Republic of the Philippines

JOSE RIZAL MEMORIAL STATE UNIVERSITY

The Premier University in the Province of Zamboanga del Norte
Dipolog Campus
SENIOR HIGH SCHOOL, DEPARTMENT
Dipolog City, Zamboanga del Norte

CAPSTONE RESEARCH

FACTORS THAT AFFECT STUDENTS ACADEMIC

PERFORMANCE IN THE NEW NORMAL SETTING OF
EDUCATION IN JRMSU DIPOLOG SENIOR HIGH
SCHOOL

VANESSA MAWILE
INSTRUCTOR

Moradilla, Ayn Carlo A.

Retes, Charles II
Refugio, Quince M.
CHAPTER 1

Introduction
The new normal setting of education or also called as blended learning is a
combination of both online and offline learning methodologies with the use of
technology. Online is when the students study with their teacher and classmates
through an application that uses a webcam while offline is when the teacher
provides the students with the lesson, seatwork or assignment that they can finish
at their own pace, within the deadline. According to Siemens et al. (2015), online
learning means “a form of distance education where technology mediates the
learning process, teaching is delivered completely using the Internet. Distance
learning has supported people who have difficulty attending classes, students
learning from distant locations were given instructions, assignments, and feedback
through correspondence methods, typically through the mail (Holmberg, 2005).
However, the implementation of online learning posed different risks, problems
and challenges to the students, especially in the higher education institutions
(HEIs) (Bao,2020). Challenges arose due to the impact of physical distance
between the instructor and the students, adaptations resulting from the necessity of
using technology for communicating with students, workload and time
management issues, and the ongoing need to collect a variety of assessment data
and provide feedback.

This school year, there are many factors affecting student performance
pertain to the student’s environment, family status and new teaching methods. The
student’s situation at home is a greater factor than ever before now that students
are spending more time at home and often learning remotely. Many students who
may have been successful in prior academic settings, might be struggling with new
hybrid and online teaching environments. The lack of social interaction with
classmates is real. Technology challenges are real. However, these are challenges
being experienced by nearly every single school across the globe.

In the Philippines, switching from traditional classroom and face to face

instructor training to computer-based training in a virtual classroom makes the
learning experience entirely different for students. The sudden shift to online
learning created a hot debate in the Philippines citing the poor living conditions of
the learners. Magsambol (2020) cites an obvious gap between those who can and
cannot afford the resources to avail the new education platform. Lack of interest
are also huge factor affects the participation of students to the new normal setting
education. However, learning cannot be cancelled as much as to drive the
economy. This led to a tighter measure for education institutions in sustaining its
operations despite the impending risk.

This research focused on the factors that affect student academic

performance in the new normal setting education in JRMSU Dipolog Senior High
School. This study also aims to flaunt the different factors that influence their
academic performance during this new way of learning. The mentioned problems
above are some challenges that many students experienced not only in the
Philippines but also the whole world. If this issue will continue over the time,
many students will suffer in coping up the new normal setting education. Because
of this existing issue, the researchers conducted this study because the researchers
want to know the factors that affect student academic performance in the midst of
online learning curriculum. And also to see a better picture on how we can provide
a solution for this dilemma.

Theoretical and Conceptual Framework

Cognitive Learning Theory

The cognitive learning theory looks at the way people think. Mental

processes are an important part in understanding how we learn. The cognitive
theory understands that learners can be influenced by both internal and external
elements. Plato and Descartes are two of the first philosophers that focused on
cognition and how we as human beings think. Many other researchers looked
deeper into the idea of how we think, spurring more research. Jean Piaget is a
highly important figure in the field of cognitive psychology, and his work focuses
on environments and internal structures and how they impact learning. The
cognitive theory has developed over time, breaking off into sub-theories that focus
on unique elements of learning and understanding. At the most basic level, the
cognitive theory suggests that internal thoughts and external forces are both an
important part of the cognitive process. And as students understand how their
thinking impacts their learning and behavior, they are able to have more control
over it. 

