 11 Learners Coping Strategies During Distance Learning . .

Table 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Table 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Table 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Table 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Table 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

Table 6. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

Table 7. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Table 8. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Table 9. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

V. SUMMARY OF FINDINGS, DISCUSSION AND RECOMMENDATIONS

Summary of Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Curriculum Vitae. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

7
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

With Knowledge may be a scientific discipline during which individuals interact with each other
and their environment. Learning requires communicating with others yet as appreciating the
humanity and therefore the social context during which they go on a daily. The importance of social
connection in learning can't be overstated. Interacting with others has been shown to assist learners
organize their thoughts, reflect on their learning, and identify holes in their thinking. The classroom
activity necessitates interaction. It facilitates the teaching and learning process and may improve
learners' communicative abilities. It describes how students connect with each other and with the
teacher, likewise like the whole class.

The means by which individuals act and react to others is noted as social interaction. As a result,
social interaction may be a regular occurrence that involves people of all positions and statuses, and
it can take the shape of both spoken and nonverbal communication. The communication during
which two or more people communicate appropriately face-to-face is thought as verbal
communication, and it includes elements like language and speaking. As a results of verbal
communication, miscommunication is eliminated. Nonverbal communication could be a variety of
social contact that involves the utilization of signals, body movements, and other nonverbal cues.
As a results of social contacts, the group's actions have a sway on a personal, i.e. one obtains
knowledge or develops a habit as a results of social interactions (Goodnow &Warton, 1992, 18-26).

However, social engagement is vital in learning because it improves both a child's mental and social
abilities. the first motivation for people to cooperate socially is to realize mutual goals. In terms of
learning, the relationships that are formed as a results of social interaction are critical (Gergen,
1999, 15-17). In terms of student learning, social engagement has various advantages. the
subsequent are a number of the advantages:

Social connection aids within the development of learning processes. The learner can find situations
that are distressing to him or her through social engagement. As a result, it's possible to alter one's
conduct so as to attain beneficial results. Social interaction allows someone to raised comprehend
the behaviors of others, allowing a learner to enhance his or her learning processes by changing
undesirable behaviors.

Another way that social interaction can facilitate your improve your learning strategies is by
teaching you the way to be a higher listener and the way to just accept responsibility for your

8
actions. Because it incorporates all levels of learning, from kindergarten to the completion of
instruction, to lycee school and to school social learning has been seen as a perfect teaching
technique.

Social connection is useful since it doesn't discriminate between students supported their goals or
group. It so creates an environment within which people of all backgrounds can freely interact so as
to attain a shared goal. The completion of group goals provides students with desire to figure hard
and endure, and social engagement helps to extend perseverance in learning.

The social interaction enables students to extend their individual efforts so as to boost group grades.
The social interaction enables students to be involved within the school community, allowing them
to take care of trust and manage conflicts (Goodnow &Warton,1992,18-26).

In most cases, social connection aids within the reduction of an instructor's workload. When the
scholars are faced with changes, the trainer only provides guidelines and assistance. the scholars
think, communicate, and share information among themselves (Burr, 1995, 12-17).

The groupings usually have an influence on student achievement since students with low ability are
usually motivated by students with high ability, and thus they are doing well.

When students work together in a very group, they share ideas and perspectives so as to answer a
selected subject. On the opposite side, the teachers push pupils to continue working in groups so as
to attain more.

Social engagement allows students to mapped out problems on their own, allowing them to develop
experience in handling similar challenges within the future. Through social interaction, educators
are ready to recognize students who have weak interpersonal skills, like people who never ask
questions, and devise methods for a way such students could be helped.

When a student is performing poorly, he or she is also unwilling to interact freely together with his
or her peers, and therefore the instructor is ready to acknowledge this and interfere to enhance the
student's performance.

When students are placed in groups, they're encouraged to place up extra effort so as to achieve
their goals. The social contact provides healthy competition for the scholars, allowing them to think
about their objectives (Goodnow &Warton, 1992, 18-26).

Students get pleasure from social engagement since it allows them to enhance their communication
skills. Proper communication is required permanently learning to require place. Students can engage
with others through both verbal and nonverbal communication.

9
In terms of communication, social engagement allows pupils to possess good self-esteem, which
allows them to talk effectively with their peers. Students' communication abilities increase as a
results of social contact, which allows them to become better listeners.

As a results of social interaction, students are ready to overcome their fears of enormous crowds and
become assertive. Communication skills as a results of social interaction allow students to be
relaxed and thus think and act in given situations (Burr,1995,12-17).

The importance of social connection in improving a student's interpersonal abilities can not be
overstated. As a result, they're able to overcome their shyness and discuss thoughts with others.
Students build self-confidence as a results of their interpersonal skills, which helps them thrive in
their academic pursuits. Students frequently be happy to share their opinions with others, allowing
them to debate anything. Interpersonal skills developed through social contact enable learners to
cohabit peacefully with others by assisting them in refraining from using offensive words or
injuring others in a way.

Students are cautious when conversing with their peers because the interpersonal skills they develop
as a results of social contact enable them to spot their faults and, as a result, adjust their behaviors
so as to attain favorable outcomes (Bruce, 1987, 34-38).

Students enjoy social interaction by developing a positive attitude toward school. Students are
usually very inquisitive about their learning environment. Their attitude about school is often
influenced by the varsity environment, workloads, their peers, rules and laws, further as their
parents' ambivalence.

Because the workload is discussed among the scholars, the social interaction allows students to
develop a positive attitude toward school. As a result, the scholars aren't overwhelmed or bored as a
results of the workload problem.

Due to the very fact that students gather information for problem solving, social interaction makes
learning more fascinating. Students develop a positive attitude toward school as a results of social
contact, which creates a conducive learning environment.

There is no uncertainty among the scholars because they're alert to their responsibilities. Students
can seek advice from their instructor about the issues they're having, and solutions are designed to
assist them overcome those problems.

Other students frequently assist a student in maintaining a nice attitude toward school. They inspire
students to figure hard so as to realize the group's objectives. the scholar also picks up valuable
skills from his or her classmates (Bartsch, & Wellman, 1997, 96).

10
Students' cohesiveness, or the degree to which they're drawn to at least one another, rises as a results
of social contact. Because there's often more communication among the scholars, more cohesive
groups are usually more serious and effective achieve their goals.

This leads to increased student satisfaction, reduced tension, and increased pressure to adapt. the
most reasons for group cohesiveness are usually the private attractiveness of the group members,
the attractiveness of the group tasks to be completed, or the prestige of belonging to the group.

Cohesion grows because the organization achieves its objectives. When against small groupings,
large groups are frequently less cohesive. The high standing of a gaggle, furthermore as external
pressure, might cause pupils to become closer to at least one another, leading to increased
cohesiveness.

