Analysis of BSME Students' Self-Assessments Regarding the Transition from Online to

Face-to-Face Classes in PUP-MB after the COVID-19 Pandemic

In Partial Fulfilment of the Requirements for the Degree

Bachelor of Science in Mechanical Engineering

Dela Cruz, Axisiel N.

Del Mundo, Gilbert
Dona, Junnese L.
Galang, Clarence Von R.
Glean, Princess S.
Lacosta, Phillip B.
Vilanio, Arman Jay P.

July 2023
 Chapter 1

THE PROBLEM AND ITS SETTING

1.1 Introduction

The COVID-19 pandemic has brought significant disruptions to the education sector

worldwide, forcing educational institutions to transition from traditional face-to-face classes to

online learning formats. In the midst of this shift, Bachelor of Science in Mechanical Engineering

(BSME) students has faced unique challenges in adapting to online instruction, which has

impacted their academic experience and practical skill development. As the situation improves

and restrictions are lifted, institutions are gradually transitioning back to face-to-face classes.

The Polytechnic University of the Philippines - Maragondon Branch (PUP-MB) is one

such educational institution that experienced a significant shift to online learning during the

pandemic. The Bachelor of Science in Mechanical Engineering (BSME) program at PUP-MB

has had to adapt to remote teaching methodologies, relying on digital platforms and online

interactions to deliver course content. As the institution now contemplates a return to face-to-

face instruction, it becomes essential to understand the self-assessment of BSME students

regarding the transition from online classes to face-to-face classes.

Self-assessment plays a crucial role in determining students' preparedness, comfort

levels, and perceived learning outcomes during transitional periods. By analyzing students' self-

assessment, educational institutions can gain insights into their strengths, concerns, and areas

requiring support. This information is vital for policymakers and educators in designing effective

strategies and interventions to facilitate a smooth transition.

Research studies examining the impact of the COVID-19 pandemic on higher education have

primarily focused on the challenges of online learning, the digital divide, and the effectiveness of

remote teaching methodologies. However, there is limited research specifically exploring the
self-assessment of students during the transition from online classes to face-to-face instruction

after the pandemic. Understanding the perspectives of BSME students at PUP-MB in this

context will provide valuable insights for educational institutions seeking to navigate this critical

phase successfully.

To bridge this gap in knowledge, this research study aims to analyze the self-

assessment of BSME students at PUP-MB on the transition from online classes to face-to-face

classes after the COVID-19 pandemic. By exploring their experiences, challenges, and

perceptions, this study seeks to identify potential barriers, strengths, and areas for improvement

during the transition process. The findings of this study will contribute to the existing body of

knowledge on the impact of the pandemic on higher education and inform policymakers,

educators, and institutions in developing strategies that address the specific needs of BSME

students in PUP-MB.

In conclusion, the COVID-19 pandemic has necessitated a rapid shift to online learning, and

educational institutions are now contemplating the transition back to face-to-face instruction.

Understanding the self-assessment of BSME students in PUP-MB regarding this transition is

crucial to ensure a successful adaptation. This research study aims to provide insights into

students' experiences, challenges, and perceptions during the transition process, facilitating the

development of effective strategies and interventions for a smooth transition from online classes

to face-to-face classes after the COVID-19 pandemic.

1.2 Statement of the Problem

The transition from online classes back to face-to-face classes presents a range of

challenges for BSME students. These challenges can include adjusting to a structured

schedule, re-adapting to the physical classroom environment, engaging in real-time interactions

with professors and peers, managing distractions, balancing workload, and assignments, and
understanding different teaching styles. Understanding the specific difficulties faced by BSME

students in this transition is essential for institutions to implement effective strategies and

support systems to facilitate a smooth and successful adjustment.

1.3 Research Objectives

The main objective of this research is to determine the self-assessment of BSME

students on the transition from online classes to face-to-face classes. Specifically, the research

aims to:

1. Identify the difficulties and challenges encountered by BSME students during the

transition to face-to-face classes in terms of social adjustment, academic engagement,

practical learning, interaction with professors, and overall well-being.

2. Examine the impact of the transition on BSME students' academic engagement,

including their motivation, participation, and concentration during face-to-face classes.

