Clarisse Cuaresma

THE EFFECTIVENESS OF TRANSITION FROM ONLINE CLASS TO FACE-TO-FACE
CLASS IN LEARNING MODALITIES AMONG SENIOR HIGH SCHOOL STUDENTS OF

LA PATRIA COLLEGE
A Practical Research Presented to the

Faculty of the Senior High School
La Patria College
Santiago City
In Partial Fulfilment of the Requirements in

Inquiries, Investigation, and Immersion
Second Semester
S.Y. 2022-2023
By:
Calamug, Ellen Russ Y.
Corpuz, Reu Ellakim B.
Cuaresma, Ma. Clarisse Neri D.
Domingo, Ruby Jean A.
Fernandez, Jordan Crei G.
Soriano, Paulyne Grace B.
June 2023
APPROVAL SHEET
This is to certify that this study entitled “The Effectiveness

of Transition from Online Class to Face-To-Face Class in Learning
Modalities among Senior High School Students of La Patria
College” prepared and submitted by Ma. Clarisse Neri D. Cuaresma,
Reu Ellakim B. Corpuz, Ellen Russ Y. Calamug, Ruby Jean A.
Domingo, Paulyne Grace B. Soriano, and Jordan Crei G. Fernandez
was successfully defended and approved on June 6, 2023.
MELODY S. MOYONGAN, LPT MARIAN V. CABAUATAN, LPT

Research Adviser Panel Member
Accepted and approved in partial fulfilment of the

requirements for the subject Inquiries, Investigation, and
Immersion of the Accountancy Business Management.
AISEN FAITH C. MARRERO, LPT, MPA

Principal
ii
ACKNOWLEDGMENT
The researcher acknowledges and thanks the following:
The researchers simply want to thank God for allowing them
the chance to carry out this study.
The researchers would like to express their profound
gratitude to their research advisers, Sir Benjie Sisalvo and
Ma'am Melody Moyongan, for their assistance in completing this
study. The researchers also appreciate their patience and
compassion, to be their student was an enormous honor and
privilege.
The researcher also wants to thank Sir Melvin Estolero, the
Senior High School Coordinator, and Ma’am Aisen Faith C. Marrero,
LPT, MPA, Senior High School Principal for allowing them to
conduct this study at La Patria College.
Gratitude and appreciation are also given to the survey
respondents, who voluntarily contributed with their full
cooperation, enabling the research study to be completed
successfully and contributing their time and knowledge.
Finally, researchers want to thank their parents for their
financial consideration and unwavering support during the study's
completion. Also, they are grateful for their words of support
during the late-night hours spent conducting the research.
The Researchers
iii
DEDICATION
Primarily, the researchers wholeheartedly dedicate this
piece of work to God;
To their beloved parents who have been the source of
inspiration and strength;
To their Research Adviser Ma’am Melody S. Moyongan, who gave
her tremendous effort, support, patience, and guidance throughout
the study.
The Researchers
iv
ABSTRACT
Name of Institution: La Patria College

Address: 08 Guzman Street, Calao West, 3311 Santiago
City, Isabela
Title: The Effectiveness of Transition from Online
Class to Face-To-Face Class in Learning
Modalities among Senior High School Students
of La Patria College
Authors: Calamug, Ellen Russ Y., Corpuz, Reu Ellakim
B., Cuaresma, Ma. Clarisse Neri D., Domingo,
Ruby Jean A., Fernandez, Jordan Crei G.,
Soriano, Paulyne Grace B.
Strand: Accountancy, Business, and Management
Date of Completion: June 2023
This study is conducted to prove the effectiveness of the
transition from online class to face-to-face class. This study
was conducted at La Patria College, Santiago City, with sixty
(60) respondents who were Senior High School students from ABM,
HUMSS, and STEM strand. The respondents are selected through
stratified random sampling. This study used descriptive and
phenomenological research methods, which describe the situation
and experiences of the students during online and face-to-face
classes. The researcher used survey questionnaire as a method of
data collection. The treatment of data use is chi square
goodness-of-fit test, frequency distribution, and thematic
analysis.
v
TABLE OF CONTENTS
TITLE PAGE . . . . . . . . . . . . . . . . . . . . . . .
APPROVAL SHEET . . .. . . . . . . . . . . . . . . . . . .ii
ACKNOWLEDGMENT . . . . . . . . . . . . . . . . . . . . ..iii
DEDICATION . . . . . . . . . . . . . . . . . . . . . . . .iv
ABSTRACT . . . . . . . . . . . . . . . . . . . . . . . . . v
TABLE OF CONTENTS . . . . . . . . . . . . . . . . . . . . vi
LIST OF TABLES . . . . . . . . . . . . . . . . . . . . viii
LIST OF FIGURES . . . . . . . . . . . . . . . . . . . . . x
CHAPTER I. THE PROBLEM AND ITS BACKGROUND
Introduction . . . . . . . . . . . . . . . . . . . 1
Conceptual Framework . . . . . . . . . . . . . . . . .4
Statement of the Problem . . . . . . . . . . . . . 6
Hypothesis . . . . . .. . . . . . . . . . . . . . . 7
Scope and Delimitation .. . . . . . . . . . . . . . . 7
Significance of the Study . . . . . . . . . . . . . .8
Definition of Terms . . . . . . . . . . . . . . . . . 9
CHAPTER II. REVIEW OF RELATED LITERATURE AND STUDIES
Online Learning . . . . . . . . . . . . . . . . . . .11
Difficulties in Online Class .. . . . . . . . . . . 13
Traditional Learning . . . . . . . . . . . .. . . ..17
Effectiveness of Face-to-face Class . . . . . . . . .18
Synthesis . . . . . . . . . . . . . . . . . .. . . 20
CHAPTER III. RESEARCH METHODOLOGY
Research Designs . . . . . . . . . . . . . . . . . . 23
Research Locale . . . . . . . . . . . . . . . . . .23
Research Respondents. . . . . . . . . . .. . . . . .24
vi
Research Instrument . . . . . . . . . . . . . . ..25
Data Gathering Procedure . . . . . . . . . . . . . . 25
Treatment of Data . . . . . . . . . . . . . . .. . 26
CHAPTER IV. PRESENTATION, ANALYSIS, AND INTERPRETATION

OF DATA . . . . . . . . . . . . . . . . . . . . . . . . .28
CHAPTER V. SUMMARY OF FINDINGS, CONCLUSIONS
AND RECOMMENDATIONS
Summary of Findings . . . . . . . . . . . . . . . . .48
Conclusions . . . . . . . . . . . . . . . . .. . . .49
Recommendation . . . . . . . . . . . . . . . . . .. 50
BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . 52
APPENDICES
Appendix A. Letter to the Senior High School

