The Impact of COVID-19 Pandemic in the Academic Performance of the Learners

In Partial Fulfillment of grade 12 students in their Research subject in San Manuel National High

School S.Y 2021-2022

Researchers:

Bacuaden,Eleazar M.

Daniel,Dana Michae D.

Guerrero,John Patrick C.

Locquiao,Jocelle L.

Mancio,Kiert A.

Matias,Angela Nicole M.

Ramirez,Gian Carlo P.

Torio,Harrold C.

Rillera,Kristine A.

Chapter 1
 THE PROBLEM AND ITS BACKGROUND

Introduction

Many schools worldwide suspended classroom teaching due to the COVID-19 pandemic and

switched to online teaching. The current cross-sectional study was carried out to analyze the

impact of COVID-19 lockdown on the academic performance of San Manuel National High

School notably senior high school students in all strands (ABM, HUMSS and TVL). Since the

beginning of the COVID-19 pandemic, educational institutions around the world have had to

adapt a non-face-to-face modality to continue with educational plans, aiming to leverage various

technologies to allow synchronous and asynchronous contact between students and teachers.

Instructional platforms, social networks, instant messaging, and video conferencing services, for

instance. Despite the fact that classes have not been disrupted, there is a desire to learn more

about how this situational period has affected students, as well as the effects on mental health

that the general population is experiencing as a result of fear of virus, isolation, and financial

difficulties.

COVID-19 is a global pandemic that is unavoidable on every continent and affects everybody.

Business, research, education, health, economy, sport, transportation, worship, social

interactions, politics, governance, and entertainment were all impacted by the COVID-19

pandemic (Orfan and Elmyar, 2020). In reality, the world has been stressful for everyone, and

the virus's outbreak has generated educational issues. It's understandable that the global spread of

COVID-19 resulted in school closures and lockdowns. Almost all countries, according to Meng

et al. (2020), have undergone changes in education. Universities have altered teaching and

learning with the emergence of the COVID-19 pandemic, and professors have begun delivering

online classes (Rahim and Chandran, 2021).

The COVID-19 pandemic has impacted all levels of education. Educational institutions around

the world (in 192 countries) have either temporarily closed or implemented localized closures,

affecting approximately 1.7 billion students worldwide. Many universities around the world have

postponed or canceled all campus activities in order to reduce viral transmission by minimizing

gatherings.

The goal of this study is to see how the covid-19 pandemic has affected students at San Manuel

National High School, particularly senior high school students in all strands. The researcher will

examine the impact of the pandemic on their study against face-to-face and online learning

because San Manuel National High School employed online blended learning and only reopened

face-to-face classes on March 2, 2022.

Statement of the Problem

This study aims to determine the “The impact of COVID-19 pandemic on the academic

performance among Senior High School students at San Manuel National High School.

Specifically, it seeks to answer the following questions:

1.) What is the respondent's profile in terms of:

1.1 age;

1.2 gender;

1.3 strand; and

1.4 general point average?

2.) What are the impacts of COVID-19 pandemic to the learners in terms of the following:

2.1 physical;

2.2 social;

2.3 emotional; and

 2.4 intellectual?

3.) How would you describe the level of COVID-19 related safety measures and protocols in our

Senior High School to keep students healthy?

Significance of the Study

The study focused on explaining the impact of COVID-19 pandemic in the academic

performance of the Senior High School students of San Manuel National High School.

Moreover, the results of the study will be beneficial to the following:

To Students. This study may be used by students to have a better understanding of how the

COVID-19 pandemic affected learners' education.

To Teachers. The findings of the study will urge teachers to come up with new ideas for

providing suitable guidance to students.

To Parents. The findings of the study will provide parents of respondent's peace of mind

because the institution has measures in place, such as the mentoring program, to help their

children manage and adjust to the new normal.

To Future Researchers. The study's findings will be used as a reference and a guide for future

researchers who intend to conduct a similar study or any other investigation linked to the impact

of COVID 19 pandemic to the academic performance of the learners.

Scope and Delimitation

This study focused on determining the impact of COVID-19 pandemic in the academic

performance of the learners of San Manuel National High School in Barangay San Miguel, San

Manuel Tarlac, during the school year 2021-2022.

The participants of this study were delimited to the grade 12 students of the Senior High School

students of San Manuel National High School. Grade 12 are divided into three strands;

Humanities and Social Sciences (HUMSS), Accountancy, Business, and Management (ABM),

and Technical-Vocational-Livelihood (TVL). This study was only conducted at the school of San

Manuel National High School.

DEFINITION OF TERMS

For clarity and specificity, the following terms are conceptually and operationally defined.

Academic Performance. is the measurement of student achievement across various academic

subjects.

COVID-19. an acute respiratory illness in humans caused by a coronavirus, capable of producing

severe symptoms and in some cases death, especially in older people and those with underlying

health conditions. It was originally identified in China in 2019 and became pandemic in 2020.

Emotional. Inappropriate types of behavior or feelings under normal circumstances,a general

pervasive mood of unhappiness or depression.

Impact. Lexico by Oxford defines impact as the action of one object coming forcibly into contact

with one another; a marked effect or influence.

Intellectual. Describes something related to or using the mind or intellect.