The cognitive learning theory impacts students because their understanding

of their thought process can help them learn. Teachers can give students
opportunities to ask questions, to fail, and think out loud. These strategies can help
students understand how their thought process works, and utilize this knowledge to
construct better learning opportunities.
Constructivism Learning Theory

The constructivism learning theory is based on the idea that students actually

create their own learning based on their previous experience. Students take what
they are being taught and add it to their previous knowledge and experiences,
creating a unique reality that is just for them. This learning theory focuses on
learning as an active process, personal and unique for each student. 

Teachers can utilize constructivism to help understand that each student will bring
their own past to the classroom every day. Teachers in constructivist classrooms
act as more of a guide to helping students create their own learning and
understanding. They help them create their own process and reality based on their
own past. This is crucial to helping many kinds of students take their own
experiences and include them in their learning.

A recent study performed by Sunal et al. (2003) analyzed a body of research

on best practice asynchronous or synchronous online instruction in higher
education. The study indicated that online learning is viable and resulted in the
identification of potential best practices.

Most studies on student behavior were found to be anecdotal and are not
evidence based. Researchers today are concerned with exploring student behavior
and attitudes towards online learning. The evaluation of behavior and attitude
factor is not well developed and scarce. Motivated by the need for more concrete
and accurate evaluation tools, we identified six important factors that may be used
to better understand student behavior towards online learning. These factor which
we shall refer to as the dimension to online learning are affect, perception of
course, perceived learning outcome, attitude, intrinsic motivation and extrinsic
motivation.

Affect refers to an individual’s feeling of joy, elation, pleasure, depression,

distaste, discontentment, or hatred with respect to particular behavior (Triandis,
1979). In previous studies, the student’s perceptions of using technology as part of
the course learning process was found to be mixed (Piacciano, 2002, Kum, 1999).
Some students were uncomfortable with the student-centered nature of the course
and were put-off by the increased demands of the computer-based instruction,
which reduced student engagement in the course and led to a decline in student
success (Lowell, 2001). Perceived learning is defined as the observed result in
connection with the use of learning tools. Perceived learning outcomes was
measure with three items: 1.) performance improvement; 2) grade benefit; 3)
meeting learning needs. Most of the online literature concentrates on students and
instructor attitude towards online learning.

Blended Learning

A survey has to carried out prior to the selection of learning modality to be

used. Taking the current situation in the country as rank 104 among 160 countries
in internet connectivity. Salac & Kim (2020) admit that the internet infrastructures
are behind the developing countries in Asia. It is also a fact that not all students
have access to internet and technology. Since the learning modality entails the of
internet connection, situation presses for a blended approach, a combination of
asynchronous (offline) and synchronous (online).

For Shank (2020), the use of synchronous sessions can be recorded as part of
asynchronous model. This allows the student to access the recording at any time
during their independent learning hours. In the study conducted by Perveen (2016)
in Pakistan among 1025 undergraduate students, it was found that the
asynchronous learning was quite beneficial for second language learners with
scaffolding by synchronous sessions. The author suggests for a blended approach
as an ideal model for e-learning.

This is a clear statement on the flow of the learning delivery mode in the
new normal. Private basic education institutions have an option on the teaching and
learning modality. Since DLE is encouraged, the online teaching is the most
feasible option. However, not all academic institutions are prepared and have the
resources to adopt the online teaching. Thus, the blended approach, a combination
of synchronous and asynchronous teaching and learning modality, is the option of
most private basic education institutions. Lawless (2019) described blended
approach as a learning modality that combines online learning where there is an
interaction between teachers and students using specific platform and offline
leaning wherein students are given time to work on various performance task at
their own pace.

