“The Impacts Of The Sudden Change Of Modality From

Online Class To Limited Face To Face Of Grade 11 STEM

Students of SPCBA SY 2022-2023”
Group Members:
Santiago, Iseyah Gabriel S.
Manalili Jr., Jayson Buan
Anciano, Rafael
Grajo, Christianne Dominique
 Table of Contents
Chapter 1

Introduction .................................................................................................6

Background of the Study .............................................................................7

Statement of the Problem ............................................................................8 - 9

Research Objectives ....................................................................................10

Conceptual Framework ...............................................................................11 - 12

Theoretical Framework ................................................................................13 - 14

Scope and Limitation ....................................................................................15

Hypothesis .....................................................................................................16

Significance of the Study ..............................................................................17

Definition of Terms ..................................................................................... 18 - 19

Chapter 2

Review of Related Literature ...................................................................... 22 - 31

Chapter 3
Methodology ................................................................................................. 33 - 39
CHAPTER 1
1.1 Introduction
The Covid-19 epidemic began in Wuhan, China, in December 2019, and it quickly
spread over the world in the following months. Every aspect of life was impacted by the
pandemic, including schooling. To continue the learning process in a safe and secure way,
DepEd announced online classes. Within days, every university, including medical schools,
switched to an online modality. The way that medical institutions teach their students has
altered as a result of the unanticipated shift from traditional learning to an entirely online
learning environment. Students today are exposed to online textbooks and modules with
video lectures and online examinations. However, after three years of online classes, many
schools suddenly and unexpectedly switched to limited face–to–face classes for the school
year 2022–2023, and of course, many students and teachers will have to get used to the
abrupt change. The purpose of our research study is to determine the impact of the abrupt
switch from online to limited face–to–face classes.
1.2 Background of the study
The purpose of this study was to acquire more information regarding the new educational
framework that applies to this environment. It is unprecedented that the global COVID-19
pandemic has crippled so many social and economic sectors, including higher education
(Tamrat 2020; Rahiem 2021).

After carefully examining the steps taken by 20 countries worldwide, Crawford et al. (2020)
discovered that universities have reacted differently to the terrifying threats posed by COVID-
19. The responses varied depending on the political structures and student body. However,
until recently, the pandemic prevented students from attending their colleges and universities,
making it necessary to deliver classes via various electronic platforms. This complete shift to
online learning was a novel experience that presented unexpected difficulties for students,
teachers, and administrators (Mohmmed et al.,2020).
1.3 Statement of the Problem

This research entitled “The Impacts Of The Sudden Change Of Modality From
Online Class To Limited Face To Face Of Grade 11 STEM Students of SPCBA SY
2022-2023” is focused on the effects of the unforeseen change from online classes to
face-to-face classes. In particular, this study aims to answer the following questions:
1. Are the students comfortable with face-to-face classes?
2. What are the occurring problems in face-to-face classes
that might prevent students from maximizing their capability?
3. Are the students prepared for their safety on their way to the
school, inside the school, and until they go back home?
4. How will the limited face-to-face classes provide a new learning sequence?
5. What are their perspectives on modular distance learning to face-to-face class?
6. In view of the sudden change, what values and lessons in life have students learned
through modular, online, and remote education?
1.4 Research Objectives
- To determine the changes in students' capability due to the change of learning style.
- Eliminate the disadvantages of limited face-to-face classes for Grade 11 STEM
students.
- Improve the face-to-face classes with the use of students' perspectives that are
lacking or what gives them a hard time.
- To address the disadvantages of face-to-face classes that prevent students from
attending.
- To identify the students' perceptions on modular distance learning in this
widespread shift from face-to-face classes to online learning.
- To gain understanding of the knowledge gained and importance in life of the
students through modular, online, and remote education.
1.5 Conceptual Framework
Sudden Change of Modality can be defined as the following, “Sudden Change of
Modality transform in many sectors of global community, that turn the world upside
down, everything that has been impacted not excluding the change in our learning
modality, the sudden transition due to COVID-19 in developing countries has been
exposed some inequalities and challenge as well as the benefits. These inequalities are
how considered as the new realities in the education sections. This may represent as the
significant and promising potential to improve a student's capability of multitasking. The
principles of the online learning model and learning outcomes should be rigorously and
regularly evaluated to monitor the progress and effectiveness of new learning system
changes and adaptation in the impact of the sudden change of modality from online class
to limited face to face of GRADE 11 STEM students of SPCBA SY 2022-20023
1.6 Theoretical Framework