Coordinator. . . . . . . . . . . . . . . . . . . . . 55
Appendix B. Letter to the Respondents . . . . . . . 56
Appendix C. Survey Questionnaire. . . . . . . . . . .57
Appendix D. Curriculum Vitae. . . . . . . . . . . .. 61
vii
LIST OF TABLES
Table 1. Distribution and Total Number of Respondents. . . 25
Table 2. Binomial Test of Most Preferred Teaching-Learning
Modality by the Respondents. . . . . . . . . . . . 28
Table 3. Motivation of the Respondents in Online Class
according to Strand. . . . . . . . . . . . . . . 29
Table 4. Time Management Skill of the Respondents in
Online Class according to Strand.. . . . . . . . .31
Table 5. Social Anxiety of the Respondents in Online
Class according to Strand. . . . . . . . . . . . . 32
Table 6. Problems encountered by the Respondents during
Online Classes . . . . . . . . . . . . . . . . . . 33
Face-to-Face Classes . . . . . . . . . . . . . . . 34
Table 8. Experiences Encountered by the Respondents
on Understanding during their Online Classes. .. . 36
Table 9. Experiences Encountered by the Respondents
on Communication during their Online Classes . . . 37
Table 10. Experiences encountered by the Respondents on
Involvement during their Online Classes . . . . . 39
Motivation during their Online Classes.. . . . . .40
viii
Table 12. Experiences encountered by the Respondents
on Socialization during their Online Classes. . .40
Understanding during their Face-to-Face Classes. .41
Communication during their Face-to-Face Classes. .43
Involvement during their Face-to-Face Classes.. . 44
Motivation during their Face-to-Face Classes . . .45
Socialization during their Face-to-Face Classes. .46
ix
LIST OF FIGURES
Figure 1. Paradigm of the Study . . . . . . . . . . . . . . 4
Figure 2. Visual Presentation of the Location of
La Patria College. . . . . . . . . . . . . . . . 24
x
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
This chapter includes the introduction, conceptual
framework, statement of the problem, hypothesis, scope and
delimitation, significance of the study, and definition of terms
used.
INTRODUCTION
In the 21st century, the learning method improved. The most
popular way of learning is the traditional learning method, also
known as face-to-face classes, which requires students and
teachers to be physically present in actual classrooms in schools
and universities. On the other hand, as years passed and
circumstantial events happened, students and teachers could now
attend classes online using their gadgets and the internet. They
can teach and learn in virtual rooms created by systems,
applications, or websites. Both face-to-face classes and online
classes have their own disadvantages and difficulties, which
affect the academic performance and preferences of the students
in both learning modalities. After students have experienced
online class for two consecutive academic years, they have
concluded that face-to-face class is more effective.
According to Ponzurick et al. (2000), it was found that
distance learning should provide students with an educational
experience like face-to-face class, even if they are
geographically distant from each other, but due to underlying
1
issues specifically in students learning, it is considered an
ineffective learning modality. In distance learning, there is a
lack of communication, connection, and interaction that students
need to learn effectively. Due to these problems, students
perceive face-to-face class as a more effective learning modality
for students to learn on. Moreover, based on the study of Ganesh
et al., (2015), it stated that face-to-face class is seen as an
effective learning modality because it promotes communication,
interaction, and motivation to students and teachers. Face-to-
face class is more on socialization where students need to
communicate and interact with their classmates and teachers,
especially during lecture through recitation, and group works. In
a physical classroom, students are with each other and learning
together. They can influence and motivate each other through
their actions to learn and study effectively.
On December 31, 2019, the World Health Organization was
informed of cases of pneumonia of unknown cause in Wuhan City,
China, later named COVID-19. Later that month, on March 11, 2020,
the World Health Organization declared a global pandemic in which
the Philippines and the education of the students were affected.
Schools and universities have halted face-to-face classes to
ensure the safety of their students and have turned to distance
learning to enable them to continue their education without
risking their health (DepEd Order No. 032, s. 2020). La Patria
College is one of the schools that adopted the distance learning
method to continue the education of their students. While on
2
pandemic, they used online class to deliver lessons to their
students in the school year 2021–2022. The students are given a
Microsoft Teams account to use for their online classes in the
Microsoft Teams application. Through this application, teachers
can conduct online classes and post video lectures that can be
accessed by their students. These online classes and video
lectures require an internet connection, so students who only
have access to an internet connection can undertake this kind of
learning. Moreover, students that are taking online classes have
experienced difficulties such as slow internet connection and
lack of mastery in technology. Furthermore, some students are not
fast learners; some are not able to focus on online classes; and
some lessons are not well explained, which causes students to not
learn effectively. This leads students to demand a shift back to
face-to-face classes where they believe it is the most convenient
and effective learning method to deliver the lessons, which was
later executed in the academic year 2022-2023 (DepEd Order No.
034, s. 2022).
However, students may consider face-to-face class an
effective learning modality as it promotes a higher level of
communication and connection between students and teachers Ganesh
et al. (2015). But according to Ponzurick et al. (2000),
students are favored in online class in terms of convenience as
it allows students to attend classes without leaving their houses
and gives students the opportunity to do other things such as
work and do house chores while attending online class.
3
In the study of Ganesh et al. (2015), he only uses three
variables, such as perceived competence, perceived communication,
and perceived challenge, in determining the effectiveness of
face-to-face comparison in online class and the limitation of his
study includes the students’ experiences in both online and face-
to-face class. Thus, this study is going to fill the void in the
study of Ganesh by using the students’ experiences and
preferences in online class and face-to-face class. Therefore,
there is an urgent need to pursue this study as it affects the
education of the students. Moreover, this study is being
conducted to prove the effectiveness of transition from online
class to face-to-face class which will benefit the Senior High
School students at La Patria College to learn effectively.
CONCEPTUAL FRAMEWORK
INPUT PROCESS OUTPUT
I. Experiences and Assessment of the  The Result of the
Preferences Effectiveness of Study
A. Respondents’ Transition from - Proves the
Experiences Online Classes to effectiveness of
 Experiences in Face-to-face Classes transition from
Online Class among Senior High online class to
 Experiences in School Students of face-to-face
Face-to-face La Patria College class.
Class  Data Gathering - Benefits the
B. Respondents’ - Formulating students,
Preferences Questions teachers, and
- Permission
 Online Class the school.
Letter
 Face-to-face - Survey
- Interpreting the
Class Data
4
II. Related Factors
to the Study
A. Online Learning
B. Difficulties in
Online Learning
C. Traditional
Learning
D. Effectiveness of
Face-to-face
Class
FEEDBACK
Figure 1. Paradigm of the Study
The figure shows that the respondents’ experiences in online
and face-to-face classes have to do with their preferred learning
method, which will be used to prove the effectiveness of the
transition from online to face-to-face classes. Moreover, the
various related factors to the study will help in attaining the
result of the study. In assessing the effectiveness of transition
from online class to face-to-face class, the researchers will
gather the experiences and preferences of respondents through the
formulated questions in the research survey with permission from
the faculty staff and teachers. Then the data will be
interpreted, which will be used to attain the expected result and
benefit the students, teachers, and the school. To conclude, the
5
feedback represents the study's recommendation that will improve
the situation or give solution to the students' experiences and
preferences.
STATEMENT OF THE PROBLEM
This study aims to prove the effectiveness of transition
from online classes to face-to-face classes among the Senior High
School students in La Patria College.
Specifically, it aims to answer the following questions:
1. What is the most preferred teaching-learning modality by the
Senior High School Students of La Patria College during the
transition period?
2. What are the perceived difficulties and felt problems
experienced by the students along with the following teaching
modalities:
a. Face-to-face Classes;
b. Online Classes?
3. What are the experiences of the Senior High School students
during their online and face-to-face classes along the
following:
1.1. Understanding
1.2. Communication
1.3. Involvement
1.4. Motivation
1.5. Socialization
6
HYPOTHESIS
The expected result of this study is that the transition
from online classes to face-to-face classes is effective for the
Senior High School students at La Patria College.
SCOPE AND DELIMITATIONS OF THE STUDY
This study focuses on proving the effectiveness of
transition from online class to face-to-face class among the
sixty Senior High School students at La Patria College during the
School Year 2022-2023 using students’ experiences and preferences
on both learning modalities. This study used Phenomenological
research design to understand the transition from online class to
face-to-face class by using the experiences of the students.
Furthermore, the researchers write a permission letter to the
Senior High School coordinator before conducting and gathering
data. Then, the researchers formulate questions for the online
survey and gather data through Microsoft Forms. After that, the
researchers interpret the data through Thematic Analysis under an
inductive approach. The researchers start by familiarizing the
domains and review for related data. Next, the researchers review
the related collected data, code it, and formulate themes.
Lastly, the researchers analyzed and verified the data collected.
This study does not cover the other factors that affect the
students' effective learning during face-to-face class, such as
the teachers' teaching strategies and the coping strategies of
7
the students. Moreover, this study did not select the college
students at La Patria College as respondents.
SIGNIFICANCE OF THE STUDY
The study focuses on verifying the effectiveness of
transition from online class to face-to-face class with the
preferences and difficulties experienced by the students, which
will be beneficial to the following:
Students. The study's result will help the students learn
effectively in face-to-face class as their difficulties will be
addressed and can be used to give awareness to the school to help
them.
Teachers. The result of the study will help the teachers identify
the difficulties experienced by the students and use it to help
the students. Moreover, teachers will understand that students
learn more effectively in face-to-face class and may this lead to
them to improve their teaching strategies to assist students in
their learning.
Parents. The result of the study will help the parents to know
that face-to-face class is effective for their children and may
help in their decision making when they are enrolling their
children in schools that offer various learning modalities for
students to learn. Also, this study may help parents in
addressing the difficulties experienced by their children.
8
School Administrator. The result of the study will help the
school administrator to identify the difficulties encountered by
the students in face-to-face class which can be used for the
betterment of the learning environment.
Future Researchers. This study's findings will serve as a
reference for future researchers in their future studies related
to this study. Moreover, this study has a research gap wherein it
does not include the level of effectiveness of transition from
online class to face-to-face class, which future researchers can
conduct a study about.
DEFINITION OF TERMS
The following terms are defined to provide a better
understanding to the readers:
Academic Performance. It pertains to the performance of the
student in school and during lectures.
Difficulties. It refers to the things that make barrier for a
person to perform well something.
Distance Learning. It refers to a learning method that is
conducted over the internet.
Effectiveness. It refers to being able to meet the objectives or
desired result of an action.
9
Face-to-face Class. It is defined as a learning method where
students and teachers are physically present in the actual room
(Gabriel and Rhonda, 2020).
Online Class. It pertains to a class or lecture in synchronous or
asynchronous environments using different devices with internet
access (Dhawan, 2020).
Transition. It pertains to a change from situation to another.
10
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the review of related literature and
studies on the different variables from local and foreign
sources. This also includes the synthesis of the study.
Online Learning
According to Usher and Barak (2019), online learning refers
to any kind of education where participants are not physically
present in a traditional learning environment. Students and
teachers can receive and teach their lessons without going out of
their homes. By just using gadgets such as smartphones, tablets,
laptops, and personal computers, they can attend their classes.
They can learn and attend classes even though they are physically
distant from each other. Moreover, they can do other things, such
as work, even while they are having classes, which can help those
students who have a part-time job or are working students.
There are two types of online learning: synchronous online
learning and asynchronous online learning. According to Maddison
et al. (2017), synchronous online learning takes place through
real-time web conferencing. In this kind of online learning,
students and teachers can communicate with each other in real-
time. They can ask each other and receive an answer immediately.
Teachers can see their students in real-time during web
conferences and vice versa, through online class platforms. In
this kind of online learning, teachers can monitor what their
11
students are doing, especially if the opening of a video camera
is required. On the other hand, asynchronous online learning
refers to learning resources that students could use outside of
class or without the teacher around (Maddison et al., 2017).
Students and teachers do not have real-time interaction with this
kind of learning. If the students have queries, the teachers
cannot answer those immediately. Moreover, teachers may not be
able to monitor the students if they are cheating or doing other
things. This kind of online learning is suitable for the students
who are absent during the synchronous online class and might be
helpful for those students who want to look back on some
information from the synchronous online class that they did not
understand. One example of this is the uploading of video
lectures to online platforms that can be accessed by the students
anytime and anywhere.
According to Kansal et al. (2021), the most used online
platforms for conducting classes during the pandemic are
Microsoft Teams, Google Meet, Zoom, and WebEx. These online
platforms have many features that are suitable for online
classes, such as real-time web conferencing that can accommodate
hundreds of people, messaging tabs, and many more. Moreover,
these platforms are easy to access; they are available in app
stores, and they have websites. Furthermore, teachers can record
their online meetings in these platforms so that students could
watch them again, and they can be accessed by students who are
not able to attend the synchronous online class. In addition,
12
teachers may be able to upload their recorded video lectures on
YouTube, where other students can have access and watch them. In
terms of the communication platforms used by the student and
teacher, there are Facebook, Facebook Messenger, Google Hangouts,
Viber, and WhatsApp (Ignacio, 2021). Teachers and students do not
check their online conferencing platforms always; sometimes
students access them only when they have scheduled classes. So,
teachers and students communicate through the various online
platforms because those platforms are frequently used by the
students and are easy for them to access.
According to Wood (2022), in 2021, more than 20 million new
students enrolled in online courses. While there were 189 million
online enrollments overall in 2021. The Philippines has 1.3
million learners registered and ranks third out of the top 10
countries for high learner growth, with a growth rate of 85%.
This shows that the pandemic has an impact on the growth of
online learners.
Difficulties in Online Class
In the findings of Adarkwah (2020), students have
experienced poor communication and a lack of social interaction
that makes them consider online classes an ineffective learning