In terms of learning, social interaction is significant since it helps to define each person's position. a
task could be a set of shared expectations about acceptable behavior. a collection role is that the set
of expectations that members of the role set communicate to individuals (Smith, 1996, 7).

In terms of top learning, social contact frequently aids within the formation of norms and
expectations. Norms are expectations about how people should behave, like that students should be
smart or act in an exceedingly certain way, and so on. These norms may pertain to performance,
honesty, teamwork, loyalty, or anything the group considers important.

Norms only apply to the students' actions, to not the group members' private ideas and feelings. they
typically develop solely in reference to the topics that the bulk of the group members find
significant. As a result, if a student behaves in a very way that contradicts the group norms, the
group members might apply pressure on the coed to comply to those standards.

Social interaction improves student retention, which suggests that students stay particularly schools
to complete their education. Social connection is crucial in preventing pupils from being transferred
to other schools or having their classes switched within the college.

When it involves student retention, the relationships that students have with each other are crucial.
As a result, the students' groups make sure that workload is shared which the students' learning isn't
burdensome.

Students are more inclined to remain in an establishment if they need the chance to specific their
ideas and ideals. Students in a very learning institution typically come from a range of backgrounds,
and also the social environment allows them to interact and integrate successfully.

Social contact encourages students to participate in learning activities and debates by providing
them with an environment during which they'll do so. Through the sharing of ideas, the groups
allow students to become closer and build a higher knowledge of a subject.

11
The students social bonding allows them to become invested in group discussions. Instructors also
assist students in having productive dialogues, which is critical for the group's achievement of its
objectives.

Increased participation at school activities and programs means the student's experience within the
institution is improved.

Participation as a results of social interaction aids in understanding the requirements of the scholars.
Each student is given the chance to voice his or her thoughts on a subject, which improves their
learning (Burr, 1995, 12-17).

Negotiation in terms of understanding is aided by social interaction. Negotiation is a process in

which two people with a disagreement initiate a dialogue in order to resolve it and reach an
agreement that meets their needs.

This also occurs in student social interactions, where students discuss subjects on which they
disagree and come to an agreement. Negotiation success may require the parties to make
commitments to each other that they will follow the terms and conditions of the agreement
achieved.

Students may choose to negotiate in order to: solve a problem, develop new processes for dealing
with a problem, shift perceptions, educate each other about a particular perspective on an issue or
concern, vent emotions about each other, and so on (Lave,1988,54-61).

Learning occurs as a result of interactions among pupils in social interaction. Students frequently
get into fights as a result of their interactions. Students build thinking skills through social contact,
which they utilize to resolve problems.

The learner benefits from social connection in terms of discovery and exploration, i.e. students are
able to learn in a more appropriate manner than when they are in an independent scenario. Students
can improve their social skills through social engagement, allowing them to interact more
effectively with their peers.

Students communicate with one another by asking questions and delivering explanations on various
topics. Exploration allows students to discover many things on their own, with the instructor
assisting them only when necessary. Exploration is linked to inductive learning, which allows
students to remember the majority of what they have learned on their own, increasing their
motivation to learn more.

In terms of learning, social connection is vital since it enables students to deal with obstacles even
after school. As a result of social engagement, a student's cognitive capacity is substantially
boosted.

12
 

When confronted with challenges, students also learn how to co-think, which means they approach
the issues together, which is important since it enables a student to learn how to deal with problems
in the future (Bartsch, & Wellman,1997,96).

When it comes to social engagement, the communication options are usually significantly broader,
which means that classroom involvement opportunities are also expanded. This is significant
because it offers students with numerous opportunities to construct knowledge.

Students benefit from social engagement since it allows them to create characteristics such as their
personality. As a result of their interactions with other students at school. They frequently
emphasize behaviors such as the significance of respecting other people's property, sharing with
others, and sympathizing with others, among others (Fodor,2000,16-18).

Students' performance is frequently influenced by social economic disparity; as a result, social

contact allows students from all backgrounds to interact and improve their performance. As a result,
when it comes to learning, social contact does not segregate. Kids from poor households are thus
mingled with children from wealthy families, which is great since it allows the students to compete
on an equal footing.

Social contact usually creates an environment where impaired students can easily interact with
pupils who do not have physical disabilities. This is significant because it respects the disabled's
rights while also promoting their dignity.

Student independence is enhanced by social contact. Students learn about their rights as a result of
their interactions with their peers, and they become more educated about their individual rights as a
result. As a result of social interaction, students become interdependent. This is because social
interaction allows them to solve problems on their own, which gives them self-confidence (Fodor,
2000, 16-18).

Finally, social interaction does not end with school, implying that students will apply the social
skills they learn in school to their future careers. As a result, students who have participated in
social interaction are typically self-centered and able to communicate effectively with their peers.

Also they don't appear to be unhappy when confronted with difficulties. Students must connect with
others in order to understand the basic principles of society and, as an effect they become socially
acceptable.

Students learn about the right and improper things to do in the society in which they participate
through social contact. As a result, they are better equipped to form relationships and deal with a
variety of situations (Claxton, 1997, 76).

Negotiation in terms of understanding is aided by social interaction. Negotiation could be a process

during which two people with a disagreement initiate a dialogue so as to resolve it and reach an
agreement that meets their needs.

13
This also occurs in student social interactions, where students discuss subjects on which they
disagree and are available to an agreement. Negotiation success may require the parties to form
commitments to every other that they're going to follow the terms and conditions of the agreement
achieved.

Students may opt to negotiate so as to: solve a controversy, develop new processes for coping with
an issue, shift perceptions, educate one another a couple of particular perspective on a problem or
concern, vent emotions about one another, then on (Lave,1988,54-61).

Learning occurs as a results of interactions among pupils in social interaction. Students frequently
get into fights as a results of their interactions. Students build thinking skills through social contact,
which they utilize to resolve problems.

The learner benefits from social connection in terms of discovery and exploration, i.e. students are
ready to learn in a very more appropriate manner than once they are in an independent scenario.
Students can improve their social skills through social engagement, allowing them to interact more
effectively with their peers.

Students communicate with each other by asking questions and delivering explanations on various
topics. Exploration allows students to find many things on their own, with the teacher assisting them
only if necessary. Exploration is linked to inductive learning, which allows students to recollect the
bulk of what they need learned on their own, increasing their motivation to be told more.

In terms of learning, social connection is important since it enables students to cater to obstacles
even after school. As a results of social engagement, a student's cognitive capacity is substantially
boosted.

