Chapter 1

THE PROBLEM AND ITS SCOPE

Distance education refers to a method of delivering instruction to students

who are not physically present in the same location as the instructor. This

mode of education has grown rapidly in recent years and has significantly

changed the way people think about teaching and learning. The internet and

online teaching have become crucial tools for distance education, especially

in higher education, and the growing number of students and courses offered

demonstrate its significance. The recent surge in distance education

programs can be attributed to the advancements in technology and the

internet which enables online learning. The implementation of online

education has the potential to transform the field of Education as a whole.

However, it is important to note that technology alone is not enough to

guarantee the success of distance education. Each student had their own

preferred way of learning, whether it was through listening, reading, hands-on

activities, or movement. Therefore, when designing a distance-learning

course, it is essential to consider the diverse learning styles of the students.

This paper described an assessment instrument that can be used to identify

students’ learning styles. The information generated by the instrument can

identified the general cognitive and motivational characteristics of the

students. This information in turn can be used in course planning and

teaching strategies for online education. Distance education was an

instructional delivery system that allowed students to participate in an

educational opportunity without being physically present in the same location

as the instructor. The rapid growth in the number of distance education

courses and programs had a profound impact on the ideas and beliefs about

teaching and learning. The use of the internet with web-based coursework

has become a core method of instruction in distance education, particularly in

higher education. The increasing number of students enrolled, the course

offerings, and the availability of distance education all speak to the

importance of this method of instruction. The growth in distance education

programs in recent years has been fueled by the development of the internet

and technologies that support online learning. Online Education appears to

have the power to change the education landscape. However technological

innovation is necessary to the development of distance education, it was not

sufficient to assure its effectiveness. Students had different learning styles,

and some students learned best by watching and listening, others by reading,

and others by doing and moving or by a hands-on environment. Therefore, it

was important to consider students’ learning styles while developing a

distance-learning course. This paper describes an assessment instrument

that can be used to identify students’ learning styles. The information

generated by the instrument can identified the general cognitive and

motivational characteristics of the students. This information in turn can be

used in course planning and teaching strategies for online education

The COVID-19 pandemic brought about significant changes to people's

daily lives, affecting everything from work to leisure activities to family life.

These changes have also had a major impact on education, both in formal

and informal settings. Schools, universities, and other educational institutions

were forced to close or switch to distance learning due to safety concerns.

These sudden changes caused stress and challenges for schools, families,

and society. Parents were required to work from home and take on the role of

home educators, while teachers of all levels and ages needed to quickly

adapt to teaching through distance education and find ways to stay

connected with students and parents. Furthermore, as some schools have

reopened with health protocols in place, teachers and students have had to

adapt to multiple changes in their educational environment in a short time.

Given these challenges for educators, students, and parents, it is worthwhile

to investigate how the elementary pupils were affected in terms of their 21st
century skills before and during pandemic. The pandemic had a significant

impact on the education system, which some argued was already struggling

to keep up with the times. The shift to online learning has sparked the

opportunity to develop new and more efficient ways of educating students.

Major world events often lead to rapid innovation, and the current situation is

no exception, as seen with the growth of e-learning. The importance of

making knowledge accessible to all members of society was evident during

this pandemic, and if online learning technology could play a role in achieving

this goal, it was essential for all of us to explore its full potential, so that

students' learning capabilities are not hindered. Many believed that there was

always a solution to the problems that arose, and this was a situation where it

was important to consider that perspective. Technological challenges such as

internet connectivity especially for places without signals could be the

greatest obstacle in teaching and learning continuity, particularly for

academic institutions who have opted for online learning as a teaching

modality. Thus, the alternative models of learning during the pandemic

should be supported by a well-designed technical and logistical

implementation plan (Edizon, 2020).

Assessment of student learning outcomes was very important. Concerns

regarding how to assess learning outcomes and how to answer assessment

tasks emerged as a major concern as reflected in the narratives of the

teacher and student respondents. The assessment measures were essential

as an assurance that learners had attained various knowledge and skills and

that they are ready for employment or further study (Coates, 2015).

This was where the teacher and the student meet in a set place for a set

time, for either one-on-one learning or, most commonly, in group class

lessons like what happened in school. Face to face learning was an effective

way to learn knowledge and skills because it often combined different ways

of learning including writing, reading, discussion, presentations, projects,

group work, film clips, demonstration and practice.

Otienoh, (2015) found that students’ involvement with mixed abilities

status in the group interaction created their inclusive experiences in a

cooperative process. However, there was less CL interaction due to unclear

procedural instructions and teacher monitoring because this was the first-time

students and teachers were working in this type of learning process.

The main purpose of this study is to determine the contribution of the 21 st

century skills of Elementary pupils before and during pandemic at elementary

school, school year 2020-2021. Specifically, this study will aim to identify the

relevance of 21st century skills of Elementary pupils before and during

pandemic through the Classroom Activities Compilation Training results and

outcomes of the respondents during and before pandemic. To enhance their

skills even amidst pandemic, and to be able to use their skills to continue to

strive for more knowledge in any way for their better future.

This study will be conducted this second semester of the year 2020-

2021. Since searching for a meaningful instrument in transmitting ideas and

knowledge to the learners is one of the valuable tasks that educators should

do, the researchers will develop this study for they believe that it is their

responsibility to share and impart ways to sustain the empty minds of every

learner, confidently saying that they are very much acquainted with the

lesson learned from their meaningful experiences and observation to help the

learning scenario more effective and worthy of its positive outputs.

Theoretical Framework

In this study, the researchers will anchor these theories that will

support the ideas of 21st Century skills of elementary pupils before and during

pandemic. These theories are: The Theory on Learning by Doing by John

Dewey (1910); The Theory of Hierarchy of Needs by Abraham Maslow

(1943); and Bloom’s Taxonomy by Benjamin Bloom (1956).

 The Theory on 21st century skills of Elementary Pupils before and

during Pandemic theory which has been popularized by the work of Mayer

(1992). The theory happens when the learners are directed at achieving a

goal. 21st century skills of Elementary Pupils before and during Pandemic

centers on the idea that learners attempt to learn in their perspective home

they can learn at their own pace. According to 21 st century skills of

Elementary Pupils before and during Pandemic, one of the principle aims of

21st century skills of elementary pupils before and during pandemic is to

compare their achievements before and during pandemic if how effective

modular approach is.