3. Investigate the social adjustment experiences of BSME students in face-to-face class

settings, including their interactions with peers, building relationships, and sense of

belonging.

4. Assess the challenges faced by BSME students in practical learning and laboratory work

during the transition, including access to resources, collaboration, and application of

theoretical concepts.

5. Examine the interaction dynamics between BSME students and professors in face-to-

face classes, including communication, support, guidance, and feedback.

6. Explore the effects of the transition on the classroom environment, including distractions,

comfort, expression of opinions, and engagement in collaborative activities.

7. Assess the impact of the transition on the health, safety, commuting, logistics, and

overall well-being of BSME students.

 8. Provide recommendations and interventions to support BSME students in successfully

navigating the transition from online to face-to-face classes and enhance their learning

experience.

1.4 Conceptual Framework

Figure 1. Conceptual Framework

INPUT PROCESS OUTPUT

Distribution of Survey
Questionnaire Analysis of BSME
Self-Assessment of Students' Self-
BSME Students Statistical Treatment Assessments
Transition from Graphical Regarding the
Online to Face-to- Presentation Transition from Online
Face Classes to Face-to-Face
Interpretation and Classes in PUP-MB
Data Analysis after the COVID-19
Pandemic

This figure shows the conceptual framework of the study, it is composed of 3 main parts:

the input, process, and output. Each part consists of variables that are needed in each

procedure. In the input part are the self-assessment of the BSME students and transition from

online to face to face classes for they are the main data required to find the desired information

or output. These inputs are going to be collected using survey forms or questionnaires and then

be processed using statistical treatment. After that the interpretation and data analysis will be

presented using graphical presentation. Then of course the desired output is the analysis of

BSME students' self-assessments regarding the transition from online to face-to-face classes in

PUP-MB after the COVID-19 pandemic.

1.5 Significance of the Study

 This research is significant as it determines the challenges faced by BSME students

during the transition from online classes to face-to-face classes. The findings of this study will

provide valuable insights for educational institutions in developing strategies and programs to

support students effectively during this transition period. By understanding the difficulties and

concerns of BSME students, institutions can implement targeted interventions, such as

enhanced academic support, improved laboratory facilities, and proactive health and safety

measures, to ensure a seamless transition and a positive learning experience.

1.6 Scope and Limitations

This research will focus specifically on BSME students studying in Polytechnic University

of the Philippines – Maragondon Branch (PUP-MB) and their experiences during the transition

from online classes to face-to-face classes. The study will be conducted from April to July 2023.

It is important to acknowledge that the challenges and experiences may vary among students

and institutions, and generalizability to a broader population may be limited. However, the

findings will serve as a valuable starting point for further research and as a basis for institutional

improvements.

1.7 Definition of Terms

 CHAPTER 2

Review and Related Literature

2.1 Conceptual Literature

The global outbreak of COVID-19 compelled educational institutions worldwide to adopt

online or remote learning methods to ensure the continuity of education. This research involved

conducting two online surveys to assess the effectiveness of online learning, measure students"

satisfaction, and identify the positive and negative aspects of this approach. The first survey

collected data from 483 participants immediately after the sudden shift to online learning due to

the pandemic. The second survey gathered data from 853 students who had experienced online

learning for three academic semesters. Both surveys' analyses revealed various challenges

faced by students during the transition to online learning amidst the COVID-19 pandemic,

including technological issues, mental health concerns, difficulties in time management, and

maintaining a balance between personal life and education. The findings indicated that more

than one-third of the surveyed students expressed dissatisfaction with their online learning

experience. To delve deeper into the reasons behind this dissatisfaction, further investigation

was carried out in January 2021 using focus group techniques. The analysis of this investigation

uncovered that the most significant factors contributing to students' dissatisfaction with online

learning were distractions and reduced focus, psychological problems, and mana ent issues

(Maqableh and Alia, 2021).

