Gateways Institute of Science and

Technology

"The impacts of new normal set-up of education

to the academic performance of ABM 11 students

in GIST"

A Research Study

Presented to the Faculty of

Gateways Institute of Science and Technology

In partial fulfilment

Of the requirements in

Practical Research 1

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Presented by:

Famatiga, Jhon Kenneth

Jimenez, Christian
Luzong, Princess
Olympia, Arlene
Picardal, Mariel
Tataro, Kiesha
Titus, Wendelyn

Presented to:

Ms. Via Melhanie Ramirez

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Table of Contents

ABSTRACT........................................................................................................................................5

ACKNOWLEDGEMENT........................................................................................................6

DEDICATION.....................................................................................................................................7

CHAPTER 1.......................................................................................................................................8

THE PROBLEM AND ITS BACKGROUND.........................................................................................8

BACKGROUND OF THE STUDY.........................................................................................................8

STATEMENT OF THE PROBLEM.....................................................................................................10

SIGNIFICANCE OF THE STUDY.......................................................................................................11

SCOPE AND DELIMITATION............................................................................................................12

DEFINITION OF TERMS...................................................................................................................12

CHAPTER 2.....................................................................................................................................14

REVIEW OF RELATED LITERATURE AND STUDIES......................................................................

14

RELATED LITERATURE....................................................................................................................14

FOREIGN..........................................................................................................................................14

LOCAL..............................................................................................................................................15

RELATED STUDIES............................................................................................................................16

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FOREIGN..........................................................................................................................................16

LOCAL..............................................................................................................................................17

CHAPTER 3........................................................................................................................................18

RESEARCH METHODOLOGY.......................................................................................................18

RESEARCH DESIGN..............................................................................................................................18

INSTRUMENT OF THE STUDY.........................................................................................................19

SAMPLING TECHNIQUE...................................................................................................................19

DATA GATHERING PROCEDURE...................................................................................................20

DATA ANALYSIS...............................................................................................................................20

CHAPTER 4............................................................................................................................................21

PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA.............................................21

CHAPTER 5............................................................................................................................................35

SUMMARY OF FINDINGS,CONCLUSION, RECOMMENDATION...................................................35

SUMMARY OF FINDINGS.................................................................................................................35

CONCLUSIONS...................................................................................................................................37

RECOMMENDATIONS.......................................................................................................................38

REFERENCES........................................................................................................................................39

APPENDICES.........................................................................................................................................41

QUESTIONNAIRES...............................................................................................................................41

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ABSTRACT

The purpose of this study was to look at the common effects of the new normal
educational setup on the academic performance of ABM 11 students in GIST. Researchers
conducted a survey to gather information and determine the answers regarding the factors that
may affect the student's academic performance because of the changes in learning setup. The
selected group of respondents for this study using purposive sampling are the students from
ABM 11 of GIST, a set of 8 questions were prepared and an online survey was conducted
through an online survey instrument called 'google form'.

The following are prevalent effects among the mentioned participants that are
revealed in this study: difficulties in understanding the lectures, lack of enthusiasm in online
classes, difficulty to keep focused on school works due to distractions, home environment, and
unbalanced time management. In conclusion, the findings showed that the new normal set-up of
education had a significant impacts on the academic performance of students, and we may
deduce that it also had an impact on other areas and their way of life.

KEYWORDS: New normal, enthusiasm, impact, academic performance, online classes,

difficulties

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ACKNOWLEDGEMENT

First and foremost, praises and thanks to god, the almighty for his showers of blessings

throughout our research work to complete the research successfully.

We would like to express our gratitude to Ms. Via Melhanie Ramirez, our research

advisor, for providing us with the opportunity to do research and for her essential advice during

the process. Her dynanism vision, sensitivity, and drive have deeply inspired us. She has given

us some advice on how to conduct the study and effectively communicate the results. It was a

great privileged and honor to work and study under her guidance. We are extremely grateful for

what she has offer to us.

We are also extremely grateful with our parents for their love, care, prayers and

sacrifices, for educating and preparing us for our future. Also, we express our thanks to our

fellow classmates for their help and support for us to complete this research. Without these

precious people, the success of this research would not be possible.

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DEDICATION

This work is a result of numerous and difficult sacrifices. Through the reseachers'

effort, this works is heartily and proudly dedicated to the people who served us inspiration. From

parents and guardians, to classmates and relatives, and even circles of friends whom extended

their help in the midst of complications while doing this research.

To the faculty and staffs of Gateways Institute of Science and Technology Senior

High School - Stand alone, Antipolo City. Above all, we are sincerely grateful to the Almighty

God who has blessed us abundantly in every aspect of our lives, especially for the courage,

strength, wisdom, time, and direction needed to complete this work.

