Factors Affecting the Face – to – Face Classes of BET Students in

Ceguera Technological Colleges, Iriga City

Chapter I

The Background of the Study

Introduction

After being one of two remaining countries in the world where schools are still shut because of

the COVID-19 pandemic, the Philippines is under pressure to at least slowly bring back face-to-

face classes on a pilot basis. A recent correspondence tackled the adherence of secondary schools

to health protocols as a significant factor in the delivery of face-to-face classes, following

national and international guidelines in mitigating the effects of the coronavirus disease

(COVID-19). Certainly, it is time to venture into hybrid learning away from purely remote

learning. Remote learning, particularly the kind that relies mainly on modules and asynchronous

methods, robs our children of high-quality learning which is inherently relational and social.

Schooling and teaching is one of the most crucial aspect of human life, as education

encompasses giving and acquiring knowledge. Since the COVID-19 pandemic has spread

worldwide affecting almost all countries the government permits the declaration of closing of

schools, universities and institutions which brought far-reaching challenges. This pandemic
worsened educational quality as the implementation of social distancing and restrictive policies

have significantly disturb the traditional practice on education. However, in 2021 the government

declared reopening of schools and universities as corona virus cases are decreasing therefore new

standard operating procedures and policies are put in place.

Face-to-face classes are limited to students of medicine and allied health courses. Campuses in

areas under general community quarantine and modified general community quarantine are only

allowed to reoperate physically with programs on medicine, nursing, medical technology,

medical laboratory science, physical therapy, midwifery and public health.

Face-to-face education is essentially offered in physical spaces (classrooms, laboratories,

libraries, and computer rooms, amongst others) where the teacher has direct contact with the

students. Usually, he establishes objectives, plans activities, prepares resources, delivers the

session, and assesses students. Verbal communication is integral to this modality thus students

are provided with a great many opportunities to develop their oral communication skills in the

classroom (Gomez, et al., 2011).

As the virus spread throughout the world, many things have changed. Schools are obliged for

closure that affected students across countries. The forced migration of in-person to online

learning brought a variety of challenges going forward. Although online learning seemed to be

the last resort of every student, there are still struggles occurring because of the sudden changes.

Based on the report of the Educause Center for Analysis and Research (2019), a significant

number of students and faculty members prefer face-to-face instruction but in the midst of
pandemic, Bolton (2020) found that more than three-quarters who have studied at home during

the pandemic think digital learning is equal to or better than face-to-face learning. The shift from

face-to-face classes to online classes has made a great impact on both students and teachers.

Prior to the pandemic, schools have been adapting hybrid learning (i.e., where students learn

through a mix of in-person and online activities) as an additional teaching method. However, due

to the pandemic the mode of education has changed and online classes were implemented for

safety purposes.

COVID-19 pandemic has caused disruption in the delivery of education services in the

Philippines. The country adjusted to its restrictions since the pandemic started two years ago that

CHED and DepEd grant schools and universities to implement limited face to face classes. The

Commission on Higher Education and the Department of Education identified college courses

that will be allowed to gradually resume limited face-to-face classes under strict pandemic

protocols (REPORTR.WORLD).

There were articles about opening schools and implementing face to face classes again this 2021

but were immediately dismissed as the Philippines still has high COVID-19 cases. For that

reason, the researchers want to know the perspective of the students in implementing the face-to-

face classes during this pandemic. The COVID-19 pandemic has become a global health issue

and has had a major impact on education. Consequently, half way through the second semester

of the academic year 2019/2020, learning methods were delivered through online learning. Thus,

the researchers aimed to know the Factors Affecting the Face – to – Face Classes of BET

Students in Ceguera Technological Colleges, Iriga City.

Education has been greatly affected by the Covid-19 pandemic. Due to safety precautions, online

learning became a lifeline for education that enabled the students and teachers to resume classes

in through different digital platforms. However, there will be an implementation on going back

to in-person learning that this study intends to know. The study generally aims to have

knowledge on the Factors Affecting the Face – to – Face Classes of BET Students in Ceguera

Technological Colleges, Iriga City.

