The Effects of New Normal Setting Towards the Academic Performance

of the Grade 10 Students of Holy Cross of Agdao

_______________________________

A Research Presented to the Junior High School Faculty of

_______________________________

In Partial Fulfilment of the Requirements in

_______________________________

By:

De Guzman, Alexa Grace

April 2021

i
 Table of Contents

Page

Title Page i

Table of Contents ii

Chapter 1-The Problem and its Scope

Rationale of the Study 5

Statement of the Problem 7

Review of Related Literature 8

Theories and Concepts 20

Theoretical/Conceptual Framework 23

ii
 CHAPTER 1

The Problem and Its Scope

Scientists discovered a new infectious disease caused by a novel

coronavirus in early January 2020. Since then, the COVID-19 pandemic has

caused widespread disruptions to schools and universities. All face-to-face

classes were cancelled during the school closures, forcing several schools,

including our own university, to quickly move from face-to-face in-person

learning to online learning. Most instructors and students which prefer in-

person teaching have found the sudden transition to completely online

learning to be stressful. Online learning is often perceived as a less desirable

option that offers a lower-quality education than face-to-face education.

Indeed, such negative attitudes to fully online learning were revealed by a

large EDUCAUSE survey.

This study is significant to determine the views and opinions of the

students and instructors who have experience the New Normal Setting in the

field of Education. The pandemic caused massive changes that have often

happened rapidly and abruptly. Unlike employees in many other industries,

teachers aren’t used to working from home. While there is certainly the

1
advantage of fewer behavioural issues to worry about, there is a risk that,

with no staffroom and no interactions with colleagues, teachers can become

increasingly isolated. It’s important, therefore, that a school’s senior

leadership team (SLT) thinks carefully about putting support in place for its

staff, and does what it can to make teachers feel they’re not alone.

In other countries, specifically in Africa, which ranks in the bottom third of

countries in terms of internet accessibility and quality, online education is out

of reach for the vast majority of citizens. Under these situations, depending on

an online-education approach runs the risk of exacerbating inequity. Most

countries, on the other hand, have a more basic radio and television system.

Rather than investing in potentially costly new education technologies, school

districts should consider quickly expanding educational radio and television

programming, which has the ability to reach a large number of students and

educators.

In the Philippines, particularly in the University of the Philippines (UP),

they have been doing distance learning, blended learning for decades.

According to Briones (2012), the head of the Department of Education, the UP

has long offered and specialized in distance education. This condition is

already familiar to those who pursue education and research education. Aside

from posing as a temporary alternative for schools and classrooms affected by

2
the pandemic, blended learning has the potential to solve issues that have

plagued traditional education for years. Among these are a shortage of

teachers and facilities, as well as other issues that blended learning might be

able to solve. Blended learning generally requires students to attend classes at

home, which necessitates parents' ability to assist their children with lessons.

In Davao City, particularly in the Holy Cross of Agdao, are forced to adapt

the New Normal Setting with the distance learning. And while we sometimes

hear about the difficulties of parents and students with online learning,

teachers often have a fair share of challenges. From the preparation of lesson

plans to the conduct of classes and the distribution of assignments, teachers

must ensure that the level of learning is maintained even in the absence of

face-to-face encounters. Furthermore, keeping a whole class attentive has

always been a challenge for teachers, but the "new standard" has added a

whole new dimension to the challenge. At the end of the day, teachers hope

that online courses and blended learning will benefit students in some way.

Clearly, teachers have been searching for ways to keep students learning

while refusing to give up their vocations.

The researchers view this research study as a major problem today for

students. The researchers selected Grade 10 students as their key

respondents as the subject of their study in order to examine the reality of the

3
new normal setting's effects on students' academic performance. Face-to-face

classes are much better at improving students' skills than online learning, and

obtaining sufficient resources, facilities, and spaces encourages students to be

more active. Accordingly, the researchers conclude that a new normal

environment may have a significant effect on the respondents' scholastic

proficiency as compared to their previous years of the school experience. .