When confronted with challenges, students also find out how to co-think, which suggests they
approach the problems together, which is vital since it enables a student to find out a way to house
problems within the future (Bartsch, & Wellman,1997,96).

When it involves social engagement, the communication options are usually significantly broader,
which implies that classroom involvement opportunities also are expanded. this can be significant
because it offers students with numerous opportunities to construct knowledge.

Students like social engagement since it allows them to make characteristics like their personality.
As a results of their interactions with other students at college. they often emphasize behaviors like
the importance of respecting other people's property, sharing with others, and sympathizing with
others, among others (Fodor,2000,16-18).

Students' performance is often influenced by social economic disparity; as a result, social contact
allows students from all backgrounds to interact and improve their performance. As a result, when it

14
involves learning, social contact doesn't segregate. Kids from poor households are thus mingled
with children from wealthy families, which is great since it allows the scholars to compete on an
equal footing.

Social contact usually creates an environment where impaired students can easily interact with
pupils who don't have physical disabilities. this is often significant because it respects the disabled's
rights while also promoting their dignity.

Student independence is enhanced by social contact. Students study their rights as a results of their
interactions with their peers, and that they become more educated about their individual rights as a
result. As a results of social interaction, students become interdependent. this can be because social
interaction allows them to resolve problems on their own, which provides them self-confidence
(Fodor, 2000, 16-18).

Finally, social interaction doesn't end with school, implying that students will apply the social skills
they learn in class to their future careers. As a result, students who have participated in social
interaction are typically self-centered and able to communicate effectively with their peers.

Also they do not appear to be unhappy when confronted with difficulties. Students must connect
with others so as to grasp the essential principles of society and, as a control they become socially
acceptable.

Students study the correct and improper things to try to to within the society during which they
participate through social contact. As a result, they're better equipped to create relationships and
handle a range of situations (Claxton, 1997, 76).

15
Statement of the Problem

This study aims to identify Social Interaction Understanding its importance admist the covid

pandemic in Grade 11- Stem Student.

Specifically, it intended the answer the following question.

How did Pandemic affects your social interaction with others?

Why is social interaction important for students, especially stem student like you?

Did you have a hard time social interacting with the other students because of the pandemic?

What are the opportunities and challenges did you experience since the pandemic happen?

Significance of the Study

The beneficiaries of the study are the following:  

Students. The outcome will give the understudies some learning on impacts of social interaction to

the alteration on “new normal” situation that they face in the midst of pandemic. It will give the

understudies data about this specific point. It likewise gives the understudy’s full rules on how their

scholarly exhibitions and conduct won’t be influence and how to manage them.

Teachers.

Teachers will profit by this investigation from the discoveries and its suggestion theorem. They

would have the option to direct and evaluate the understudy’s profile, conduct and scholastic

exhibition particularly the individuals who have change in accordance with the school.

16
Parents.

The parents will have the option to know their children’s profile on their academic performances

and will have the option to facilitate with the instructor to improve and augment the limit about their

parental guidance of their children.

 Future researchers.

It may serve as reference and basis in gathering information needed to future study.

Scope and Delimitations of the Study

This study is looking at the significance of social  interaction as well as knowledge or learning of
grade-11 STEM students amidst a pandemic. The research focused on the comprehension in social
interaction and the affective components  to social contacts relevance. This study is to know how
STEM students important the social interactiom help each student to cope up in amidst of pandemic
and also how it effects their academic achievements.

The study is carried out by grade-11 STEM students in Bahay Pare National High School, Candaba
Pampanga. This study is also determine the challenges that they experienced a impact of social
interaction in amids of pandemic. The respondents of this study are maximum of 5 participants
grade-11 senior high school STEM students. The research is related issues in the social interaction
with students, the consequences on student behavior.

17
Definition of Terms

Scientific Discipline- Concerned with the development of methods and application of these

methods to detect, identify, and quantify biological materials 

: www.audioenglish.org/dictionary/scientific_discipline.htm

Social Connection - is the experience of feeling close and connected to others. It involves feeling loved,

cared for, and valued,  and forms the basis of interpersonal relationships.
[1]

https://en.wikipedia.org/wiki/Social_connection

Interacting - is a kind of action that occurs as two or more objects have an effect upon one another. The

idea of a two-way effect is essential in the concept of interaction, as opposed to a one-way causal

effect.

Interaction - Wikipedia

Social Interaction - a social relation or social interaction is any relationship between two or more

individuals. Social relations derived from individual agency form the basis of social structure and the

basic object for analysis by social scientists. Fundamental inquiries into the nature of social relations

feature in the work of sociologists such as Max Weber in his theory of social action. Social relationships

are composed of both positive (affiliative) and negative (agonistic) interactions, representing opposing

effects. [1]

Social relation - Wikipedia

Nonverbal Communication - is the transmission of messages or signals through a nonverbal

platform such as eye contact, facial expressions, gestures, posture, and body language. It includes the

use of social cues, kinesics, distance (proxemics) and physical environments/appearance, of voice

(paralanguage) and of touch (haptics).  It can also include the use of time (chronemics) and eye contact
[1]

and the actions of looking while talking and listening, frequency of glances, patterns of fixation, pupil

dilation, and blink rate (oculesics).

Nonverbal communication - Wikipedia

18
Verbal Communication - is the use of words to share information with other people. It can therefore

include both spoken and written communication. However, many people use the term to describe

only spoken communication.

www.skillsyouneed.com/ips/verbal-communication.html

Miscommunication - is defined as a social inability to communicate adequately and properly.  It is one
[1]

of many types of communication barriers.

Miscommunication - Wikipedia

Social Engagement -  (also social involvement, social participation) refers to one's degree of

participation in a community or society.

Social engagement - Wikipedia

19
 CHAPTER II

THEORETICAL FRAMEWORK

This chapter presents the related literature and studies, the conceptual framework, the

hypothesis and the definition of variables to be used in the study.

Related Literature

I. Social Interaction Online

We distinguish situations where choices affect only the DM's own

material payoff, situations where choices affect the DM's own

payoff and possibly also the payoff of others, and situations where

decisions are made entirely on behalf of others in our review of

the literature specializing in the importance of social interaction.

The latter decisions are referred to as impartial spectator choices,

and also the literature on them focuses on how the distribution of

risk across different members of a society is perceived. In their

choices of risk allocations over groups of individuals, Rohde and

Rohde (2015) discover that spectators are ex-ante inequality

averse but ex-post inequality eager. the tip outcome of viewers'

20
allocation judgements, per Cettolin and Riedl (2016). in step with

Cettolin and Riedl (2016), the eventual outcome of spectators' risk

allocation decisions is unknown, leading to wide disparities in

justice opinions on risk allocation.