-The Reseachers

CHAPTER 1

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THE PROBLEM AND ITS BACKGROUND

BACKGROUND OF THE STUDY

Since the initial disruption in late December 2019, COVID-19 has wreaked
havoc on the experience, and training, like some other fault-finding area, has taken a beating.
According to the United Nations Educational, Scientific, and Cultural Organization, over
800,000 students from around the world have been harmed; 1 in 5 students are unable to attend
school; 1 in 4 students are unable to attend university classes; and over 102 countries have
ordered school closures, with 11 achieving localised school plug. The COVID-19 pandemic will
have a negative influence on some governments' efforts to increase education spending. As a
result, this is a catastrophe that requires immediate attention and coordinated action on the part of
all governments, stakeholders, and communities.

Due to calamities and continuing humanitarian crises, millions of children miss

school every day. The outbreak of COVID-19 has exacerbated the plight of students in countries
that have experienced or are experiencing conflict or calamity. While the Global Campaign for
Education supports the decision to close schools for public health reasons, we believe that
contingency measures should be in place to ensure that children have access to education even in
times of crisis. GCE believes that all students, regardless of where they reside or their
circumstances, have a right to education. In an emergency, education is a fundamental right for
children, young people, and adults, and it must be a top priority from the start of any and all
emergency responses.

During the initial COVID-19 surge in March 2020, just weeks before the end
of the academic year, the Philippines halted in-person lessons for its entire cohort of public
education students, which UNESCO estimated at 24.9 million. President Rodrigo Duterte
enacted a "no vaccine, no classes" policy, which delayed the start of the new school year in
September.

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When school eventually reopened in October 2020, the education department used
a combination of internet platforms, educational TV and radio, and printed modules as a
solution. However, societal inequities and a lack of resources at home to support these
techniques have caused many kids and teachers to suffer a significant setback. According to a
government report released in March 2021, 99 percent of public school students passed the first
academic quarter of the previous year. Other surveys, on the other hand, say that students are
being disadvantaged. Over 86 percent of the 1,299 students surveyed by the Movement for Safe,
Equitable, Quality, and Relevant Education said they learned less from the education
department's take-home modules, as did 66 percent of those who used online learning and 74
percent of those who used a mix of online and hard-copy material.

Although online, modular, or blended learning was an excellent environment during

the lockdown and restrictions because of this pandemic, its effectiveness in terms of academic
performance in children and adolescents has yet to be determined. The goal of this systematic
study is to see if online learning and adjusted teaching approaches have an impact on school-
aged students' academic performance during the ongoing COVID-19 pandemic, and how pupils
cope with this new normal educational setup.

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STATEMENT OF THE PROBLEM

This study has a chief concern regarding on how the new normal educational
setting affected the academic performance of Grade 11 ABM students in GIST, and aims to
assess how they coped and adjusted to the situation.

Specifically, this seeks answers to the following questions:

1. What are the factors that affects the academic performance of ABM 11 students in GIST with

the new normal set-up of education?

2. What challenges and difficulties does the students experienced while continuing their studies

during the pandemic?

3. How does their home environment have something to do with their focus and determination to

allocate their time and effort with distance education?

SIGNIFICANCE OF THE STUDY

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This study was created with the goal of providing vital information and
knowledge about the chosen issue from respondents, recent studies, and linked sites that are
needed for the predicted importance to individuals as follows:

STUDENTS. This study provides information regarding to the effect of the new normal setup of
education to the type of learning modality on ABM-11 Students in GIST; it's effects on the
student's academic performance on online learning, modular learning or blended learning in
totality. It will evaluate the academic performance and the students attitude and approach. It can
assists students with their education and study habits as well as individual learning in their field.
With the outcome of this study, other students would have an idea on how the participants cope
with the challenges of new normal education and how they maintain a good academic
performance despite the obstacles they have experienced in their learning environment.

FUTURE RESEARCHERS. This study will help anyone who are interested in discovering the
common coping technique for numerous tasks among students or who are conducting their own
research in this area.

SCOPE AND DELIMITATION

The focus of this research will be on the effects or the consequences of the
new normal educational setup, where it can provide answers with regards to the problem and
thus may also help to find ways on how can the students cope with the effects of the new normal

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education. With the information acquired, these may be able to find solutions to the difficulties
that the students are having with this new set-up, which is affecting their academic performance
and determination to learn despite all the adjustments they need to cope with. The primary
respondents of this research will be the Grade 11 ABM students enrolled in GIST, academic year
2021-2022.

This research may be confined to ABM 11 students at GIST who enrolled for
the school year 2021-2022 and excludes those who dropped out within that time period.

DEFINITION OF TERMS

To understand the study better, the following terms are operationally defined:

ACADEMIC PERFORMANCE - it is the measurement of student achievement across various

academic subjects. Teachers and education officials typically measure achievement using
classroom performance, graduation rates and results from standardized tests.