4
 Rationale of the Study

COVID-19 has caused many changes in our country and our lives.

Business, Daily and Normal Activities and especially our Education. It changes

our Normal situation today into a NEW NORMAL situation like wearing face

masks, social distancing, and being prohibited to someplace where people

usually gather. Let’s not forget Changes in our education, it turns out our

face-to-face classes in the new normal situation has become online class and

modulization.

As a studenst of the Holy Cross of Agdao, we also experience the

education given by the school in the New Normal way. Online classes to those

who can afford the internet, and modulation for those who are not. Our

research problem is connected to the new normal situation in education. “The

Effects of New Normal Setting towards the Academic Performance of Grade 10

Students of Holy Cross of Agdao”.

The researchers are aiming to know the positive and negative results of

the new normal setting in the field of education, specifically in the students’

work and behavior. The modern methods of learning assist in meeting

5
cognitive, affective, and social requirements in the formal and informal

educational processes.

Our research is beneficial to students, intending to see the factors that

affect their academic performance in line with the new normal. Teachers will

be able to consider students and strengthen and enrich their program suited

to their needs. Also, the school administrators could become mindful of

complying with the students’ tasks and activities in order to be active. Future

researchers could be able to nourish the gaps or inadequacy of this research

as well.

The research is limited to the Grade 10 Students of Holy Cross of Agdao,

which are said to be the respondents and the basis of the results. This study

focuses on the effects of new normal settings as perceives by the Grade Ten

Students if the learning system is effectively imposed. Thus, other matters

that do not deal with the study are not considered as the researcher’s

concern.

6
 Statement of the Research Problem

This research aimed to determine The Effects of New Normal Setting

towards the Academic Performance among the Grade 10 students of Holy

Cross Of Agdao.

It further seeks to answer the following questions:

1.What is the profile of the respondents in terms of?

1.1 Gender; and

1.2 Age?

2. How does the New Normal Setting affect the students’ Academic

Performance?

3. The effects of New Normal Setting in terms of:

3.1 Distance Learning;

3.2 Students self-esteem; and

3.3 Students skills?

7
 Review of Related Literature

Distance learning.

This refers to a modality where learning takes place between the teacher

and the learners who are geographically remote from each other during

instruction. This modality has three types, namely: Modular Distance Learning,

Online Distance Learning, and Television/Radio-Based Instruction. This is most

viable for independent learners, and learners supported by periodic supervision

of parents or guardians.

First, in the implementation of the various learning delivery modalities, the

challenge will be in dealing with learners under any of the modes of distance

learning or blended learning who are not capable of learning independently, or

who are not periodically supported by their parents or guardians. Also critical for

the implementation will be the mass production of the needed teachers and

learners’ learning materials, as well as the support of media institutions like TV

and radio stations.

8
 Second, DepEd will need substantial and additional financial resources in

order to meet the objectives of the BE-LCP. This is where the support of the

respective local government units, civil society organizations, and other

stakeholders become indispensable.

Third, the holistic development of students will likely be affected. With the

BE-LCP in place, the students will have limited opportunities for interaction with

their teachers and classmates. Thus, their learning outcomes may be affected,

and there may be negative impacts on the students who cannot easily cope with

the change. This is where support interventions not only by DepEd but also by

the family becomes relevant to mitigate this effect.

Verily, the learning environment amidst the COVID-19 pandemic will be

very different. Yet, the DepEd is optimistic that despite the various socio-

economic situations of families which affect the provision of learning support in

the home, and the peculiar needs of different learners, the BE-LCP could be the

key to providing quality basic education which is accessible and responsive in the

new normal.

9
RELATED STUDIES

Several studies have focused on measuring the impact of teaching using

computers on various variables, the most important of which is

achievement.

Khalafullah’s,(2011) studied the aimed at detecting the

effectiveness of e-learning and BL in the development of the skills required

to produce educational models. The study sample comprised students of

Educational Technology in the Faculty of Education, Al-Azhar University.