In the literature on stakeholder decisions that affect others, Bolton

and Ockenfels (2010) analyze a scenario in which each DM must

choose between a safe and a risky option, with the safe (risky)

option implying a safe (risky) payment for an anonymous receiver.

The authors discover that while the safe option produces

inequality, the hazardous option is chosen substantially more

often, while the risky option's inequality has no effect on risk

taking. Results published by Güth et al. (2008) and Brennan et al.

(2008) are similar in spirit, as they both look at circumstances

where DMs' actions alter the time, risk, or projected values of

other agents' payoffs.

In contrast to the literature discussed thus far, the choices of a DM

have no effect on the material payoffs of other subjects in our

21
model and trials. We look at a case in which I the DM and peer's

lotteries are stochastically independent, (ii) the DM has no effect

on the peer's material payoff, and (iii) there is no knowledge about

the outcome of the peer's lottery choice. Only one study that we

are aware of has looked at a constellation with those

characteristics: Cooper and Rege (2011) found that participants

encounter individual gambles that vary in ambiguity, and that a

subject's choice has no bearing on the material payoffs of other

subjects. Different therapies take into account a subject's

knowledge of his peers' decisions. In their aggregate data, Cooper

and Rege find large peer group effects and propose an explanation

based on "social regret," which refers to a DM's disutility when a

non-chosen action would have resulted in higher payoffs ex-post,

and where that regret is less intense if others have chosen the same

action. As a result of social regret, seeing a peer make a risky

(safe) choice enhances the incentive for the DM to make the same

risky (safe) choice. We, on the other hand, derive social

interaction effects in a risky setting directly from current

22
distributional preferences models and test the theoretical

prediction with aggregate data as well as individual data.

The articles by Rohde and Rohde (2011), Bursztyn et al. (2014),

and Lahno and Serra-Garcia are less linked to the current paper

(2015). Rohde and Rohde (2011) study whether one's attitude

toward risk is influenced by the danger that others encounter.

Even while individuals expressed concerns about inequality in a

risk-free context, they found little indication that others' risk

exposure influences their own decision between risky choices.

Bursztyn et al. (2014) found that social learning and social utility

are key drivers of peer effects in financial decision making in a

field experiment. Lahno and Serra-Garcia (2015) attempt to

separate different peer impact routes. They can discriminate

between conformism and social preferences as plausible

explanations for the observed peer effects by having the peer

voluntarily choose a lottery in one treatment while randomly

allocating a lottery decision to the peer in another treatment. Their

23
 findings indicate that both channels are involved in the observed

peer effects.

Other studies on risk taking in a social context look into different

research questions and environments: Corazzini and Greiner

(2007) look into whether inequality aversion can explain herding

behavior in a social learning environment with common gambles;

Linde and Sonnemans (2012) look into whether and how the

payoff (rather than the decision) of a peer affects risk taking when

the peer's payoff is fixed at a higher or lower level than all

possible lottery outcomes; and Behrens (2007) look into whether

and examine how putting oneself in another person's shoes affects

risky decisions.

II. Social Interaction Effects: The impact of distrubutional

preferences on Risky Choices

When we hear the words "autonomous learner" or "autonomy,"

what comes to mind? " For many individuals, the image of a

studious learner bent over material or seeking for resources in a

24
library alone comes to mind. The prefix "auto" is a combining

form meaning "self," "same," "spontaneous," used in the

formation of compound words like "autograph, autodidact,"

according to Dictionary Reference online. This definition seems

intuitive and leads to the image of the lone student. Benson's

definition of autonomy, on the other hand, does not indicate

whether autonomy is an action conducted alone or with others.

"Autonomy can be roughly described as the capacity to take

control of one's own learning," according to Benson's definition

(2011). Despite the fact that this definition does not specify

whether autonomy occurs alone or in collaboration with others,

Benson feels that interdependence is a fundamental component of

gaining autonomy. Benson's quotation of Kohonen demonstrates

that he does not believe autonomy occurs on its own. "...autonomy

thus incorporates the notion of interdependence, that is, being

responsible for one's own conduct in the social context: being able

to interact with others and resolve problems in constructive ways,"

according to Kohonen (1992: 19). To be genuinely autonomous,

25
Kohonen's statement demonstrates that learners require the

assistance of other learners, teachers, and tutors. When it comes to

autonomy, social connection becomes vital because dependency is

impossible without it.

When characterizing social interaction, the term "social

constructionist" comes to mind. Vygotsky's 'zone of proximal

development,' introduced in 1978, is one of these hypotheses

(Benson, 2011). Vygotsky believed that with the support of other

students and teachers, the learner might bridge the gap between

their current talents and where they desired to go. Little, Thorne,

and Smith have also provided research showing that "cognitive

processes, critical reflection, and decision-making" are all

dependent on meaningful social connection (Murphy, 2014). This

results in "greater input and output (Murphy, 2014)." According to

Murphy, social connection and autonomy are "crucial in

sustaining language learning motivation."

When looking at a standard American classroom, social

interaction appears to be simple. Students in most typical

26
American classrooms work in groups or pairs, often relying on

their classmates to "fill in the gaps" in their learning and expertise.

What happens, though, when this face-to-face encounter is lost in

the classroom? What happens when it's posted on the internet? Do

students' social interactions suffer when they can't converse face to

face? The studies I looked at show that in remote education, social

connection is both important and possible if certain aspects are

taken into account.

When it comes to social contact in distant education, there are

numerous factors to consider. Motivation, emotions, the

establishment of online communities, social behaviors, and the

types of activities students were required to do were all addressed

in the studies I studied, as well as a warning not to take learner

engagement in online social interactions for granted. When it

comes to ensuring that social contact occurs online, having

everyone's support for the program or course is critical. "Student

Interaction Experiences in Distance Education Courses," a study

by Liu, demonstrates this. Students will find the programs more

27
inspiring if everyone is involved in establishing a nice

environment for developing social interaction. Murphy focuses on

motivation in her article "Autonomy, Social Interaction, and

Community: A Distance Language Learning Perspective."

Students are more motivated to learn another language when they

have a specific reason or goal in mind. Freiermuth and Huang's

study, "Bringing Japan and Taiwan closer electronically: A look at

an intercultural online synchronic chat task and its effect on

motivation," delves even deeper into motivation by concentrating

on four aspects that influence task-based motivation. The

willingness to communicate, task attractiveness, task

innovativeness, and the requirement to communicate in the target

language are the four characteristics they focus on.