Conventional flipped classes & Online flipped classrooms

Two conventional flipped classes in the Faculty of Education are transformed into
online flipped classrooms. Students in both the online and flipped classes
participated in the online pre-class activity asynchronously using a learning
management system. However, students in the online flipped classes joined the
online in-class learning synchronously using a video conferencing app whereas
their counterparts in the conventional flipped classes attended face-to-face classes.
The online flipped courses were designed using the 5E conceptual framework and
used a cloud-based video conferencing app. We used the Zoom application after
careful consideration of many different videoconferencing platforms.
The 5E framework consists of five phases—Engage, Explore, Explain, Elaborate,
and Evaluate (Bybee et al. 2006).

Engage—The first phase aims to engage students in the learning process. Methods
to engage students usually include using a real-world scenario, or problem, asking
students questions that allow them to brainstorm or think critically, and helping
them to create connections to their past experiences.

Explore—In the exploration phase, the teacher, who works as a facilitator or coach,
gives the students time and opportunity to explore the content and construct their
own understanding of the topic at hand.

Explain—This phase starts with students attempting to explain specific aspects of

the engagement and exploration experiences. Based on these explanations, the
teacher introduces terminology in a direct and explicit manner to facilitate concept
building.

Elaborate—In this phase, the teacher provided more detailed information about the
subject content through the use of mini lectures and/or whole class discussions.
Students are also given the opportunity to apply what they have learned and
receive feedback from the teacher and their peers.

Evaluate—Formative assessments (e.g., quizzes) can be used to evaluate students’

mastery of the subject material at the beginning and throughout the 5E phases, and
teachers can complete a summative assessment after the elaboration phase (e.g.,
final exams).
 Due to the stand theories, the researchers will proceed with a study that

further analyses and investigate the theories, specifically the factors that affect

students’ academic performances in new normal setting of education.

The schema of this study is shown in figure 1. As presented in the figure, the

first box includes factors that affects student’s academic performance in the new

setting of education, the independent variable of the study. The first box connects

to three sub boxes which represents how the new normal setting of education really

affects the student’s academic performance. The current study aims to know the

effects of the new setting of education in line with the pandemic we’re facing right

now, to student’s academic performance.

Independent Variable . Dependent Variable

FACTORS AFFECTING FACTORS AFFECTING

STUDENT’S ACADEMIC
STUDENT’S ACADEMIC PERFORMANCE IN TERMS
OF:
PERFORMANCE IN THE
*MENTAL HEALTH
NEW NORMAL SETTING *PHYSICAL HEALTH
*EMOTIONAL HEALTH
OF EDUCATION *RELATIONSHIP TO THE
FAMILY AND FRIENDS

PROFILE OF THE
RESPONDENTS
NAME:
SEX:
YEAR LEVEL:
STRAND:
SOCIAL STATUS:

Intervening Variable

Figure 1. Schematic Diagram of the Study.

Statement of the problem

This study will investigate and look into the factors that affect student’s

academic performance in line with the new normal setting of education. And it

seeks to get an answer to the following questions:

1. What are the common factor affecting student’s academic performance?

2. What could be the reason that the students were having hard times in this

blended learning modality?

3. What are the effects of the new normal setting of education to the student’s

learning?

Significance of the study

The researchers aim to widen their knowledge with regards to the factors

that affect student’s academic performance in the new normal setting of education.

This research study will give benefits to the following:

Parents. This research is intended for the parents who’s also having hard time in

line with this new setting of education.

Students. This research study will give benefits to the students, for they are able to

express their hardships and experiences towards the new normal setting of

education.

Teachers & School. This research is conducted to indicate and give awareness to

the teacher as well as to the school what is the current situation of student’s

academic performances in this new setting of education.

Future Researcher. This research aims to help the future researcher to explore

more about this study and continue to conduct a research about this problem

Scope and Limitations of the Study

The researchers aim to determine the factors that affect student’s academic

performance in the new setting of education within the year 2020 and 2021. They

will also identify the target people who are able to answer their questions. The

qualitative method will be used to conduct this study.

 Respondents will answer the questionnaires prepared by the researcher that

will be given to them through online survey. The factors that affects student’s

academic performance in the new setting of education will be addressed through

the researcher's prepared questionnaires.

Definition of Terms

Synchronous Learning. refers to a learning event in which a group of students

are engaging in learning at the same time.