modality. During an online class, the internet and gadgets are
the only means of communication and interaction among students
and teachers. If students do not have any of those, they cannot
communicate and interact with their teachers and classmates.
13
Hawkins et al. (2013)'s research showed that teacher-student
interaction is an essential component of an online class for
students and teachers. When there is no interaction between
teachers and students, the students are not able to receive any
lessons and may fail to complete their activities, which will
result in low academic performance.
Maintaining two-way communication is crucial while
implementing the new teaching and learning method (R. Ancheta and
H. Ancheta, 2020). During online class sessions, two-way
communication between teachers and students is not always
observed. Some students are not paying attention to their
teachers during online classes, and when their teachers summoned
them for recitations, they were unable to provide feedback or
respond. Recitations during lectures have an impact on the
students’ grades and academic performance. Moreover, the internet
is not always stable, which may cause poor communication.
Students' performance is affected by interruptions and
internet problems (R. Ancheta and H. Ancheta, 2020). Sometimes,
some students or teachers cannot attend their online classes
because of unstable internet connectivity that results in
absenteeism. Some students are interrupted during their online
classes because of a slow connection that affects their
performance. In addition, some teachers who do not have stable
internet connectivity while doing lectures will affect the
14
understanding of their students, and they may not be able to
learn something.
According to Sadeghi (2019), in an online class, the chances
of getting distracted are high when there is no faculty present.
In attending online classes, students use their gadgets, such as
laptops, smartphones, tablets, personal computers, and others,
and learn without their teacher's physical presence. Those
gadgets have an installed application that can distract students
from focusing, listening, and understanding the lessons which
cannot be monitored by the teachers since they are not with each
other physically. Students prefer online resources like Facebook,
game sites, online chats, and YouTube over lectures (Goundar,
2014). Students who are attending online classes do not always
listen to lectures. Some students are distracted by applications
and may lose their focus on the lecture. While some of them
experienced boredom, instead of listening to the lecture, they
spent their time on other applications like social media and
online games applications.
According to R. Ancheta and H. Ancheta (2020), financial
issues are primarily to blame for the drop in enrollment during
the 2020 enrollment. Many students drop out of school when the
pandemic starts and transfer to online classes. When the pandemic
starts, many businesses and workplaces are forced to close, which
causes people to generate less income. This results in financial
problems for certain families, and when online classes happen,
15
they cannot support their children's needs, especially on their
needs in internet connectivity and gadgets. Being unable to
attend online classes means students will not receive any lessons
and may fail to do assigned activities for them which may result
to low academic performance of students or cause them to drop
out.
According to Barrot et al. (2021), home situation was not
favorable to learning for the students. Students from lower
socioeconomic strata have limited learning space in their homes.
Some students experience distraction from their own homes. The
disturbance made by family members or neighbors during online
classes is one of the unpleasant home settings (Barrot et al,
2021). During online classes, some students are unable to
participate in recitations because of the background noise in
their homes. Some students experienced being interrupted by their
parents during online classes and recitations.
According to Alibudbud (2021), increase in anxiety is one of
the negative effects of online learning on students' mental
health. Some students experience anxiety because of their
isolation during the pandemic. Students are not able to socialize
with their teachers and classmates, which causes social anxiety.
One challenge that students encountered when taking online
classes is depression (Barrot et al., 2021). Isolation caused by
the pandemic, a pile of activities during online class, and
16
responsibilities in their houses put them in a tight position,
and sometimes it caused depression among the students.
Online learning requires mastery of technologies, but some
students and teachers lack it. According to Barrot et al. (2021),
students struggled with a lack of technological expertise.
Students and teachers who are new to technology need time to
learn how to use it, but with the abrupt change and transition to
online classes, it is difficult for them to adjust, and they
sometimes fail to use their technology correctly and still
require guidance from a technology literate person. Students who
are not well-literate in various technologies may be pushed to be
absent because they do not know how to use their technologies,
resulting in poor academic performance.
Traditional Learning
According to Costado Dios and Charlos (2021), face-to-face
learning takes place in a physical classroom. In a face-to-face
setting, students need to go to school physically to learn, and
teachers need to go to school to teach them. They need to wake up
early and prepare the things they will need for face-to-face
learning, such as bags, snacks, and lunch. Also, they need to
prepare their brain and body to perform well in the class and
last for how many hours listening to teachers.
Face-to-face learning has been important for the students
and teachers since then. According to Spears et al. (2015), face-
to-face interactions are essential in delivering information to
17
students. In face-to-face learning, teachers have the freedom to
use various materials and strategies to deliver the lessons to
their students effectively and be understood by the students.
Teachers can easily communicate their lesson when they are
together, so the flow of information is not interrupted and is
easily received by the students. Teachers will not experience any
interruptions, like a slow internet connection or inaudible audio
during lecture, which helps the students receive the information
and lessons effectively. Also, face-to-face interaction is
essential for students who are conveying messages or information
to their teachers. For example, during a lecture, teachers do not
only deliver information; they also engage the students by
reciting and sharing their perspectives and ideas in the class.
According to a study by Bali and Liu (2018), face-to-face
learning is perceived positively by students as having better
levels and a stronger sense of purpose than online classes.
Students have experienced numerous benefits after undergoing
face-to-face classes that have made them have a positive
perception of face-to-face learning. They learned effectively
during face-to-face classes, which is why they preferred face-to-
face learning over online learning. Moreover, face-to-face
learning offers many opportunities that develop the students,
which makes it have a stronger sense compared to other
modalities.
Effectiveness of Face-to-face Class
18
Face-to-face class has been the modality used in education
since 1863, and its effectiveness can be seen in the students'
academic performance. Face-to-face learning is an effective way
to learn knowledge and skills through their teachers and
classmates; as they can interact, learn, and motivate each other.
Face-to-face learning gives students and teachers to be social
butterflies through giving them opportunity to interact and
communicate with each other. This can develop their communication
and social skills.
According to Mobo et al. (2022), in-person instruction was
preferred by students since it was easier for them to comprehend
and keep up with the subject. In face-to-face classes, teachers
explain themselves better so that students can understand them
and learn effectively. The teachers discussed each topic in-
person during meetings. Step-by-step discussions were used to
encourage active engagement from all the students (Ganesh et al.,
2015). Since there is no interruption during face-to-face
classes, teachers can teach all the lessons with detailed
explanations and conduct a recitation where students can
participate and test their understanding. Through this, students
use their critical thinking skills to understand and answer the
questions that the teachers ask.
According to Ganesh et al. (2015), compared to face-to-face
students, online students were significantly more reliant on
website. In face-to-face classes, the only means to teach the
19
students are the board and projectors. The students cannot use
their smartphones during class to search on different websites
for information about their lessons and activities unless the
teacher says so. The students' only sources for synchronous
activities are books and notes from their teacher's lectures. In
addition, there is a teacher present in the classroom that will
monitor the students and makes the students fear cheating.
On the aspect of socialization, face-to-face learning
boosts students' prospects for social presence and peer
involvement (Yen et al., 2018). Face-to-face classes are better
in terms of cultivating essential interpersonal skills. In a
physical classroom, students are present and interact with one
another. Moreover, in this kind of learning modality, the
students develop their social skills. They even make friends whom
they can ask for help with the difficulties they have in the
lessons.
Students advocate face-to-face learning components for
cooperative learning situations when learners must agree on a
shared meaning and produce a joint solution (Yen, 2018). This
scenario can be applied when students are grouped in their
lessons to actively participate in activities. They can
brainstorm their ideas and enhance their critical thinking. In
this kind of activity, students will be cooperative with their
classmates and develop a bond. Moreover, by using this activity,
students will help each other and appreciate the essence of being
20
helpful. Furthermore, this will help those students who are
anxious to socialize.
Synthesis
Online learning takes place on online educational platforms
through gadgets and the internet. Students and teachers do not
need to go to school physically to learn and teach, respectively.
There are two kinds of online learning: synchronous online
learning and asynchronous online learning. Synchronous online
learning is a real-time meeting where teachers and students are
together in virtual rooms. On the other hand, asynchronous online
learning involves uploading learning resources online. Those
learning resources can be accessed by the students through
various online platforms. The various and most common online
conference platforms used by the students and teachers during the
pandemic are Microsoft Teams, Zoom, Google Meet, and WebEx which
can be used for real-time video conferencing with sounds and a
camera. In addition, the most common online communication
platforms used by the students and teachers to communicate with
each other are Facebook, Facebook Messenger, Google Hangouts,
Viber, and WhatsApp. But despite the help of online learning in
continuing the education of students in some circumstances, it
causes various difficulties that affect the students’ academic
performance, such as financial problems, no internet connection,
slow internet connection, gadget deprivation, lack of mastery in
technology, distractions, unfavorable home environment, lack of
social interaction, poor communication, and mental health issues.
21
Traditional or face-to-face learning takes place in a
physical classroom where students and teachers are with each
other physically. Face-to-face learning promotes face-to-face
interaction, which makes this learning modality an essential
thing for students and teachers. In face-to-face classes,
students have better understanding during lectures as their
teachers can give them a step-by-step or detailed explanation of
their lessons. Also, teachers can conduct cooperative learning
situations where students can learn from and help each other.
Moreover, face-to-face learning increases the social presence and
peer engagement of the students, which may improve their social
skills and help them gain friends on whom they can rely on
whenever they have problems. Lastly, students will not rely on
websites to answer their activities, as they cannot use their
gadgets during lecture unless the teacher says so.
22
CHAPTER III
RESEARCH METHODOLOGY
This chapter presented the research designs, research
locale, research respondents, research instruments, data
gathering procedure, and treatment of data.
RESEARCH DESIGNS
In this study, the researchers used descriptive research
method under the quantitative and phenomenological research
method under qualitative. Descriptive research can be defined as
a research method used to accurately describe current events.
This design is suitable for the study that aims to describe the
situation of the students during online classes and face-to-face
classes that can help in proving the effectiveness of transition
from online class to face-to-face class.
On the other hand, for qualitative research, researchers
used the phenomenological research design approach. Phenomenology
is qualitative research focusing on examining individual lived
experiences. Through this research design, the experiences of
students during the online classes and face-to-face classes can
be used to interpret the effectiveness of transition from online
classes to face-to-face classes.
RESEARCH LOCALE
The researchers conducted a survey at the Senior High School
Building of La Patria College, located at 08 Guzman Street, Calao
West, Santiago City, Isabela, in order to collect the necessary
23
data from the target respondents. La Patria College is one of the
schools that transitions from online classes to face-to-face
classes, so the students have experience in both online classes
and face-to-face classes.
Figure 2. Visual Presentation of the Location of La Patria College
RESEARCH RESPONDENTS
The target respondents of the study are Senior High School
students at La Patria College. The respondents are identified
through stratified random sampling. Stratified sampling is a
probability sampling technique used in sample surveys when the
components of the target population are separated into various
groups or strata and the components within each stratum are like
one another in terms of certain survey-relevant features. In
addition, there are 10 respondents represented each strand and
each consist of 5 male and 5 female. The participants of the
24
study willingly their experiences in online classes and face-to-
face classes can help in attesting the effectiveness of
transition from online classes to face-to-face classes.
Table 1. Distribution and Total Number of Respondents
STRANDS GRADE 11 GRADE 12 TOTAL
STEM 10 10 20
ABM 10 10 20
HUMSS 10 10 20
Total 30 30 60
RESEARCH INSTRUMENT
A combination of open ended and closed ended questionnaire
is distributed that filled out by the target respondents using
their experiences and viewpoints to prove the effectiveness of
transition from online class to face-to-face class. Surveys
involve asking a sample of people a series of questions. The
survey consists of guided response questions to collect
quantitative data and some open-ended questions to collect
qualitative data that will be used to prove the effectiveness of
transition from online class to face-to-face class.
DATA GATHERING PROCEDURE
First, the researchers prepared research instruments. Then,
the respondents are identified through stratified random sampling
25
to ensure that all strands in the Senior High School Department
have representatives. Moreover, it is necessary to make a request
for approval to conduct the survey addressed to the adviser and
coordinator of Senior High School, after that the researcher
distributed the survey forms to the target respondents. Lastly,
the data that will be gathered will be analyzed and interpreted
by the researchers.
TREATMENT OF DATA
This study used Chi Square Test (Chi Square Goodness-of-Fit
Test), Frequency Distribution, and Thematic Analysis to analyze
and interpret the data gathered. The outcome of data analysis was
used to attest the effectiveness of transition from online
classes to face-to-face classes.
A chi square goodness-of-fit test establishes if sample data
correspond to the population.
A frequency distribution known as a percentage distribution
represents each class's frequency as a percentage of the total
frequency, which is equal to 100.
However, thematic analysis is a technique for identifying,
evaluating, and decoding meaningful patterns within qualitative
data. In analyzing the data, the researchers need to:
26
Step 1: Transcribe the data that has been collected from
the participants
Step 2: Organizing the gathered data
Step 3: Coding of the data
Step 4: Validation of data
Step 5: Conclude the data
27
CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the results of the research as
gathered by the proponents of the study. The analyses are
presented in this section, as is the interpretation of the study.
The following are the chart and implications based on the data
gathered.
1. What is the most preferred teaching-learning modality by the
Senior High School Students of La Patria College during the
transition period?
Table 2: Binomial Test on the Most Preferred Teaching-Learning