The researcher selected a random sample of 35 students and applied an

achievement test and note card to the two groups to attain the skills

necessary to produce educational models. The researcher then applied the

two educational programs he had prepared, and the results showed the

effectiveness of using e-learning in direct lectures in terms of increasing

students’ cognitive achievement. This method was also effective in

developing practical performance of skills.

Therefore, the findings also showed that integrated learning is successful

in raising students' ability achievement and improving practical skill

efficiency. The integrated teaching group outperformed the e-learning

10
group in terms of skill achievement, and the e-learning group outperformed

the integrated teaching group in terms of model development abilities.

Kinsara’s, (2012) studied the aimed at investigating the impact of a

computer-based education strategy on the direct and deferred achievement

of students on a Teaching Techniques course, compared with individual and

traditional methods. This study was implemented on a sample of 90

students from the Teachers College at Umm Al-Qura, who were distributed

into three study groups according to the treatment type. To achieve the

study objectives, the researcher used a number of tools, such as a

computer education program, testing the previous requirements that had

been built to measure the students’ basic experiences in the course and

classifying the students into three levels: low, medium, and high pre- and

post-achievement test. The results showed no statistically significant

differences in the direct achievement of students of the Educational

Techniques course, which was attributed to the method of teaching, the

level of students’ achievement, or the interaction between these two.

Hence, the direct and deferred measures, a statistically significant

difference was found between the average performances of students in the

individual computer group, but no statistically significant differences were

11
found between the average performances of students in the cooperative

computer group.

Pajtek (2015) compared computer-aided teaching with paper-based

instruction in terms of efficiency and motivation, determining the effects of

internal motivation in a computer program that used graphic forms and

other programs that did not use these forms on the achievement, trends,

and deep participation of 65 underachieving students. The study was

conducted at the site of a normal school over the course of one semester.

Data related to three groups were collected: the control group (33

students); the alternative treatment group in which the students received

computer-aided teaching without graphics formats; and the experimental

group where the students received computer-aided instruction with a

graphic shapes extension for 20 minutes three times a week. The results

did not show any statistically significant difference in academic

achievement, trends, or attendance among the three groups. However, the

increase in academic achievement reached the level of statistical

significance.

According to the findings, using computer-aided teaching with or without

graphics formats does not result in a statistically significant increase in

underachieving students' achievement, patterns, or attendance as

compared to other therapeutic teaching materials.

12
 Barahmeh’s (2011) study aimed at investigating the impact of

teaching a computerized seventh-grade mathematics course on the

development of the mathematical thinking and attitudes of students toward

a direct line in schools at Irbid 1st Directorate of Education in Jordan. The

sample included 117 male and female students in the experimental group

and 116 male and female students in the control group in 2006.

The findings revealed statistically significant differences in student

performance on a test of mathematical thought in the academic year 2005-

2006, owing to the teaching method used, in favor of the experimental

community (direct line). Furthermore, the seventh-grade students' direct

line patterns were found to be positive.

RELATED LITERATURE

1. The Learning Continuity Plan

Per DepEd Order Nos. 12 and 13 s. 2020, the LCP contains two major

parts: the rationale and the operationalization home-based learning

through modular, online or a combination of modular and online

(blended approach). The rationale is an easy part of the LCP as it only

indicates the nature of the school which include government recognition or

permit number, accreditation, and its classification whether small, medium

13
or big school. It also includes the location of the school, summary of the

number of students for the past two school years, number of

administrators, teaching and non-teaching staff, and number of classrooms

and other facilities. The number of currently enrolled students are included

in the rationale. In reality, this part shows a drastic decrease on the number

of current enrolment in most of the private basic education institutions as

compared to the past two years data. This is because most of the students

transferred to the public school. It was clearly stated by

DepEd Secretary in the interview conducted by Rappler on 08 July

2020 that the transfer of students to public schools is due to the economic

downturn. Parents who used to send their child in the private schools have

lost their jobs during the pandemic. She also said that almost 200,000

students from private schools had transferred to public schools. The

operationalization part of the LCP is a very comprehensive plan in response

to the new normal in education. This part needs strategic planning and

coordination with the stakeholders in order to come up with a

comprehensive content as per DepEd guidelines.