More especially, it ought to answer the following:

1. What is the Demographic Profile of the Respondents in terms of:

a. Age

b. Sex

2. What are the factors affecting the face – to – face classes of BET students in terms of;

a. health and safety

b. academic performance

c. mental factor

3. What are the advantages and disadvantages of Face-to-Face classes in terms of;

a. health and safety

b. academic performance
 c. mental factor

4. What is the perception of the BET Students about the Face-to-Face classes?

Significance of the Study

This study was conducted in accordance to the implementation of the face-to-face classes during

the pandemic. The aims of the study are to establish an understanding on the insights of the

students involved, determining the effects of the implementation during the pandemic and

identifying the factors the needed to be considered with the implementation. This research was

conducted to benefit the specific following;

To the Researchers. It serves as a function of knowledge, as to learn and understand the factors

affecting the face – to – face classes of students.

To the Students. This study will result in efficient and reliable sources of information that

would help students to have a better understanding regarding the implementation of face-to-face

classes during the pandemic.

To the Academe/ Professors. The outcome of the study will facilitate them to formulate

efficient strategies and worthwhile approaches to make learning more comprehensive. This will
help them to have a conceptualization about the condition of the students in this time of

pandemic.

To the Government. This study could immensely beneficial to the government by considering

the given information as point of reference for them as a basis of their action regarding the

implementation of face-to-face classes.

To the Commission on Higher Education. They will be Informed on what are the struggles that

students have to deal with. This study can be a basis in order for them to make an action that will

benefits the students.

To the Future Researchers. The result in this research could be a basis to guide the future

researchers as they establish a related study, the data presented may be used as a reference for

conducting a new research study, also to help them to provide more insights and knowledge for

future use.

Scope and Limitations of the Study

This study is focused on the factors affecting the people, especially the BET students in Ceguera

Technological Colleges, Iriga City on the implementation of face-to-face classes during COVID-

19 pandemic. Some aspects of the study are bound to be affected by personal opinions, because
the aim is to get deeper understanding through the situation and insights of individuals. There are

forty (40) Ceguera Technological Colleges, Iriga City students particularly those who are taking

BET are chosen as respondents. The study will administer interviews using survey questionnaire

in gathering the data needed.

Theoretical Framework

This study uses sociocultural theory of learning by Vygotsky’s. In this theory it emphasizes that

learning occurs as a result of social interactions between individuals. It is one of the most

prevalent educational theories today. It believes that learning begins with social interaction and

continues with individual internalization of social behaviors.

In conformity with Vygotsky’s Sociocultural theory, students and teachers develop relationships

in the classroom in order to aid students in their learning. Relationships contribute to the

facilitation of social interaction and active participation in educational tasks. Students gain

knowledge by observing, listening to, and discussing their tasks.

According to Nagel (2012, p. 83), sociocultural theory "reflects the view that learning and

development are not solely a function of increased mental sophistication but are also mediated by

social and cultural interactions."

relationship between social interaction and individual cognitive development. According to

sociocultural theory, learning occurs as a result of social interactions and takes place within a

particular cultural environment (Bates, 2019; Leonard, 2002; Nagel, 2012).

A further theory that supports our study is Social Constructivism, a theory of social learning

developed by Russian psychologist Lev Vygotsky, asserts that individuals are active participants

in their own knowledge construction (Schreiber & Valle, 2013). Vygotsky believed that rather

than occurring solely within the individual, learning occurs primarily in social and cultural

contexts (Schreiber & Valle, 2013).

Another theory that gives aid to our study is Albert Bandura's social learning theory emphasizes

the importance of observing, modeling, and imitating others' behaviors, attitudes, and emotional

reactions. Social learning theory is concerned with the interaction of environmental and

cognitive factors that affect human learning and behavior. In Social learning theory, it was stated

that it is frequently referred to as the 'bridge' between traditional theories of learning (i.e.,

behaviorism) and cognitive approaches. This is because it emphasizes the role of mental

(cognitive) factors in learning.

Conceptual Framework
A conceptual framework is based on a specified conceptual model. It consists of specific or well-

defined concepts and constructs which help clarify the overall research variables in terms of how

these concepts are defined and organized.

The Conceptual Framework used in this study was the Input-Process-Output model as shown in

Figure 1. The Input box contains the demographic profile of the respondent’s which includes age

and sex, the factors affecting the face – to – face classes of BET students and the advantages and

disadvantages of Face-to-Face classes. The Process box is where inputs was analyzed and

interpreted through survey questionnaire and statistical data analysis. Finally, in the Output box,

the researchers were able to identify the factors affecting the face – to – face classes of BET

students.