Modality by the Senior High School Students
Variable Level f N (%)
In what way did you learn and understand Face-to-
57.00 60 95.00
your teacher better? face Class
Online
3.00 60 5.00
Class
In which learning method do you have
better communication to your teachers and Face-to-
60.00 60 100
classmates? face Class
In which learning method are you less

Face-to-
distracted and more focused on the 56.00 60 93.33
face Class
lecture?
Online
4.00 60 6.67
Class
In which learning method are you more
Face-to-
participative (recitations and group 57.00 60 95.00
face Class
works)?
Online
3.00 60 5.00
Class
For you as a student, what do you think is
Face-to-
the most effective way for a student to 60.00 60 100
face Class
learn?
28
The most preferred teaching-learning modality by the
respondents during transition period in terms of understanding
the teacher better, learning time, better communication, less
distractions and more focus, more participative, and most
effective way for a student to learn is through face-to-face
class. In addition, respondents preferred face-to-face class as
the most effective way for students to learn.
As shown in the table 2, 57 or 95.00 percent of the
respondents choose face-to-face class as teaching-learning
modality for understanding the teacher better, 60 or 100 percent
of the respondents in term of better communication, and 65 or
93.33 percent of respondents in terms of less distraction.
Moreover, 57 or 95.00 percent of the respondents are more
participative in face-to-face class. Lastly, 60 or 100 percent of
the respondents prefer face-to-face class as the most effective
way for a student to learn.
The table revealed that the most preferred teaching-learning
modality by the respondents during the transition period is face-
to-face class.
Table 3: Motivation of the Students in Online Class