In lining up and relating the study of 21st century skills of elementary

pupils with the aid of comparing their general weighted average, the 21st

century skills of Elementary Pupils before and during Pandemic enhanced

the skills of every learner, sustaining the individual needs and forming the

differences into do their strategies by adapting the new normal learning which

is the modular approach Moreover, inculcating the said theory within the

instruction catered the different aspects of how a child learn in their own pace

during the pandemic , especially in modular approach When it comes to

physical distancing, it is important that the teacher establish some classroom

ground rules in accordance with the procedures established by the school’s

administration and to encourage the learners ask them a questions and

express their feelings with the teacher. Without anchoring this theory to our

study, 21st century skills of elementary pupils had gone in a wrong way, not

knowing its proper usage and implications of a learning individual.

On one hand, the Theory of Critical Thinking by D Hitchcock, (2018)

advocates special focus on improving their thinking and problem solving the

modules in this new normal learning are designed to externalize evidence of

the elementary pupil’s thinking process as they analyze and work through

relevant problems, complete reflective thinking exercises, and as they reflect

additionally when the exercises are debriefed. In this theory, elementary

pupils can use critical thinking to evaluate the information and solve

problems. Additionally, the said theory and ability to lead by developing the

pupil’s judgments, evaluation and problem solving. It is linked to breadth and

depth of a student’s learning capabilities as a key predictor of his or her

ability to understand by solving problems. According to Hitchcock theory,

learners need to be good at solving problems and to expand their thinking

skills.

Furthermore, the correlation of this study to Hitchcock Theory of Critical

thinking reflects to the truth that critical thinking. The participation of the
learner measured the level of his/her attainment of solving problems.

Through this theory, the study of learning capabilities of elementary pupils

before and during the pandemic has been popular this year because of a new

way of learning. The learners are enabled to expand thinking on how to

handle the new normal learning by coping up with the lessons. Anchoring this

theory to the study will help the learners to use their critical and creative

thinking to help them solve problems in distance learning and everyday life.

On the other hand, the Theory of 21 st Century Skills, was developed by

a professor of education at Harvard University. This theory emerges from

recent cognitive research and documents the extent to which students

possess different kinds of minds and therefore learn, remember, perform and

understand in different ways, according to Gardner, (1983). From this

theory, we were all able to know the world through language, logical-

mathematical analysis, spatial representation, musical thinking, and the use

of the body to solve problems or to make things, an understanding of other

individuals, and an understanding of ourselves. Where individuals differ was

in the strength of these intelligences- the so-called profile of intelligences –

and in the ways in which such intelligences were invoked and combined to

carry out different tasks, solve diverse problems, and progress in various

domains.
 Thus, learning vocabulary with the aid of multimedia was a way of

catering the individual needs of the learners due to the fact that not everyone

could gain much vocabulary knowledge by just one medium of instruction.

The Theory of Multiple Intelligences only proves that this study should

integrate educational theories, teaching strategies, and other pedagogic tools

were used in meaningful and useful ways to better address the needs of

students. Gardner himself asserted that educators should not follow one

specific theory or educational innovation when designing instruction but

instead employ customized goals and values appropriate to their teaching

and student needs. Addressing the multiple intelligences and potential of

students helped instructors personalize their instruction and methods of

assessment.

Hence, language teachers today had to be aware that pupils have

different strengths, learning styles and even learning potentials but with the

Multiple Intelligences Theory, educators can teach students effectively in

different ways. Because as long as teachers use a range of different activities

according to their intelligence, there will always be a time during the day or

week when students have their highly developed intelligence(s) actively

involved in learning. Additionally, learning something becomes meaningful if

it is supported by such evidence and studies to confidently showcase to the

society how certain things can be in its gigantic form, considering those

theories mentioned earlier can positively help to promote positive results and

for the betterment of every pupil.

Conceptual Framework

Blended learning, which combines traditional in-person instruction with

online learning, has gained popularity with the integration of web-based

technology into education. This has become a concern for both students and

educators, as it is important to ensure that blended learning is effective and

productive for learners. As a result, students have been struggling to

understand the course material and instead rely on answer keys. Traditional

in-person instruction is no longer seen as the only method of teaching and it

is not always well received by language learners as an effective way of

learning.

Figure A as the schematic paradigm shows the illustrations of the

interplay of the independent and dependent variables, and the output of the

study. The researchers will come up with a concept of the 21 st century skills

of the elementary pupils that can affect the result before and during the

pandemic
Independent Variables Dependent Variables Output

21st Century
skills
Academic Classroom
Creativity Performance Activities
Critical thinking
Collaboration Compilation
Communication (GWA)
Problem-Solving
Training

Profile of the
Respondents
Age
Gender
Parents
Educational
Attainment
 Figure A. The Schematic Paradigm

Statement of the Problem

This study will aim to determine the contribution of 21 st Century skills of

elementary pupils before and during pandemic following questions:

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

1.1 age;

1.2 gender; and

1.3 Parent’s educational attainment

2. What are the 21st century skills in terms of:

2.1 creativity;

2.2 critical thinking;

2.3 Communication; and

2.4 problem-solving

3. What is the Academic Performance (GWA) before and during

pandemic?
 4. Is there a significant relationship between the profile of the

respondents to their Academic Performance?

5. Is there a significant difference between 21st century skills to the

Academic Performance of the Elementary Pupils?

1. What possible Classroom Activities Compilation Training can be

developed based on the result of the study.

Hypotheses

Hypotheses in null forms will be formulated and to be tested empirically

at 0.05 level of significance.

Ho 1: There is significant difference between the profile of the of the

respondents to their Academic Performance before and during pandemic

Ho2: There is a significant difference between the 21st century skills to

the Academic Performance before and during pandemic.

Scope and Limitations

This study will focus on the contribution of the 21 st Century Skills of

Elementary Pupils before and during Pandemic. It will also focus on the

comparison of their Classroom Activities Compilation Training and 21 st

Century skills of elementary pupils before and during pandemic which will be

tested on the contributions of the approaches.

The study will be conducted in Christ the king college de Maranding.

The respondents are the Grade 6 pupils which will be engaged in a survey

and introduced on the topics provided in each question that will basically

consume one hour for every question. The time frame of the study will be in

the second semester after the 2nd batch in School Year 2021 – 2022.

Significance

This study will benefit to the following:

School Administrators. The result of this study would serve as a basis

for curriculum development and improvement. So that they develop a

curriculum for a student having a hard time in developing their learning

capabilities that must be addressed upon to encourage the development of

abilities and skills inside and outside school.

Teachers. It is important to note that the learning capabilities of

elementary pupils in this study, can guide the learners to be flexible. They are

given the opportunity to express their understanding and also to give learners

a sense of choice and control in the process. It is likely that it increases the

odds that the work will be finished. Additionally, the result of this study can

provide them with important information which was really necessary in

making teaching adjustments, so as to fit their students' word knowledge. In

doing so, the teachers were able to increase their effectiveness of

transmitting knowledge to many empty minds.