Asynchronous Learning. it is a general term used to describe forms of

education, instruction, and learning that do not occur in the same place or at

the same time.

Spurring. to incite to action or accelerated growth or development 

Elation.  the quality or state of being filled with joy or pride.

Distaste. mild dislike or aversion.

Discontentment. lack of satisfaction with one's possessions, status, or situation

: lack of contentment
Scarce.  deficient in quantity or number compared with the demand: not

plentiful or abundant

Intrinsic Motivation. it is the act of doing something without any obvious

external rewards. You do it because it's enjoyable and interesting, rather than

because of an outside incentive or pressure to do it, such as a reward or

deadline.

Extrinsic Motivation. is defined as a motivation to participate in an activity

based on meeting an external goal, garnering praise and approval, winning a

competition, or receiving an award or payment. 

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

Introduction
A number of studies have been carried out to identify and analyse the

numerous factors that affect students’ academic performance in various centres of

learning. Their findings identify students’ effort, previous schooling (Siegfried

&Fels, 1979; Anderson & Benjamin, 1994), parents’ education, family income

(Devadoss& Foltz, 1996), self-motivation, age of student, learning preferences

(Aripin, Mahmood, Rohaizad, Yeop, &Anuar, 2008), class attendance (Romer,

1993), and entry qualifications as factors that have a significant effect on the

students’ academic performance in various settings.

Parent involvement is another factor that has been consistently related to a

child’s increased academic performance (Hara& Burke, 1998; Hill & Craft, 2003;

Marcon, 1999; Stevenson & Baker, 1987). While this relation between Parent

involvement and a student’s academic performance is well established. This

chapter covered the literature on the factors affecting students’ academic

performance. Therefore, the chapter covers how communication skill affect

student’s academic performance, how status of teaching/learning facilities affect

student’s academic performance and how guidance and counseling services affect

students’ academic performance.

The Concept of Ordinary Secondary Education

This is the third level education in which the students are enrolled after

successful completion of seven of Primary Education. Students shall spend four

years of studies 10 in Ordinary Secondary Education. In Tanzania Ordinary

Secondary Education is provided by both the public sector and private sector.

Aims and Objectives of Secondary Education

Ministry of Education and Vocational Training (2007) outlined seven

objectives of secondary education in Tanzania as follow: to consolidate and

broaden the scope of baseline ideas, knowledge, skills and principles acquired and

developed at the primary level; to enhance further development and appreciation of

national unity, identity and ethic, personal integrity, respect for and readiness to

work, human rights, cultural and moral values, customs, traditions and civic

responsibilities and obligations; to promote the development of competency in

linguistics ability and effective use of communication skills in Kiswahili and in at

least one foreign language; to provide opportunities for the acquisition of

knowledge, skills, attitudes and understanding in prescribed or selected fields of

study; to prepare students for tertiary and higher education, vocational, technical
and professional training; to 11 inculcate a sense and ability for self –study, self-

confidence and self-advancement in new frontiers of science and technology,

academic and occupational knowledge and skills; and to prepare students to join

the world of work.

Importance of having Ordinary Secondary Schools

The Government of Tanzania saw the importance of developing secondary

schools as an entry point to producing citizens who can compete in free market

economy. In spite of the effort made by the Government through PEDP and SEDP

there is a increase rate from primary schools to secondary schools, still there is a

problem in quality of education provided to the students. The evidence is shown by

the decline in the students’ academic performance. According to Galabawa et al

(2008) there is deterioration of secondary education in community schools in

Tanzania since there is poor system of controlling supply of text books used in

schools, poor method of instruction that fosters rote learning, lack or absence of

libraries and laboratories in schools. Therefore, analysis of secondary school

learning environment may help to identify specific issues related to learning

environment to students that need to be addressed to improve academic

performance of students in ordinary certificate examinations.