Senior High School Student. Refers to Grades 11 and 12, the last two years of the K to 12 Basic

Education Program. In SHS, students are required to go through a core curriculum and subjects

under a track of their choice.

Social. Pertaining to, devoted to, or characterized by friendly companionship or relations.

Strand. Refers to consistent thread running through a course offer irrespective of its subject

content.
Pandemic. Refers to a disease outbreak that spreads across countries or continents.

Physical. Physical health is the well-being of the body and the proper functioning of the

organism of individuals, which is a normal condition for individuals of both physical, and mental

condition who are not suffering from any type of sickness.

Protocols. Generally means an official set of procedures for what actions to take in a certain

situation.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and studies after the thorough and in-depth search

done by the researchers.

Related Literature

Foreign
 The governments of several countries (e.g. Spain, Italy) have announced that, due to

COVID-19, students will not have to repeat the school year regardless of their performance

while studying remotely. France has forbidden to use student assessment results in the formal

evaluation of the “Brevet” (lower secondary school exam) and of the “Baccalaureat” (upper

secondary school exam). Although this could be a fair decision (Sonnemann 2020), several

studies suggest that students may be more externally motivated to learn if they know that their

learning will be assessed. For instance, Elikai and Schuhmann (2010) conclude that grades can

motivate students to learn. Austin (1978) finds that homework that was assigned and checked

turns out to be more effective in improving students’ achievement than homework that was

assigned, but not checked.

Research shows that there is a correlation between parents’ and children’s cognitive ability.

Anger and Heineck (2010) find that individuals’ cognitive skills are positively associated with

their parents’ ability and they conclude that parental education plays an important role in

explaining the transmission of cognitive abilities between generations. More educated parents

spend more time with their children (Sayer el al. 2004) and tend to be more involved in their

learning process. Holmund et al. (2008) argue that more educated parents may be more efficient

at assisting their children with schoolwork. Additionally, not all parents possess the digital skills

required to help their children deal with the technical challenges of online learning . Some of

them, especially among those from less advantaged backgrounds, may not have basic digital

skills such as sending emails, writing documents using a word processor or finding information

on the internet. Vigdor et al. (2014) report that home computer technology is found to improve

students’ achievement only in households where parents can serve as more effective instructors

in the productive use of online resources.

In the absence of schools, many children from unprivileged backgrounds are at risk of eating

only unhealthy food, or even at risk of hunger20 . In fact, schools play a key role in the nutrition

of students from poor families. In the UK, 1.3 million children are entitled to free school

meals21. In the US, the National School Lunch Program supplies free or lowcost lunches to 29.7

million children22. Many studies show that there is a relationship between nutrition and

academic performance. For instance, Florence et al. (2008) argue that in Nova Scotia (Canada)

grade 5 students with less nutritious diets performed worse on a standardized literary assessment.

Belot and James (2011) use a difference-indifferences technique to estimate the causal effect of

healthy school meals on educational performance. They find evidence that healthy school meals

improve educational outcomes. Research also indicates that diets high in trans and saturated fats

can have an adverse effect on the brain, affecting learning and memory (Gómez-Pinilla 2008).

The research by Hjelsvold et al. is also one of the first studies which investigated educators’

feedback on the distance learning during the COVID-19 lockdown, as a result of a survey

conducted on 303 university students and 56 educators in Norway. The study reported that short

time and lack of ready resources were important barriers to sudden shift to distant learning. Even

though learners and educators report a lack of practice in online education, the study declared

that they both adapted fast, showing a positive attitude towards the change. According to the

results of the survey, key factors affect the online experience during the first weeks of distance

learning, and these are as follows: from learners’ side: feedback to instructors, engagement in

discussion forums, use of online tutorials, and participation in group work; from educators’ side:

timely communication and clear instructions about formative and summative assessments,

exams, quizzes and assignments, informing learners of how to get help, providing support using

synchronous and asynchronous tools, ensuring virtual place for students-to-students and
students-to-instructor online interaction, and giving advice to students to set their study place and

schedule for an effective study-at-home experience; from leaders and administrators’ side: timely

communication with students especially with exam regulations and petitions, supporting learners

in preparing new pedagogical approaches to teaching as well as learning new tools, and

providing a more collective approach to the coordination of activities and collaboration between

educators.

Comparison of grades was made between two instruction modes of the same course, Introduction

to Programming (MIS202), taught for the second-year business students at a private university in

Egypt: face-to-face mode in Spring 2019 (February–June 2019) versus online mode in Spring

2020 (February–June 2020) during the COVID-19 pandemic. Taught with the same course

specifications and intended learning outcomes, the courses given in 2019 and in 2020 are having

the same curriculum, materials, test bank, number of quizzes and assignments, student

assessment methods and schedule, and weighting of assessment. Blueprints were compared

between the final exam of Spring 2019 and that of Spring 2020, and they were found matching in

terms of number of questions, question types, question marks, percentage of question marks to

marks of exam, course ILOs covered by the questions, and question level of difficulties. The

course was given by the same four professors in both compared semesters.