Pupils. The findings can provide them an opportunity to size up their

vocabulary power with a new approach as it covers the trend of this

generation. Through this study, the learners were able to recognize the value

of improved vocabulary knowledge in English and understand the serious

concerns of the teachers in imparting and sharing the best of their abilities

and knowledge. With this realization, the students become motivated to use a

wide variety of words in composing sentences or phrases. Furthermore,

vocabulary acquisitions under multimedia environments improved the

vocabulary teaching efficiency and extended students’ vocabulary, and it was

also of great help in improving students’ English level as a whole, for the

teaching-software usually carries the voices of native-speakers with rich

context. This helps the learners foster a nice linguistic intuition.

Parents. The result can serve as their guiding agenda for their children

to become skillful as they support them in developing their learning

capabilities.
 Future Researchers. This study can serve as a guide and reference for

the other researchers who would be interested in studying as baseline

information in the conduct of future similar study.

Definition of Terms

To understand the study more, the following terms are defined

conceptually and/or operationally based on how they are used in the study:

Academic Achievement. In this study, it refers to the educational outcome

of the subjects that indicate to the extent of the accomplished test that are

focused on the activities and discussions.

Before Pandemic. In this study, it pertains to a process in which the

observer sits in a particular classroom session, records the teacher’s

teaching practices, approaches, and student actions, and then meets with the

teacher to discuss the observation.

Comparative Study. In this study, it pertains to the act of comparing two or

more things with a view to discovering something about one or all of the
things being compared. Comparative study helps to define the organization

structure of the subjects as well as give the differential points between the

subject matter.

During Pandemic. In this study, it relates to the disease outbreak that spans

several countries and affects a large number of people. Pandemics are most

often caused by viruses.

Face to face Learning. In this study, it defines the instructional method

where course content and learning material are taught in person by students.

It also allows in a live interaction with their fellow students as well.

Instruction. In this study, it points to the action, practice, or profession of

teaching.

Learning Vocabulary. In this study, it connects to the purpose of the present

study, vocabulary learning was operationally defined as the participants'

performance on a vocabulary test.

Modular Learning. In this study, it cites a form of distance learning that

facilitates students learning by themselves.

Online Learning. In this study, it hints at a method of education whereby

students can learn in a virtual environment.

 Chapter 2

REVIEW OF RELATED LITERATURE

This chapter presents the different readings which will be deemed

important and related to the present study.

Related Literature

These serve as links between the readers and the studies already

done, talk about aspects that have been already established or concluded by

other authors and also give chances to appreciate the evidence that have

already been collected by previous researches, and project the current

research work in the proper perspective.

 The following are the select related literature

Interactions Between Affect And Cognition When Thinking Creatively

(De Dreu, 2015) and colleagues suggest a dual road to creativity

model based on their past studies on affect and creativity (DPCM; Baas,

Roskes, Sligte, Nijstad, & De Dreu, 2015; De Dreu, Baas, & Nijstad, 2015;

Nijstad, De Dreu, Rietzschel, & Baas, 2015). This shows that flexibility (i.e.,

broad exploration of many ideas) and persistence (i.e., in-depth exploration of

a few ideas) are two distinct modes of cognitive processing that are both

driven by affect and can lead to original, fluent, and insightful creative

ideation. According to the DPCM, high-activation positive affect (joy) boosts

creativity by increasing cognitive flexibility, whereas high-activation negative

affect (anger, stress) boosts creativity by increasing cognitive persistence.

Using this model as a guide,

Positively valence nature encounters may boost creativity that requires

cognitive flexibility, according to our findings. A large body of evidence

demonstrates that everyday cognitive processing systems, such as working

memory and executive control of both internally and externally directed

attention, are crucial parts of the creative thinking process, in addition to the

DPCM (Beaty, Seli, & Schacter, 2019; Sio & Ormerod, 2015; Sowden,
Pringle, & Gabora, 2015). Given that ART research has shown that nature

has a positive effect on such cognitive processes (Berman, Jonides, &

Kaplan, Ohly, 2016; Steve 2018), one may predict that nature experience is

linked to creativity.

(Leong, Fischer, and McClure 2015) found that being connected to

nature was linked to both innovation and holistic cognitive styles in their study

of the relationship between nature and innovation, implying links between

nature, creative thinking, and global processing, which the DPCM suggests is

important for cognitive flexibility. While both nature experience and

restorative experiences in nature are linked to closeness to nature (e.g.,

Mayer, Frantz, Bruehlman-Senecal, & Dolliver, 2019), they are not the same

thing. As a result, research into the connections between nature experiences

and the cognitive processes required for creativity is required.

According to (Williams, 2018), nature encounters can help with

creativity by restoring attention through outward orientation of attention to

parts of the environment and mind wandering through interior orientation to

one's thoughts. Shifts between these two processes over time, according to

this view, may serve to both restore attention and build links between ideas.

Williams et al. argue that more research into the processes that support

creativity in response to nature is needed. We take a step toward addressing

such a plea in this study by qualitatively evaluating people's perceptions of

not just whether but also why nature is linked to creativity.

Project Based Learning in Improving Critical Thinking Skill of Children

with Special Needs

Thinking is the process of extracting information from memory, i.e.

utilizing the intellect to consider and make a decision. Almost all human acts

and interactions are based on thinking. The ability to identify issues and

select the appropriate response is known as critical thinking. According to

Ennis Baron and Sternberg, critical thinking is a rational pattern of reasoning

that focuses on what to do. The basic trait of thought, according to (Frascella,

2015), is an attitude of curiosity and action; this demonstrates intellectual

courage. As a result, critical thinking can be defined as the ability to make

decisions and take actions based on reflective thought patterns and attention.

Knowing problems, finding ways to deal with issues, gathering information,

compiling information, recognizing possibilities, understanding language,

analyzing, evaluating facts, understanding cause and effect, drawing

conclusions, testing similarities, arranging patterns based on experience, and

making judgments are all aspects of critical thinking, according to (Glazer,

2016). Critical thinking abilities can also assist children with exceptional

needs in doing tasks such as comprehending others' viewpoints and making

decisions. The advantages of critical thinking abilities for children with special

needs include the ability to live independently in the community and not rely

on others. One strategy to help children with special needs improve their

critical thinking skills is to give them material that is appropriate for their

personalities, such as deaf children who have difficulty acquiring information

through their hearing sense necessitating a visual explanation Similarly, blind

children present more concrete content with real things and allow children the

opportunity to touch these objects Advances in Social Science, Education,

and Humanities Research, volume 296 349. Students' active participation in

learning is one of the supporting components in critical thinking. Active

students will generate fresh ideas and information, whereas passive students

will remain stuck in a fixed mindset, waiting for direction and instruction. The

application of active learning.

