COPING MECHANISMS OF SENIOR HIGH SCHOOL STUDENTS OF TABACO

NATIONAL HIGH SCHOOL ABOUT THE TRANSITION FROM MODULAR LEARNING

TO FACE TO FACE CLASSES

A Research Paper Presented to the Faculty of

Tabaco National High School

In Partial Fulfillment of the Requirement For

Practical Research 1

Troy G. Guimary

Arnel Regalado

Kyle Vaughn Alfeche

Charles Ivan Binaday

Archer Llanderal

Proponents

Ms. Jen Buenconsejo

Practical Research 1 Teacher

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I. INTRODUCTION

Background of the Study

The field of education plays a very vital rate, in the development and progress of

our country. By spreading knowledge, fostering critical thinking, nurturing our personal

growth and educating people it plays a significant role in forming people, society and

even a nation. The sector of education has seen a major change recently as result of

technological advancements and the worldwide pandemic "COVID-19". The rise of

blended learning approaches which combines face to face education with modular

learning that provides accessibility and flexibility for all students.

The field of education faces a lot of issues and problems nowadays. During the

earlier time of the pandemic, one of the major issues is the lack of internet access and

also lack of resources such as gadgets and money. This hinders the development and

learning of the students. Now that the face to face or blended learning is back, many

student and teacher suffer in adapting the new normal. There were also concerns about

the outdate educational programs (UNICEF, 2021)

Because of the appearance of the pandemic COVID-19 more than 27 million

students in the Philippines were affected and continue missing education opportunities

(UNICEF 2022). Because of this, Department of Education and the government

implemented various measures and some laws. One of those is the Republic act No.

11494 (Bayanihan to recover as one act), this law states that the government provisions

to educational sector like funding for distance learning and assistance to students.

Finally, as of November, 2, 2022. The department of Education announced that face to

face classes are starting as indicated in the DEPED Order 34, series of 2022. This order

is one of the biggest changes initiated by the new government administration under

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President Marcos Jr. This order states that there are going to be a major change in the

school year 2022-2023. This change affects all students because there is a new school

calendar and activities for the school year 2022-2023.

Nowadays, many students suffer from problems and issues associated with

the return of face to face classes. The coping mechanisms adopted by students in

Tabaco National High School during the transition from modular to face-to-face classes

have played a crucial role in their adjustment and overall academic success. That’s why

the purpose of this research is to gain a deeper understanding of how students adapt

and manage to face the challenges associated with the return of face to face. This

research also aims explore the psychological, emotional, physical experiences of

students during this period and identify the strategies they employ to cope with any

potential stress, anxiety or difficulties they may encounter.

Statement of the Problem

The goal of this phenomenological study is to identify the coping mechanisms

used by Grade 11 Gas students to adjust to the face-to-face modality and to give

guidance and encouragement to other students who are having difficulty adjusting to this

transitional stage.

Specifically, this study aims to answer the following questions:

RESEARCH QUESTIONS

1. What are the long-term effects of different coping mechanisms on students' academic

performance and engagement following the transition to face-to-face learning?

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2. What are the psychological and emotional effects of the transition to face-to-face

learning on students, and how do they cope with these effects?

3. How effective are these coping mechanisms of Grade 11 GAS student from Tabaco

National High School In coping with the new normal education?

4. How did these coping mechanisms help Grade 11 GAS students from Tabaco

National High School adjust to the transition from modular to face to face classes?

Significance of the Study

The result of this study will benefit the following:

Students. The students themselves are the main beneficiaries. They can learn different

instructional strategies from other students so that they can adapt much easier. This

study can improve their performance and academic results and also gain some insights.

Teachers. The teachers can learn different instructional strategies that will help them

understand student’s experience. They could gain some information and implement

some plans help students.

Parents and Guardians. Findings from this research can provide some insights on the

particular difficulties that students encounter. With this information, parents can talk to

their children and tried to help them adapt and solve their problems.

School Administrators. Transitioning from modular class to face to face classes is very

complex and hard. School administrators can learn from this study about the

experiences of the students and how the adjust in the new normal. They can understand

the students and maybe help others to also adjust more.

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 Educational Institutions (DEPED, TESDA, CHED). The different educational

institutions may be encouraged to implement some laws or orders that will help students

and teachers. They can also include plans that will last for a long time and beneficial.

Future Researchers. The future researcher can gain some knowledge and insights

about the topic. Future researcher can use this as their reference or base so that they

can further explore and refine all the details or information about the topic.

Scope and Delimitation

The subject of the study is focused on the different coping mechanisms that

Grade 11 GAS student use to adapt in the new normal ways of teaching. The study was

conducted during the school year 2022-2023. The subjects were the GAS students of

Grade 11 in Tabaco National High School: This study will seek to explore the

experiences insights of students and also how they cope with the transition

Furthermore, this study will not go beyond what it seeks to explore and will not

ask questions or discuss anything more personal to the participant, such as how the

pandemic affect their personal and social life or similar questions pertaining to their

personal matters.