according to Strand
Strand
During online class, did you lose
ABM HUMSS STEM Total
motivation to learn?
No 10 6 9 25
Yes 10 14 11 35
Total 20 20 20 60
29
Table 3 shows the motivation of the respondents from various
strands during online class. To summarize the data, 10 out of 20
respondents from ABM and 14 out of 20 students from HUMSS did
lose motivation to learn during online class. A total of 35 out
of 60 respondents have lost motivation to learn during online
class. To interpret this data, 35 out of 60 respondents preferred
learning-teaching modality in terms of motivation is face-to-face
class as they lose motivation during online class, while 25 out
of 60 respondents prefer online class.
To see whether the population of the respondents from
different strands who prefer face-to-face classes in terms of
motivation follows a specified distribution, the chi-square
goodness-of-fit test is used. Applying the formula for the chi
square test, the result is 0.74 with a p-value of 0.69 is greater
than the significance level of 0.05, so the result is not
statistically significant.
 Null Hypothesis: The respondents from each strand that
prefer face-to-face class in terms of motivation are in
equal proportions.
 Alternative Hypothesis: The respondents from each strand
that prefer face-to-face class in terms of motivation are in
different proportions.
Since the result is not statistically significant, the null
hypothesis is accepted. This revealed that 35 out of 60
respondents that prefer face-to-face class in terms of motivation
30
as they have low motivation during online class is in equal
proportion.
Table 4: Time Management Skills of Students in Online Class

according to Strand
Strand
During online class, are you able
to manage your time?
No 11 10 11 32
Yes 9 10 9 28
Total 20 20 20 60
Table 4 shows the management skills of the respondents from
various strands during online class. To summarize the data, 10
out of 20 respondents from HUMSS, and 11 out of 20 respondents
from ABM and STEM are not able to manage their time during online
class. A total of 32 out of 60 respondents are not able to manage
their time during online class. To interpret this data, 32 out of
60 respondents prefer face-to-face class in terms of managing
time as they were not able to manage their time during online
class.
time-management follows a specified distribution, the chi-square
31
prefer face-to-face class in terms of time-management are in
equal proportions.
that prefer face-to-face class in terms of time-management
are in equal proportions.
hypothesis is not rejected. This revealed that 32 out of 60
respondents that prefer face-to-face class in terms of time-
management as they do not able to manage their time during online
class is in equal proportion.
Table 5: Social Anxiety of Students in Online Classes according

to Strand
Strand
During online class, did you
feel anxious to socialize?
No 5 3 5 13
Yes 15 17 15 47
Total 20 20 20 60
Table 5 shows the social anxiety of the students from
various strands during online class. To summarize the data, 15
out of 20 students from ABM and STEM, and 17 out of 20 students
from HUMSS feel anxious to socialize during online class. 47 out
of 60 students had social anxiety during online class. To
interpret this data, 32 out of 60 respondents prefer face-to-face
class in terms of socialization as they develop social anxiety
during online class.
32
socialization follows a specified distribution, the chi-square
prefer face-to-face class in terms of socialization are in
equal proportions.
that prefer face-to-face class in terms of socialization are
in equal proportions.
hypothesis is not rejected. This revealed that 47 out of 60
respondents that prefer face-to-face class in terms of
socialization as they develop social anxiety during online class
is in equal proportion.
2. What are the perceived difficulties and felt problems
experienced by the students along with the following teaching
modalities:
a. Face-to-face Classes;
b. Online Classes?
Table 6. Problems encountered by the Respondents during Online

Classes
Problems N f (%)
33
Distraction on other Applications 60 48 80.00
Slow Internet Connection 60 48 80.00
Mental Health Issue 60 20 33.33
Less Connected to teachers 60 30 50.00
Unfavorable Home Environment 60 26 43.00
Lack of Mastery in technology 60 20 33.33
No Access to Internet Connection 60 23 38.33
The respondents have encountered various problems during
online class such as distractions on other applications, slow
internet connection, mental health issue, less connected to
teachers, unfavorable home environment, lack of mastery in
technology, and no access to internet connection.
As shown in table 6, distraction on other applications and
slow internet connection have been encountered by 48 out of 60 or
80% of the respondents have encountered it. While 30 out of 60 or
50% respondents have encountered less connected to teachers, and
26 out of 60 or 43% have unfavorable home environment. In terms
of no access to internet connection, 23 out of 60 or 38.33% of
respondents have encountered this problem. Lastly, 20 out of 60
or 33.33 respondents have encountered mental health issues and
lack of mastery in technology.
This revealed that the most perceived difficulties and felt
problems experienced by the respondents during online class are
distractions on other application and slow internet connection.
While the least encountered problem by the respondents are mental
health issues and lack of mastery in technology.
34
Face-to-Face Classes
Problems N f (%)
Less concentration due to peers 60 10 16.66

Time management 60 13 21.66
Social interaction 60 8 13.69
Low self-esteem 60 9 15.00
Living far from school 60 10 16.66
Inadequate financial capacity 60 22 36.66
Coping with the lesson 60 11 18.33
Not effective teaching strategy 60 6 10.00
The problems encountered by the respondents during face-to-
face class are less concentration due to peers, time management,
social interaction, low self-esteem, living far from school,
inadequate financial capacity, coping with the lesson, and not
effective teaching strategy.
As shown in table 7, inadequate financial capacity has been
encountered by 22 out of 60 or 36.33% respondents. While 13 out
of 60 or 21.66% have problems with time management and 11 out of
60 or 18.33 respondents have a problem in coping with the lesson.
In terms of less concentration due to peers and living far from
school, 10 out of 60 or 16.66 respondents have been encountered.
Problems regarding low self-esteem and social interaction were
encountered by 15% and 13.69% respondents, respectively. Lastly,
6 out of 60 or 10% respondents have encountered an ineffective
teaching strategy.
This revealed that the most perceived difficulties and felt
problems experienced by the respondents during face-to-face class
35
is inadequate financial capacity. While the least encountered
problem by the students is not an effective teaching strategy.
3. What are the experiences of the Senior High School students
during their online and face-to-face classes along the
following:
1.1. Understanding
1.2. Communication
1.3. Involvement
1.4. Motivation
1.5. Socialization
A. Online Classes
Table 8. Experiences Encountered by the Respondents on
Understanding during their Online Classes
Domains Responses Codes
Understanding I mostly depended on researching Difficulty in