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

producing severe symptoms and in some cases death, especially in older people and those with
underlying health conditions. It was originally identified in China in 2019 and became pandemic
in 2020.

EDUCATION - it is the act or process of imparting or acquiring general knowledge, developing

the powers of reasoning and judgment, and generally of preparing oneself or others intellectually
for mature life.

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GCE - Global Campaign for Education is an international coalition of non-governmental
organizations, working to promote children's and adult education through research and advocacy.

MODULAR LEARNING - it is a form of distance learning that uses Self-Learning Modules

(SLM) based on the most essential learning competencies (MELCS) provided by DepEd. The
modules include sections on motivation and assessment that serve as a complete guide of both
teachers’ and students’ desired competencies. Teachers will monitor the learners’ progress
through home visits (following social distancing protocols) and feedback mechanisms, and guide
those who need special attention.

ONLINE LEARNING - it is when the students study with their teacher and classmates through
an application that uses a webcam while offline is when the teacher provides the students with
the lesson, seatwork or assignment that they can finish at their own pace, within the deadline. All
works are submitted and graded via online.

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

INTRODUCTION

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This chapter is about the review of books, journals, other literature and studies that are

related to the present study.

RELATED LITERATURE

FOREIGN

Learning on the part of students has undergone a significant transformation in the new
normal, whether it is through online classes using a platform or offline lessons through self learning.
Students will find it difficult to transition to the new system abruptly because they are accustomed to
face-to-face engagement with their teachers. It will take some time to get used to the new normal.
Learners must be encouraged to adjust to the new learning mode and comprehend the courses at their own
pace, with the help of their parents or guardians. In the new normal of teaching and learning, parents also
play a significant impact in their child's academic performance. Their crucial role is addressed right away
through a consultation session during the learning modality adaptation. Moral support and words of
motivation could help, as well as their knowledge about the lessons where their child is having a hard
time to understand so that they could help them with it.

In the new normal education, teacher's role in teaching and learning is crucial using the chosen
modality in the learning process. In comparison to the typical classroom setting, their role is increased.
Teachers, even if they work from home, must be available at all times under the new normal. Teachers
must be present online at all times in case of questions from students or parents, which is a bit of a strain
for them. As a result of learning new abilities, students will work more independently. With the new
normal education, the goal is for the students to keep on learning without taking risk for their health, so
some of the various learning modalities were offered. Most common modality is online learning, from
which according to Rosell (2020), Online education becomes a strategy for preventing the outbreak and
maintaining social distance. Online education provides useful learning tools as well as 24/7 access to
educational platforms at their leisure. It also allows us flexibility in terms of location and time. It also
allows students to ask questions, receive answers, and receive feedback on the content of the assigned
courses. It is also said that online learning makes education more student-centered, allowing students to
participate in the learning process while teachers serve as supervisors and mentors (Al-Salman, 2021).

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LOCAL

The COVID-19 pandemic, which began in December 2019, has had a major impact on the
operation of private basic education institutions in the country and around the world. It quickly escalated
into a global health disaster that impacted people of all ages, genders, and social classes. As businesses
shut down, the world came to a halt and the economy crumbled. To stop the virus from spreading further,
most countries closed schools, colleges, and institutions. Not just the health and education sectors were
affected by the crisis. Because classes were still in session when the Philippine government ordered all
educational institutions to close, the interruptions were unexpected.

Common learning options during pandemic are online, modular, and blended. Though these
could be an excellent alternative modalities with the time that the students can't go to schools, there's still
some circumstances where the scale of students' academic performance decreases since some of them are
having hard time in coping with this new normal. First, with online learning, we can't deny that this
modality is very practical as teachers were able to teach the students virtually without having physical
contact with them. According to Isla (2020), some of the advantages of online learning includes; reducing
the risk of contracting virus, saving money and time from commuting, increasing the time spend within
the family, freedom of learning anything you want, and giving the students an enough rest and sleep.
Meanwhile the disadvantages that follows are: technical difficulties, inability to afford resources for
online class, and class interaction is virtually only. For modular learning, Atha (2021) stated that some of
its benefits are; better work balance, studying a module based course means that you will study in smaller
chunks, exams and assignments are spread out throughout the course, and a module based course is
undoubtedly going to reduce your stress levels. As for blended learning, it's benefits for the students
includes increase in student's interest, keep students focused for longer, provides student autonomy,
provides student autonomy, etc (Giarla, 2022).