The term "methods" refers to a type of learning that allows pupils to

actively develop their ability to make something. The use of inadequate

learning methods such as the lecture style, as well as the lack of an active

role for students in learning, are both hindering factors in critical thinking.

According to this argument, critical thinking ability has numerous inhibiting

and supporting variables, one of which is the employment of learning

methods that actively involve children in strengthening the ability to think in

children with special needs. (Frascella, 2015).

Cognitive and Socio-Emotional Interaction in Collaborative Learning:

Exploring Fluctuations in Students’ Participation

Students' participation in social connection and exchanges that are

both cognitive (e.g., sharing knowledge, monitoring learning) and socio-

emotional (e.g., encouragement, positive appraisal) change during

collaborative learning. Only a few research have looked at how social contact

involvement varies depending on the type of interaction. The goal of this

process-oriented study was to find out how actively students participated in

cognitive and socio-emotional interactions, as well as what factors influenced

engagement during transitions between the two types of interactions. Six

groups of student teachers (N24) were video-recorded collaboratively

learning, which was the focus of the qualitative study. Socio-emotional

engagement required more active participation than cognitive interaction,

according to our findings. Shifts between domain-focused and metacognitive

activities characterized changes in participation during transitions between

forms of interaction. (Järvelä, 2017) Implications for fostering and studying

productive social interaction in collaborative learning are explored.

The nature and scope of the Communication Skills course

The nature of the Communication Skills course appears quite unique from

other subjects. Communication Skills is the foundation of language learning

from which effective speaking, writing and reading emerge and it is the

bedrock of human language learning (Tortor, 2006). One distinctive aspect of

communication skills is that it is integrated in nature. This is so because

Communication Skills as a course is one of the prime factors of human

expression. It is a practical course and students are expected to practice the

skills of communication. The concept of Communication Skills is technical

and students need certain attitudes to grasp these concepts (Tortor, 2006).

Communication Skills as a course exposes students to conceptual skills like

sentence pattern, concord, ambiguity and many others. These skills demand

more than just attending lectures and being a passive member of the class.

The culture of reading which students need so much for the communication

skills course has totally waned and the situation is so alarming. Ninety

percent (90%) of students would rather choose to watch movies rather than

read the books related to their respective courses. This shows how reading

as an attitude has suffered over the Journal of Education and Practice. There
is therefore difficulty or failure for such a student who is only addicted to

watching movies instead of reading, the reason being that there is no proper

use of concord or sentence analysis in most movies. This is largely because

movie language is full of slang, jargons and informal constructions. This re-

enforces the fact that to such “students of movies”, the study of

communication skills becomes complex and they just go through the routine

of studies instead of extracting the benefit of the course. Due to the lapses in

student’s performance and competence in the use and knowledge of English

language, some writers in communication skills like Acquah and Nyan

Tuameh (2006) have even advocated that the Communication Skills should

be made a two year course as a means of promoting thoughtful and positive

attitude for effective communication. The Communication Skills course

includes a range of skills. It includes both oral and written skills. The written

skills are note taking, outlining, subject-verb agreement (concord), spelling,

effective

Factors affecting students’ performance in the Communication Skills

course

In seeking to find out about the factors affecting students’ performances in

the Communication Skills course, the following factors were revealed by the

literature reviewed for this study. paragraph and essay writing and so on. The
oral skills on the other hand include listening skills, reading skills-skimming,

scanning and close reading though these are not the only topics in the

Communication Skills course. Gogovi, Gborsong, Yankah and Essel (2006)

agree that the study of communication skills would not only be useful to

students by enhancing their academic performance but would be of immense

help in the job market.

21st Century Skill 'Problem Solving': Defining the Concept

Students cannot succeed in the world solely on the basis of their

knowledge. To survive in the modern world, students must develop 21st

century skills such as problem-solving, creativity, innovation, meta-cognition,

and communication. Problem-solving skill is one of the core human cognitive

processes. The issue arises whenever students are faced with a situation in

which they are unsure on how to perform an assignment. Problem-solving is

a method that entails methodical observation and critical thought in order to

arrive at an appropriate solution or path to the desired outcome. The

problem-solving framework was made up of two primary skills: observation

and critical thinking. The term "observation skill" refers to the ability to collect

data, comprehend it, and interpret it utilizing all of one's senses. To address

any problem, critical thinking requires the ability to accomplish the following:
conceptualizing, logical reasoning, applying strategy, analytical thinking,

decision making, and synthesizing. (Azlami, 2017).

Insights Learned from the Related Literature

Distance learning has finally reached the tipping point. No one can

neglect face-to-face learning. Distance learning has enough participation to

level the full attention of the education. It’s been dependent on learner

autonomy. The Pupils are using the internet to browse their answers and

some of them are in favor of traditional learning. Pupils interact differently in a

distance learning than they do in the classroom. Learning assessment is

different for distance learning. In the traditional classroom, most students,

and typically some of the smartest students, stay quiet. Besides sharing a

room and organizing yourselves to navigate the doorway at the end of class,

little interaction with peers occurs in a classroom. Sure, some teachers try to

fix that by requiring a group project or two in a semester, but it serves only to

force students into a handful of exchanges with a limited number of

classmates. We look up to understand pupil’s experiences with and

perspectives on those methods of remote instruction in order to inform

pedagogical decisions during the current pandemic and in future

development of online courses and traditional learning experiences. In

distance learning the students work independently offline with their textbooks
or modules and other educational materials. This work requires the oversight

of a dedicated Learning Coach, especially when students are in the early

elementary years. Students used to a traditional school setting may have to

adjust to not having a teacher standing in front of them for immediate

feedback. On the other hand, teacher management of distractions occurring

in traditional classrooms is removed, so that the online teacher can address

each student’s need on a dedicated basis. In short, it is far less than in a

traditional school setting. The flexibility of your student’s class schedule is

dependent in large part on your student’s grade level, and on how much

additional support from teachers that your student needs to be learning at

grade level. For K–8 students who are successful with grade level work can

choose what time of the day they would like to complete lessons. Due dates

for lessons are somewhat flexible, as long as students are staying on track

for course completion. For students needing additional teacher support, there

will be scheduled live Class Connect sessions throughout the week that

students must attend. The high school program is a combination of self-

paced work and scheduled lessons, activities, and exams. Students must

attend Class Connects and do school work daily to stay on track, but the daily

schedule can be flexible, allowing for lessons at different parts of the day and
schooling can take place at home, in a library or on vacation as long as there

is internet connection.