Local

The negative effects of school closures due to summer vacation or natural disasters, and of

absenteeism on student achievement are already well documented in the literature (for an

overview see Kuhfeld et al., 2020a). Less is known, however, about the impact of COVID-19-

related school closures on student achievement. The primary focus of the literature on COVID-

19-related school closures to date was on the reception and use of digital learning technologies
and remote learning (Andrew et al., 2020; Grewenig et al., 2020; Maity et al., 2020; Pensiero et

al., 2020; Blume et al., 2021). Moreover, the psychological impact of COVID-19-related school

closures, the use of school counseling in connection with COVID-19 (O'Connor, 2020; Xie et al.,

2020; Ehrler et al., 2021; Gadermann et al., 2021; O'Sullivan et al., 2021), and the effects of the

school closures on student motivation (Zaccoletti et al., 2020; Smith et al., 2021) were

investigated. Existing projections of the impact of COVID-19 on student achievement paint quite

a bleak picture. A learning loss of up to 38 points on the Programme for International Student

Assessment (PISA1) scale is estimated, which corresponds to an effect size (Cohen's d) of 0.38 or

0.9 school years (Azevedo et al., 2020; Kuhfeld et al., 2020a; Wyse et al., 2020; Kaffenberger,

2021).

Broadly identified challenges with e-learning are accessibility, affordability, flexibility, learning

pedagogy, life-long learning and educational policy (Murgatrotd, 2020). Many countries have

substantial issues with a reliable Internet connection and access to digital devices. While, in

many developing countries, the economically backward children are unable to afford online

learning devices, the online education poses a risk of exposure to increased screen time for the

learner. Therefore, it has become essential for students to engage in offline activities and self-

exploratory learning. Lack of parental guidance, especially for young learners, is another

challenge, as both parents are working. There are practical issues around physical workspaces

conducive to different ways of learning.

Broadly identified challenges with e-learning are accessibility, affordability, flexibility, learning

pedagogy, life-long learning and educational policy (Murgatrotd, 2020). Many countries have

substantial issues with a reliable Internet connection and access to digital devices. While, in

many developing countries, the economically backward children are unable to afford online
learning devices, the online education poses a risk of exposure to increased screen time for the

learner. Therefore, it has become essential for students to engage in offline activities and self-

exploratory learning. Lack of parental guidance, especially for young learners, is another

challenge, as both parents are working. There are practical issues around physical workspaces

conducive to different ways of learning.

Chadwick and McLoughlin (2021) investigated the impact of COVID-19 related school closures

on student's science learning. However, they only questioned teachers on the impact of COVID-

19 related school closures on teaching, learning, and assessment. Because the study did not meet

the inclusion criteria of having collected actual data on student achievement, including a

comparison of data prior to and during/after COVID-19-related school closures, and applying

statistical analyses rather than solely reporting percentages, the study was excluded from the

systematic review. Similarly, studies by Haeck and Lefebvre (2020), Kaffenberger (2021), and

Kuhfeld et al. (2020a) were excluded from the systematic review because they reported predicted

effects of COVID-19 related school closures on student achievement but did not collect actual

data prior to and during/after COVID-19-related school closures.

Having stable access to the internet is critical to students’ learning experience during online

learning. Berge (2005) expressed the concern of the divide in digital‐readiness, and the

pedagogical approach between different countries could influence students’ online learning

experience. Digital‐readiness is the availability and adoption of information technologies and

infrastructures in a country. Western countries like America (3rd) scored significantly higher in

digital‐readiness compared to Asian countries like China (54th; Cisco, 2019). Students from low

digital‐readiness countries could experience additional technology‐related problems. Supporting

evidence is emerging in recent studies conducted during the COVID‐19 pandemic. In Egypt's
capital city, Basuony et al. (2020) found that only around 13.9%of the students experienced

issues with their internet connection. Whereas more than two‐thirds of the students in rural

Indonesia reported issues of unstable internet, insufficient internet data, and incompatible

learning device (Agung et al., 2020)

Related Studies

Foreign

On the studies of Purwanto, A. Fahlevi, M.Santoso, P. B. Radyawanto, A. S. Anwar, C.

Utomo. “Exploring the covid-19 pandemic impact on the Indonesian students performance” The

purpose of this research was to explore the Covid-19 Pandemic’s Impact on the Students of

Indonesian Universities Performance. This Research used qualitative approach. In this research,

selected participant were 6 students of universities in Indonesia. For confidentiality purposes,

respondents are given the initials P1,P2,P3,P4,P5 and P6 Semi- structured interviews were

conducted and a list of questions compiled for interviews was developed based on the related

literature. The results of this study are that there are impact of Covid-19 Pandemic on the

Students of Indonesian universities performance such as Some of the negative effects of Covid-

19 are that many students have psychological impact. Moreover, the presence of Corona virus

makes this more likely to have an impact on anxiety disorder symptoms, a lot of income in a

family is lost, which makes a reduction in allowance. If there is no guidance by an expert then

many students who do the learning are not optimal. maybe there is only 1 target that the student

wants to achieve, such as absence. There is no attempt to look for learning in the online. The

inadequate of independent learning intentions like this can have an impact on material that is not

understood by students. And when they go back to take the exam or study again, students miss

and do not understand the material. some students and lecturers are not yet familiar with using
internet technology or social media as a learning tool, and there are many students who are

studying while doing their lectures.