online to understand lessons than understanding
listening to online classes.
There is difficult because I can give

time to do it and the many lessons I
am not understanding.
Napanghinaan ng loob kasi hindi ko

masyado na iintindihan ang mga
tinutiro ng ibang teachers at
nahirapan ako sa mga performance.
My academic performance during online

class is I must say that it is quite
difficult because I do not understand
the lessons fluently because I prefer
to study face to face.
I also had difficulty in coping with

the lesson.
36
Ako ay madaling madistract sa mga
ibang application noong tuwing may
online class at minsan ay mabagal ang
internet kaya wala akong
naiintindihan sa tinuturo ng mga
guro.
As a student, based on my experience,

ever since we started learning
through, I was really having a hard
time to produce our lessons.
Minsan ung ano-ano na lang ang

sinasagot ko sa mga activities namin
dahil wala akong natutunan sa lecture
namin.
As shown in table 8, the respondents have had trouble in
understanding during online class. Respondents are frequently
distracted in other applications during online class that results
for them not cope-up with the lessons and depends only in
searching for their lesson online. Also, they failed to do their
activity as they did not understand the lesson which leads to
poor academic performance.
Table 9. Experiences Encountered by the Respondents on
Communication during their Online Classes

Communication Not good, especially because of Disrupted
unstable network therefore I cannot communication
immediately respond to my teacher.
I encountered a lot of problems

during the online class. An example
of this is the loss of internet
connection, which can irritate me and
cause me to not focus on what the
teachers are explaining.
Sometimes my internet connection is

slow in online class.
37
I perform well but sometimes I am
having difficulties with slow
connectivity.
It is good but sometimes I

experienced a lot of distractions and
slow internet.
There are many household chores to do

and sometimes I experience a slow
connection to the internet.
And I cannot communicate with my

classmates well, simply because we
are not close and barely know each
other.
I cannot participate due to internet

connection problem, but it is ok
because you could watch the replay to
the ms teams' apps if you missed the
lesson or have a bad connection.
Because my gadget and internet

connection sometimes are not
cooperating at all even if I wanted
to recite and share my thoughts.
Ang performance ko noon ay mababa

dahil madalas na may kahina ang
internet connection namin at
naapektuhan ang aking pagrerecite at
pakikinig s aguro.
Hindi ako nakakapagrecite nang maayos

at minsan nagiging absent pa dahil
mahina ang internet.
Also in my online class, I

experienced some technicalities that
affect my learning quality. I have
missed several recitations and
participation because of those
technicalities.
Because my gadget and internet

connection sometimes are not
cooperating at all even if I wanted
to recite and share my thoughts.
38
class was not as good as I am doing
now in face-to-face class because of
the distractions, noise, and loss of
internet connection.
Students have a bad internet

connection so that they can perform
easily.
Good naman po medjo hirap lang talaga

sa signal during online class namin
but I learned well po

class is not good due to the
connection and noise of the
environment.
As shown in table 9, the respondents experienced disrupted
communication during online class. One of the reasons why they
experienced disrupted communication is because of the slow or
unstable internet connectivity. Also, the unfavorable environment
caused the respondents not to be able to have better
communication with their teacher and classmates. As a result, the
respondents cannot participate in their synchronous online class
and may lead to poor academic performance.
Involvement during their Online Classes

Involvement I want to recite in online class if I No Recitation
feel anxious because there will be
going to be a time when i think my
answer was wrong.
I lose my confidence in
participating, especially in
recitation, because I feel like
everyone would judge me if I answered
it incorrectly.
39
I experienced being left behind in
class and not being able to
participate in recitation and
activities.
Hindi gaano kaganda ang performance

ko noon sa online class dahil hindi
ako nakakapagrecite.
As shown in table 10, the respondents have experienced not
being able to recite during online classes. The respondents have
felt anxious and lose confidence to express their thoughts in the
class as they feel everyone will judge them if they commit
mistake while reciting. Moreover, some respondents have felt they
are being left behind in the class and think no one supports them
when reciting.
Motivation during their Online Classes

Motivation I did not get qualified to be an Loss of
honor student that made my parents Motivation to
disappointed with my grades, causing Learn
me to lose motivation.
I lose my motivation to learn because

it feels like I just need to
accomplish the given tasks even
without really learning about the
lessons included in it.
As shown in table 11, the respondents have experienced
losing motivation to learn during online classes. The respondents
did not feel the real essence of learning during online class as
they only do their activities for them to pass and not even
learning anything, as a result they lose motivation to learn.
40
While some other respondents have lost their motivation to learn
because they are not able to become one of the honor students in
their class and made them disappointed their parents
Socialization during their Online Classes

Socialization I was comfortable but not happy Lack of
enough because I was not with my Social
friends. Interaction
And I cannot communicate with my

classmates well, simply because we
are not close and barely know each
other.
Me and my friends went to different

schools and happened to have a
pandemic, and I did not have anyone
to rely on.
As shown in table 12, the respondents have experienced lack
of social interaction during online classes as they are
physically distant from their teachers and peers. They were
unhappy with their learning environment and felt alone as they do
not with their peers, friends, or classmates. Moreover, as
respondents had trouble in communication they could not interact
and be close with their classmates that made them not know each
other.
B. Face-to-Face Classes
Understanding during their Face-to-Face Classes
41
Understanding I easily understand the lessons Better
without any distractions in my Understanding
surroundings.
I will understand our major subject.
My academic performance during face-

to-face class is better because I can
be able to understand what the
teacher is saying.
I could say that i can easily

understand the lesson well in face-
to-face class.
And I can easily understand the

discussions of our respective
instructors.
I can understand the lessons very

well.
I am also able to learn more quickly

because the teacher is physically
present to guide and assist us.
I can easily now ask my teachers if I

have a question that will help me to
understand more about that certain
topic.
I can understand the lesson with the

help of my classmates (group study),
and I can understand my teacher now
because he/she is not losing his/her
internet connection.
Nakakapag taas naman ako nang kamay
dahil mas naiintidihan ko ang mga
lessons.
Mas madali akong natututo kapag face

to face
My academic performance in face-to-

face class is good. I easily
understand the lesson and become more
productive.
These face-to-face classes I can

Focus on my lesson and understand our
lessons.
42
Mas naiintindihan ko ang mga tinuturo
ng aking mga guro.
My academic performance is mas

maganda kung ikukumpara sa
performance ko sa online class dahil
mas naiintindihan ko na ang tinuturo
ng teacher namin at walang
distraction maliban sa mga kaklase
kong maingay.
Ang academic performance ko ay mas

better dahil mas nauunawaan ko ang
tinuturo ng aking guro.
Mabuti at mas naintindihan ko ang mga

lesson na diko ma intindihan during
online class.
As shown in table 13, the respondents have better
understanding during face-to-face class as they are physically
present in a room where they are with their teacher. Moreover,
there are less distractions compared to when they were in online
class, and they are more focused on what their teacher is saying.
Also, respondents can easily ask their teacher regarding the
lessons they do not understand, and even their classmates help
them to understand the lesson better.
Understanding during their Face-to-Face Classes

Communication I can communicate with the teachers Effective
well and ask questions without Communication
getting nervous.
Through face-to-face class, I can

easily share my thoughts and ideas
with my fellow students without
encountering a problem.
Face to face leads me to better

communication with my teachers and
43
classmates.
I can easily now ask my teachers if I

have a question.
I got to share my opinion and

leadership skills face-to-face and
communicate well with my classmates.
I can ask my teachers or classmate if

I do not know what to do on other
things
As shown in table 14, the respondents have an effective
communication during face-to-face class as they can easily
communicate with them because they are physically with each
other. Moreover, respondents did not encounter any problem that
makes them communicate better to their teachers and classmates if
they have questions and they do not know what to do about their
school activities.
Involvement during their Face-to-Face Classes

