BLENDED LEARNING: THE CHALLENGES AND ADJUSTMENTS OF SENIOR HIGH

SCHOOL STUDENTS OF CMIC WITH THE NEW TYPE OF LEARNING SYSTEM

A Research Study
Presented to the
Senior High School Department
Of Children of Mary Immaculate College
Valenzuela City

In Partial Fulfillment
of the
Requirements for the Practical Research 2
Grade 12
HUMSS Leadership

By
Baldonado, Mikaela Jane B.
Barliso, Juice M.
Claveria, Jena Marie C.
Estiller, Kazandra Jhelai T.
Marcial, Shanley Mae H.
Orcine, Renafe P.
Sahagon, Eron A.

January 2023
 Chapter 1

THE PROBLEM AND ITS BACKGROUND

This chapter presents the introduction, objectives, statement of the problem,

hypothesis, scope and limitation, and significance of the study.

INTRODUCTION

Face-to-Face lessons were not allowed for the academic years 2020–2021 and

2021–2022, because of the COVID–19 pandemic threat. After two academic years

without Face-to-Face classes, the students filled the vacant classrooms and halls of

public and private schools in the Philippines as the Department of Education (DepEd)

officially began the school year 2022–2023.

Due to the epidemic, most of them will be attending face-to-face lessons for the

first time in more than two years. Over 28.03 million students have enrolled in this

academic year's classes throughout public and private schools countrywide, according to

the Department of Education (DepEd).

The Philippines was among the few nations in the world whose schools had not

completely opened face-to-face classes for more than two years after the pandemic

struck in March 2020. On Wednesday, Vice-President and Education Secretary Sara

Duterte emphasized the value of face-to-face learning and referred to it as the greatest

choice for children in basic education.

 Duterte cited the recently released DepEd Order (DO) No. 44, which gave private

schools the choice to keep using blended learning modalities, during the 48th Philippines

Business Conferences and Expo.

Objective

This study aims to:

• Identify the adjustments that the Senior High School Students of CMIC will be

experiencing.

• Know the difficulties the students will face during the Blended Learning that is

implemented on CMIC.

• Observe the CMIC School environment.

• To assess the effects of blended learning on the student’s performance.

• Study the student’s perception of the new way of learning.

Statement of the Problem

The study aims to determine the challenges and adjustments of senior high school

students of CMIC with the new type of learning system.

1. How may the respondents be described in terms of:

1.1 Age

1.2 Gender

1.2 Strand
 2. The level of readiness of the respondents in terms of:

2.1 Safety Protocols

2.2 Academic performance

2.3 Financial stability

3. What are the problems encountered by the respondents in terms of:

3.1 Meeting Deadlines

3.2 Socializing

3.3 Commuting

Hypothesis (null or alternative)

The research hypotheses that were pursued in this study are the following:

Ho There is significant relationship between the level of readiness of the respondents

in terms of Safety Protocols, Academic Performance, Financial Stability and the problems

encountered by the respondents in terms of Meeting Deadlines, Socializing, and

Commuting.

The Senior High School Students from CMIC is experiencing difficulties in

socializing.

The Students from Senior High School from CMIC here is struggling because the

modern way of learning is new to them.

Scope and Limitation

The study is delimited to the challenges and adjustments of senior high school

students of CMIC with the new type of learning system

The Senior Highschool Students of CMIC were the primary respondents of the

study and were located in Valenzuela City.

Significance of the Study

The findings of this study were of great significance because of the benefits that it could

offer to the following:

Owners and Faculty Members of Children of Mary Immaculate College.

These results will encourage other stakeholders and students to build up and sustain

their support. The conclusions and recommendations will be used as their input to

determine the challenges and adjustments that the senior high school students of CMIC

is facing.

Students. Based on the findings, these will benefit the students of CMIC for

they are the direct benefactors of the new type of learning system.