The operationalization part include 10 major contents which are

school readiness, platformand support, content, assessments, teachers

preparation, learners capability, parents role, communication plan,

14
continuance, and monitoring and evaluation. All these require proper

preparation, brainstorming, meeting, survey and coordination.

According to Briones (2020), DepEd Secretary, emphasized that the

basic education learning continuity plan in the time of Covid-19 is the

response of the department to the challenges posed by Covid-19 in the field

of education. She pointed out that education must continue whatever the

challenges and difficulties faced now and in the future. Thus, the LCP is an

integrated output of the Department in consultations with advisers,

legislators, executive directors, teachers, parents, learners and the general

public.

3.1.1 School Readiness

All private basic education institutions must have a clear statement

of its readiness in the new normal. This readiness include consultation with

stakeholders as to how the new normal would take place such as online

enrollment, the date of school opening, teaching and learning modality, and

the availability of the learning resources. A sample class program needs to

be presented on this content. In this item, the DepEd wants to find out if

the private basic education institutions are ready to continue their services

to their stakeholders during the pandemic.

Stated by to Hernando-Malipot (2020) cites the DepEd directive that

15
as long as no face-to- face classes, basic private education institutions and

other non-DepEd schools are allowed to continue their respective school

openings. The non-DepEd schools which started or scheduled to start their

classes are allowed to proceed with the provision of using distance learning

(DLE). However, parents assert that this ‘home schooling’ scenario is

unfavorable to the students.

Claimed by Burges et al. (2020) agree that home schooling is not only a

massive shock to parents but also to the social life and learning of the

students.

3.1.2 Teaching and Learning Modality (Platform)

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 of the private basic

education institutions.

16
 According to Lawless (2019), he describes blended approach as a

learning modality that combines online learning where there is an

interaction between teachers and students using specific platform and

offline learning wherein students are given time to work on various

performance tasks at their own pace.

A. Asynchronous Learning

This type of learning is known as an independent learning where

students learn at their own pace. Its premise is learning in different times

and spaces (Finol, 2020).

The students are provided with learning materials like modules,

workbook, worksheet and textbook that aid in their independent learning

process. Students in this learning modality have one common

communication channel either email, learning management system

(LMS), Moodle or any other social media platforms that give students

access to the learning materials. This modality is based on

constructivism theory where students are actively constructing their

own knowledge through their own experiences (Elliott, 2011).

According to Gardiner (2020), this mode is specifically helpful for

students with difficulty attending specific time schedules. It also allows

17
peer collaboration through group assignments where students can work and

review tasks together. Ultimately, this aids to those with no full access to

the internet.

For academic institutions with their own LMS, management of the

learning materials is easy for both the teachers and the students. All

quizzes, class works and other performance tasks including quarterly

assessments can be made readily available. The user administrators can

also create email accounts for students using Microsoft Office 365 for

easy communication. However, schools with insufficient funds and

resources make full use of the modular approach. If no available platform

for the upload of the learning materials, parents can claim materials from

the school observing proper protocols. In reality, this allows teachers to

work at home while students learn at home at their own pace. However, a

serious issue is on the online assessments. Online examinations through a

‘trial and error’ approach lead to uncertainty. Interruptions and internet

glitches affect students’ performance that might lead to increased failures.

Results might not be favourable for both the teachers and the students.

Stated by Gardiner (2020) that he shares best practices for

asynchronous learning. One powerful way is through a record of any

components of the syllabus. It is mandatory also to communicate with the

18
students and provide specific instructions either through email or a

discussion thread in a portal.