The education system has recently encountered an unprecedented health crisis that has

significantly disrupted its core. Given the uncertainties of today's circumstances, it is crucial to
develop a comprehensive understanding of how students experience online learning during the

COVID-19 pandemic. By employing a mixed-methods approach, the findings revealed that

college students faced various types and degrees of challenges in online learning. The most

significant challenge was associated with their home learning environment, while technological

literacy and competency posed the least difficulty. Moreover, the findings indicated that the

COVID-19 pandemic had the most significant impact on the quality of the learning experience

and the mental health of students. Regarding the strategies used by students, the most

commonly employed ones were resource management and utilization, seeking help, enhancing

technical skills, managing time, and controlling the learning environment (Barrot et al., 2021).

According to socio-constructivist perspectives, learning is an active process influenced

by social and cultural contexts. It emphasizes collaborative learning, where students work

together to build knowledge, particularly in classrooms that foster community building,

information sharing, negotiation, and discussion. This research aimed to investigate how

graduate students' sense of belonging impacted their cognitive and emotional experiences, as

well as their engagement in classroom discussions across three environments: face-to-face,

synchronous computer-mediated discussions, and asynchronous computer-mediated

discussions. Surveys conducted during the middle of the semester helped identify students with

higher and lower levels of belongingness. These surveys, along with end-of-semester ratings,

allowed for an exploration of cognitive and affective factors. Additionally, online discussion

transcripts were analyzed to examine how students with different levels of belongingness used

the pronoun "We," categorized based on the closeness or distance of connections made. The

findings revealed that students with higher levels of belongingness reported greater enjoyment,

usefulness, and involvement, while those with lower levels of belongingness expressed

sensitivity to peer judgment. In terms of discourse, higher-belonging students used the pronoun

"We" more frequentlv than lower-belonging students in both online discussion formats. In

synchronous discussions, higher-belonging students used immediate "We" pronouns more

often, whereas lower-belonging students used more distant "We" pronouns. Understanding

students' experiences can assist educators in designing classroom discussions that promote

learning and support their social-emotion' J II-being (Zengilowski et al., 2022).

The prevalence of online collaboration is increasing in both work and education,

particularly due to the Covid-19 pandemic. Therefore, it is crucial for students to learn how to

effectively work in teams online, and for educators and policymakers to understand the impact

of online environments on student collaboration. This paper presents a study that examined the

experiences of 1611 graduate students in 315 teams during their transition from in-person to

online collaboration due to the Covid-19 pandemic. The study explores the effects of this

transition on social interaction and how teams adapted their practices to support social

interaction in the online environment. The findings reveal that the changes in the learning

environment had negative effects on social interaction, but team reflection helped mitigate some

of these challenges and fostered practices that supported both cognitive and socio-emotional

aspects of social interaction. The study offers theoretical insights into the factors influencing

social interaction, including social presence and social space. Additionally, it supports learning

theories that emphasize the active role of students in a virtual learning environment, rather than

viewing them solely as users guided by the teacher. This study contributes to the limited

empirical literature on virtual self-organizing student teams in higher education and provides

practical implications for educators, researchers, and policymakers (Sjolie et al., 2022).

This study compared face-to-face, online, and hybrid teaching methods in a course on

child development at the undergraduate level to see if there were any variations in the academic

results and course satisfaction of the students. Three exams, a research paper assignment, and

the overall course grade were used to evaluate the academic performance of the students. The

Student Opinion Questionnaire (SOQ) was sent across the three teaching modalities, and the

Constructivist On-Line Learning Environment Survey (COLLES) was distributed to online and

mixed modalities, in order to gauge student satisfaction with the courses. Results showed that
students fared equally well on all three exams, the research paper, and the final course grade

across three teaching modalities, dispelling traditional concerns about the effectiveness of

blended learning and online instruction. Students from all three modalities reported feeling

equally satisfied with their educational experiences, according to the SOQ and COLLES study.

A two-factor model was suggested that identifies Learn on Demand (Flexibility) and Face-to-

Face Interaction as determinants of student academic outcomes. There was discussion of the

implications, restrictions, and future research focus. Enrique et al., (2018).

Academic institutions were urged to concentrate on supporting telecommunications

technologies in the wake of an unusual state of confinement brought on by the COVID-19

epidemic. Higher Education became entirely online for the first time. Greek students were able

to respond to questions on the distance education they had encountered during the COVID-19

lockout, notably of the synchronous variety, in an online voluntary survey performed by the

research's authors. The goal of this study was to look into the main problems that hindered

students' learning, including both the communication-impairing technical barriers and the

difficulties in teaching and learning brought on by new trends. Future communication in the field

of distant education will be improved by understanding the primary issues that emerged in the

educational process during the lockdown. The student counseling center at their colleges as

well as posts on well-known student content websites alerted the students about the research.