Involvement I can now participate in class Better
discussion and submit all my Performance in
activities without lacking in Recitation
answering it.
I have been keeping up with the

recitations.
I can express my opinions and ideas

in our lessons.
Also, in person, I excel in

recitation, activities, and
performances.
Even though sometimes I am active at

recitation, at least I can say that I
have a development.
44
And I can easily express my thoughts.
I learned how to motivate myself

again, interact with others, be
confident with myself and recite
every subject.
I must say that my performance is

getting better since I always
participate in our group activities.
Ngayong face to face medyo balance

lang po ang aking performance
nakikipag participate naman kahit
papaano.
I am already confident when it comes

to reciting and participating in
various activities that are being
conducted.
Also, I consider myself as one of the

active students because I always
participate in every activity that
our teacher gave.
Mas naiintindihan ko ang mga tinuturo

ng aking mga guro at mas nagiging
aktibo ako sa klase.
In regards of my performance in face-

to-face class, I have confidence to
participate in every performance
activity.
As shown in table 15, the respondents have better
performance in recitation during face-to-face class. The
respondents gain and develop their self-confidence by sharing
their thoughts and ideas during their recitations and as a result
they became active students and improve their performance in the
class.
Motivation during their Face-to-Face Classes
45
Motivation I learned how to motivate myself Motivated to
again, interact with others, be Learn
confident with myself and recite
every subject.
I am doing well in my academic

performance during face-to-face class
right now because I am more motivated
to learn, to submit my papers on
time, and to study more because of my
classmates.
I am more motivated and inspired

during face-to-face class because I
can meet my friends and have fun that
helps me be more active in school.
I am motivated and slightly pressured

because I am a slightly competitive
person but in a good way.
Mas namomotivate mag-aral dahil

kasama ko ang mga kaklase ko.
As shown in table 16, the respondents are motivated to learn
during face-to-face class as they are learning with their
classmates and friends that help them in their academic and be
more active in their classes. Also, the respondents are motivated
to learn because they are inspired by their classmates and
friends. For some respondents, they gain their motivation to
learn again after the transition to face-to-face class.
Socialization during their Face-to-Face Classes

Socialization I was able to get closer to my High Level of
teachers and classmates. Social
Interaction
I make friends with my classmates
when it is face to face.
46
I met new friends.
I also learned how to socialize with

other people. How to cooperate with
my classmates and make a new friend.
During f-t-f class, my socialization

skills improved even more, just like
participating in groupworks.
I can now interact with my teacher

and classmates personally, not
virtually.
I am happy because I am with my

friends and surrounded by great
teachers.
Mas nagkakaroon ako ng opportunity na

makinig at maka socialize sa mga
kaklase at mga guro
I enjoy learning together with my

classmates.
As shown in table 17, the respondents have a prominent level
of social interaction during face-to-face class as they are
physically present in a room together with their teachers and
classmates. The respondents improve their social skills as they
get closer to their classmates and gain new friends. Also, face-
to-face class let the respondents enjoy interacting with their
other classmates and have a group work study.
47
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusion,
and recommendation.
SUMMARY OF FINDINGS
The findings of this study show that most students preferred
face-to-face teaching-learning modality. The data also reveals
that the population of the students from different strands who
prefer face-to-face class in terms of motivation, time-management
and socialization is in equal proportions.
The most perceived difficulties and felt problems
experienced by the students during the online classes are
distraction on other application and slow internet connection.
While the least perceived difficulties and felt problems
experienced by the students are mental health issues and lack of
mastery in technology.
On the other hand, the most perceived and felt problems
experienced by the students during face-to-face class were
inadequate financial capacity. While the least perceived
difficulties and felt problems by the students is not an
effective teaching strategy.
During online class, the students have had trouble in
understanding due to distractions from other applications and
unfavorable home environment that made them not to listen to the
lecture and not being able to understand the lessons. In terms of
48
communication, students have experienced disrupted communication
due to slow internet connectivity and unfavorable home
environment that enable them not to communicate properly. On the
aspect of involvement, the students have experienced social
anxiety and low self-confidence that affects their recitation.
While on the aspect of motivation, the students lose motivation
to learn during online class they only accomplishing the task for
compliance and not being satisfied with their learnings. Then, in
terms of socialization, students have experienced lack of social
interaction as they are physically distant from each other.
On the other hand, during face-to-face class, the students
have experienced having a better understanding as they are with
teacher and classmates that can help them understand the lessons
better. In terms of communication and involvement, students have
experienced effective communication and better performance in
recitation, as they are with each other physically, they can
easily communicate and share ideas with one another. On the
aspect of motivation and socialization, as students are with each
other and having interaction, the students develop their social
skills and are motivated to learn as they are inspired by their
classmates.
CONCLUSIONS
Based on the findings of the study, it can be concluded the
following:
49
1. The transition from online classes to face-to-face
classes is effective for the students' academic
performance.
2. Students have experienced various difficulties such as
slow internet connectivity during online classes which
has a negative effect on the communication between
teachers and classmates, and on their academic
performance.
3. Students have developed social anxiety and are losing
self-confidence during online classes.
4. Face-to-face class promotes better understanding and
communication between teachers and students.
5. Students have developed their social skills and self-
confidence during face-to-face class.
6. Face-to-face class pushes students to be active in their
lecture.
RECOMMENDATIONS
Based on the findings and conclusions presented, here are
the recommendations:
1. Students. Students should make their own strategies to
effectively learn such as listening attentively while taking
notes and coping with their problems through having
consultation with their guidance counselor or any personal
psychologist. Students should also take every opportunity
they see inside the class, doing recitations and being
50
involved in group activities so they can further improve
their academic performance.
2. Teachers. Teachers should understand the difficulties of
their students during face-to-face classes, such as living
far away from school, financial problems, bullying, low
self-esteem, and social anxiety, and help them overcome it
by having consultation once or twice a month to address
their problems and difficulties.
3. School and Administrators. School and administrators should
use face-to-face class as a learning modality where their
students can learn effectively and have better academic
performance. They should improve the face-to-face classes
by providing the following:
3.1. Visual aids such as television and projectors.
3.2. Seminars for teachers about various teaching
strategies
3.3. Printed reading materials to minimize the use of
gadgets during lecture.
4. Parents. Parents should attend the Parents-Teacher
conference to be aware of their child’s classroom
performance and of the students’ school needs and provide it
for them. Also, the teachers can address the difficulties
and problems of the students that affect their academic
performance and health and tell their parents where they can
help in solving those matters.
51
5. Future Researchers. The future researchers should use
different variables that have not been used in this research
study, such as teaching strategies of teachers and coping
strategies of students, to measure the effectiveness of
face-to-face.
52
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55
APPENDIX A
LETTER TO THE SENIOR HIGH SCHOOL COORDINATOR
56
57
APPENDIX B
LETTER TO THE RESPONDENTS
Dear Respondents,
Please fill in and answer the following questions as honest
as you can. DO NOT LEAVE ANY INFORMATION AND QUESTIONS
UNANSWERED. YOUR RESPONSE IS IMPORTANT. We are responsible for
every information that they will be gathering, and
confidentiality is rest assured.
The Researchers
58
APPENDIX C
SURVEY QUESTIONNAIRE
Research Survey to Prove the Effectiveness of Transition from
Online Class to Face-To-Face Class in Learning Modalities among
the Senior High School Students of La Patria College
QUANTITATIVE SKETCH
Part I. Examining the Preferred Learning Modality of Students
through various Factors.
A. Direction: Put a check on the box of your chosen answer.
1. In what way did you learn and understand your teacher
better?
 Online Class
 Face-to-face Class
2. In which learning method do you have better communication
to your teachers and classmates?
 Online Class
3. In what learning method are you less distracted and more
focused on the lecture?
 Online Class
4. In which learning method are you more participative
(recitations and group works)?
 Online Class
59
5. For you as a student, what do you think is the most
effective way for a student to learn?
 Online Class
B. Direction: Put a check on the box of your chosen answer.
1. During online class, did you lose motivation to learn?
 Yes
 No
2. During online class, are you able to manage your time?
 Yes
 No
3. During online class, did you feel anxious to socialize?
 Yes
 No
Part II. Examining the Difficulties that Student Experienced
During Online Class and Face-to-face Class.
A. Direction: Put check in the box if you experienced the given
difficulties during online class. If none, put a check in
the box of NONE below. You can select up to 9 choices.
 Lack of Mastery in Technologies
 Less connected to the Teachers
 No access to Internet Connection
60
 Slow Internet Connection
 Distraction on the other application (e.g., Facebook,
TikTok)
 Unfavorable Home Environment
 Mental Health Issues
B. Direction: Put check in the box if you experienced the given
difficulties during face-to-face class. If none, put a check
in the box of NONE below. You can select up to 9 choices.
 Not Effective Teaching Strategy
 Time Management
 Less Concentration due to Peers
 Social Interaction
 Coping with the Lesson
 Inadequate Financial Capacity
 Low Self-esteem
 Living far from school
QUALITATIVE SKETCH
PART III. Effectiveness of Transition from Online Class to Face-
to-Face Class
Essay. Direction: Read and analyze the question given and
answer it honestly and concisely. Limit your answer to 3-8
sentences.
1. Do you think the transition from online class to face-
to-face class is effective?
61
1.1. If “yes,” why?
1.2. If “no,” why?
62
APPENDIX D
CURRICULUM VITAE
Name: Ellen Russ Y. Calamug
Address: Kiling, Alfonso Lista, Ifugao