Future Researcher/s. They will be provided with binding studies, particularly the

research findings, to support the undertaking related to the challenges and adjustments

of senior high school students of CMIC with the new type of learning system.
REFERENCE

https://www.kff.org/coronavirus-covid-19/issue-brief/back-to-school-amidst-the-new-

normal-ongoing-effects-of-the-coronavirus-pandemic-on-childrens-health-and-well-

being/?fbclid=IwAR3C_bWFb7mMbsd71mF7XQ5qpf7ALkAXv9Dy45RI02GfPEibkefx4c

oTAek

https://www.cnnphilippines.com/news/2022/8/22/Face-to-face-classes-school-year-

2022-2023-COVID-19-pandemic.html?fbclid=IwAR0ly7NxJgWPsrOr5k-

MprbnpNfwyAA8jWBAyolChwiJlpI2ta1bsVRxlRQ

https://www.philstar.com/the-freeman/opinion/2022/05/25/2183526/face-face-classes-

new-challenge-face

https://www.questionpro.com/blog/descriptive-

research/?fbclid=IwAR3oWnXKiWhrF3qGI3TZSaggtHG_lj7-

7n2YTFgGc2n6Rofm_eyNQb11SM8

https://www.scribbr.com/methodology/experimental-design/

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7989333/?fbclid=IwAR2QFs9AToV5hsZ

GT-RQLkKRMPQHAAgx_0VcgXy5sDlkTu-0P23O6_VXCMM
 CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter deals with the literature and studies, foreign and local, which were

reviewed by the researcher. These are the literature and studies related to the present

study in terms of methodology and treatment of data which have significant bearings on

the problems being investigated and serve as a guide in the conduct of this study.

Local Studies

(Hernandez, L., 2021) In the Philippines, distance learning replaced face-to-face

instruction modes of education for ways of learning. This needs a paradigm shift in

schools to provide more diverse courses platforms, but with the same degree of expertise

and competence.

(Lam et al., 2018) Even though both professors and students are involved, students must

have some control over learning time, location, path, or pace in technology environments.

Because student involvement is a precondition for successful learning, developing high

student engagement in both face-to-face and technology contexts is crucial for the

delivery of effective blended learning.

Prior research by Edward et al. (2018) and Ghazal et al. (2018) showed that the Blended

Learning (BL) strategy improves students’ learning engagement and experience by

influencing students' awareness of the teaching mode and learning backdrop.

Foreign Studies

Graham (2006) Blended learning is described as "the combination of the two

separate educational approaches, traditional face-to-face learning and distance learning".

According to Alnajdi (2008,) blended learning combines two key components: in-person

classroom instruction and online learning. It strives to eliminate barriers to learning and

provide learners with more flexible access.

Blended learning is being used more frequently in academic conferences and publications

in higher education. As technology innovations continue to blur the distinctions between

remote learning and traditional campus-based learning, issues concerning the design and

implementation of blended learning environments (BLE) are arising. Many colleges are

beginning to see the benefits of combining online and traditional classroom training.

According to the Chronicle of Higher Education, Pennsylvania State University's president

recently stated that the confluence of online and residential instruction is "the single-

greatest underappreciated trend in higher education today. (Young, 2002)

Local Literature

Students used a variety of strategies to cope with their problems with mental

health. During this COVID-19 pandemic throughout HEIs, it is critical to treat students'

mental health. (Baloran, E. T., 2020)

Alvarez (2022) Blended learning is still considered fresh and emerging in the

Philippines. However, the rising demand for blended learning raises issues and obstacles

that should be investigated, particularly in developing higher education institutions, since

they impede the effective and efficient delivery of teaching and learning.

The traditional face-to-face relationship between teachers and students has been

abruptly replaced by distant learning. Various countries have implemented ways for

students to study in the midst of the pandemic, including the use of remote learning. Some

examples of learning options are Google, TV shows, guidelines, tools, video lessons, and

web networks (UNESCO, 2020).

Foreign Literature

There may be several difficulties when switching from a traditional to a hybrid

approach. These difficulties may be mostly related to the amount of time spent by

instructors and students as well as their level of effort and familiarity with online platforms

(Lotrecchiano et al., 2013)

(Baomin, Qing, & Fenglei, 2022) Blended learning combines offline and online

learning has become to be a crucial tool for advancing educational reform and creativity.
However, the outcomes of recent empirical investigations differ on how blended learning

affects students' performance, which calls for additional research on the efficiency of

mixed instruction and associated elements.