On the studies of Svenja Hammerstein, Christoph König, Thomas Dreisörner and Andreas Frey

“Effects of COVID-19-Related School Closures on Student Achievement-A Systematic Review”

The present work aimed to provide a first systematic overview of studies that reported effects of

COVID-19-related school closures on student achievement and to answer two research

questions. First, what was the general effect of COVID-19-related school closures in spring 2020

on student achievement in primary and secondary education? Second, did school closures have

differential effects on specific student groups? Three studies reported positive effects of COVID-

19 related school closures on student achievement. Meeter (2021) and Spitzer and Musslick

(2021) showed students to improve their mathematics achievement when learning with an

online-learning software during the COVID-related school closures. Similarly, van der Velde et

al. (2021) reported an increase in correct solutions on open questions within a French learning

program. Interestingly, these three studies focused on online-learning software. Thus, the

positive effects may be explained by the students under investigation being familiar working

with the corresponding online-learning software prior to school closures.

The studies on the effect of COVID-19-related school closures on student achievement selected

for our review reported mixed findings, with effects ranging from−0.37 SD to +0.25 SD (Mdn =

−0.08 SD). Most studies found negative effects of COVID-19 related school closures on student

achievement. Seven studies reported a negative effect on mathematics (Clark et al., 2020;

Kuhfeld et al., 2020b; Maldonado and De Witte, 2020; Tomasik et al., 2020; Depping et al.,

2021; Engzell et al., 2021; Schult et al., 2021), five studies on reading (Clark et al., 2020;

Maldonado and De Witte, 2020; Tomasik et al., 2020; Engzell et al., 2021; Schult et al., 2021),
and two studies on other subjects, such as science (Maldonado and De Witte, 2020; Engzell et

al., 2021).

On the studies of Julio César Vargas-Ramos, Claudia Lerma, Rebeca María Elena Guzmán-

Saldaña, Abel Lerma, Lilian Elizabeth Bosques-Brugada and Claudia Margarita González-

Fragoso “Academic Performance during the COVID-19 Pandemic and Its Relationship with

Demographic Factors and Alcohol Consumption in College Students” This research explored the

consequences of the COVID‐19 pandemic in Mexico, com‐ paring the academic average of a

sample of psychology degree students, before the begin‐ ning of the quarantine and during this

period, considering factors like alcohol consump‐ tion and demographic features. In general,

students showed an improvement in their academic performance during the confinement caused

by the COVID-19 pandemic, compared to the period before this. We concluded that the

interaction with family, more parental supervision, the possibility to perform hobbies and other

activities in addition to study, and the method used by the educational institute to adapt to a non-

face-to-face modality and all the support for the student’s requirements, may have influenced this

difference on their academic performance. Of the demographic factors that could be related to

students’ performance, only age and sex showed a significant relationship, together with alcohol

consumption. The group of students who showed the best academic performance during the

quarantine period was that comprising women with no failed subjects and low-risk alcohol

consumption. More studies with mixed methodology and probabilistic sampling are required to

give continuity to this type of study.

On the studies of Zethembe Mseleku “A Literature Review of E-Learning and E-Teaching in the

Era of Covid-19 Pandemic” Drawing from the existing literature, this study consolidated

evidence which contributes to the understanding of online learning and teaching, learning
practices during lockdown, and associated challenges and opportunities.The previous studies,

such as (Demuyakor, 2020; Ratten, 2020; Sahu, 2020; Sandars et al., 2020; Tesar, 2020) largely

examined the impact of Covid-19 on the overall higher education sector. These studies further

address the shift from class-based to online teaching and learning as a consequence of Covid-19

lockdown. Previous studies show that the emergency response to Covid-19 by many universities

was mainly through closing all campuses(Huang et al., 2020) and postpone or cancel academic

related activities (Liguori and Winkler, 2020); a decision which was followed by the

implementation of remote learning (Chang & Fang 2020). The results of the study shows that on

the review outcome of the existing studies published in the area of online learning and teaching

during the period of Covid-19. While most studies reviewed for this study addressed educational

institutions’ response to Covid-19 and challenges associated with online teaching and learning,

few studies addressed opportunities emanating from the pandemic and academic outcomes. The

results of this literature review are therefore grouped into the following themes: higher education

institutions response to Covid-19 and lockdown; online versus offline learning; challenges for

online teaching and learning; and Covid-19 induced opportunities.

On the studies of Ram Gopal, Varsha Singh and Arun Aggarwal “Impact of online

classes on the satisfaction and performance of students during the pandemic period of COVID-

19" In the present study, the authors evaluated the different factors directly linked with students’

satisfaction and performance with online classes during Covid-19. Due to the pandemic situation

globally, all the colleges and universities were shifted to online mode by their respective

governments. No one has the information that how long this pandemic will remain, and hence

the teaching method was shifted to online mode. Even though some of the educators were not

tech-savvy, they updated themselves to battle the unexpected circumstance (Pillai et al., 2021).
Results of the exploratory analysis rendered six distinct factors. Factor one was named as the

quality of instructor, and some of the items were “The instructor communicated effectively”,

“The instructor was enthusiastic about online teaching” and “The instructor was concerned about

student learning” etc. Factor two was labeled as course design, and the items were “The course

was well organized”, “The course was designed to allow assignments to be completed across

different learning environments.” and “The instructor facilitated the course effectively” etc.