According to the study's findings, the majority of students replaced their in-person

courses with synchronous communication online classes (both theoretical and practical). The

students discussed certain drawbacks of online learning, including instructional approaches for

synchronous communication as well as how their classes were set up and delivered. They

discussed the primary technological issues that the instructor encountered that prevented

successful communication, as well as the stressful practices or the lack of communication

between kids and teachers they encountered during the lockdown. Despite these issues, most

students are still interested in continuing their online education in addition to taking traditional

courses in a classroom. Overall, this survey gave valuable, new information about how students

felt about online learning during the first week. Angelos et al., (2021)

The current situation around the world has had a significant impact on the new norm for

schooling. It has paved the way for a variety of distance learning techniques and ongoing

advancements in educational technology, methodology, and applications. The traditional

learning environment now places a high value on emotional intelligence. The study's findings

are related to how EI occurs and plays a role in creating an effective learning environment and

teaching style. (Arianne kate M. lansigan, 2022)

The following were study's findings: Most teachers are significantly challenged by lack of

resources, handling of students, and the submission and workloads that contribute to stress and

burnout. 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. Public-school teachers

cope, resorting to the right communication and understanding in their circumstances. Teachers

gain positive experiences despite stress and burnout, it includes their passion, relationships

build, and the fulfillment of their duty.

It was necessary to rethink the teaching approach and redefine teaching-learning-

assessment activities in order to adapt lectures and practical activities of higher education into

the online environment. Because face-to-face interaction was the primary method of conducting

such activities before the epidemic, many teachers had prior experience with online instruction.

Because of this research found this novel type of instructional exercise to be difficult. Even

though the COVID-19 pandemic had an unanticipated impact on educational institutions, this

research identifies several aspects of online learning that can be used to enhance in-person
interactions and create a more effective and long-lasting education. The findings show that the

targeted students have a variety of preferences, including peer collaboration on common

projects, teacher support for electronic learning resources, and use of online learning

environments to access resources and take exams. The primary players in education could

consider these findings to create a balance between in-person and online learning, most likely in

the form of blended learning, to create a viable educational system for the future. (Stoian et al.,

2022)

Numerous sectors have been harmed by the Covid-19 pandemic that struck the world,

Indonesia, including Aceh Province. The teaching and learning process is also disturbed, not

just the economic sector. To stop the corona virus from spreading, face-to-face instruction and

learning are not permitted. The government has adopted a number of rules, ranging from

isolation to extensive social restrictions, anticipating the spread of the virus. In this study, the

majority of students reported mild anxiety 39 respondents (49%) when using offline learning

methods, compared to 32 respondents (40%) who reported moderate anxiety when using online

learning techniques; majority of students experienced moderate stress 37 respondents (46%)

with online learning methods and the majority of students experienced mild stress 41

respondents (51%) with offline learning methods; and the majority of students experienced mild

depression 43 respondents (54%) with online learning methods and the majority of students

experienced normal depression 62 respondents (77%) with offline learning methods. According

to research findings, there is a significant correlation between learning strategies used with

psychological students and improvements in psychological symptoms like anxiety, stress, and

depression as a result of online learning. The stress is brought on by students' daily online

learning, which prevents them from interacting socially with friends and their surroundings. Due

to the fact that daily online learning requires more internet usage than offline study does, family

economic factors are another source of stress for students. (Bashir & Mufida, 2022)
 Universities in the United Kingdom have started to see a reverse transition, a shift from

online to offline education, after two years of anti-pandemic campaigns. This involves enticing

students to start in-person courses and giving flexibility to distance learners, but later requiring

all students to return to campus by a specific date. The results showed that students had

internal and external difficulties during the change from online to offline learning, which

contributed to a general resistance to the shift. Particularly, policy difficulties (such as policy

conflicts) had the greatest effects on international students, leading to anxiety disorders,

monetary losses, and poor educational outcomes. Students who relied on digital resources

while studying remotely had difficulties due to the reduction of digital tools and learning

materials during the shift. Additionally, issues with social participation and intellectual obstacles

have been noted as difficulties. (Zhao & Xue, 2023)