Due to the ability for students to complete their course work asynchronously
without traveling to a campus or being physically present in a classroom, online learning
also began to gain popularity during the 1990s (Nortvig et al., 2018; Jones, 2019). It's
also crucial to remember that academic officials believed online education could take the
role of in-person instruction because it offered students an affordable alternative. Due to
this, there was a greater drive to expand the number of online course offerings in the
mid-1990s (Schaber et al., 2010).
 Despite better attempts since studying was mostly a passive activity, online
education was not as successful as anticipated to introduce new courses (Schaber et al.,
2010; Jones, 2019). A third approach to education, referred to as blended learning, has
become increasingly popular among educators and academics over time. This strategy
promises to combine the greatest features of many technologies, web-based applications,
and learning theories (online and traditional face-to-face system). According to research,
combining on-campus and online work can be more beneficial and more productive than
using either one or the other (Haijian et al., 2011; Jones, 2019). Due to the fact that it
enables them to be incorporated into in-person training on, blended learning has the
ability to provide extra opportunities on a regular basis (Alijani et al., 2014; Jones, 2019)
while giving them much needed flexibility to progress at their own pace.
1.7 Scope and Delimitations
This study examined the effects of a sudden shift in the learning styles of a
population of STEM students. This research was done throughout the 2022–2023
academic year. Determine the changes in the learner's capabilities as a result of the face-
to-face interaction and provide assistance for the disadvantages. The focus of the study
was on the reactions of the chosen pupils. The study will only include senior high school
students from SPCBA High School. The research will cover all eleventh-grade students
enrolled in STEM courses via modular online education then change to face-to-face
classes. This study aims to get a deeper knowledge of how the pandemic has affected
students, what obstacles teachers and parents have found in implementing modular
distance learning, and what students have benefited from this educational approach. The
survey no longer focuses on how much students dislike their lecturers.
1.8 Hypothesis

H0: There is no significant impact of the Sudden Change Of Modality on the

students of Grade 11 STEM SPCBA SY 2022-2023 from the significant difference
between Online classes and face-to-face classes.
1.9 Significance of the Study
Owing to the lack of research on hybrid and blended learning, this study has the potential
to advance academic understanding and have several practical implications. When it comes to
implementing hybrid learning during a pandemic and when we return to "any degree of
normalcy" in the time we call a post-vaccine and post-pandemic environment, the findings of
this research may be able to assist;
Students - Students will benefit from this study because they will be able to know which
modality they prefer or which modality they are most comfortable.
Educational institutions - Teachers will benefit from this because they will understand the
perspective of a student on face to face modality, and the effects of the change in modality. It
will help them on how to better teach their students with different preferences of modality.
Future researchers - Future researchers will be able to benefit from this because the results of
this study will allow them to bring out the students' potential.
1.10 Definition of Terms
1. Modality- The manner in which something exists, is experienced, or is
communicated.
2. Unforeseen - insurance as a precaution against the occurrence of unanticipated
events
3. Productive - either the act of producing a great number of items, crops, or other
commodities or the capacity to do so successfully.
4. Perspective - a particular point of view; a disposition or mode of thinking towards
something.
5. Asynchronous - of two or more things or actions) that are not existing or taking
place at the same time
6. Implementation - implement (a decision, plan, agreement, etc). (a decision, plan,
agreement, etc.).
7. Social Segregation - When there are few opportunities for people of different
socioeconomic classes in a city to interact with those who are different from them, this
can lead to social isolation among the people of those different classes.
8. Institution - a well-established custom, norm, or regulation.
9. Alternative - an alternate possibility that may be pursued with relation to one or more
items.
10. Pedagogy - the method and practice of teaching, especially as an academic subject or
theoretical concept.
11. Autonomous - having the freedom to govern itself or control its own affairs.
12. Autodidactic - relating to or being a person who learns or has learned a subject
without the benefit of a teacher or formal education.
13. Alienated - experiencing or inducing feelings of isolation or estrangement.
CHAPTER 2
Review of Related Literature (RRL)

This chapter details the researchers' rigorous and in-depth search, which included
linked literature, related studies, and synthesis. It gives the researchers context to better
understand and interpret the study. The references were from previous researchers and
authors' works as well as published research publications that were thought to be useful
in carrying out the present investigation.
Comparison of Performance in Different Modality

According to Little, P., & Jones, B. (2020, June 30), Students performed better in
hybrid and online classes than in face-to-face classes. This is due to the indifference in
performance by males in the three delivery methods. The only noticeable difference between
genders was in the online section, where females performed better than males. Additional data
are needed such as surveys of student preferences and learning styles.
Impact of Switching to Virtual Education on University Professors and Students’ Performance and Emotional Health

According to Hernández-Coló, M. R., & Hernández, X. Teachers and students used

different technology tools since before the pandemic. 25% of each group did not use
them at all to carry out both personal and academic activity. The study was able to
identify some positive and negative elements the change of modality has brought along
with it.
Negative Impacts From the Shift to Online Learning

Academic difficulties that students experience in online education are caused by a variety
of factors. Learning requires a greater degree of autonomy from learners than in-person
courses, which may be difficult for students who struggle academically or are enrolled in
non-traditional program trajectories. Students who take online courses may feel alienated
and disconnected from a learning community due to the lack of face-to-face interaction.
Effects of Online Self-Regulated Learning on Learning Ineffectiveness