Factor three was labeled as prompt feedback of students, and some of the items were “The

instructor responded promptly to my questions about the use of Webinar”, “The instructor

responded promptly to my questions about general course requirements” etc. The fourth factor

was Student’s Expectations, and the items were “The instructor provided models that clearly

communicated expectations for weekly group assignments”, “The instructor used good examples

to explain statistical concepts” etc. The fifth factor was students’ satisfaction, and the items were

“The online classes were valuable”, “Overall, I am satisfied with the quality of this course” etc.

The sixth factor was performance of the student, and the items were “The online classes has

sharpened my analytic skills”, “Online classes really tries to get the best out of all its students”

etc. These six factors explained 67.784% of the total variance. To validate the factors extracted

through EFA, the researcher performed confirmatory factor analysis (CFA) through AMOS.

Finally, structural equation modeling (SEM) was used to test the hypothesized relationships.

Local

On the studies of Mohamed A. A. Mahdy “The Impact of COVID-19 Pandemic on the Academic

Performance of Veterinary Medical Students” Many universities and colleges worldwide

suspended classroom teaching due to the novel coronavirus pandemic and switched to online

teaching. The current cross-sectional study was carried out to analyze the impact of COVID-19
lockdown on the academic performance of veterinary medical students and researchers.

Veterinary medical students and researchers were invited to answer an online google form

questionnaire. A total of 1,392 participants were from 92 different countries answered the

questionnaire with response rate of 94.1%.The results of the study shows that the COVID-19

pandemic lockdown affected the academic performance of most participants (96.7%) with

varying degrees. The mean evaluation score for the online education in general was 5.1 ± 2.4

while that for the practical parts was 3.6 ± 2.6. Although online education provides an

opportunity for self-study, the main challenge that online education faces in veterinary medical

science is how to give practical lessons. Since most of the subjects are practical; therefore, it is

not easy to learn it online. Students think that it is difficult to fulfill the veterinary competencies

only with online education system. Online education could be improved by making it more

interactive, showing medical procedures in real situations, giving concise information, and

providing 3D virtual tools to mimic the real situation.

On the studies of Isabella Q. Liu “The Impact of COVID-19 Pandemic on High Performance

Secondary School Student-Athletes" Findings of this study suggests that more attention should

be paid to secondary school student-athletes, as they are young and tackling both academic and

athletic challenges.Student-athletes should be provided additional mental health support during

this maelstrom of changes. Specific in-home virtual training during COVID-19 outbreak may be

further strengthened and improved to protect the mental health of the athletes, especially to

reduce the risk of anxiety and depression. Results of studies shows that in 24 hours, 115 surveys

were completed. The median age of respondents was 16/17, with 66 (57.4%) females and 49

(42.6%) males. 93% of respondents had at least one cancellation or postponement of important

competitions or meets due to the COVID-19 outbreak. The athletes reported negative
psychological impacts from the pandemic, with 90.5% expressing feelings of isolation and

disconnection and 79.1% having feelings of anxiety, depression, and frustration. 86.1% of the

respondents identified a worry for a loss of fitness during this time, with 91.3% concerned about

the impact of the COVID-19 pandemic on their next season. Nonetheless, 84.3% of the

respondents still plan to return to training once the pandemic is over, and 74.8% believe they can

catch up to their previous strength/technical level after the pandemic.

On the studies of Edgar John Sintema “Effect of COVID-19 on the Performance of Grade 12

Students: Implications for STEM Education” With all learning institutions pre-maturely closed

on 20 March 2020 and all citizens advised to self-isolate in a bid to control the spread of

COVID-19, it was hypothesized that COVID-19 would negatively impact on the performance of

students in the 2020 Grade 12 national examinations vis-à-vis mathematics, science and design

and technology subjects. An observed steady increase in the number of COVID-19 confirmed

cases and the low levels of technology use in secondary schools in Zambia due to limited

technology resources signifies a very difficult period in a young country which has just rolled out

a nation-wide implementation of STEM education, This study collected data from three teachers

at a public secondary school in Chipata District of Eastern Province in the Republic of Zambia.

The Head of Department for Mathematics, the Head of Natural Sciences Department and one

science teacher were interviewed. Semi-structured interviews via mobile phone were used to

collect views of what these specialists thought would be the COVID-19 effects on the general

performance of students in their subject areas. Results of this study revealed that there is likely to

be a drop in the pass percentage of secondary school students in this year’s national

examinations if the COVID-19 epidemic is not contained in the shortest possible time
considering that the school academic calendar was abruptly disturbed by the early untimely

closure of all schools in the country.