INPUT PROCESS OUTPUT

Demographic Profile of the  Qualitative-descriptive

Respondents in terms of: research design

a. Age

 Simple Random Identify the factors

Sampling affecting the face – to

Factors affecting the face – to – face – face classes of BET

classes of BET students in terms of;  Survey Questionnaires students

a. health and safety

b. academic performance  Statistical Data Analysis:

c. mental factor a. Frequency count

b. Percent

Advantages and disadvantages of

a. health and safety d. Ranking

b. academic performance

c. mental factor

Figure 1. Conceptual Framework of the Study

Definition of Terms

For further and better understanding, the researchers defined most of the terms that can be seen

in this study. The following are terms used in this study.

Academic Performances – This refers to the students’ performance in school or university. It

also refers to the students’ grades and scores.

Covid-19 – Defined as a Novel Coronavirus disease, which now known as a severe acute

coronavirus respiratory syndrome and a new coronavirus strain-induced illness. 'CO' means the

corona, 'VI' means the virus, and 'D' means the disease.
Face-to-face learning – is an instructional method where course content and learning material

are taught in person to a group of students. This allows for a live interaction between a learner

and an instructor.

Chapter II

Review of Related Literature and Studies

This chapter contains an in-depth discussion of the literature and studies. Furthermore, this

chapter provides a synthesis of the literatures and studies used and their significance to the

development of this study.

Conceptual Literature

The following concepts were taken from online articles which enriched the researcher’s study on

the factors affecting the face – to – face classes of BET students. In addition, local and foreign

concepts were included.

According to Tiene (2000), graduate students still preferred face-to-face classes. Some students

stated that online discussions were a good addition to the class but not a substitution for a face-

to-face discussion.

Curtis and Lawson (2001) applied the characteristics of collaborative face-to-face learning to the

learning through online setting. Somehow, some characteristics cannot be executed through

online setting.
According to Akrani (2011), depending on the level of stress, it can be helpful or harmful. Stress

has many effects to a person it can affect the nervous system, musculoskeletal system,

respiratory system, cardiovascular system, endocrine system, and gastrointestinal system.

According to Asia Society Philippines (2020), the World Health Organization recognizes the

closure of schools have negative impacts on different aspects in life and development, mostly on

education. However, students can benefit on reopening of schools as long as the schools can

provide access to reliable information on how to keep themselves and others safe and healthy,

their social and psychological well-being are priority, and allows parents to work if given a

chance. If ever schools do resume face-to-face classes, they are reminded by the World Health

Organization to follow strict guidelines and protocols on preparing the prevention and

precautionary measures. Health experts suggest protocols that will ensure the safety of students

and the people they are going to interact with, receives reliable information, strengthening proper

hygiene, and physical distancing in and outside the classrooms.

In addition to that, Centers for Disease Control (2020), the most important actions for school

administrators are planning and preparation. Institutions must know what to do when someone

contracted the symptoms of the said virus. Also, promoting actions that can help reduce

spreading the virus and maintain healthy environment for school operations and services.

Thus, Joaquin et al. (2020), the Philippines needs to have a clear set of policies based on an

educational framework. Careful and sincere assessment of the country’s readiness to offer

learning programs that demands more than the traditional requirements is needed.
Along with this reference ‘reportr’ (2020), acting Socio-Economic Planning Secretary Karl

Kendrick Chua stated that “in the classroom children will learn more and will become more

productive”. Sec. Chua added, “The impact will be very good but we have to do it safely that’s

why we slowly and gradually piloting it”.

In the article ‘reportr’ that was entitled “Face-to-Face Classes Will Be Allowed for Medicine,

Nursing: DOH and CHED” (2021), report that the Commission on Higher Education and the

Department of Education identified college courses in medicine, nursing, medical

technology/medical laboratory service, midwifery and public health that will be authorize to

resume limited face-to-face classes under strict pandemic protocols. The memorandum stated

“Although flexible learning is deemed the most appropriate and safest pedagogical approach

during the pandemic, there might be some instances that face-to-face delivery of certain courses

is necessary”.

According to the article that was published by Jenina P. Ibanez (2022), the online setup can ṅ be

difficult for students including those trying to study healthcare. Whereas one student was

interviewed significantly Ms. Neri is one of many young Filipino pursuing healthcare studies in

the middle of a coronavirus pandemic said “We haven’t been able to experience actual laboratory

activities that could really help us”. “A world where medical students are expected to excel all

the time and not fail takes its toll on their mental health, but we are human too” Ms. Neri added,

the nursing student.

based on this published article of UST Education, the CHED granted the UST the Certificates of

Authority to reopening of campus for the conduct of limited face-to-face classes and clinical

internship for the Bachelor’s programs in Nursing, Medical Technology and Physical Therapy.