"A Qualitative Exploration of the Social Interaction in an internet

Learning Community," Wang's study, focuses on "the

development of social and affective connections, the learners'

participation in online communication, and also the impact of

social interaction on student learning (79)." Wang claims that

28
three factors influence students' social involvement behaviors:

social context, online communication, and interactivity, likewise

as online privacy. The impact of students' social engagement

behaviors, social environment, online communication, and

interactivity on social interaction communities is discussed in

Wang's article. Furnborough's study, "Making the foremost of

others autonomous interdependence in adult beginner distance

language learners," examines how interaction benefits course of

study beginning students of French, Spanish, and German,

particularly in terms of how their feelings influence autonomous

interdependence.

Many of the articles discussed the importance of online

communities in fostering social connection and the way they're

linked to motivation. The impact of students' social engagement

behaviors, social environment, online communication, and

interactivity on social interaction communities is discussed in

Wang's article. "Identifying the pitfalls for social interaction in

computer-supported collaborative language environments: a

29
review of the research," by Kreijns, Kirschner, and Jochems,

doesn't specialize in the advantages of social interaction, but rather

is a reminder that the net environment doesn't automatically

inspire students to socially interact with each other, which people

mustn't overlook the social psychological dimension of the

specified interaction.

Murphy's discovery that there is support for autonomous remote

learning is reflected across practically all of these studies in terms

of research findings. If specific conditions are met, students can

improve their learning through social engagement. The findings of

Murphy, Liu, and Furnbourough emphasize the significance of

having tutors, teachers, other staff, and administrators on board to

ensure that distance education sessions are a total success.

Furnbourough goes even farther, demonstrating that one of the

reasons one of her test groups, group C, performed poorly was

their unwillingness to contact tutors or socially interact with

classmates or in other online communities. In their findings,

30
Murphy, Wang, and Liu all emphasize the relevance of

communities for online learners. Murphy's findings show that

learners will be more motivated to learn the target language if they

can locate an online community in the target language to assist

them in meeting their language learning goals (130). Both Liu and

Freiermuth discovered that course and task design were critical in

increasing motivation and resulting in more social engagement.

Wang's findings were conflicting. His study found that "lack of

visual and tonal clues and context information leads students to

express strong opinions, which, while maybe leading to

meaningful and deep learning, also could lead to potential

conflicts (86)." Their conclusion is that student learners require a

social community in addition to a cognitive one. Students require

a space where they can be truly sociable, where they can meet

their peers, individuals who share their goals (343). These authors

claim that having a solely critical thinking-focused online

community burns out pupils. These studies have yielded many

31
great results, however there are always issues and flaws in

research.

When it comes to study in the topic of autonomy, there are always

issues and flaws to be found. The sample size of several of these

research was one of their flaws. Wang's research tracked three

students. It's difficult to draw too many conclusions or make too

many generalizations about the research and findings from

studying three people. Murphy faced issues since not all of her

participants kept up with their journals, which she used to gauge

their progress. Only 31 out of 191 participants kept track of their

logs for the entire nine-month study period, (125). Liu's flaw was

that she only interviewed students, not administrators or teachers,

so she didn't get a "complete picture of the phenomenon, (12)."

Gaps in studies are common, much as issues and shortcomings.

When it comes to research, several details are frequently forgotten

or not taken into account at the time the study was undertaken.

Murphy did not take into account students who shared a common

learning aim (127). Murphy sought to investigate how online

32
communities enhanced learner motivation. If all of the learners she

investigated were learning the target language for the same

reasons, she might have gotten quite different results.

Furnborough failed to account for the anxiety level of one of her

groups, Group C. This was the same group that did not seek

assistance from other students or tutors. Perhaps the findings of

group C would have been different if she had considered it. Liu's

research only focused at one type of interactive software, ignoring

others such as video conferencing, Skype, meetings, and chat

rooms. Even though there were some gaps in the research, these

studies often focused on what might be addressed for future

research rather than the gaps.

The majority of the studies included suggestions for further

research to help increase social interaction online. In the future,

Liu believes that study should focus on how students interact with

other software tools. Furnborough is perplexed as to how tutors

may "suggest" ways to assist students rather than simply provide

33
 solutions to their problems. She also wishes for additional

investigation into affective issues such as anxiety. More programs

should be developed that integrate a social component with a

critical thinking component, according to Kreijns, Kirschner, and

Jochems. Wang is interested in learning more about how student

personalities influence participation patterns, as well as how social

contact influences student satisfaction and learning outcomes.

These points raised by these writers do not appear to constitute

research gaps, but rather potential avenues for additional

investigation. It is apparent that a variety of elements contribute to

the success of social contact in remote education. As more

students use the internet to suit their educational needs, the

research possibilities appear limitless.

III. The Impact of Social Interaction on Student Learning

The researchers looked at a model of instructional delivery where

undergraduate and graduate classes were arranged so that students had
opportunities for daily interaction with one another, due to the lack of
student engagement in the conventional lecture-centered paradigm. Three
literacy teacher prepare courses during a summer session were chosen for

34
this study based on the highly interactive nature of each course. The study
goal was not to figure out the difference between different models of
instruction, but to determine our students perceptions of the value of the
social interaction that was taking place in the classroom on their learning.
According to the findings reveals that students in all three courses
perceived that social interaction improved their learning by enhancing their
knowledge of literacy and teaching and their criticial thinking and
problem-solving skills
https://bearworks.missouristate.edu/cgi/viewcontent.cgi?
article=1022&context=articles-coe

IV. Self-Prompted Communication book use to Increase Social

Interaction among High School Students
The effects of peer-provided self-prompted communication book training
on the conversational initiations of four high school students with severe
support requirements were investigated in this study. Increases in
participants' suitable intiations and general education conversational
partners' related responses were associated with the intervention. In
addition, post-intervention interviews revealed that participants believed
they had met their social goals of increasing their interactions with their
general education peers and making more friends at school. Implications of
the findings are discussed, and suggestions for future programmatic effort
are made.
https://journals.sagepub.com/doi/abs/10.2511/rpsd.25.3.153

V. Students Interactions in Online Discussion Forum: Empirical

Research from ‘Media Richness Theory’ Perspective
The current study adds to our knowledge of how successful online
discussion forums are for student learning. A conceptual model was
devised and empirically evaluated based on the "theory of online learning"

35
and "media richness theory." The employment of different media can
enrich the communication context and perceived learning, according to our
interpretation of media richness theory. The links between antecedent
factors, interaction, and perceived learning were investigated using
hierarchical regression. When utilized in conjunction with traditional
classroom lectures, the perceived richness of online discussion forums has
a considerable positive influence on student involvement, interaction, and
learning. These findings are examined in terms of their implications, as
they provide crucial guidance for management educators.
https://www.ncolr.org/jiol/issues/pdf/9.1.1.pdf