Schools must figure out how to get every student to the appropriate grade level. Schools

in this situation must take steps to prevent the absent kids from falling behind the rest of the

class. One of the most successful ways to deal with this issue is to stick to using hybrid class

models even while physical courses are restarted. But managing two forums at once is a burden

for teachers, and schools could need to spend a lot of money on infrastructure and technology

to support the two platforms. (EducationWorld, 2021)

 Chapter 3

METHODOLOGY

This chapter presents the methodology used to investigate the challenges and

experiences of BSME students during the transition from online classes to face-to-face classes.

The research aims to understand the impact of this transition on various aspects of their

academic and social lives. This chapter focuses specifically on the instrumentation, which

includes the survey questionnaire designed to gather data from the participants.

3.1 Research Design

The quantitative data-generation method involves the use of a survey questionnaire to

collect data from the population of BSME students. The survey questionnaire is designed to

capture numerical data on various aspects of the transition, such as academic engagement,

social adjustment, practical learning, interaction with professors, classroom environment, health

and safety concerns, commuting and logistics, and support and resources. The questionnaire

consists of close-ended questions that allow participants to rate their experiences, perceptions,

and difficulties on a Likert scale or choose from multiple-choice options. This method enables

the researchers to gather data that can be analyzed using statistical techniques to identify

trends, patterns, and relationships among variables.

3.2 Questionnaire Development

 The survey questionnaire was developed based on the literature review conducted in

Chapter 2. It includes a series of questions that cover different aspects of the transition, such as

academic engagement, interaction with professors and peers, practical learning, health and

safety concerns, and institutional support. The questionnaire consists of both closed-ended and

open-ended questions to provide respondents with an opportunity to share their experiences

and provide additional insights.

3.3 Respondents of the Study

The population of this study who will respond to the survey questionnaire will be BSME

students from Polytechnic University of the Philippines – Maragondon Branch (PUP-MB) who

has recently transitioned from online classes to face-to-face classes. The questionnaire will be

distributed electronically through an online survey platform (Google Forms), making it easily

accessible to the participants. The survey will be anonymous, ensuring confidentiality and

encouraging honest responses, and for research purposes only.

Table 1

Number of Respondents

Year Number of Respondents

BSME-1 50

BSME-2 42

BSME-3 53

BSME-4 50

Total 195

3.4 Data Collection and Analysis

 The survey questionnaire will be administered electronically using an online survey

platform. Participants will be provided with a unique link to access the questionnaire, ensuring

confidentiality and anonymity of their responses. The questionnaire will be open for a specific

period to allow participants to complete it at their convenience. Reminders will be sent to

encourage maximum participation. The quantitative data obtained from the response of the

population to the survey questionnaire will be analyzed using descriptive statistics, such as

frequencies and percentages, to identify the difficulties commonly experienced by BSME

students during the transition.

3.5 Ethical Considerations

Ethical considerations will be taken into account throughout the research process.

Informed consent will be obtained from all participants before they complete the survey

questionnaire. Participants will be assured of the confidentiality and anonymity of their

responses. The data collected will be used solely for research purposes and will be securely

stored. The research will adhere to ethical guidelines and regulations to ensure the protection of

participants' rights and welfare.

3.6 Statistical Treatment of Data

The researchers interpreted the data gathered from the response of PUP-MB BSME

students to the survey questionnaires. The approach used by the researchers for statistical

treatment is by means of percentage.

Formula:

F/N × 100=T%

Where:

F= Frequency of response

N= Total number of respondents

T= Total percentage of response out of 100% of the respondents

3.7 Summary

This chapter outlined the methodology employed in this research, which utilizes a survey

questionnaire to collect data on the difficulties commonly experienced by BSME students during

the transition back to face-to-face classes. The questionnaire is designed to gather quantitative

data, allowing for a comprehensive analysis of the challenges faced by students. The survey will

be administered to a population of BSME students, and the data collected will be analyzed

using statistical techniques. Ethical considerations will be upheld throughout the research

process to ensure participant confidentiality and data protection.

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