Effects of F2F Learning On The Self AutoRecovered

Effects of Face to Face Learning on the Self-esteem of the Senior High School
Students in Zamboanga City High School Main
Submitted to:
Bartolome, Vivian, S.
GROUP 3
Submitted by:
Team Leader: Bernardo, Cheska Shane, C.
Members:
Alejado, Rika Jeaniella, E.
Canizares, Alex Jr. R.
Damih, Fatima Juriza, A
Lao, April Joy, T.
Seleras, Jamee, C.
G12 STEM PASTEUR
Chapter I
INTRODUCTION
Background of the Study

To determine the level of self- esteem of the students on the new learning system. As we can
identify the students self-esteem during Face to Face classes.
Self- esteem is also called as the self confidence.. The self confidence of the student may have an
impacts to their academic performances. Since the previous study showed or revealed that
students with high level of self confidence scored higher in oral test and students with low level
of self confidence scored lesser and showed lack of interest in having higher oral performance.
But in our study aims to determine of the senior high school students during face to face classes.
to examine students' academic self-concept and social presence in face-to-face (FTF) and online
version of the same course, and to examine the effects of these two variables on student learning
achievement and satisfaction.
A growing number of students are now opting for online classes. They find the traditional
classroom modality restrictive, inflexible, and impractical. In this age of technological
advancement, schools can now provide effective classroom teaching via the Web. This shift in
pedagogical medium is forcing academic institutions to rethink how they want to deliver their
course content. The overarching purpose of this research was to determine which teaching
method proved more effective
This study compared the effectiveness of online vs. traditional instruction in an environmental
studies class. Using a single indicator, we attempted to see if student performance was effected
by instructional medium. This study sought to compare online and Face to Face teaching on three
levels—pure modality, gender, and class rank. Through these comparisons, we investigated
whether one teaching modality was significantly more effective than the other. Although there
were limitations to the study, this examination was conducted to provide us with additional
measures to determine if students performed better in one environment over another
The effect of social presence on student learning achievement and satisfaction were stronger in
online environment than in Face to Face environment. There was no significant difference
between Face to Face and online students with regard to the effect of academic self-concept on
learning achievement and satisfaction. These findings indicate that compared to Face to Face
students, online students are in greater need of higher-level social presence, which has a strong
effect on their learning achievement and satisfaction. Academic self-concept is equally important
to both Face to Face and online students. Online students might need more supports on social
interaction rather than self-reflection.
the schools not only had to adapt to the changes derived from the causes of the pandemic but also
had to face a new methodological model—e-learning teaching—for which not all teachers and
students were prepared. This could cause an increase in stress due to the uncertainty caused by
this time of change. This research analyzes the relationship between perceived self-efficacy in
the confinement period and the level of trait anxiety (TA) and state anxiety (SA) during COVID-
19. To conclude, students who show a higher level of anxiety (TA and SA) express more
negative emotions and also perceive themselves with less academic self-efficacy. Therefore, a
stressful situation (pandemic and confinement) together with a critical event (illness and death of
a relative/friend due to COVID-19) increases anxiety levels and influences the perception of
academic self-efficacy.
this study determines how each and every students can be capable and incapable of adapting the
comeback of the normal way of learning or the face to face classes. owing to the fact that 3 years
of being isolated in our own homes and learning through online classes affects the students
academic works and socializing skills in putting them in a new normal environment during
pandemic that they are not habituated to. students have in control of either wanting to participate,
interact or any activity that needs and can improve their oral communication skills or not. due to
this, being conscious and being introverted person rises, it lowers self esteem and self confidence
causing them to hide more of what they can show, express and what they are capable of.
As online class offerings continue to proliferate and more students take at least one online class
in
college, more research is needed to explore factors that impact students’ perceptions of their
online
classes. Past research has found a positive relationship between students’ computer self-efficacy
and their satisfaction with online learning, but little research has explored how learning
management system and online learning self-efficacy relate to perceptions of satisfaction and
perceived usefulness of online classes. In addition to confidence, students must also implement
and apply their learning skills in an online environment; thus self-regulation and time
management
as well as past online learning experience are additional factors that have been shown to be
related
to satisfaction with and usefulness of online learning. This study explores how students’
confidence regarding their ability to use online learning platforms, utilize self-regulation
strategies,
and their confidence in their ability to learn in online classes predict both their satisfaction with
and perceived usefulness of online classes. Multiple regression analyses revealed that students’
confidence to learn online was the strongest positive predictor of satisfaction and usefulness of
online classes. The results indicate that exploring students’ purpose and reasons for taking online
classes, beyond a students’ skill set and learning strategies, are fruitful directions to pursue when
assessing evaluations of online classes.
The purpose of this study was to examine students' academic self-concept and social presence in
face-to-face (FTF) and online version of the same course, and to examine the effects of these two
variables on student learning achievement and satisfaction. A total of 257 undergraduate students
enrolled in a digital design course were randomly assigned to either of two treatments: one
offered Face to Face instruction, and the other offered online instruction. Individual students'
academic self-concept, social presence and attitudes towards course were measured by widely-
recognized and reliable scales respectively.
\
Significance of the Study
This study is conducted with the aim to provide crucial information regarding the chosen topic
from the respondents. This study will be useful to the school’s effectiveness in dealing with the
self-esteem of ZSCHS students during Face-to-Face classes. Benefiting the study are the
different sectors as follows:
The Students: They are the direct recipients of the output of this study. Any improvement of
development of the classroom management strategy can facilitate of producing better learning
experience and discipline to thrive and survive in the society.
The Teacher: This study will be greatly benefited to the them in teaching profession. Through
this study, the teachers may purposefully discover and improve the moral discipline in the
classroom management for more conducive to learning.
The Parents: This study will provide them the awareness on how their children are dealing with
their learning in Face-to-Face classes in social aspect. With the result of this study, the parents
will provide sufficient moral support to their children.
Statement of the Problem

This study aimed to determine the effects of face to face learning on the self-esteem of G12
students. It focused on the school of zamboanga city high school , utilizing all levels of g-12
students as research participants.
To obtain necessary knowledge, data, and information, this research aimed to answer the
following questions:
1. What are the effects of face to face on the self-esteem of G-12 students in terms of:
1.1 Knowledge
1.2 Attitude
1.3 Skills
2. Is there a significant difference in the effects of face to face learning on the self-esteem of
the respondents when their demographic profile is considered?
1.1 Age
1.2 Sex
1.3 Ethnicity
1.4 Year Level
Conceptual Framework
The study aimed to determine the effects of Face to Face classes on the self-esteem of
students in Zamboanga City High School Main. The highlight of this framework showed
the picture of the topic being underlined in the research problem.
The conceptual framework of the study is presented below:
Independent Dependent
Variable Variable
Knowledge, Skills, &
Students in ZCHS MAIN Attitude
Figure 1. Conceptual Paradigm of the Study
Figure 1 shows the variables considered in the study which will determine the effects of
Face to face classes on the self-esteem of students. Effects of face to face classes on
self-esteem in terms of knowledge, skills, and attitude serve as the dependent variable
while the Students in Zamboanga City High School are the independent variable.

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Effects of Face to Face Learning on the Self-esteem of the Senior High School

Students in Zamboanga City High School Main

Background of the Study

Statement of the Problem

The conceptual framework of the study is presented below:

Figure 1. Conceptual Paradigm of the Study

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