Related Studies

The different authors and writers had continued enough and valid

proofs to give real results of this research. These serve as links between the

readers and the studies already done, talk about aspects that have been

already established or concluded by authors and also give chances to

appreciate the evidence that have already been collected by previous

researchers, and project the current research work in the proper perspective.

The Effectiveness of Online Learning: The Implementation of Hand

Hygiene as a COVID-19 Prevention of the Cognitive and Affective

Capabilities of Nursing Students

The nursing student's ability to use hand hygiene in COVID-19

prevention is critical. If face-to-face learning is not possible, online learning is

a viable alternative. The goal of this study is to see how effective online

learning on hand cleanliness as a COVID-19 preventive can be in improving

nursing students' cognitive and affective abilities. This is a pre-Experimental

design with 37 students in one group pre-posttest. In April 2020, the study
was done using World Health Organization (WHO) recommendations to

provide health education in the form of handouts, modules, and video hand

hygiene. The intervention lasted three days and was conducted using Google

Classroom. A questionnaire was used to assess respondents' cognitive and

affective capacities before and after the intervention. The Wilcoxon Signed

Rank Test was employed as the statistical analysis for cognitive and affective

abilities. The study's findings revealed that no major alterations had occurred.

For pre and after hand hygiene online learning utilizing Google Classroom,

the study observed no significant changes in respondents' cognitive capacity

with P-Value 1.000 (P> 0.05) and affective ability with P-Value 0.165 (P>

0.05). More research is needed to see if additional strategies and new

learning media can help kids improve their hand hygiene skills. (Januari-

Juni, 2020)

Educating for Creativity & Innovation

We need to be able to think creatively, manage change, and solve

complicated, open-ended challenges now more than ever before. Education

today is structured and practiced differently than it was in past generations,

not only because of the impact of technology and the Internet, but also

because everyone studies, works, and plays in a global community that most

earlier generations were unaware of. Despite the fact that organizations
around the world acknowledge that their current and future success is

dependent on a workforce capable of effective thinking, problem solving, and

creativity, educational practice continues to lag behind our knowledge in

these areas. Educating for Creativity and Innovation is a valuable resource

for bridging the gap between research and practice in the areas of creativity

and innovation, as well as promoting understanding and successful practice.

In a nutshell, this is a book that has to be read right now! (Cropley, 2020)

The Inspirational Power of Arts on Creativity

We believe that being open to aesthetics and the experience of art

boosts people's creativity by instilling in them a sense of inspiration. Although

prior research has suggested that aesthetic encounters boost creativity, there

is a paucity of empirical evidence describing the psychological process that

underpins this impact or demonstrating whether it can be applied to domains

other than the arts. In four studies, we looked at the relationships between art

appreciation, inspiration, and creativity to shed light on the process

mechanism and test the effect's domain-generality. Participants who had an

open mind towards aesthetic experiences were more likely to be inspired,

and so better equipped to come up with creative solutions (Study 1).

Appreciating works of art sparked inspiration, which led to increased

creativity (Study 2). Finally, the value of art appreciation was demonstrated in
the workplace, where it improved performance in product design, brand

name, and problem solving (Studies 3a and 3b). (Youn, 2020).

The Impact of the Media Tracker on Student Critical Thinking Skills

The purpose of this study is to see how the media tracker affects

students' critical thinking skills in the notion of free fall motion, as well as their

reactions to the media tracker. The pre-experimental design approach with

one group pretest-posttest design was utilized in this study, which is a

research methodology that delivers treatment to the experimental group

without comparing it to the control group. A quantitative technique was

applied in this case. The study's population consisted of all students in grade

ten at Senior High School 3 Banda Aceh, with a sample of 30 students

chosen at random. In the sample class, the treatment is learned with a media

tracker. Essay tests and student response surveys produced by researchers

are used to collect data.

The results of data analysis using descriptive statistics show that

tracker learning media has an influence on critical thinking skills

improvement, with an N-gain value of 0.68 in the medium category. Aside

from that, pupils seem to like learning with a media tracker. Teachers should

be able and willing to use the media tracker on temperature and heat
learning, as well as other physics topics, based on the findings of this study.

(Kaufman 2019).

The Impact of Collaborative Learning on Learners' Critical Thinking

Skills

A number of researchers have looked into the impact of collaborative

learning (CL) on critical thinking skills in a variety of subjects. However, only

a small percentage of them are in the field of Islamic education. As a result,

the current research looked into the impact of CL on learners' critical thinking

skills in dealing with Islamic radicalism, as well as critical thinking retention.

Following that, this study looked into the viewpoints of students on CL. The

researchers used a mixed-methods strategy. A total of 40 students, 18 males

and 22 females, from an Islamic education department at a university in

Bengkulu, Indonesia, were used as experimentation samples, with 9 of them

being purposefully chosen to be participants in a qualitative study. The

qualitative data was analyzed using an interactive model of analysis, while

the quantitative data was evaluated using a paired sample t-test and an

independent sample t-test. CL had a favorable and considerable influence on

learners' critical thinking skills, according to the data. CL also assisted them

in maintaining their critical thinking abilities. As a result, the students said CL

helped them with emotional awareness, learning motivation, cognitive

development, and broad-mindedness. Based on the existing findings,

additional research can be conducted to establish a theoretical CL model that

includes critical thinking, learning motivation, cognitive growth, and social

competence.

The Influence of 4C (Constructive, Critical, Creativity, Collaborative)

Learning Model on Students' Learning Outcomes

His research aimed to look into: 1) the impact of the 4C learning model

on students' learning outcomes in the philosophy of science course, 2) the

impact of academic capability on students' learning outcomes in the

philosophy of science course, and 3) the impact of the interaction between

the 4C learning model and academic capability on students' learning

outcomes in the philosophy of science course, in cognitive, psychomotor, and

affective domains at UIN Semarang, (2015). This was a quasi-experimental

study with a two-by-three factorial design. The research was conducted on

first-year students in the Islamic Communication Department at UIN

Semarang, (2016) during the academic year 2019/2020. Multiple choice

questions, essay tests, observations, and documentation were used to collect

data. The hypothesis was tested using a two-way ANOVA test with a 5%
significance level. Its findings on the impact of the 4C model on students'

learning outcomes revealed significant values in the cognitive, psychomotor,

and affective domains. The cognitive domain had a score of 0.314, the

psychomotor domain had a value of 0.032, and the affective domain had a

value of 0.038. The significance values in the cognitive, psychomotor, and

affective domains were found in the results of hypothesis testing using a two-

way ANOVA test connected to the influence of academic capability on

students' learning outcomes. It was suggested that the 4C learning paradigm

be implemented in order to influence the students' learning outcomes.