According to (Mustajab et al., 2020), COVID-19 has had a destructive impact on the
field of society, culture, religion, economy and education all over the world. Offline
teaching activities in schools have been suspended and replaced with online education.
Online learning is based on open and distributed learning, without the limitations of
place, time, and materials. It gives learners more autonomy in their online self regulated
learning (SRL). SRL is a process that is initiated by learners to control their own
learning. The results found that in each of the three stages of online SRL female students
performed better than male students.
LOCAL
Difficulties in Remote Learning

UNICEF says the closure of schools and universities has affected 1.5 billion students around
the world. Students in the Philippines exhibit a digital divide when it comes to distance
learning. According to the findings of a cross-sectional study, only 32 and 22 percent of the
3,6700 Filipino medical students were female. Despite efforts to make education more
accessible, it is difficult for university students in the Philippines to pursue education through
distance learning. Although the international community has been tasked with developing
immediate measures to sustain education efforts (UNESCO, 2020), this does not account for
the problems that are specific to individual students.
An Effective Blended Online Teaching And Learning Strategy

According to (Darabi and Jin, 2013; Seery and Donnelly, 2012; Seery, 2013), the blended
online learning strategy is thought to be the most feasible to implement because it combines
the benefits of synchronous and asynchronous strategies. A blended strategy's primary goal is
to encourage students to participate in their own learning rather than remaining silent during
synchronous discussions. The cognitive load theory states that novice learners quickly become
overwhelmed by a large number of new concepts and terms and resort to surface learning.
The "flipped classroom" methodology is a form of active learning (Bergmann and Sams, 2012;
Olakanmi, 2017). Pre-class activities such as viewing short, pre-recorded lecture videos
replace traditional lecture and homework in this learning approach. To reinforce the topics
covered in class, examples of problem-solving, interactive activities, and in-depth discussions
are used (Pienta, 2016; Rau et al., 2017). However, in the traditional flipped classroom,
synchronous online class sessions (also known as "virtual classrooms") replaced traditional
face-to-face classes to engage students in guided problem-solving discussions and activities.
Coaching Was Provided To Teacher In The Philippines

ICF Philippines Chapter presented teachers with the Gift of Coaching to support them mentally
and professionally. Due to unreliable internet, the majority of schools and universities in the
Philippines utilize traditional classrooms. This is the greatest obstacle teachers have faced
since passing their certification exams. Twenty teachers who required coaching were paired
with twenty ICF Philippines volunteers.
CHAPTER 3
Research Design & Methodology

The researchers collected data by using an alternative internet platform to answer the questionnaires, which

was Google Forms. The researchers then compiled all of the responses to each question to develop a final output to

be used. As for the researchers population and sampling, The researchers conducted a survey of 10 randomly selected

Grade 11 students from age 15 years or older. They were chosen as survey participants because their birth year falls

within the sudden changes modality of online learning to face-to-face. The researchers then utilized Simple

Random Sampling to guarantee they collected a representative and equal sample of respondents and data for the

study.
Research Method & Technique Used

The study uses a descriptive research methodology and is quantitative in character. An organized, objective,

systematic way of gathering data on variables is the descriptive research plan. It is used to collect information in

order to carry out a methodical analysis and description of the variables (Lamar 2005). The research method to this

study is conducted by survey method and we use the random sampling method. A survey is a quantitative research

method that examines the effects of a sudden shift in the way children learn. The gathered data is statistically

examined. As the main goal of the study is to determine the effects of the abrupt switch from online classes to limited

face-to-face interactions with students, this design will be used

Research Instrument

The data-gathering technique took into consideration two parts: demographic data surveys.

Part I: The Demographic Data Survey is a survey of demographic data.

The instrument, which was developed by the researchers, contains the subject's demographic information, which

includes gender, age, school, and educational attainment.

Part II: The data questionnaire about the sudden changes modality of online learning to face-to-face.

The instrument that the researchers developed through an Online survey may be designed in such a way to collect their

sudden changes modality of online learning face-to-face. It is possible to find questionnaires about sudden changes from

quickly going back through the survey. A Likert scale is a ranked scale on which respondents select the option that most

closely matches their perspective. It is frequently used to ascertain respondents' attitudes by eliciting responses such as

Strongly agree, agree, strongly disagree and disagree in response to a specific question or statement.
Data Collection

They used Gforms (Google forms) to conduct surveys to have an understanding of what are the effects of the sudden

change of learning style on Stem students in class 101. The researchers formed a survey consisting of 10 questions to

ask the participants what their preferred learning styles were.

Constructed
Data Gathering Procedures

A survey will be used to employ a quantitative approach in addressing the objectives of the study. Criterion sampling

will be used in order to assure that the respondents are eligible to answer the questions in the research instrument.

The respondents will be selected based on the following criteria. The questionnaires will be distributed to the Grade

11 Stem students of San Pedro College of Business Administration after being approved by the professor. Thus their

corresponding answer to the question is kept by the agreement of the respondents and the researchers. The data

gathered will be organized and tabulated according to the result of the statistical treatment done.