Definition of Terms

 Coping Mechanisms

According to National Library of Medicine, coping mechanism is defined as the thoughts

and behaviors mobilized to manage internal and external stressful situations. It is also a

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term used distinctively for conscious and voluntary mobilization of acts, different from

'defense mechanisms' that are subconscious or unconscious adaptive responses, both

of which aim to reduce or tolerate stress.

In this study, coping mechanism refers to a range of psychological and behavioral

strategies employed by students to manage and adapt to the challenges and stressors

associated with the resumption of in-person education.

 Transition

According to Cambridge Dictionary, transition is the process of changing, or a change

from one form or condition to another.

In this study, the word transition can be defined as the process of adjusting and adapting

to the shift from remote or online learning to in-person classroom settings. It

encompasses the psychological, emotional, and practical changes experienced by

students as they navigate the resumption of face-to-face classes after a period of virtual

instruction.

 Blended Learning

According to Cambridge Dictionary, blended learning is a way of learning that combines

traditional classroom lessons with lessons that use computer technology and may be

given over the internet:

In this study, blended learning be characterized as a method of education that mixes in-

person instruction with online or digital learning activities. This method was experienced

by students from Tabaco National High School.

 Modular Learning

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According from simplyeducate.me, modular learning, as the word connotes, uses

learning modules that facilitate student learning by themselves. Modular learning is a

form of distance learning that uses Self-Learning Modules (SLM) based on the most

essential learning competencies (MELCS) developed by the teachers with the aid of

curriculum developers.

In this study, modular learning refers to a flexible educational that consist the use of

modular resources that are self-contained and self-paced, such as workbooks,

textbooks, and multimedia resources. This is the Education Method that students from

Tabaco National High School use for 2 years because of COVID-19.

 Distance Learning

According to Cambridge Dictionary , distance learning is a way of studying in which you

do not attend a school, college, or university, but study from where you live, usually

being taught and given work to do over the internet.

In the context of the study "Coping Mechanism of Students about the Return of Face-to-

Face Classes in Tabaco National High School," distance learning refers to a teaching

strategy in which Tabaco National High School students engage in remote academic

activities, supported by a variety of digital tools and platforms, because COVID 19

prevent them from physically attending traditional face-to-face classes.

 Students

According to dictionary.cambridge.org, a student is a person who is learning and

studying at a college or university.

In this study, student refers to the Senior High School Students of TNHS specially those

who are in Academic Track.

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  Teachers

As cited on dictionary.cambridge.org, a teacher is a person whose job is to teach in a

school or college.

In this study, teacher refers to the SHS teachers who are teaching Core Subjects in the

Academic track.

 Adapt

According to Cambridge dictionary, the word adapt refers to change, or to change

something, to suit different conditions or uses:

In this study, the word "adapt" refers to the psychological and behavioral processes that

Tabaco National High School students use to consciously and unconsciously modify,

respond to, and adjust to the challenges and changes brought on by the restart of in-

person lessons.

II. REVIEW OF RELATED LITERATURES AND STUDIES

This chapter presents related articles, literature, studies from both local and foreign

sources for the purpose of introducing ideas and concepts that provide linkage to the

present study after the thorough and in-depth search done by the researchers. The

chapter also presents an overview of the findings and conclusions of previous studies,

highlighting the strengths and limitations of each. Through this process, the chapter

identifies gaps in the literature. This will also present the synthesis of the state-of-the-art,

conceptual and theoretical frameworks, and definition of keywords.

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Related Literature

Foreign Literature

According to (Shaun Liverpol, Mohammed Moinuddin, Supritha Aithal, Michael

Owen, Ciaran Murphy, Vicky Karkou) from their article entitled “Mental health and

wellbeing of further and higher education students returning to face-to-face learning after

Covid-19 restrictions”. The article is explaining that many students after returning to

further and higher education after Covid-19 restrictions experienced reduced mental

health and wellbeing, and some students were at greater risk. Their article also suggests

that providing student-centered interventions focusing on self-efficacy, coping styles and

physical activity may help improve the mental health and wellbeing of students.

The latest article of Huckins (2020, in McNiff 2020) also revealed that

Coronavirus pandemic had an immediate impact on the mental health of students. The

study recorded spikes in depression and anxiety at the beginning of the pandemic in

early March, just as the school pushed students to leave campus and begin remote

learning. The researcher attributed it to the decrease in activity among these

students related to lockdown orders implemented at the time.

However (Keith James Topping, 2023) stated in her review entitled

“Advantages and Disadvantages of Online and Face-to-Face Peer Learning in Higher

Education” , that many educational institutions had to adapt to online teaching. As the

pandemic subsided, some peer learning programs resumed in-person activities, while

others adopted a combination of online and face-to-face methods, and some remained

entirely online. Surprisingly, his review suggests that online peer learning tends to be

more effective than face-to-face peer learning. His review explains that this is due to

factors such as the ability to respond at any time, which encourages more thoughtful

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contributions, the option for anonymity, and the opportunity for a broader range of

connections. However, his article also shows online peer learning may face challenges

related to building initial trust among participants such as the lack of students’

participation in the learning process, inactivity and difficulty to expose on the screen for a

long time.