VI. Factors Influencing Social Interaction Among High School

Students With Intellectual Disabilities and Their General
Education Peers

Recent legislative, policy and research initiatives emphasize the

importance of improving social outcomes for adolescents with mild to
severe intellectual disabilities. The researcher investigated the impact of
amount of integration and closeness to a peer buddy on social interactions
between students with intellectual impairments and their general education
classmates in high school settings using observational methodology. In
terms of contextual characteristics and social interaction indicators, there
were similarities and variations between more and less integrated settings.
The presence of a Peer Buddy was linked to more frequent interactions and
36
 good student affect across settings. The implications of expanding high
school pupils' social engagement are examined.    
    https://meridian.allenpress.com/ajidd/article-abstract/110/5/366/920/Factors-
Influencing-Social-Interaction-Among-High

VII. The effect of social interaction on learning engagement in a social

networking environment

   The researchers investigated the impact of social interaction among a

group of undergraduate srudent on their learning engagement in a social
networking environment, Thirteen (13) undergraduate students enrolled in
a course at a university in hong kong used an elgg-based social networking
site to construct their digital portfolios abd connect wuth each other.
Content analysis and descriptive statistics with social network analysis
were used to examine student online behaviors. According to the findings,
social interaction in a social networking environment was brief, individual-
centered, and casual. To foster communication, kids must have
communication skills as well as liberty. While such social patterns in the
social networking environment appeared to improve social engagement,
the study found no evidence of high levels of cognitive involvement.
Recommendations are offered about how to use a social networking
platform effectively to encourage productive and meaningful learning

  https://www.tandfonline.com/doi/abs/10.1080/10494820.2012.680966

VIII. Social Interaction and effectiveness of the online learning – A

moderating role of maintaining social distance during the
pandemic covid-19
  The COVID-19 pandemic has shifted much classroom instruction to an
online setting, which most individuals are unfamiliar with. During the
epidemic, when social distancing rules are in place, this study will look at
the impact of social interaction on the effectiveness of online learning.
https://www.emerald.com/insight/content/doi/10.1108/AEDS-09-2020-0209/full/html?
utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest

37
IX. Social Interaction and Psychological Well=Being: Comparison
across Stages of Adulthood

This study analyzes the impact of social engagement on psychological

well-being across stages of adulthood using a nationwide probability
sample. Adults of all ages have found that the quality of social interaction,
as assessed by happiness with family life and friendship, is positively
associated to their well-being. A closer look at this favorable effect reveals
that the impact of family and friendship interaction on happiness is similar
at each stage of adulthood. These findings suggest that the beneficial
effects of social engagement on psychological well-being are not limited to
the elderly, but are found at all stages of adulthood.f learning community
emerges
Social Interaction and Psychological Well-Being: Comparison across Stages of Adulthood - Masako Ishii-
Kuntz, 1990 (sagepub.com)
 

38
 Related Studies

STEM Students’ Perceptions on Emergency Online Learning

during the COVID-19 Pandemic: Challenges and Successes 

by Jodye I. Selco 1 ORCID and Mariam Habbak 2

The majority of students (62 percent) benefited from virtual classes'

flexibility, convenience, and increased productivity. At the same time,

students perceived the worst aspects of virtual learning to be the quality of

their education (34%), being disconnected from people and learning

(22%), and having difficulty adapting to the "new normal" (21 percent ).

Many respondents said they had trouble following instructions on how to

access course materials at the start of the semester. They requested more

specifics, more easily accessible deadlines, a course calendar, and a more

organized LMS site. Careful consideration is required when designing

virtual courses. to be paid to providing students with flexibility—

especially during the pandemic, when everyone is facing a slew of

difficulties and challenges. This includes not only deadline flexibility, but

also posting directions, resources, and videos to the course website for

39
viewing at any convenient time. Instruction should be aligned with

assessments and learning goals, not just learning outcomes [27].

"Understanding by Design" [30] is a helpful planning tool. This process

has three stages: (1) identifying desired results, (2) determining assessment

evidence, and (3) planning instruction to enable students to succeed on the

assessments. While faculty were concerned about the possibility of

students cheating on assessments in a virtual setting [23], student

comments indicated that the emphasis should be on measures to prevent

and detect cheating were ineffective, complicated assessments, and added

stress and anxiety. Many students expressed a desire for real-world

contexts to be included in lessons and topics, which is consistent with

Means and Neisler's [8] findings. While there was no clear preference for

asynchronous or synchronous class session delivery, there was a

preference for lectures in both virtual and in-person courses. There was a

clear preference for hands-on learning, active participation during class

time, and lectures followed by laboratory activities for in-person lab

courses. In the case of virtual laboratory courses, synchronous delivery of

class sessions as well as video demonstrations was slightly preferred.

40
Surprisingly, many students reported that hands-on learning assisted them

in better understanding course content in both lectures and laboratories, yet

there were very few virtual courses that included any hands-on learning.

Special attention needs to be paid to student well-being and belonging.

These recommendations were present in the literature before the pandemic

[11,17,18], and our data along with the data of others [19,20,21] reinforce

the idea of paying attention to the social and emotional wellness of

students. Responses we received indicated that relationships between

students and other students, faculty, and staff were important and valued,

yet many students did not feel they were part of the campus community

The original intent of the survey was to identify the best teaching methods

used for online instruction, but the data analysis revealed recurring themes

that shifted our focus to factors to consider when choosing online teaching

methods and those that enhance the effectiveness of teaching methods.

Although separate models were created for each group of factors, there are

many overlapping areas between the two.

41
 Conceptual Framework

The concept of this research is social interaction: understanding its

important amidst the covid pandemic. Firstly by looking at the factors that
affects social interaction of grade 11 students then, challenges in pandemic
42
as a stem student in online platforms and lastly the experience and social
interactions of stem students in online platforms

CHAPTER III

RESEARCH METHODOLOGY

This chapter focuses on the methods and techniques to be used in Social Interaction:

Understanding its Impact to STEM Students amidst the pandemic It also includes the population of

the study, the research instrument, collection and data gathering procedure, the data processing and

statistical treatment to answer the set-forth questions of this study. 

Methodology

Research Design

Phenomenology 

This study utilized the qualitative approach in collecting data to draw answers from the presented

research problems. The study process was influenced by phenomenology approach,

Phenomenology, according to Creswell et al., (2007), explains the shared experiences of the

participants in a phenomenon. It boils down people's reactions to an occurrence to a statement of the

universal essence. According to Moustakas (1994), as quoted by Creswell et al., (2007) and Dela

Fuente (2021), phenomenology describes an individual's lived experience and arrives at a

description of the essence of those experiences without conducting analysis or explanations.