B. Synchronous Learning

This is a real time online learning with live interaction between

teacher and students using specific online platforms. The learners and

teachers are in the same place online at the same time for learning to take

place (Finol, 2019).

It includes video conferencing, live- streaming lectures and chatting

using Google classroom, Google meet, Zoom, MS Teams, and other

platforms (The Best School, 2018). This allows similar face to face classes

through a virtual room. For most of the learners, it gives opportunity

for online interactions

(Simonson, Smaldino, Albright, & Zvacek, 2012), allows immediate

question and answer session (Hrastinski, 2008) and offers personalized

learning opportunities (Lorenzo & Ittelson,2005). For example, in a study

conducted by Park & Bonk (2007) in a synchronous graduate class found

that there was no difference between the online and in-class students in

terms of learning strategies for synchronous discussions. However, the case

is very much different for the school children.

19
 Theories and Concepts

This section presents the theories and concepts about the effects of

New Normal Setting towards the Academic Performance which aims to provide

relevant information that can support the main topic of this research study.

The Constructionism Theory

The constructionism theory was introduced by Seymour

Papert(1988), he believes that artifacts would greatly impact learning by

allowing students to achieve full formed thinking. Constructionism is a theory

of learning, not or theory of teaching. It aims to solve the problems teachers

have by making learning better. It’s obvious that everybody learns better

when relaxed and happy. A happy state is undoubtedly conductive to learning

when learning is taking place, but if you blindly looked for correlations

between degree of happiness and amount of learning, you would probably

find a negative result. Many people are happiest when they are not learning.

20
 Similarly, I suppose that one can be deeply immersed in programming without

much learning going on. But this proves about whether programming can be

used to enhance learning.

This theory is relevant to our topic because most of the students are in

their homes that result in lacking of motivation to answer their modules.

Furthermore, since the pandemic began, students have lacked the confidence

to complete their tasks at home on their own, leading to self-doubt and a

drop in self-esteem.

The Jose Augusto Pacheco Theory

According to José Augusto Pacheco the pandemic ushers in a “new”

normal, in which digitization enforces ways of working and learning. It forces

education further into technologization, a development already well underway,

fuelled by commercialism and the reigning market ideology. The learning

space becomes disembodied, virtual not actual, impacting both student

learning and the organization of schools, which are no longer buildings but

websites. It works by empowering learners of all ages to understand that

21
 these are global, not local issues and to become active promoters of more

peaceful, tolerant, inclusive, secure and sustainable societies.

This theory is relative to our research because is one of the new things as

a student should practice and to learn to adjust to this new normal by using

digital Technologies where the Workers, Schools, teachers and students used

to continue their studying. Students used digital forms to attend virtual class.

Digital Transformation of Social Theory

Schools and education of children should undergo an extensive digital

transformation to be able to meet the needs of the young generation and their

digitalized future. The COVID-19 pandemic has suddenly and abruptly forced

schools and education indeed to engage in such a transformation. Schools and

education of children should undergo an extensive digital transformation to be

able to meet the needs of the young generation and their digitalized future.

The COVID-19 pandemic has suddenly and abruptly forced schools and

education indeed to engage in such a transformation.

22
 This theory is relative to our topic because we students and also teachers

are force to used digital forms to be able to attend Virtual classes. Everything

is now on technology even our lessons and everything it involves using the

technology.

Conceptual framework

INDEPENDENT VARIABLE:

NEW NORMAL SETTING

 Online class
 Modular class
 Television/Radio-Based
Instruction

DEPENDENT VARIABLE

ACADEMIC PERFORMANCE

 Skills
 Self-esteem
RESPONDENTS  Work Commitment

Grade 10 Students of Holy

Figure 1: The Conceptual Framework of the Study

23
 Figure 1. The Conceptual Framework is showing the variables of the study.

The Dependent variable is the Academic Performance. The Independent variable

is the New Normal Setting and the respondents of the study are the Grade 10

students of Holy Cross of Agdao.

24