Moreover, Based on the article by (Claudia E. Stoian, Marcela A.

Fărcașiu ,Gabriel Mugurel Dragomir and Vasile Gherheș), the present research should

focus on identifying the students’ preferred aspects of education during the pandemic,

namely learning, teaching, assessment, and interaction with peers and teachers, in order

to improve face-to-face education by contextually adapting it to their needs. This will

solve the problem before and also offer a coping technique to easily adapt to the face to

face classes.

Local Literature

According to Department of Education (2020), all basic education Institutions

have to come up with their learning continuity plan (LCP) and health and safety protocols

in the new normal in education during the pandemic. This rule was created to help

students to cope up with the new normal education and adapt much faster and easier.

Moreover, (Briones, 2021) stated that The Department of Education is now shifting

to limited face-to-face implementation of remote learning after overcoming the

challenges posed by the pandemic, including unstable internet connectivity and power

outages. The department has also tackled issues related to financial issues,

compromised physical health, and mental health issues that affect students'

performance.

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 But based on the journal that (Marichou ,Suzette and Margie, 2022) created, during

the first semester of the Face to Face Learning System's implementation, the

researchers noticed that several students had mixed feelings regarding the sudden shift

in learning modality, particularly when it came to Mathematics. Some students preferred

face-to-face math learning because they learn best when they engage with other

students. Some students were also raving on social media about their struggles and

fears with online learning.

(Michael, 2021) created an article that aims to explore how students cope with

remote learning amid the COVID-19 pandemic. It entailed a qualitative research and

presents some promising coping mechanisms. The article employs that the students

apply the following coping strategies: looking for good space and time; borrowing

learning resources; seeking support from peers; approaching the teachers; practicing

time management; doing learning tasks ahead; extending the time for learning tasks;

diverting attention; regulating the self; taking extra jobs; crying; and praying. This article

provides evidence as regards the contextual coping strategies of students in trying to

succeed in remote learning amid a global crisis.

Related Studies

Foreign Studies

As citied by Christine, Philip and Uros (2021) in their study Experiences and

Coping Strategies of College Students During the COVID-19 Pandemic .They provide

some of the first evidence on the coping strategies students reported and the

relationships between their endorsement of specific coping strategies and their

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subsequent well-being. Students focused on compensating for a lack of structure by

creating new routines, maintaining social connections, and trying new activities.

In the study conducted by Hearon’s (2015) where she studied the stress and

coping strategies of High School students in Accelerated Academic Curricula and its

relationships with students’ success. She found that the students who employed time

and task management to cope with stress were more likely to experience higher

academic achievement as compared to those who don’t. Misra & McKean (2000, in

Young, 2017) recommended that students should develop time management skills to

help reduce the stress of work. When students have perceived control of their time,

they have less stress. Students can use planners, calendars, reminders, and to-do

lists to help manage their time. Students should plan their time commitments each

week and prioritize what needs to be accomplished. The set of techniques and skills

can help students manage their time more effectively and help them have more control

over their time. Managing one's time ineffectively can often be a source of stress.

In the study conducted by Naiara Ozamiz, Naiara, Nahia and María Dozil

(2020), entitled The Psychological State of Teachers during the COVID-19 Crisis: The

Challenge of Returning to Face-to-Face Teaching, he discovered one of important

issues about the coping mechanism of students and that is the psychological state of

teachers during the COVID-19 crisis. Furthermore, the results of his research revealed

that a high percentage of teachers showed anxiety, depression and stress symptoms.

Furthermore, variables such as gender, age, job stability, the level of education at which

they teach and parental status also influence this symptomatology. We argue for the

need to safeguard the mental health of teachers in order to improve both the quality of

teaching and the mental health of students.

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LOCAL STUDIES

Jennina Comendador, Sam S. Encarnacion, Marianne G. Molleno, Jeric Kenneth

M. Espaldon, Christopher DC. Francisco (2021) conducted a research entitled Coping

Mechanisms of the Senior High School Students during COVID-19 Pandemic. They

discovered major things from their research. Students under the new normal

encountered many problems such as the amount of schoolwork they had to complete,

academic anxiety, burnout, and frustration, considering quitting school as a result of the

situation, frustration whenever there is something they cannot understand, easily

becoming exhausted and depleted, developing social anxiety, among other things. They

also explored that the students coping mechanism addressing the issues encountered

were: self-care, prioritize studies, always take time and effort, organizing schedule, rest.

In the study of Students’ Struggles and their Coping Mechanisms in the New

Normal by Calo, Rey; Flores, Genex G; Bustamante, Ruem L. (2021). They discovered

that the struggles of the students in the new normal can be summarized into four

significant themes: household chores, internet connection, academic overload, and

learning alone. On the other hand, students’ coping mechanisms had three major

themes; managing time, taking breaks, and seeking support. This result indicated that

the new normal has presented various struggles to the students and that they employ

mechanisms to cope with these struggles.

References

Research Gate. (2021). Students' Struggles and Their Coping Mechanisms in the New

Normal. Retrieved from

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XuEpQFcGS9P_fXEQ&oe=649CA96B&dl=1

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