(Ahmad, 2021)

Problem-Solving

He was back in the conference room early the next morning, staring at the

whiteboard. It was clear that the functional grouping was not going to

succeed. He'd spent the night thinking about how drones affected the use

cases, and it wasn't as straightforward as they had anticipated. The new

major use case for a drone would be remote operation rather than field

operation, completely altering the focus. They'd have to re-adjust the tale and

focus on what was initially assumed to be Planning first. An analytical or

procedural approach to problem resolution is often taught in schools. This

strategy is nearly entirely based on left-brain thinking modes, is competitive,

and is based on individual effort. Creative problem solving, on the other hand,

is a framework that supports whole-brain, iterative thinking in the most

efficient order; it is cooperative in nature and most effective when done as a

team effort turned out to be. (Agile, 2017).

Insights Learned from the Related Studies

This study will benefit Elementary Teachers by allowing them to

understand what is reliable when it comes to student performance. When it

comes to learning characteristics, we as researchers must address online

learning effectively. This study also informs parents that online teaching is a

viable option for effectively instructing pupils. This epidemic has resulted in

significant changes in learning, particularly because we are now experiencing

online learning. It's difficult to be a teacher because they're going to modify

essentially face-to-face learning.

As an elementary school teacher, it is especially difficult because most

students can't directly comprehend what the debate is about. However, we

have no choice but to accept and continue to participate in class using

technology. Learning Capability is a notion that includes management

techniques, procedures, and management structures that can be used to

encourage learning in an organization. The main goal of this review was to

support current policy initiatives, specifically the development of

individualized learning by identifying teaching and learning strategies that

actively engage and challenge learners, develop their ability to focus on their

learning skills, and empower them to take responsibility for their own

progress. A second goal was to find empirical evidence that would assist

teachers understand not only what works in terms of specific teaching

approaches in specific settings, but also why different approaches work.

Chapter 3

RESEARCH METHODS
 This chapter presents the research methods used in the study. It also

discusses the research design, research environment, respondents, research

instruments and their validity, data gathering procedures, and the statistical

treatment of the data.

Research Design

The research design to be used in this study will be Descriptive

correlational research design which will involve collection of data in order

to answer the questions concerning the learning capabilities of elementary

pupils before and during pandemic. This design will compare the learning

capabilities of the elementary pupils before and during pandemic. The aim

of the design will be to determine productivity, and teaching practices.

Research Environment

This study will be conducted at Christ the King College de Maranding

Elementary Department, more specifically Purok Apitong National Highway

Barangay Maranding (Figure 2). Municipality of Lala, the town which is

famous for its specialized crab dishes and its Alimango Festival which is

dedicated to its crab produce, and is a first class municipality in the province
of Lanao del Norte. The Catholic School is composed of Muslim and Non-

Muslim students, which encourage the researchers chose this school as the

research locale because it is easy for the researchers to conduct data

gathering and also in the reason that the researchers are also currently

spending their studies in the said school.

The former name of the school was CHRIST THE KING HIGH SCHOOL,

found in the heart of progressive Barrio of Maranding. It is one of the five

secondary institutions in the town of Lala. It is a Catholic institution of higher

learning administered by the Culomban Priest of the Iligan Diocese. The

Christ the King College de Maranding is located in Barangay Maranding, one

of the barangays in Lala Lanao del Norte. The former name of the school was

CHRIST THE KING HIGH SCHOOL founded in the heart of the progressive

Barrio of Maranding in 1951. Through the efforts of Mr. Ernesto Elemento

and Mr. Enrique Paglinawan the school was renamed to CHRIST THE KING

COLLEGE DE MARANDING until the present.

Today, Christ the King College de Maranding offers four following

courses: 4-year Bachelor of Science in Elementary and Secondary

Education, 4-year Bachelor of Science in Criminology, 4-year Bachelor of

Science in Business Administration and 4-year Bachelor of science. As years

passed by, the number of students enrolled in the Christ the King College de
Maranding is increasing. The population is still increasing because they have

already adapted the new curriculum in which they offer Senior High School

with the following tracks: Technical- Vocational Track, Academic Tracks with

the following Strands: Accountancy, Business & Mgmt. Strand (ABM),

Humanities and Social Sciences Strand (HUMMS) and General Academic

Strand (GAS). They also Offer TESDA Courses: Bartending NC II, Bread &

Pastry Production NC II, Cookery NC II, Driving NC II, and Food & Beverage

Services NC II. Through the years, Christ the King College de Maranding is

moving on. Coping with the challenges and the needs of the times in its own

style. With the grace of God, it is now on its way to becoming a true catholic

school guided by its core values of Love, Excellence, Services and Peace. It

will attain its dreams for the Filipino youth in this part of Mindanao to be

globally competent and God centered graduates.

Further, Christ the King College de Maranding Elementary Department

is situated in Purok; Apitong Barangay Maranding, Lala, Lanao del Norte

between Kapatagan Lanao del Norte, and Baroy Lanao del Norte. This is the

private school in the municipality of Lala. Despite being a Catholic School,

the school is in service for everybody for it utters the facilities of the Christ the

King College de Maranding Elementary Department. CKCM offers from

Nursery to College for the S.Y. 2021-2022; it plans to offer AB English, BS

Mathematics and Social Work for the next school years. The school is

manned by the President of the school together with the 103 teaching staff.

For the S.Y. 2021-2012.

PHILIPPINE MAP
 MINDANAO MAP

Figure B. The Locale

Respondents

The respondents of the study were the Grade 6 and Grade 5 pupils of

Christ the King College de Maranding Elementary Department, Barangay,

Maranding Lala Lanao Del Norte who officially enrolled in the school year

2021-2022.

The number of respondents needed by the researchers to complete

this study will be 54 pupils of one section; one section will be needed to come

up with meaningful results and to really determine the exact contribution of

perception to learning activity the parts of the plants as applied to the 21 st

Century Skills

In grouping the respondents, they will be equally divided by their level

of intelligence that refers to a situation of having the same number of smart

pupils to Traditional and Learning Parts of the Plants. After the pairing, there

will be tossing of the coin in which the head will be the indicator for the

Simulation Approach while the tail will be for the Traditional way of teaching.

Research Instruments and their Validity

In this study, one instrument will be used to gather the needed data.