On the studies of Joseph Robosa, Niña Ercie Paras, Lhyza Perante,Trizhia Alvez,Jhoselle Tu

(2021) in titled “The Experiences and Challenges Faced of the Public School Teachers Amidst

the COVID-19 Pandemic: A Phenomenological Study in the Philippines” This study explores the

lived experiences of the public school teachers during COVID19 pandemic. The responses were

analyzed through Interpretative Phenomenological Analysis (IPA). The following were study's

findings: (1) Most teachers are significantly challenged by lack of resources, handling of

students, and the submission and workloads that contribute to stress and burnout. (2) The

occurrence of the digital age limited most public-school teachers. They hardly perform specific

tasks for the students virtually, provide an effective learning environment, and communicate with

students, given that the resources are inadequate. (3) Public-school teachers cope, resorting to the

right communication and understanding in their circumstances. (4) Teachers gain positive

experiences despite stress and burnout, it includes their passion, relationships build, and the

fulfillment of their duty.The results of their studies in the following sections will present the

analysis of data gathered after following an intricate procedure. Based on the data collected, the

following themes were identified in this study; namely, (1) lived experiences, (2) challenges, and

(3) coping mechanisms.

On the studies of Markus Wolfgang Hermann Spitzer and Sebastian Musslick “Academic

performance of K-12 students in an online-learning environment for mathematics increased

during the shutdown of schools in wake of the COVID-19 pandemic "In this study, the

researchers examined the impact of the school closures on the performance of K12 students in an

online learning environment for mathematics—building on a large dataset compromising over

2,500 K-12 students and over 124,000 computed problem sets—by contrasting students’

performance before the shutdown against their performance during the shutdown. The within-

group analyses conducted in this study suggest that students’ performance in mathematics

improved during the shutdown of schools relative to the year before. The suggested

improvements are further evidenced by the observation that teachers assigned more difficult

problem sets to students during the school closures as compared to the same time frame in 2019.

Finally, the data indicate a narrowing performance gap between students: performance

improvements were higher for students categorized as low-performing in 2019 compared to

students categorized as high-performing. Altogether, the analyses reported in this study suggests

that the shutdown of schools in wake of the COVID-19 pandemic had no detrimental effect on

the performance of students in an online learning environment for mathematics.Results from this

study stand in contrast to earlier findings showing mostly detrimental effects of school closures

on student’s performance and wellbeing. Yet, the present study is not the first to demonstrate that

students’ performance can improve during the shutdown of schools in 2020. For instance,

Gonzalez and colleagues (2020)analyzed the performance of students on weekly examinations in

an online learning class on metabolism and found that students performed better during the

shutdown of their University, relative to two cohorts of students who took the same online class

in the preceding two years. In addition, they found that more students passed the course, and

more students completed their assignments during the shutdown compared to the previous two

years. The authors attribute this increase in performance to higher consistency in studying during

the shutdown compared to the preceding years. However, the study of Gonzalez and colleagues

differs from the present study with respect to students’ age and educational context (college

students vs. K-12 students) and subject (metabolism vs. mathematics).

 Chapter 3

METHODS OF STUDY AND SOURCES OF DATA

This chapter presents description of methods of the study and sources of data used in the study.

The description of research design, research locale, participants of the study, research

instruments and data gathering procedure.

Research Design

The researchers used mixed methods research design. A mixed methods research design is

a procedure for collecting, analyzing, and “mixing” both quantitative and qualitative research

and methods in a single study to understand a research problem.

Research locale

This study has been conducted at San Manuel National High School. The school is located at

barangay San Miguel, San Manuel, Tarlac. San Manuel National High School is administered by

a Head Teacher III. Senior High School students is formed of three strand which is TVL,

HUMMS and ABM.

Participants of the Study

Using purposive sampling,the researchers covers up with the respondents strand in the table:

Strand Grade level n %

ABM 12 18 40.90

HUMSS 12 16 36.36

TVL 12 10 22.72

TOTAL 44 100

Research Instruments

The main research instrument that the researcher used in their study is open-ended questions.

Open-ended questions are questions that allow someone to give a free-form answer. Open-ended

questions are those that do not present participants with a fixed set of response options, instead

enabling them to respond in their own words.

Data Gathering Procedure

The study’s data collection technique is (1) The researchers will create a survey

questionnaire. (2) The researchers will select grade 12 students with different

strands;HUMSS,ABM and TVL. (3) The researchers will send the survey questionnaires to the

selected students of grade 12 through the use of email and messengers (4) After sending the

survey questionnaires the researcher will collect the data (5) After collecting the data the

researchers will analyze and interpret the collected data. (6) The researchers will act the results.
 Chapter 4
PRESENTATION, INTERPRETATION, AND ANALYSIS OF DATA

This chapter deals with the detailed analysis of data gathered through the impact of COVID-19

pandemic to the academic performance of the learners.Also in this chapter are the interpretation

of findings based on the research questions and problems.

Table 2
Profile of the Respondents in terms of Age
Age n %

14-16 years old 2 6.25

 17-18 years old 19 59.37

19 and above 11 34.37

Total 32 100

Table 2 shows profile of the respondents in terms of age. It shows that majority of the

respondents is between the ages 17-18. Data shows that 2 or 6.45% of students are between the

ages of 14 and 16, 19 or 61.29 % are between the ages of 17 and 18, and 10 or 32.25 % are

between the ages of 19 and above. This means that students at Senior High School are typically

between the ages of 17 and 18.