RELATED STUDIES

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FOREIGN

Regardless of the challenges we all face while in a state of health crisis, students' motivation to
learn is very crucial. It is extremely important to their academic performance in several fields, thus any
factors affecting their self-motivation to study in the new normal must be addressed before they loose
their entire interest in learning. According to Rahm et al. (2021), learning motivation is basically a
psychological factor that influences whether or not someone wants to follow or engage in a particular
activity. Studying face-to-face in school is very different from studying at home, as destructions from
learning environment can contribute to the lack of motivation and focus of the students to do their school
works. The findings of the most recent study of Al-Kumaim et al. (2021) stated that during the COVID-
19 epidemic, students were bored because their activities were tedious, namely only executing the tasks
assigned by the lecturer, so their level of learning motivation gradually fell, and their academic
performance was impacted as well.

According to Palmer (2007), the basic aspect that propels quality education is students'
motivation. According to this concept, quality education is defined as students' performance, which is an
educational organization's output. Because the objective of the altered teaching-learning during the
pandemic is for students to succeed in school, motivating students toward success during the deployment
of the "new normal" is a major challenge. As a result, the task is to encourage kids so that they can cope
with the new system, learn, and succeed on their own. This has a big impact on their academic
performance and general success.

LOCAL

Dullas (2018) cited that students' academic motivation played a crucial impact in their
academic success, particularly in the new regular setup of education, where they needed to keep their
enthusiasm to learn more despite obstacles and circumstances. The pandemic has infected people all
across the world as a result of COVID 19. The majority of us, especially students who study through
blended learning, spend our time immersed in technology. Online learning has mostly resulted in students

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achieving a greater level of education and achievements. According to the research conducted by Tipon
et al. (2021), some of the students are dissatisfied with their academic performances and academic scores
as a result of various circumstances. One of the reasons they may be struggling is a lack of motivation to
put any effort in each activity, time management, and the inability to complete homework and activities
on time as a result of the COVID-19 pandemic.

In general, we cannot deny that students have troubles with this new regular educational
arrangement, depending on their circumstances, how they deal with it, and how driven they are to
continue learning despite obstacles. Although it may not apply to all children due to their different
circumstances, we cannot overlook the fact that they are having difficulty studying in this environment.
Whether the modality is online, modular, or blended, the effects are mostly the same, and absolute
solutions are highly needed. If not, their academic performance will plummet, which should never
happen, no matter how difficult the situations are.

CHAPTER 3
RESEARCH METHODOLOGY

INTRODUCTION

This chapter is about the type of research that was used in this study, the respondents or

the participants, sampling design, instruments, and planned data gathering procedure.

RESEARCH DESIGN

This study followed the qualitative approach, the descriptive - survey research methodology.
In this study, the researchers used descriptive research design, which aims to accurately and

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systematically describe a population, situation or phenomenon. The term "descriptive study" refers to a
study of data that is used to investigate the relationships between variables. In the research study, these
links query the what rather than the why. As a result, descriptive researchers' findings are frequently
utilized to generate hypotheses that may be investigated using more rigorous approaches. A descriptive
research is frequently cross-sectional in nature, meaning that different components or segments of the
same sample populations are studied at the same time (Skidmore, 2022).

This research design is appropriate for this study because its purpose is to describe the
students' experience in new normal set-up of education and how it affects their academic performance.

INSTRUMENT OF THE STUDY

The instrument used for this study was a researcher-made survey questionnaires through
online google form to gather the needed data for the students' profile. This research instrument consist of
three parts; Part I will ask for basic details of the students such as their age, gender, section, and learning
modality. Part II consist of four questions answerable by 'Yes' or 'No', and the respondents just needed to
choose between the two options (It is often a screening question to filter those who don't fit the needs of
the research). And then the Part III consist of another four questions that needed a clear elaboration from
the respondents. Those questions asks about the students' experience regarding the certain situations
related to the topic of this study, that somehow needs a critical thinking skills for them to answer
excellently.

SAMPLING TECHNIQUE

The population of the study comprises of Grade 11 (ABM Strand) Senior High School students
enrolled in Gateways Institute of Science and Technology (Cogeo Branch). The aim of this study is for 15

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Senior High School ABM 11 students, who are actively taking classes in school year 2021-2022, to
answer the online survey form prepared by the reseachers.

The sampling method that the reseachers will utilize is purposive sampling. According to
Crossman (2020), purposive sampling is a non-probability sample that is chosen depending on
demographic characteristics and the study's goal. This method of sampling can be quite effective in
instances where you need to get a specific sample rapidly and proportionality isn't a major consideration.
Since this sampling method requires a standard whether to accept or reject the participants' profile when
creating the sample, some criterias were set to choose carefully who would be the target respondents.
ABM 11 students aged 16 to 19, male or female, who had been achievers or honor students in the
previous school year were chosen by the researchers.