Correspondingly, the process of certification involved a fixed evaluation of the protocols and

systems that concerns combination of vaccination, proper use of personal protective equipment,

disinfection and sanitation, physical distancing, health declaration, screening and monitoring,

and cyclical cohort implementation, among other strategies shall be implemented to ensure the

safety of participants.

Related Studies

According to Galindo (2002), the main characteristics of face-to-face education are the presence

of the teacher in front of the students in a room ensuring greater interaction, the time and location

are defined, the content of the course consists of notes prepared by the teacher to present and

discuss in class and the theoretical basis of instruction can be behaviorism, cognitivism,

constructivism, or a combination of these. But with the health crisis that the country is facing

today, face-to-face learning is impossible. With that, pupils have to be confined at home to do

their modules with their learning facilitators of which some of them cannot provide the

appropriate assistance and guidance that the child is expecting from them.
A survey-based, cross-sectional study of Daroedono, Siagian, Alfarabi, Cing, Arodes, Sirait, et

al. (2020) shows the impact of COVID-19 in the implementation of long-distance learning for

medical students of Universitas Kristen Indonesia. Of 545 respondents, most of them used either

cellular data or WiFi to connect to the internet. During the implementation of long-distance

learning, 73.8% of the students were unaccompanied by their parents, which shows autonomy.

87.9% of the students considered location flexibility the most supportive factor for implementing

long-distance learning. On the other hand, 80.2% agreed the most inhibitory factor is signal

dependent.

According to Hussien 2020, the coronavirus disease 2019 (COVID-19) outbreak has disrupted

the lives of individuals worldwide, and the rapidly increasing numbers of infected cases have

resulted in increased feelings of uncertainty and anxiousness regarding the future. The level of

stress among the students, academic staff, and employees at universities does also trigger

because of the virus outbreak. This pandemic-associated stress may also result in unfavorable

outcomes for learning and the psychological well-being of students.

In the study of Elumalai, K. V., Sankar, J. P., R, K., John, J. A., Menon, N., Alqahtani, M. S. N.,

&Abumelha. M. A. (2020). The COVID-19 pandemic situation has affected the entire education

system, especially universities, and brought a new phase in education “e-learning.” The learning

supported with electronic technology like online classes and portals to access the courses outside

the classroom is known as e-learning. This study aimed to point out the variables influencing the

quality of e-learning, such as administrative support, course content, course design, instructor

characteristics, learner characteristics, social support, and technological support.

attitude, and practice towards COVID-19 among student nurses in Manila, Philippines” (2021).

Their study shows that Filipino student nurses have a high level of knowledge about COVID-19

and they are mainly optimistic about controlling the pandemic. In addition to this context, the

majority of the student nurses were aware of COVID-19 related knowledge, exhibit a positive

attitude and dynamic practice throughout the outbreak.

According to the cross-sectional research that entitled “Internet use, eHealth literacy and fear of

COVID-19 among nursing students in the Philippines” (2021). This web-based survey study

investigated the factors associated with fear of COVID-19 among nursing students in public and

private colleges and universities in the Philippines. Their study revealed that the level of fear of

COVID-19 among nursing students appears to be moderate to high level. Along with this study,

it showed that first-year nursing students had higher fear compared to other year levels whereas

female students had significantly higher fear than male students as reported.

Philip Joseph Sarmiento, Cora Lyn Sarmiento and Rina Lyn Tolentino in their published journal

“Face-to-face classes during COVID-19: a call for deliberate and well-planned school health

protocols in the Philippine context” (2021). This published journal subsequently show that in the

Philippines, the government’s DepEd produce guidelines to implement online and modular

distance learning delivery of instruction. Along with this context, in implementing face-to-face

classes a school health protocols must be planned thoroughly following national and
international guidelines to ensure that students will be safe or at least mitigate the effects of

COVID-19.

The qualitative study with a qualitative questionnaire of Dios and Charlo (2021). Regarding the

perceptions and opinions of 100 sample Spanish university students in the Primary Education

Department of Cádiz University. It revealed who agrees to the face-to-face mode of learning and

e-learning model. According to the gathered data, 75% of the students value the most during

face-to-face learning is direct communication with the teaching staff within the classroom.