Contact No.: 0938-980-5738
Email: ellenrussycalamug@gmail.com
PERSONAL INFORMATION
DATE OF BIRTHDAY : September 19, 2004
PLACE OF BIRTH : Kiling Alfonso Lista Ifugao
AGE : 18
NATIONALIY : Filipino
RELIGION : Pentecost
HEIGHT : 5’1
WEIGHT : 47
CIVIL STATUS : Single
DIALECT SPOKEN : Tagalog, Ilocano, English
EDUCATIONAL BACKGROUND
 SENIOR SCEONDARY/ HIGH SCHOOL
SCHOOL ADDRESS : La Patria Collee, Calao West, Santiago City
YEAR ATTENDED : 2021 - Present
 JUNIOR SECONDARY/ HIGH SCHOOL
SCHOOL ADDRESS : Caragasan National High School, Alfonso
Lista,Ifugao
YEAR ATTENDED : 2017 - 2021
 PRIMARY/ ELEMENTARY
SCHOOL ADDRESS : Kiling Elementary School, Alfonso Lista,
Ifugao
63
Name: Reu Ellakim B. Corpuz
Address: Molave Homes Subdivision, Patul, Santiago City

Contact No.: 0997-548-8711
Email: reuellakimcorpuz@gmail.com
DATE OF BIRTH : June 2, 2005
PLACE OF BIRTH : Tayug, Pangasinan
AGE : 17
RELIGION : Born Again Christian
HEIGHT : 5’1
WEIGHT : 62
SCHOOL ADDRESS : La Patria College, Calao West, Santiago
City
SCHOOL ADDRESS : Santiago City National High School,
Calaocan,
Santiago City
SCHOOL ADDRESS : Santiago North Central School, Calao West,
Santiago City
YEAR ATTENDED : 2013 – 2017
64
65
Name: Ma. Clarisse Neri D. Cuaresma
Address: Purok-3, Pascual Street, Buenavista, Santiago City

Contact No.: 0905-6910-940
Email: arissecuaresma@gmail.com
DATE OF BIRTH : March 12, 2005
PLACE OF BIRTH : Buenavista, Santiago City
AGE : 18
RELIGION : World Mission Society Church of God
HEIGHT : 4’11
WEIGHT : 45
City
SCHOOL ADDRESS : Santiago City National High School,
Calaocan,
Santiago City
SCHOOL ADDRESS : Buenavista Elementary School, Buenavista,
Santiago City
66
Name: Ruby Jean A. Domingo
Address: Purok 2 Usol, Jones, Isabela

Contact No.: 0935-546-7859
Email: domingorubyjean09@gmail.com
DATE OF BIRTH : January 27, 2005
PLACE OF BIRTH : Manila
AGE : 18
RELIGION : Roman Catholic
HEIGHT : 5’
WEIGHT : 45
DIALECT SPOKEN : Tagalog, English
SCHOOL ADDRESS : La Patria Collee, Calao West, Santiago City
SCHOOL ADDRESS : Dibuluan National High School, Jones
Isabela
SCHOOL ADDRESS : Nagotgot Elementary School, Manito, Albay
YEAR ATTENDED : 2016 – 2017
Name: Jordan Crei G. Fernandez
67
Address: Turod Sur, Cordon, Isabela
Contact No.: 0919-664-4238
Email: jordancreif@gmail.com
DATE OF BIRTH : February 10, 2005
PLACE OF BIRTH : Quezon, Cordon, Isabela
AGE : 18
RELIGION : Born Again
HEIGHT : 5’2
WEIGHT : 52
DIALECT SPOKEN : Tagalog, English
SCHOOL ADDRESS : La Patria Collee, Calao West, Santiago
City
SCHOOL ADDRESS : St. John Berchmans High School, Cordon
Isabela
SCHOOL ADDRESS : Turod Sur Elementary School, Cordon, Isabela
68
Name: Paulyne Grace B. Soriano
Address: Purok-2, Baldonado Street, Rizal, Santiago City

Contact No.: 0919-2125-001
Email: sorianopaulynegrace@gmail.com
DATE OF BIRTH : December 29, 2005
PLACE OF BIRTH : Rizal, Santiago City
AGE : 17
RELIGION : Roman Catholic
HEIGHT : 5’3
WEIGHT : 68
City
SCHOOL ADDRESS : Rizal National High School, Rizal, Santiago
City
SCHOOL ADDRESS : San Andres Elementary School, San Andres,
Santiago City
69

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THE EFFECTIVENESS OF TRANSITION FROM ONLINE CLASS TO FACE-TO-FACE

CLASS IN LEARNING MODALITIES AMONG SENIOR HIGH SCHOOL STUDENTS OF

A Practical Research Presented to the

In Partial Fulfilment of the Requirements in

This is to certify that this study entitled “The Effectiveness

MELODY S. MOYONGAN, LPT MARIAN V. CABAUATAN, LPT

Accepted and approved in partial fulfilment of the

AISEN FAITH C. MARRERO, LPT, MPA

The researcher acknowledges and thanks the following:

The researchers simply want to thank God for allowing them

the chance to carry out this study.

The researchers would like to express their profound

gratitude to their research advisers, Sir Benjie Sisalvo and

Ma'am Melody Moyongan, for their assistance in completing this

study. The researchers also appreciate their patience and

compassion, to be their student was an enormous honor and

The researcher also wants to thank Sir Melvin Estolero, the

Senior High School Coordinator, and Ma’am Aisen Faith C. Marrero,

LPT, MPA, Senior High School Principal for allowing them to

conduct this study at La Patria College.

Gratitude and appreciation are also given to the survey

respondents, who voluntarily contributed with their full

cooperation, enabling the research study to be completed

successfully and contributing their time and knowledge.

Finally, researchers want to thank their parents for their

financial consideration and unwavering support during the study's

completion. Also, they are grateful for their words of support

during the late-night hours spent conducting the research.

Primarily, the researchers wholeheartedly dedicate this

piece of work to God;

To their beloved parents who have been the source of

inspiration and strength;

To their Research Adviser Ma’am Melody S. Moyongan, who gave

her tremendous effort, support, patience, and guidance throughout

Name of Institution: La Patria College

This study is conducted to prove the effectiveness of the

transition from online class to face-to-face class. This study

was conducted at La Patria College, Santiago City, with sixty

HUMSS, and STEM strand. The respondents are selected through

stratified random sampling. This study used descriptive and

phenomenological research methods, which describe the situation

and experiences of the students during online and face-to-face

classes. The researcher used survey questionnaire as a method of

data collection. The treatment of data use is chi square

goodness-of-fit test, frequency distribution, and thematic

APPROVAL SHEET . . .. . . . . . . . . . . . . . . . . . .ii

LIST OF TABLES . . . . . . . . . . . . . . . . . . . . viii

CHAPTER I. THE PROBLEM AND ITS BACKGROUND

Statement of the Problem . . . . . . . . . . . . . 6

Scope and Delimitation .. . . . . . . . . . . . . . . 7

Significance of the Study . . . . . . . . . . . . . .8

CHAPTER II. REVIEW OF RELATED LITERATURE AND STUDIES

Online Learning . . . . . . . . . . . . . . . . . . .11

Difficulties in Online Class .. . . . . . . . . . . 13

Traditional Learning . . . . . . . . . . . .. . . ..17

Effectiveness of Face-to-face Class . . . . . . . . .18

CHAPTER III. RESEARCH METHODOLOGY

Research Locale . . . . . . . . . . . . . . . . . .23