DATA GATHERING PROCEDURE

Upon the approval of the research instrument to be used, the researchers formulate and organize
the survey questions accordingly and carefully. Due to the fact that there is a health crisis brought by
COVID-19, the reseachers decided to use online google form as a tool for the survey. Google form is an
online tool that allows you to collect information easily and efficiently (Melo, 2018), which could be the
most practical tool for conducting a survey in the midst of pandemic and its restrictions. Once the survey
questions were prepared, the researchers requested the research instructor's approval and agreement in
order to ensure the validity and reliability and to perform the actual survey as quickly as possible.

Once the google survey form link was distributed to the chosen respondents via messenger,
they were given enough time to answer the survey form and their responses are collected in atleast a
week. All the expectations and purpose of the study was also explained to the respondents, so that they
can take their time answering the survey honestly and excellently. The graphs and tallies of the responses
was automatically generated by google, so the retrieved responses are properly organized. The researchers
also held a private online conversation with the respondents through messenger and discussed the
information they had acquired from them in order to validate the results in the instrument.

DATA ANALYSIS

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The data gathered from conducted survey was carefully analyzed and interpreted. After receiving
the respondents' responses, it was presented with the aid of self-generated graphics from google form.
Researchers utilize statistical descriptive analysis to examine the data tabulated with the respondents'
basic information to ascertain the respondents' age, gender, learning modality, and class section. The
percentage of respondents who selected YES or NO for each question was shown using pie graph figures
in the part 2 of data analysis, which aids the researchers in accurately interpreting the data.The word-by-
word responses of the respondents to the questions were critically analyzed using the content analysis
method in the last part of data analysis.

CHAPTER 4

PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

INTRODUCTION

This chapter presents, analyze, interprets the data gathered from the (interview or survey)

that was used as an instrument in in this study.

Part I (Respondents' Profile)

This section shows analysis, presentation and interpretation of the profile variables of
respondents.

1.1 Age and Gender of the Respondents

TABLE 1 (A)

Distribution of the Age of Respondents

AGE NUMBER OF PERCENTAGE

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RESPONDENT/S

16 2 13.3%

17 9 60%

18 3 20%

19 1 6.7%

TOTAL 15 100%

The table 1 (A) shows the number and quantity of how many respondents are 16, 17, 18, and 19
years old. 2 out of 15 respondents are 16 years old (13.3%), 9 out of 15 respondents are 17 years old
(60%), 3 out of 15 respondents are 18 years old (20%), and 1 out 15 respondents are 19 years old (6.7%).
We can see that greatest quantity of respondents are aged 17 years old, while the the least quantity of
respondents are aged 19 years old.

TABLE 2 (A)

Distribution of the Gender of Respondents

GENDER NUMBER OF PERCENTAGE

RESPONDENT/S

FEMALE 13 86.7%

MALE 2 13.3%

TOTAL 15 100%
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The table 2 (A) shows the number of how many respondents are male or female. 13 out of 15
respondents are Female, and 2 out of 15 respondents are Male. As we can see, majority of the respondents
are female with the percentage of 86.7%, while Male only have a percentage of 13.3%.

1.2 Learning Modality of the Respondents

TABLE 3 (A)

Distribution of the Learning Modality of Respondents

LEARNING MODALITY QUANTITY PERCENTAGE

ONLINE 7 46.7%

MODULAR 8 53.3%

TOTAL 15 100%

The table 3 (A) shows the number of how many respondents are under the learning modality of
Online or Modular. 7 out of 15 respondents are Online students, and 8 out of 15 respondents are Modular
students. We can see that modular student respondents (53.3%) are greater than online student
respondents (46.7%).

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1.3 Class Sections of the Respondents

TABLE 4 (A)

Distribution of the Class Section of Respondents

SECTION NUMBER OF PERCENTAGE

RESPONDENT/S

ABM 11-1 3 20%

ABM 11-2 0 0%

ABM 11-3 0 0%

ABM 11-4 2 13.3%

ABM 11-5 9 60%

ABM 11-6 1 6.7%

ABM 11-7 0 0%

TOTAL 15 100%

The table 4 (A) shows the number of how many respondents are ABM 11-1 to ABM 11-7. 3
out of 15 respondents are students from ABM 11-1, 2 out of 15 respondents are students from ABM 11-
4, 9 out of 15 respondents are students from ABM 11-5, and 1 out of 15 respondents are students from
ABM 11-6. Meanwhile, there is no respondents that came from ABM 11-2, ABM 11 -3, and ABM 11-7.
If we arrange the total percentage of respondents of a particular class section from highest to lowest,
ABM 11-5 is the highest with 60%, second is ABM 11-1 with 20%, third is ABM 11-4 with 13.3%,
fourth is ABM 11-6 with 6.7%, and the leasts are ABM 11-2, ABM 11-3, and ABM 11-7 with 0%.