According to JSTOR (2020) Twelfth grade, 12th grade, senior year, or grade 12 is the

final year of secondary school in most of North America. In other regions, it may also be referred

to as class 12 or Year 13. In most countries, students are usually between the ages of 17 and 18

years old. Some countries have a thirteenth grade, while other countries do not have a 12th

grade/year at all. Twelfth grade is typically the last year of high school (graduation year).

Table 3
Profile of Respondents in terms of Gender
Gender n %

Male 8 26.00

Female 24 74.00

Total 32 100

Table 3 demonstrates that the majority of senior high school students are female.Data

shows that 8 or 25% are male and 24 or 75% are female. This signifies that there are more

females than males in senior high school.

 According to Matthew Reysio-Cruz (2019), Filipino women are enrolled in high school

and college at significantly higher rates than men, according to an annual report that measures

gender equality in 153 countries. The 2020 Global Gender Gap Report of the World Economic

Forum (WEF) found that 71.3 percent of women are enrolled in secondary education and 40.4

percent in college, compared to only 60.2 percent and 40.4 percent, respectively, among men.

Table 4
Profile of Respondents in terms of Strands
Strands n %

HUMSS 16 50.00

TVL 5 34.4

ABM 11 15.6

Total 32 100

Table 4 reveals that HUMSS is chosen by the majority of senior high school students over

ABM and TVL. Data shows that 16 or 50% are HUMSS, 11 or 34% are ABM and 5 or 15% are

TVL. This signifies that the HUMSS strand is taken by the majority of senior high school

students at San Manuel National High School.

According to the studies of Crysandra Mae Carlao (2019) “An Analysis on the Advantages

of Taking HUMSS Strand for Senior High School in Camp Vicente Lim Integrated School S.Y.

2017-2018”,The results of their study shows that HUMSS strand has the highest percentage with

71% who answered strongly agree in each statement that the other strands. EIM strand has the

lowest percentage which gathered 13%.

Table 5
Profile of Respondents in Terms of General Point of Average
 General Point of Average n %

70-80% 0 0.00

81-85% 6 18.8

86-92% 22 68.8

93-98% 4 12.5

99-100% 0 0.00

Total 32 100

Table 5 reveals that the majority of respondents scored in the 86 to 92 percent range. Data

shows that 0 or 0.00% scored in the 70-80 percent range, 6 or 18.8% scored in the 81-85 percent

range, 22 or 68.8% scored in the 86-92 percent range, 4 or 12.5% scored in the 93-98 percent

range, and 0 or 0.00% scored in the 99-100 percent range.This means that the majority of

students general point averages are between 86 and 92%,showing that the pandemic had an

effects on learners' academic performance.

According to the study of Rosanna Breaux,Nicholas C. Dunn,Joshua M.

Langberg(2021),"COVID-19 resulted in lower graades for male high school students with

ADHD".From the result of their study GPA significantly decreased on average from 2019–2020

to 2020–2021 school year. ADHD status and biological sex significantly moderated change—

students with ADHD and male students reported decreased GPA, whereas students without

ADHD and female students’ GPA did not change. Low income and Black/Latinx students had

lower GPAs in both school years.

1. What are the impacts of COVID-19 pandemic to the learners in terms of the following:
 Table 6
The Impact of COVID 19 to the Physical Health of the Respondents

Key Result Frequency of Respondents WM DE

Areas   n=32

Never(1) Rarely(2) Sometimes(3) Often(4) Always(5)

Strength 3 7 17 2 3 2.84 Sometimes

2 9 15 4 2 2.53 Sometimes
Flexibility

Quickness 3 10 10 7 2 2.84 Sometimes

Active 1 5 15 6 5 3.28 Sometimes

Table 6 shows the individual scores in each of the key results areas. It can be inferred

from the data that majority of the respondents are sometimes feels in all the key result areas of

physical health. With the computed weighted mean of 2.84, 2.53, 2.84 and 3.28, respectively

shows that indeed they fall under sometimes category.

Study has indicated that in adverse or challenging situations, the higher the level of

growth mindset that people hold, the more value they will perceive in challenges, and they tend

to invest more time and effort to continuously improve their situation (Liu et al., 2014). Previous

studies in the field of education have shown that growth mindset is positively related to academic

self-efficacy and academic performance (Diao et al., 2020). Growth mindset cannot only

increase students’ effort, energy, and perseverance to complete learning tasks but also encourage

learners to achieve higher academic achievement (Yeager et al., 2019).

 Table 7
The Impact of COVID 19 to the Social Health of the Respondents
Key Result                        Frequency of Respondents WM DE
Areas   n=32
Never(1) Rarely(2) Sometimes(3) Often(4) Always(5)

No signal 4 8 18 2 0 2.56 Sometimes

Doesnt have 6 8 15 1 2 2.53 Sometimes

load

Poor signal 4 11 15 2 0 2.46 Sometimes

Strength 3 14 13 2 0 2.43 Sometimes

issues

Table 2.2 shows the individual scores in each of the key results areas.It can be inferred from the

data that majority of the respondents are sometimes feels in all the key result areas of social

health.With the computed weighted mean of 2.56, 2.53, 2.46 and 2.43, respectively shows that

indeed they fall under sometimes category.