These include the survey test questionnaire for the elementary teachers in

Christ the King College de Maranding. The instruments will be divided into

four parts for the survey questionnaires the following are: Part I – Profile of

the Respondents: age, gender, civil status, grade level, years in service, type

of school, educational attainment; Part II – Learning Capabilities: creativity,

critical thinking, collaboration leadership, problem-solving, and adaptability;

and Part III – Before and During Pandemic (General Average). These

instruments will be checked by the thesis adviser and by the college

instructor for validation. The researchers will use the learning capabilities of

elementary pupils before and during pandemic to come up with the possible

outcome in this study. Therefore, the teachers teaching in different

elementary schools will give us the data of their student’s general average for

us to compare the learning capabilities of the elementary pupils before and

during the pandemic. The questionnaire is used for us to collect the data in

each school to estimate the differences which is more effective and how

pupils help their learning capabilities before and during pandemic. The

researchers do not intend to generalize the result but to quantitatively

comparing the learning capabilities of elementary pupils before and during

pandemic

Scoring Plan
Score Descriptive Rating Verbal Interpretation

art II

5 Highly Capable Highly Positive

4 Capable Positive

3 Partly Capable Moderately Positive

2 Not Capable Negative

1 Highly Not Capable Highly Negative

Data Gathering Procedures

The learning capabilities of elementary pupils before and during

pandemic are very crucial components of gathering data to display results of

the study. To start the gathering data First, the researcher will ask permission

from the different schools to conduct the survey. They will make a letter of

asking permission. The researchers explain to the respondents the

importance of their response to the study. The researcher also used this

method of data gathering for it is known to have less bias and the least

expensive way of collecting data.

Moreover, a survey questionnaire will be distributed to the respondents

to come up with a good result will distribute the questionnaire from the
selected elementary teacher. The researchers also facilitate the survey, Will

retrieve the questionnaire. Will tabulate the gathered data and after they will

submit to the statistician for analysis, evaluation and interpretation of data

gathered.

Statistical Treatment

To have accurate interpretation of the gathered data, the following

statistical tools are to be utilized:

Frequency and/or Percentages. These are to be used in the

distribution of the respondents’ responses and to be applied in problems

1 and 2.

Mean. These will be used to determine the respondents general

average and to be applied in problem 3.

Chi-square. These statistical treatments to determine the significance

of the relationship between the learning capabilities of elementary pupils

before and during pandemic and to be applied in problems 4 and 5.

All the computations will be done through the Microsoft statistics

software, SPSS.
 START

Will ask permission Will make a letter Will distribute the Will facilitate the
questionnaire survey

Will submit to the

statistician for
Will tabulate the Will retrieve the
analysis, evaluation
gathered data questionnaire
and interpretation

End

Figure C. Flowchart in the conduct of study and the gathering of data.

 Chapter 4

RESULTS AND DISCUSSION

This chapter presents the data that are shown in the tables. Data were

analyzed, interpreted, and supported by related literatures and studies.

Profile of the Respondents

Table 1, 2, and 3 presents the profile of the respondents in terms of

age, gender, parents’ educational attainment

Age

Table 1. Age of the Respondents

Age Frequency Percentage

13

12

11

Total

Gender

Table 2. Gender
 Gender Frequency Percentage

Male

Female

Total

Parents’ Educational Attainment

Table 3. Parents’ Educational Attainment

Parents’ Educational Frequency Percentage

Attainment

Teacher

Nurse

Police

Dial-up

Digital Service Line

(DSL) through a phone

Integrated Service
Digital Network (ISDN)

Satellite

Wifi Hotspots

Total

Online Class Experience

 Table 4, 5, 6, 7 and 8 presents the Google Classroom Experience of

respondents in terms of Creativity, Critical thinking, Communication, Problem

Solving

Creativity

Table 4. Creativity

Statement Weighted Interpretation

Mean

1.I can make my ideas become real.

2. I can build on the ideas of others and add

new ideas of my own

3. I can combine ideas in a new way

4. I am good at making sense of things even if

they are new to me

5. I can think about different people’s ideas

and point of view

Grand Mean

3.2 Critical Thinking

Item Statements 4 - A 3 - C 2 - SC 1 - NC
s
1 I can get and ideas that are new to my
 peers

2 I can ask thoughtful questions

3 I can learn to analyze and make

judgements about the lesson

4 I can reflect on evaluate my thinking

5 I can analyze my own assumption and

beliefs and consider views that do not fix
them

3.3 Communication
Item Statements 4 - A 3 - C 2 - SC 1 - NC
s
1 I ask and respond to simple direct
questions

2 I engage in dialog with my teachers to

upgrade my knowledge

3 I ask questions that help me to reflect my

learning
4 I can connect and engage with others to
share and develop ideas
5 I am able to ask questions or seek help
from the teacher during the class

3.4 Problem Solving

Item Statements 4 - A 3 - C 2 - SC 1 - NC
s
1 I can make an independent decision all by
myself

2 I always think of ways to solve problem,

until no idea occurs

3 I understand the problem by asking

questions
4 I like to explore in learning
5 I generate questions that are unusual or
different from the questions of others
 Chapter 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

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APPENDICES
 Republic of the Philippines
Christ the King College de Maranding, Inc.
Maranding, Lala, 9211, Lanao del Norte, Philippines
ckcmced.research@gmail.com
----------------------------------------------------------------------------------------------------------------
-----

October 27, 2022

LYDIE D. PADERANGA, PhD

Vice President, Academic Affairs
This Institution

Thru: VINCE JAYSON A. VILLORIJO, MAEd

Vice President for Research Extension and Development
This Institution

Ma’am:

The researchers are from the College of Education at Christ the King College de Maranding, Inc.,
Maranding, Lala, Lanao del Norte. They are presently conducting a research entitled “21st
CENTURY SKILLS OF ELEMENTARY PUPILS BEFORE AND DURING PANDEMIC”.

In this connection, they are humbly asking your permission to allow them to conduct a survey in the
elementary department specifically to the Grade 5 and Grade 6 pupils here in Christ the King College
de Maranding, Inc. Rest assured that the data and information gathered will be kept confidential and
shall be used for this research only.

Thank you very much!

Respectfully yours,

ANTONETTE MYR A. INOC

ROBELYN D. BULAYBULAY
Researchers

Noted:

MARIA ESPERANZA S. MACASARTE, PhD

Thesis Adviser

Recommending Approval: Approved:

VINCE JAYSON A. VILLORIJO, MAEd LYDIE D. PADERANGA, PhD

VP-Research, Extension and Development VP-Academic Affairs

Republic of the Philippines

Christ the King College de Maranding, Inc.
Maranding, Lala, 9211, Lanao del Norte, Philippines
ckcmced.research@gmail.com
----------------------------------------------------------------------------------------------------------------
-----

October 27, 2022

MA. MERCIDITA O. YBAÑES, MAEd

Elementary Principal
This Institution

Ma’am:

The researchers are from the College of Education at Christ the King College
de Maranding, Inc., Maranding, Lala, Lanao del Norte. They are presently
conducting a research entitled “21st CENTURY SKILLS OF ELEMENTARY
PUPILS BEFORE AND DURING PANDEMIC.”