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PART II (Questions Answerable by 'Yes' or 'No')

This section shows the

analysis, presentation, and
interpretation of the answers of
respondents from the questions
answerable by 'Yes' or 'No'.

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Figure 1. Percentage of the

respondents that believe/doesn't
believe
that new setup of education
affects their

Starting with the basic

question of 'Does the new
setup of education affects
your academic performance?',
the figure 1 shows that 13 out
of 15 respondents
answered YES while 2 out of 15
respondents answered NO. It
only means that majority of the respondents (with 86.7%) believe that new setup of education
does really affects their academic performance while only few (with 13.3%) believes that it
doesn't. The reason behind these responds from the respondents will be answered later on.

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the Figure 2.
respondents Percentage
who of
claim that
they
are
helpgetting/not
they need getting
on their all the
school
works.

Figure 2 indicates that 7 out of 15 respondents answered YES while 8 out of 15 respondents
answered NO. It only means that the respondents who claim that they're not getting all the help
they need in their school works in new normal set-up of learning is higher than those who claim
that they are getting all the help they need. From this data, it shows that there is high possibility
that most students these days are studying by themselves and doing their school works alone
without the help of their teachers or guardians.

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Figure 3. Percentage of
respondents who
have/doesn't
have access with device and
internet for online learning

Figure 3 shows that 13

out of 15 respondents answered YES while 2 out of 15 respondents answered NO. It only means
that majority of the respondents have access with a device and internet for online learning. Even
though some of them are modular students, they still have an access for a tool to attend in online
classes, which can help them to understand more the lessons because all of those are discussed
by the teachers virtually.

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Figure 4. Percentage of the respondents who always able/not able

to passed their school works by the deadline given per week

Figure 4 indicates that 11 out of 15 respondents answered YES while 4 out of 15

respondents answered NO. It only means that most of the respondents (73.3%) do always able to
keep up with the deadlines set per week, and they the time frame given is enough for them to
finish their weekly school works. While the 26.7% of the respondents claimed that unlike the
others, the given time to finished the tasks was not enough for them to passed it on time.

PART III (Questions that needed clear explanation)

This section shows the analysis, presentation, and interpretation of the answers of
respondents to the questions that needed a clear explanation.

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TABLE 1 (B)
Students' Focus on School Works

QUESTION RESPONSE
•Respondents 1 to 7 - It is very difficult to stay focus on my school
works because of the distractions like social media, noise in my
environment, and other different circumstances in my daily life.
How difficult it is to stay
focus on your school works •Respondents 8 to 13 - It is difficult to stay focus when I am not
right now? Please elaborate motivated to do the school works. Sometimes, the reason for this is

your answer. the laziness to do difficult school activities because I can't really
understand some of the lessons since I can't always attend virtual
classes due to some reasons.

•Respondents 14 to 15 - It is not that difficult to focus on doing my

school works but sometimes there is a sudden circumstance that I
need to delay doing the tasks.

Based on the given answers by the respondents to the questions in table 1 (B),
respondents 1 to 7 asserts that it is very difficult for them to stay focus on their school works
because of different distractions. With the learning environment they have, they really find it
hard to do the tasks without being distracted. Respondents 8 to 13 says that it is also difficult for
them to stay focus on school works since sometimes they are not motivated enough to do the task
because of laziness and the lack of understanding regarding what lessons that the particular
school work is all about. This may also cause by the incompetency to always attend the online
classes where the teachers discussed each lessons. While according to respondents 14 to 15, it
may not be difficult for them to stay focus on school works, there are times that they can't control
a sudden circumstance that delays them from doing the activities. To summarize it all, it really
depends whether how a student cope with the distractions, lack of motivation, and unexpected

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situations they experienced, on how they could feel if it is difficult to stay focus on doing the
school works or not.

TABLE 2 (B)

Students' Interest in Virtual Learning

QUESTION RESPONSE

•Respondents 1 to 3 - I am very excited & interested to join our

online classes because I enjoy learning and I understand the lesson
very well when the teachers are discussing even if it is virtually.

•Respondents 4 to 10 - It depends whose teacher would be

How interested are you to teaching in online class because some teachers are boring in

participate in online classes? discussing while the others are really good at it.

Please elaborate your answer. •Respondents 11 to 12- I am only attending online classes
because of attendance checking.

•Respondents 13 to 15 - I am interested to join online classes but

I do not have an access to internet connection all the time so
sometimes, even if I really wanted to attend, I wouldn't able to
because of my internet connection's status.