Theoretical Literature Review

A review of prior, relevant literature is an essential feature of any academic

project, an effective review creates a firm foundation for advancing knowledge. It

facilitates theory development, closes areas where a plethora of research exists, and

uncovers areas where research is needed (Webner& Watson, 2002).

The Role of English Command/Capacity in Influencing Students’ Academic

Performance in Secondary School

Many researchers have been done discussing the different factors that affect

the students’ academic performance. There are two types of factors that affect the

students’ academic performance which show that internal and external classroom

factors are strongly affecting the students’ performance.

Internal classroom factors include students’ competence in English, class

schedules, class size, English text books, class test results, learning facilities,

homework, environment of the class, complexity of the course material, teachers’

role in the class, technology used in the class and examinations system.

External classroom factors include extracurricular activities, family problems,

work and financial, social and other problems. Research studies show that
students’ performance depends on many factors such as learning facilities, age and

gender differences and many other factors that can affect student performance.

One of the first studies in the area of language in education in Tanzania was

established by Mvungi (1974). The study demonstrated the importance of language

in the cognitive and emotional development of a child. She pointed out that

language should be taken into account as an important factor in the total structure

of education because it involves the total mental capacity of the child. In another

study (Mvungi, 1982) showed the relationship between proficiency in the language

of instruction, on the other hand, and educational performance, on the other hand.

13 Mlama and Matteru (1977) conducted research from 1976 to1977 that

was commissioned by BAKITA to find out the actual situation in the schools in

relation to the language of instruction. They gave a detailed account of the extent

to which secondary school students’ knowledge of English had deteriorated. This

is one of the very first studies that provided documentary evidence of the language

situation which complaints had been raised. It confirmed the alarm that had been

raised about the existence of a serious language of instruction problem in

secondary schools. (Hansen, Joe B., 2000). Harb and El-Shaarawi (2006) found

that the most important factor which positively support effect on students’

performance is student’s competence in English. Hussein (2006) said that, “ if the

students have strong communication skills an have strong grip on English, it

increase the performance of teacher also affects the student performance. The

guidance from the parents and the teachers indirectly affect the performance of the

students”.

Halima Mwinsheikhe, who has worked as a biology teacher in Tanzania

secondary schools for many years, admits: “I personally was compelled to switch

to Kiswahili by a sense of helplessness born of inability to make students

understand the subject matter by using English. (Mwinsheikhe, 2001).

Study done by Mwinsheikhe (2003) find out whether the participation and

performance of secondary school students in science would be improved when

Kiswahili is used in the teaching/learning process. Students performed better when

taught in Kiswahili than in English. Mwinsheikhe points out that, the findings of

her 14 study are in favour of Kiswahili as Language of Instruction. Her findings

show that Kiswahili would improve participation and performance of secondary

school students studying science subjects. Galabawa (2004) recommends that a

study should be conducted to find out the direct and indirect benefits of adopting

Kiswahili as the Language of Instruction. He points out that Kiswahili as Language

of Instruction (LoI) is likely to lead more people acquiring secondary education

that more effectively enhances the creative and innovative capabilities of learners

through greater ease of using participative and interactive pedagogical approaches.

 In the following passage the science teacher changes languages completely as

he sees that his students do not understand (taken from Rubagumya; Jones;

Mwansoko 1999) His own English is not easy to understand. He expresses himself

much clearer and better in Kiswahili. For him the important thing is to get the

subject matter across.

T: When you go home put some water in a jar, leave it direct on the sun rays and

observe the decrease of amount of water, have you undesrstood?

Ss: (silence).

T: Nasema, chukua chombo, uweke maji na kiache kwenye jua, maji yatakuaje? (I

say take a container with water and leave it out in the sun, what will happen to the

water?)

Ss: Yatapungua (it will decrease)

T: Kwa nini? (why?)

Ss: Yatafyonzwa na mionzi ya jua (it will evaporate by the sun’s rays)

The example above, after the teacher initial try in English and followed by

silence, switches completely to Kiswahili.