Attached herewith are the approval for the conduct of this study from the VP-
Academic Affairs and VP-Research, Extension and Development, and the
questionnaire.

Thank you for allowing them to conduct this study in your department.

Respectfully yours,

ANTONETTE MYR A. INOC

ROBELYN D. BULAYBULAY
Researchers

Noted by:

MARIA ESPERANZA S. MACASARTE, PhD

Thesis Adviser

Republic of the Philippines

Christ the King College de Maranding, Inc.
Maranding, Lala, 9211, Lanao del Norte, Philippines
ckcmced.research@gmail.com
----------------------------------------------------------------------------------------------------------------
-----

October 27, 2022

Grade 5 Pupils
THE RESPONDENTS
Elementary Department
This Institution

Respondents:

The researchers are from the College of Education at Christ the King College
de Maranding, Inc., Maranding, Lala, Lanao del Norte. We are presently
conducting research entitled “21st CENTURY SKILLS OF ELEMENTARY
PUPILS BEFORE AND DURING PANDEMIC.”

In this connection, the researchers would like to request you to answer the
questions as honestly as you can. Rest assured that your answer will be kept
confidential and shall be used only for this study.

Respectfully yours,

ANTONETTE MYR A. INOC

ROBELYN D. BULAYBULAY
Researchers
Noted by:

MARIA ESPERANZA S. MACASARTE, PhD

Thesis Adviser

Republic of the Philippines

Christ the King College de Maranding, Inc.
Maranding, Lala, 9211, Lanao del Norte, Philippines
ckcmced.research@gmail.com
----------------------------------------------------------------------------------------------------------------
-----

October 27, 2022

Grade 6 Pupils
THE RESPONDENTS
Elementary Department
This Institution

Respondents:

The researchers are from the College of Education at Christ the King College
de Maranding, Inc., Maranding, Lala, Lanao del Norte. We are presently
conducting research entitled “21st CENTURY SKILLS OF ELEMENTARY
PUPILS BEFORE AND DURING PANDEMIC.”
In this connection, the researchers would like to request you to answer the
questions as honestly as you can. Rest assured that your answer will be kept
confidential and shall be used only for this study.

Respectfully yours,

ANTONETTE MYR A. INOC

ROBELYN D. BULAYBULAY

Researchers

Noted by:

MARIA ESPERANZA S. MACASARTE, PhD

Thesis Adviser

Appendix F
SURVEY QUESTIONNAIRE

21st CENTURY OF ELEMENTARY PUPILS BEFORE

AND DURING PANDEMIC: COMPARATIVE STUDY

Part I – Profile of the Respondents

Instructions: Please check the blank before the word/s of your choice.

1. Age: _____
 2. Gender: ____ Male ____ Female

3. Grade Level: ________________

4. Parents’ Educational Attainment ______________

Part II – Before and During Pandemic (General Average)

Part III – 21st Century Skills

Instructions: Please check inside the matrix corresponding to the appropriate

response based the statement/s of your choice.

Legend:
4 - Always Capable (A)
3 - Capable (C)
2 - Sometimes Capable (SC)
1 - Not Capable (NC)

3.1 Creativity
Item Statements 4 - A 3 - C 2 - SC 1 - NC
s
1 I can make my ideas become real

2 I can build on the ideas of others and add

new ideas of others and add new ideas of
my own
3 I can combine ideas in a new way
4 I am good at making sense of things even if
they are new to me

5 I can think about different people’s ideas

 and points of view

3.2 Critical Thinking

Item Statements 4 - A 3 - C 2 - SC 1 - NC
s
1 I can get and ideas that are new to my
peers

2 I can ask thoughtful questions

3 I can learn to analyze and make

judgements about the lesson

4 I can reflect on evaluate my thinking

5 I can analyze my own assumption and

beliefs and consider views that do not fix
them

3.3 Communication
Item Statements 4 - A 3 - C 2 - SC 1 - NC
s
1 I ask and respond to simple direct
questions

2 I engage in dialog with my teachers to

upgrade my knowledge

3 I ask questions that help me to reflect my

learning
4 I can connect and engage with others to
 share and develop ideas
5 I am able to ask questions or seek help
from the teacher during the class

3.4 Problem Solving

Item Statements 4 - A 3 - C 2 - SC 1 - NC
s
1 I can make an independent decision all by
myself

2 I always think of ways to solve problem,

until no idea occurs

3 I understand the problem by asking

questions
4 I like to explore in learning
5 I generate questions that are unusual or
different from the questions of others

Appendix G
DOCUMENTATION DURING THE SURVEY
 CURRICULUM VITAE

Personal:

Name : ANTONETTE MYR ATIS INOC

Gender : Female

Civil Status : Single

Address : Purok 4, Pigcarangan Tubod lanao del Norte

Place of Birth : Lapu- lapu Cebu city

Date of Birth : August 03, 2000

Age : 21

Parents : Marissa A. Inoc

: Antonio O. Inoc

Complexion : Brown

Nationality : Filipino

Religion : Roman Catholic

Height : 5’2”

Weight : 45.

Academic:

Undergraduate :Bachelor of Elementary Education

Major in General Education
Christ the king college de Maranding
Maranding, Lala, Lanao del norte
2021

Secondary : Lanao Norte National Comprehensive

Highschool
Baroy, Lanao del Norte
2018 - 2019

Elementary : Pigcarangan Elementary School

Pigcarangan, Tubod Lanao del Norte
 2013 - 2014

CURRICULUM VITAE

Personal:

Name : ROBELYN D. BULAYBULAY

Gender : Female

Civil Status : Single

 Address : Maranding ,Lala,Lanao del Norte

Place of Birth : Poblacion, Kapatagan,,Lanao del Norte

Date of Birth : January 25, 2001

Age : 20

Parents : Anabella D. Bulaybulay

: Orlando D. Bulaybulay

Complexion : Fair

Nationality : Filipino

Religion : Roman Catholic

Height : 5’4

Weight : 45

Academic:

Undergraduate: Bachelor of Elementary Education

Major in General Education
Christ the king College de Maranding Inc.
2021

Secondary: Saint Francis Xavier Academy

Poblacion, Kapatagan Lanao del Norte
2018

Elementary: Kapatagan East Central School

Kapatagan Lanao del Norte
2013