According to Mahmud (2010), found that university students consider the unwillingness to

change environment in distance education a barrier to distance education. Davis et al. (2019),

found the student barriers in online learning to be a misinterpretation of expectations, time

management and interpersonal communication. Mailizar et al. (2020), found in their research

that the lack of knowledge, skills and devices, internet connection, irrelevance and issues with

system access were the problems experienced by teachers and students in the Covid-19

pandemic.
Table 2.3 Emotional

Key Result                         Frequency of Respondents WM DE

Areas   n=32
Never(1) Rarely(2) Sometimes(3) Often(4) Always(5)
Tired 0 5 19 4 4 3.21 Sometimes
Distracted 0 4 20 4 4 3.25 Sometimes
Weak 1 6 17 5 3 2.78 Sometimes
Stress 1 3 4 4 20 4.21 Always

Table 2.3 shows the individual scores in each of the key results areas.It can be inferred from the

data that majority of the respondents are sometimes feels in all the key result areas of emotional

health.With the computed weighted mean of 3.21, 3.25, 2.78 and 4.21, respectively shows that

indeed they fall under sometimes category.

According to new survey results released by TimelyMD, 60% of college students feel more

stress and anxiety than they did a year ago. With the delta variant dashing hopes for a “normal”

school year, it’s no wonder students are increasingly stressed and anxious.

Table 2.4 Intellectual

Key Result                         Frequency of Respondents WM DE

Areas   n=32
Never(1) Rarely(2) Sometimes(3) Often(4) Always(5)
Have knowledge 4 3 10 7 8 3.37 Sometimes
Competence 2 5 20 5 0 2.87 Sometimes
Having trouble 5 4 19 3 1 2.43 Sometimes
of understanding
rules
Find it hard to 4 2 22 2 2 2.87 Sometimes
remember past
lesson

Table 2.4 shows the individual scores in each of the key results areas.It can be inferred from the

data that majority of the respondents are sometimes feels in all the key result areas of intellectual

health.With the computed weighted mean of 3.37, 2.87, 2.43 and 2.87, respectively shows that

indeed they fall under sometimes category.

According to Sintema (2020), The level of academic performance of the students is likely to drop

for the classes held for both year-end examination and internal examination due to reduced

contact hour for learners and lack of consultation with teachers when facing difficulties in

learning/understanding.

2. How would you describe the level of COVID-19 related safety measures and protocols in

our Senior High School to keep students healthy?

Most of the respondents answered:

“As a student, all I can say is that in order for every student to be safe in today's pandemic, we

must follow the rules, especially when it comes to social distancing so that the number of covid-

19 pandemic does not increase.”

“I can say that they have a good safety measures and protocols. That keeps us safe in our

school”

“As a senior high school student we follow our teachers instruction about the protocols in our

school by taking off our shoes and bring our own slippers”
 Chapter 5

SUMMARY,CONCLUSION AND RECOMMENDATION

This chapter presents the findings of the study,where the result of the interpretation in the

preceding chapter had been summarized in order to draw conclusions and recommendations.

Summary

1.) 2 or 6.45% of students are between the ages of 14 and 16, 19 or 61.29 % are between the ages

of 17 and 18, and 10 or 32.25 % are between the ages of 19 and above.

2.) Data shows that 8 or 25% are male and 24 or 75% are female.

3.)Data shows that 16 or 50% are HUMSS, 11 or 34% are ABM and 5 or 15% are TVL.

4.)Data shows that 0 or 0.00% scored in the 70-80 percent range, 6 or 18.8% scored in the 81-85

percent range, 22 or 68.8% scored in the 86-92 percent range, 4 or 12.5% scored in the 93-98

percent range, and 0 or 0.00% scored in the 99-100 percent range.

5.)In table 2.1 data shows the computed weighted mean of 2.84, 2.53, 2.84 and 3.28,

respectively shows that indeed they fall under sometimes category of physical health.

6.)In table 2.2 data shows the computed weighted mean of 2.56, 2.53, 2.46 and 2.43 in the key

result areas of social health

7.)In table 2.3 data shows the computed weighted mean of 3.21, 3.25, 2.78 and 4.21,

respectively shows that indeed they fall under sometimes category of emotional health.
8.)In table 2.4 data shows the computed weighted mean of 3.37, 2.87, 2.43 and 2.87, respectively

shows that indeed they fall under sometimes category of intellectual health.

9.)The majority of respondents said that in order to prevent the spread of COVID-19, we must

follow our school's protocols.

Conclusions

1.)Which means that students at senior high school are typically between the ages of 17 and 18.

2.)Majority of senior high school students are female.

3.)This signifies that the HUMSS strand is taken by the majority of senior high school students at

San Manuel National High School.

4.)This means that the majority of students general point averages are between 86 and

92%,showing that the pandemic had an effects on learners' academic performance.

5.)It can be inferred from the data that majority of the respondents are sometimes feels in all the

key result areas of physical health.

6According to the data, the majority of respondents are sometimes begin to feel in all of the key

areas of social health.

7.)The data suggests that the majority of respondents are occasionally affected in all of the key

areas of emotional health.

8.)According to the data, the majority of respondents have occasional feelings in all of the key

result areas of intellectual health.

9.)In order to maintain face-to-face classes, students must learn the fundamentals of teacher

instruction.

Recommendations

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