The answers of the respondents to the questions in table 2 (B) shows how interested they
are in participating on various online classes. Respondents 1 to 3 indicates that they are greatly
interested in participating to online classes because they enjoy it and it really helped them in
understanding the lessons. The online teaching of the teachers is really beneficial for them and a
good alternative to a face-to-face classes because it is practical that you could learn from the
teacher's lectures virtually. According to a larger number of respondents (Respondents 4 to 10),
they're interest to attend in online class depends if the teacher is also have an interesting teaching
skills, and they are not much interested if the kind of teaching is boring. Meanwhile,

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Respondents 11-12 states that they are only attending to online classes because of attendance
checking, and they do not really care about how it benefits them in other way such as in
understanding the lessons, the important for them is that they are not absent when the teacher
check the attendance. Lastly, Respondents 13 to 15 says that they're interested in attending online
but the thing is that they sometimes can't because of a poor internet service in their area or the
inability to have an access for internet connection. Above all the answers, majority of them says
that they are interested, but it also varies on the circumstances or the factors that might affect
their interest to learn virtually, and we can't really blame them because each of us have different
situations in life.

TABLE 3 (B)

Time Spend on Distance Education

QUESTION RESPONSE

•Respondents 1 to 9 - I mostly spend 3 to 6 hours a day,

depending on the difficulty of the lessons and school
activities I have to work on. If I am having a hard time to
How much time do you spend understand a lesson, It took me to finish the tasks longer
each day for distance education than this time frame.
and Why? Please elaborate your
•Respondents 10 to 15 - I can't really measure because I
answer.
often have an interval time when learning remotely since I
have other things to do at home like household chores.

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Based on the given answers of respondents to the questions in table 3 (B),
Respondents 1 to 9 states that they mostly spend 3 to 6 hours in learning under distance
education, but it also depends whether the lessons and activities are quite difficult or not. It is
somehow longer than that time if the tasks are difficult, and maybe shorter or at minimum if
those are easier than usual. Meanwhile the other respondents (Respondents 10 to 15), says that
they can't measure the time they spend each day on distance learning because they are not doing
it continuously because of other things they need to do like household chores, so the time doesn't
really matter as long as they finish the task within the expected deadlines. With those answers
from the respondents, we can say that they no matter how much time they spend in online
learning, the most essential thing is that they can spend time on distance learning despite the
different situations they are in at their learning environment.

TABLE 4 (B)
Changes in the Academic Performance

QUESTION RESPONSE

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•Respondent 1 - I noticed that I am less competitive this school
year than the previous years. I feel like I am loosing interest when
it comes to academic competition.

•Respondents 2 to 6 - I really enjoyed everything about education

What changes did you notice in the previous years, but now, I can't feel the same because of my

on your academic performance learning environment and the lack of interaction with my
classmates and teachers.
this school year compared to
the previous year? Please •Respondents 7 to 9 - I am not participating too much at lesson
elaborate your answer. discussions unlike before because of the lack of motivation, and it
really affects my academic performance.

•Respondents 10 to 15 - Compared to the previous years with

face to face classes, my grades are not as good as before. I became
more dependent to internet sources and I feel like I am not giving
my full academic potential this school year anymore.

Based on the answers of respondents to the questions in table 4 (B), we can say that all of their
academic performance are affected by the new normal setup of education in a negative way. Respondent
1 stated that it seems like his/her academically competitiveness is now fading, and ofcourse it might really
affects the academic performance of a student if the determination to be competitive when it comes to
academic matters suddenly disappear. Respondents 2 to 6 also felt like the lack of interaction between the
class lessen the fun of learning. The learning environment and the distractions also have an influence on
how a student maintain a good academic performance and the interest to learn what they have to learn.
Same with Respondents 7 to 9, their motivation to participate in lesson discussions are not the same as
how they were motivated before, students do really have a big adjustment to cope with this kind of
learning. When it comes to academic grades, Respondents 10 to 15 also noticed that their grades are not
as good as before, and there are changes in their academic behavior like they became more dependent to
internet souces and not with the natural knowledge they have and how they understand the lessons by

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themselves and by the discussions of their teachers. In conclusion, students experience different issues
with new normal setup of education that really affects their academic performance, with the responses
collected from the respondents, there is no doubt that the new normal education makes a big difference to
students' way of learning, their motivation, focus, and interest to learn despite all the circumstances they
need to cope with.

CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSION, RECOMMENDATION

INTRODUCTION

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This chapter presents the summary, conclusions, and recommendations of researchers

after the analysis, interpretation, and presentation of the data gathered in this study.

SUMMARY OF FINDINGS

This study aimed to determine the impacts of new normal setup of of education to

the academic performance of ABM 11 students in GIST. The findings of this study answered the

following:

1. ) What are the factors that affects the academic performance of ABM 11 students in

GIST with the new normal setup of education?

-According to the data gathered, the following factors were evident: The students' lack of
focus and motivation to complete their schoolwork and participate in virtual classes as a
result of the various challenges they faced in their daily lives, as well as distractions from
their learning environment like background noises, social media, and some unanticipated
events in their homes. According to 26.7% of the respondents, they were unable to
complete all of their weekly assignments due of the time constraints placed on them,
which had an impact on their academic achievement.