Farsi, Sajadi, Afaghi, Fournier, Aliyari, Ahmadi, and Hazrati conducted a qualitative study using

a traditional content analysis approach (2021). The goal of the study was to describe the impact

of the COVID-19 pandemic on nursing education from the perspectives of administrators,

educators, and students. It demonstrates that while nursing students can complete theoretical and

general courses in the classroom, they must spend a significant amount of time in a clinical

internship. In order to contribute to education, resource allocation, and re-orientation of

academic instruction, it is critical to evaluate these students' experiences and expectations in the

face of such changes. According to the findings from the study of Belgian nursing students'

clinical education experiences during the COVID-19 outbreak, some students described it as a

rewarding and productive educational setting, while others described it as an unsafe, stressful,

unpleasant, and overwhelming one.

The study of Factors Affecting the Face – to – Face Classes of BET Students in Ceguera

Technological Colleges, Iriga City has a significant, positive and negative relationship to the

students’ academic performance. Given these points, the researchers found out that no study was

still done researching Factors Affecting the Face – to – Face Classes of BET Students in Ceguera

Technological Colleges, Iriga City. These studies had helped the researchers set the research

direction and solidify the study’s theoretical foundation. These also provide additional insights to

the findings as the researchers use these studies for comparison.

The rise of the COVID-19 pandemic demanded a quick shift from face-to-face to online classes.

This current COVID-19 pandemic, has greatly affected the educational processes worldwide.

Various challenges hinder disadvantaged students from learning in their full potential on e-

learning. However, in the middle of this pandemic, there is an implementation of face-to-face

classes in low-risk areas.

Asiasociety.org. (n.d.) Asian Perspective. Back-to-School: Challenges for the Philippines and

responses from around Asia. Retrieved from https://asiasociety.org/philippines/asian-

perspective

Costado Dios, M. T., & Piñero Charlo, J. C. (2021). Face-to-Face vs. E-Learning Models in the

COVID-19 Era: Survey Research in a Spanish University. Education Sciences, 11(6),

293. https://doi.org/10.3390/educsci11060293

Daroedono, E., Siagian, F. E., Alfarabi, M., Cing, J. M., Arodes, E. S., Sirait, R. H., …

Hutabarat, R. S. O. (2020). The impact of COVID-19 on medical education: our students

perception on the practice of long distance learning. International Journal of Community

Medicine and Public Health, 7(7), 2790. https://doi.org/10.18203/2394-

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Earl Zedrick Quisao, Raven Rose Tayaba & Gil Soriano (2021). Knowledge, Attitude, and

Practice towards COVID-19 among student nurses in Manila, Philippines: A cross-

sectional study: Belitung Nursing Journal 7(3). https://doi.org/10.33546/bnj.1405

Galindo, L. (2002). Elementos que interactúan para la educación: presencial, presencial a

distancia y la virtual. Retrieved on September 26, 2011 from:

http://bibliotecadigital.conevyt.org.mx/colecciones/documentos/somece2002/Grupo3/

Galindo2.pdf

Gomez, J. (2011). Reading comprehension and school performance: a route to improve

education. Revista de Investigación en Comunicación y Desarrollo, 2 (2), 27-36, 2011.

Jenina P. Ibanez. BusinessWorld. Coronavirus alters college life as schools move online to stay

afloat (2022). https://www.bworldonline.com/coronavirus-alters-college-life-as-

schoolsmove-online-to-stay-afloat/

Philip Joseph D Sarmiento, Cora Lyn T Sarmiento & Rina Lyn B Tolentino (2021). Face-toface

classes during COVID-19: A call for deliberate and well-planned school health protocols

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(2021). https://www.reportr.world/news/these-courses-will-be-allowed-to-resume

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Reportr.World. How Face-to-Face Classes Can Help Revive the Economy (2020).

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economy-nedakarl-chua-a4693-20201217

Ryan Michael F., Cyruz P., Homelo V., Jonaid, M., Daryl L., Don Vicente C., Mary Nielle T.,

Xerxes G., Jejomar D., Maria Teresa R., & Ronnell D., Dela Rosa (2021). Internet use,

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Zahra Farsi, Seyedeh Azam Sajadi, Effat Afaghi, Andrew Fournier, Shahla Aliyari, Yazdan

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