Phenomenology Study

43
According to Creswell (1999), phenomenology is a study that describes the meaning of several

individuals' lived experiences of a phenomenon. Creswell et al. (2007) acknowledged

phenomenological research as well. It indicates what all of the participants have in common while

they go through a given event. He also mentioned that the phenomenologist relies heavily on the

participants' specific statements. According to Starks & Trinidad (2007), phenomenology research

is concerned in the common characteristics of people's lived experiences. They went on to say that

the normal sample size for phenomenological studies is 1 to 10 people. They believe that a small

number of people who have witnessed the event and can provide thorough information about it will

be enough to identify its essential parts. In this study, the lived experience of the STEM students

from  public schools will describe the challenges they experience in the midst of Covid Pandemic

and how it affects to their social interaction with others.

Research Locale

The study was conducted at our home, which was chosen to determine the study's efficiency and the

importance of social interaction to STEM students. The respondents will be interviewed in their

homes or in any comfortable place that they choose. The researchers also gathered respondents

residing in different schools. These respondents will be interviewed via video chat. This study was

conducted on Grade 11 STEM students from various schools. This study has tested the importance

of social interaction to them. The researchers chose the place of implementation because it will give

the researchers the needed information from the students that they will interview.

Enter

44
Sampling and Participants

The researchers will conduct stratified-purposive sampling procedure. Salkind (2012) described

stratified sampling as a selection process that ensures the sample matches the population, fifteen

(15) participants will be chosen from different schools, the fifteen participants are all STEM

students who are currently studying using blended learning. 

Research Instrument

The individuals were interviewed in organized interviews by the researchers. A structured interview

is a data gathering method that involves asking a series of questions in a specific order to gather

information on a specific topic. Their participants will be interviewed via messenger to determine

the common reason why it is important for students to social interact with one another, as well as to

describe how important social interaction is in helping each student cope with the pandemic and

how it affects their academic achievement. The questionnaire is organized based on student

interaction, as well as their perceived academic performance.

Data Gathering Procedure

Due to current health crisis by COVID-19 pandemic, the researcher may not be allowed to go to

their chosen respondents and would send the interview questions via messenger.  Once the request

has granted, the online survey questionnaire using messenger platform will be administered to the

respondents. To validate their responses from the instrument, the researcher will also conduct a

structured interview via messenger with the selected respondents including the students through a

focused group discussion..

45
Ethical Consideration

The grade 11 STEM students were given an informed consent form to request permission to
interview them. Throughout the Participants were told the goal of the study and that they could
leave at any time, even in the middle of the interview, if they felt uncomfortable or changed their
minds. Furthermore, the participants' anonymity and Privacy will be respected.

Data Analysis

The Researchers themselves gather data by conducting a survey to their Research entitled

"Understanding the impacts of social interaction to STEM students amidst the pandemic".

 The Researchers will interview 15 participants of stem students who were chosen from different

schools and the participants may interview via messenger. This study is qualitative and the study

process will use phenomenology, phenomenology describes an individual's lived experience and

arrives at a description of the essence of those experiences.

The respondents will be interviewed in a location that is convenient for them and respondents from

various schools were gathered by the researchers. Video chat will be used to interview these

respondents. This study included STEM students in Grade 11 from various schools.

The researcher transcribed the recorded interview and Researchers were to look at characteristics,

level and related issues of social interaction, some questionnaires are arranged based on the

students' interaction.

46
 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Introductory part

The experience of Grade 11 STEM students who have had difficulty socializing with others
because of the Covid Pandemic was investigated using thematic qualitative data acquired
from participants.

1. Grade 11 STEM students experienced about socializing with others during covid
pandemic

Participants' interviews were thematized in the study to examine the transitional obstacles
they had in socializing with others during the Covid Pandemic.

Presentation of the results based on the statement of the problem presented in Chapter I
"What are the challenges that you experience that affects your social interaction with others
since pandemic happen?"

Part I. Perception of  Social Interaction  

1.Personal

1.1 How did pandemic affect your social interaction with others   

                                                     

47
                                                                          Table 1

 The number of respondents that challenges they experienced the effect of social interaction with
others     

Challenges they experienced       Respondent   Percentage

s (p)

Lose their confidence          3          25%

Have a social anxiety          3          25%

Losing interest to interact          1          8.4%

Having a hard time socializing with others          3          25%

Afraid to associate with others who might infect the family          2          16.6%

TOTAL          12          100%

Table 1. Shows the number of respondents that challenged they experienced the effect of social
interaction with others. Out of 12 respondents, there are three (3) respondents or 25% that lose
their confidence. Three (3) respondents or 25% that have social anxiety. One (1) respondents or
8.4% are losing interest to interact. Three (3) respondents or 25% that are having a hard time
socializing with others. Two (2) or 16.6% afraid to associate  with others who might infect the
family.   

1.2 Why is social interaction important for students, specially stem students

                                                                      

Table 2

48
The number of respondents that social interaction important for the stem students

Social Interaction       Respondents       Percentage (p)

Is is important to interaction           5          41.6%

Make strong communicate to others           3          25%

Can help easily interact to others           4          33.4%

TOTAL           12          100%

   

Table 2. Shows the number of respondents that social interaction is important for the stem
students. Out of 12 respondents, there are five (5) respondents or 41.6% that Is is important to
interaction. Three (3) respondents or 25% that make strong communicate  to others. Four (4)
respondents or 33.4% that can help easily interact  to others.

1.3 Did you have a hard time socially interacting with the other students because of the pandemic?

                                                                      Table 3

The number of respondents that did have a hard time socially interacting YES/NO

Hard Time Socially interacting       Respondents         Percentage (p)

Yes           9           75%

No           3           25%

TOTAL          12           100%

Table 3. Shows the number of respondents that did have a hard time socially  interacting YES/NO.
Out of 12 respondents, there are nine (9) that yes answer hard time socially interacting. Then three
(3) that no answer hard time socially interacting.

49
2. Mental

1.1 Can someone who has a problem with social contact reveal or claim that their environment, or
even the people around them, are their predators? Is it considered valid?                                          

                                                                      

Table 4

The number of respondents that answer YES/NO that who has a problem with social contact reveal
or claim that their environment, or even the people around them, are their predators? Is it

considered valid?

Is It Considered Valid       Respondents      Percentage (p)

Yes          10         83.4%

Maybe          1         8.3%

No comment          1         8.3%

TOTAL          12         100%

Table 4. Shows the number of respondents that answer YES/NO that who has a problem with
social contact reveal or claim that their environment,  or even the people around  them, are their
predators? Is it considered  valid. Out of 12 respondents, there are ten (10) respondents or 83.4%
answer yes that is considered valid. One (1) or 8.3% answer may be that it is considered valid. The
one (1) respondents or 8.3% have no comments.