2. ) What challenges and difficulties does the students experience while continuing their

study during the pandemic?

-Due to a significant adjustment that the students must make, it is challenging for them to
remain focused on participating in school activities, which has an impact on their
academic performance as seen by how they compare to their prior experience and interest
in being academically active. In addition, the students' lack of motivation was brought on

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by their inability to comprehend some parts of the lessons, particularly when they were
unable to attend online classes and were struggling with self-learning.

3. ) How does their home environment have something to do with their focus and
determination to allocate their time and effort with distance education?
-The study finds that due of domestic distractions, which also serve as their learning
environment, students find it challenging to devote all of their time to distant learning. In
contrast to learning in school, it is more difficult for them to learn when their
surroundings includes a lot of distractions and a fluctuating peaceful background.

All of those findings are based on the collected and analyzed data, which makes it more reliable
as the evidences was all gathered and provided.

CONCLUSIONS

Based on the indicated findings, the following conclusions were drawn:

• The learning environment of the students affects their motivation to learn in new normal

setup of education thus it also reflects to their academic performance.

•Students can't give all of their time and focus on doing the school works because of

distractions and the other circumstances in their household.

•They are having difficulties in finishing their school works because of the fact that most

of them are learning by themselves since not all have the capability to have an access for

virtual learning.

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• Due to the factors that have an impact on students' academic performance, they are

becoming less interested in participating in class discussions, and their academic activity

has decreased in comparison to how well they performed in previous school years before

the pandemic changed everything.

RECOMMENDATIONS

The study revealed the impacts of new normal education in the academic performance

of the ABM 11 students in GIST. Thus, the following recommendations are hereby presented:

1. ) Since the students found it hard to stay focused on doing their school works, they

should better time management when they can avoid the distractions that are affecting

their focus and motivation. .

2. ) Students who are unable to access a gadget and the internet for online learning should

be provided by the schools. By then, if they had access to a gadget, they could finally

learn virtually in online classes, which would allow them to make self-learning less

difficult.

3. ) The teachers should constantly conduct atleast a weekly consultation to the students and

motivates them to finish their school works.

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4. ) The teachers should give a longer deadlines for weekly activities so that the students

may not be too pressured and they can take their time to do the school works excellently.

5. ) To ascertain whether the same results will be established, a study of a bigger sample

size must be carried out.

REFERENCES

•Al-Kumaim, N. H., Alhazmi, A. K., Mohammed, F., Gazem, N. A., Shabbir, M. S., & Fazea, Y.

(2021). Exploring the impact of the covid-19 pandemic on university students’ learning life: An

integrated conceptual motivational model for sustainable and healthy online learning.

Sustainability (Switzerland), 13(5), 1–21. https://doi.org/10.3390/su13052546

•Al-Salman, S., and Haider, A. S. (2021). Jordanian University Students’ views on emergency

online learning during COVID-19. Online Learn. 25, 286–302. doi: 10.24059/olj.v25i1.2470

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from:https://www.thoughtco.com/purposive-sampling-3026727

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•Dullas, A. (2018). The Development of Academic Self-Efficacy Scale for Filipino Junior High

School Students. Retrieved from Frontiers in Education:

https://www.frontiersin.org/articles/10.3389/feduc.2018.00019/full#B5

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philippines-moneysmart-2020/

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Hein, S., Kender, Z., Günther, J., Wagenlechner, P., Bugaj, T. J., Boldt, S., Nikendei, C., &

Schultz, J. H. (2021). Effects of realistic e-learning cases on students’ learning motivation during

COVID-19. PLoS ONE, 16(4 April), 1–13. https://doi.org/10.1371/journal.pone.024942

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•Rosell, C. (2020). COVID-19 Virus: Changes in Education | CAE. Retrieve

from:https://www.cae.net/covid-19-virus-changes-in-education/

•Skidmore, S. & Kowalczy, D. (2022). Descriptive Research - Design and Examples. Retrieve

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•Tipon, F. et at. (2021). THE SELF-EFFICACY AND ITS RELATIONSHIP TO THE

ACADEMIC MOTIVATION OF THE SENIOR HIGH SCHOOL STUDENTS FROM PUBLIC

SCHOOLS AMIDST THE NEW NORMAL EDUCATION IN THE PHILIPPINES.

doi:10.6084/m9.figshare.14813397.v2

APPENDICES

QUESTIONNAIRES

The survey form that was used in this study can be access here:

https://docs.google.com/forms/d/1C6jR9t5521gT4kHcTBP1a4vl2MBYBmUT7l1t-J6ZSLI/

edit#responses

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