Malekela’s study (2004) compares students’ performance in Kiswahili and

English in Certificate of Secondary Education Examination. He finds that

performance in both languages is not good, over 80% of students performed at

level of D and below. Other factors which influence students’ academic

performance is effective and efficient utilization of time. The amount time the

learners are learning that take place in the classroom and how efficient the teachers

perform in schools (Ekwesili, 2006). The performance of the student is also

affected by communication skills; it is possible to see communication as variable

which may be positively related to performance of the student in learning.

No child in England, Wales, Scotland or Northern Ireland has to leran a

modern foreign language before they start secondary. And since 2004 when it

became optional to take a modern language exam at GCSE, it’s only compulsory to

carry till age 14.

Most pupils beginning secondary school from September are required to take

a GCSE in modern language under Government proposals for the English

Baccalaureate (EBacc) to be taken by at least 90% of pupils.

The majority of schools teach one or more of French, German and Spanis,

but the Government does not promote the teaching of particular languages.

“Many language teachers in secondary schools are heartily sick of the formulaic

format of GCSE exams which all too easily has the effect of stifling the motivation
of students with the greatest potential for advanced language learning, says

Crawshaw.

Effects of Teaching/Learning Facilities on School Performance

Karemera (2003) found that students’ performance is significantly correlated

with satisfaction with academic environment and the facilities of library, computer

lab and other important facilities in the institution. With regard to background

variables, he found a positive effect of high school performance and school

achievement; he found no statistical evidence of significant association between

family income level and academic performance of the student. Robert et al (2011),

found that the member of educational board will be educated and their impact on

school is positive, for professional development it is essential for student learning.

A study effort from student and the proper use of the facilities provided by the

institution to the student, a good match between students’ learning style positively

affect the student’s performance (Norhidayah Ali, et. al, 2009). Young (1999), in

Pakistan held the view that the student performances are linked with the use of

library and the level of their parental education. The use of library positively

affects the student performance. The academic environment is the effective

variable for students and has positive relationship with fathers’ education and

grade level (Kirman &Siddiquah, 2008).

 CHAPTER III
METHODOLOGY

This research chapter presents the purpose of the study, research method, research

environment, research respondents, research instrument, and validation of

instrument.

Purpose of the study

 This school year, there are more factors to consider when looking at student

performance. Aside from natural items that come up, such as a student’s academic

track record or reported learning challenges, wrenches have been thrown into the

mix due to the current pandemic.

Many students who may have been successful in prior academic settings, might be

struggling with new hybrid and online teaching environments. Video fatigue is

real. The lack of social interaction with classmates is real. Technology challenges

are real. The challenges presented to today’s teachers to teach in these remote

environments or in-person with half the class are also very real. 
Research Method

The quantitative method will be applied in this study

where researcher will gather the views of the students on how the new normal

setting education affects their academic performances. In this study, the

researchers will conduct surveys to specific person using questionnaires, and

analyze the results.

Research Environment

We will be conducting this research at JRMSU Dipolog

Campus Located at General Luna Street, Dipolog City, Zamboanga Del Norte. As I

observed, it is one of the school who adapted and implemented the new normal

setting education.. There will be 10-20 respondents from this school.

This study will target the SHS students of JRMSU

Dipolog Campus for they are the most affected to this problem in our society.
Research Respondents

Respondents to the study will be the SHS students of JRMSU Dipolog

Campus who are knowledgeable and experienced in responding to the study’s

problems. They will respond to the questions that the researchers will provide as an

instrument of their study.

We will focus on the factors that affect academic performance of the

students which is the most affected in this issue.

Research Instrument

In this study, a set of questions will be use and ask. A

questions that would gather data and information on the views of perspective

towards the factors that affect student’s academic performance in the new normal

setting education in JRMSU Dipolog Senior High School.

Validation of Instrument

In order to ensure that their objective of this study is

achieved, the research instrument will undergo a validation process. The

instrument will be recommended to the thesis advisor to check if the content and

appropriateness of the instrument is appropriate. Respondents of this study will be

asked for the tools of this study with the consent of the consultant.