1.2 How might effective communication help to tackle

                                                                              Table 5

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The number of respondents that might effective communication help to tackle problems

Tackle Problems       Respondents        Percentage (p)

Good communication helps problems          12         100%

TOTAL          12         100%

Table 5. Shows the number  of respondents that might effective  communication  help to tackle
problems. Out of 12 respondents, there are also twelve (12) or 100% that good communication
helps problems.

1.3 What do we lack to assure that nonone suffers from mental health or social problems

                                                                                   Table 6

The number of respondents that do we lack to assure  that no one suffers from mental health or
social  problems

One Suffers      Respondents      Percentage(p)

Lack to assure that no one suffers from mental health           6          50%

Social problems           4          33.4%

Communication to others           2          16.6%

TOTAL            12          100%

Table 6. Shows the number of respondents that do we lack to assure  that no one suffers from
mental health or social  problems. Out of 12 respondents , there are six (6) or 50% respondents
that lack to assure that no one suffers from mental health. Four (4) respondents or 33.4% had
social problems. Then the two (2) respondents or 16.6% that communication  to others.

51
 

3. Coping Mechanism or Strategies

1.1 What were the difficulties you faced 

                                                                        Table 7

The number of respondents that difficulties you faced

Difficulties they faced       Respondents      Percentage (p)

Talking with friends online            2         16.6%

Have they faced           6          50%

Unbelieve in self           4          33.4%

TOTAL          12          100%

Table 7. Shows the number of respondents that difficulties  you faced. Out of 12 respondents,
there are two (2) respondents or 16.6% that are talking  with friends  online. Six (6) or 50% of
respondents have faced. Four (4) respondents or 33.4% that unbelieve in self.

1.2 What are your thoughts on these challenges       

                                                                      

Table 8

The number of respondents in thoughts on the challenges

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 Thoughts on these challenges      Respondents      Percentage (p)

Believe in themselves          4        33.3%

Think positive          4        33.3%

Everything negative          4        33.3%

TOTAL          12        100%

Table 8. Shows the number  of respondents in thoughts on the challenges. Out of 12 respondents,
there are four (4) respondents or 33.3% that believe in themselves. Fou2 (4) respondents or 33.3%
that think positive. Four (4) respondents or 33.3% that everything  negative.

1.3 What actions did you do to overcome these difficulties

                                                                             Table 9

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The number of respondents that actions  did you do to overcome  these difficulties

Overcoming difficulties       Respondents       Percentage (p)

Doing their hobbies          3          25%

Focusing on their own life          5          41.7

Communicate with others          4          33.3

TOTAL          12          100%

Table 9. Shows the number of respondents that actions  did you do to overcome  these difficulties.
Out of 12 respondents, there are three (3) respondents or 25% that are doing their hobbies. Five
(5) respondents or 41.7% that focus on their own life. Four (4) respondents or 33.3% that
communicate  with others.

CHAPTER V

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 SUMMARY OF FINDINGS, DISCUSSION, AND RECOMMENDATIONS

This chapter summarizes the study's overview and findings, which center on

It also offers suggestions for future researchers in Discovering Social Interaction: Understanding Its
Impact on STEM Students During the Pandemic.

This study was conducted at Bahay Pare National High School. There were 12 Grade 11

Stem students participants from different schools. This study was qualitative and implied

phenomenological approach. The gathered data were analyzed and summarized.

Summary of Findings

The goal of this research is to give the understudies some learning on impacts of social

interaction to the alteration on ‘new normal situation that they face in the midst of pandemic.

There are two main questions to answer. The first question is “What are the challenges that you

experience that affects your social interaction with others since pandemic happen ?” It is divided

into two categories; Personal and Mental Health

Place. The second question is How do Stem student like you deal with the social interaction
issues you’ve faced since the pandemic happened? (Coping Mechanism)

1. What are the challenges that you experience that affects your social interaction
with others since pandemic happen?

Personal

The stem students said that it’s kind of hard to interact with their friends or

classmates since the pandemic started their reason is because they can’t see their friends

personally, and the other respondents said that because of pandemic they lost their

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 communication skills and confidence to interact, and others said that it feels awkward

talking to their friends because they haven’t talked for a long time

Mental Health

According to the STEM students, it is considered valid that someone who has

problems with social contact reveal or claim that their environment or people around them are

predators because there are some people who has problems with social contact with others that

can possibly trigger their anxiety when they are around with people which scares them. Another

reason, is because there are people who have different perspective toward certain things that’s

why they can’t misjudge other’s by having different views or being uncomfortable in talking

about it.

The STEM students said that to have an effective communication is the key that will

help them to make a better environment and interact with one another in positive way. It can also

makes the atmosphere lighter when there is tension, it can also help them understand the people

and their situation. It also avoid conflicts such as misunderstanding, it address and settles the

misunderstandings with the people involved and will be given to have the opportunity to be

speak their sides. It can help them relieve their thoughts in their head as they will have someone

to talk to. Through effective communication they were able to solve issues or problems that help

them feel happy and relieve as they can effectively communicate their feelings and thoughts to

someone they can trust with

2. How do stem students like you deal with the social interaction issues you’ve faced since the
pan

Coping Strategies

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The STEM Student having a lot of difficulties, struggles, depression, and anxiety during this
pandemic but the one thing they sure is that social interaction was not the same as the social
interaction during this pandemic.The respondents faced it by steps, slowly interacting, trying to
expand the character they are, and looking for the benefits that they can get over this difficulties
they also thought that this challenges is just a normal, so face the challenges until you become a
successful person.

Discussion

Based on the indicated finding, the following conclusions were drawn:

The respondents on the Grade - 11 STEM Students has almost the same opinions on the topic about
social interaction.

The findings determine whether student academic performance, behavior, and value of social
connection affected in any way.

The result of the survey on each Grade - 11 STEM Students in terms of covid pandemic impact on
the student learning has almost the same.

The learning gains and it's significant prove that though the social interaction, students difficulties
and struggles on how to access virtual learning.

The findings of this is to know how STEM Students important the social interaction help student to
cope in admist of pandemic and also how it affects their academic achievement.

Recommendations

1. The researchers recommend this study to the students to reevaluate their communication

skills if they wanted to improve their social interaction with other people

2. The researchers recommend this study to the teachers to reassess their way of teaching in

order to cope properly with the students

3. For the future, it is recommended that this study to have a larger number of participants in

order to have a more accurate result.

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4. It is also recommend to have more specific instructions on the interview in order to avoid

multiple answers

5. Lastly, the researchers recommend to have more related literature in order to gain more

understanding on the variables.

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References

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