(Johnson C. 2017) Although perceptions of blended learning were mainly positive, it

was not the only contributor in increased student engagement. Teacher-student

connections were seen by both students and teachers as having the strongest influence

on student involvement. Blended learning was thought to be very helpful for students

with various academic demands. Intrinsically motivated learners were able to advance

at their own pace, and other learners found it simple to finish make-up work. However,

fostering widespread student technological literacy was one of the difficulties of blended

learning.
 REFERENCE

https://www.sciencedirect.com/science/article/abs/pii/S0360131519302544

https://www.sciencedirect.com/science/article/pii/S1747938X21000178

https://eric.ed.gov/?id=EJ1281506

https://pdfs.semanticscholar.org/2820/2c8fcac24df3e1d82caa4968564a1eece1ec.pdf

https://www.igi-global.com/chapter/encyclopedia-information-science.../14246

https://d1wqtxts1xzle7.cloudfront.net/64871627/UJER54_19517549-with-cover-page-

v2.pdf?Expires=1670143300&Signature=IZPgKmxi8KAOPRxnpTDrphGKn0RiFZzx-

4xxg5m-QGf8JwBQ0nmBtdkCRkOx6nRl4cOgc-

H~QnjkWPU9wWKAKr3Zp0kRCz66P3OniwTypq9LEuHNEWSsokTTxfRDhnGAG4JcFx

MTqdolxzCuzYSVytnF7tfh4uHUOBORBy7GeeUuSq~AZ90cIMjbzJ8J55~3jFsXiJ2woSR

7Bjq8W~0rc7W4v23p0d-FtTz-

gUmAE7UTf6cGnGBjBdjHdvCXjbHtchaHCT8GVxvKArWFM6aX6bMkruWxKd-

OmhCPscCeTmB4yYzDt0kXxBkJMoHguamuW4KmoiT-G1kSlWvxJtQMVw__&Key-

Pair-Id=APKAJLOHF5GGSLRBV4ZA

https://eric.ed.gov/?id=EJ1285361
https://www.tandfonline.com/doi/abs/10.1080/153 25024.2020.1769300

https://link.springer.com/article/10.1007/s10639-022-11243-w

https://link.springer.com/article/10.1007/s10639-022-11282-3

https://scimatic.org/show_manuscript/394

https://www.tandfonline.com/doi/abs/10.1080/09588221.2021.1900874

https://files.eric.ed.gov/fulltext/EJ1336913.pdf

https://eric.ed.gov/?q=BLENDED+LEARNING%3a+The+Challenges+and+Adjustments

+of+Senior+High+school+students+of+CMIC+on+the+new+type+of+learning+system+F

oreign+studies+in+philippines&ff1=locPhilippines&id=ED615125

https://eric.ed.gov/?q=The%20Challenges%20of%20Senior%20High%20School%20Stu

dents%20of%20CMIC%20on%20the%20New%20Type%20of%20Blended%20Learning

%3B%20Basis%20for%20School%20Promotion%20Local%20literature%20in%20Philip

pines&pg=6&id=ED581958

https://eric.ed.gov/?id=EJ1018177

http://journal.rescollacomm.com/index.php/ijqrm/article/view/81
 Conceptual Framework

Independent Variable Dependent Variable

Challenges and
Adjustments the
Blended Learning Senior High
School Students
of CMIC is Facing

Figure 1. The Figure 1 shows the conceptual framework. This study has two different

variables, the independent variable and dependent variable. The independent variable is

the Blended Learning, while the dependent variable is the Challenges and Adjustments

the Senior High School Students of CMIC is Facing. It will help the study to generate the

relationship of the dependent variables in accordance to the new learning system, the

blended learning.

Theoretical Framework

This study is primarily premised and anchored on the framework of Vygotsky (1997), the

socio-cultural theory. Sociocultural theory is a new branch of psychology that examines

society's contributions to individual development. Sociocultural theory states how society

and culture influences development and behavior in case of changes. According to

Vygotsky, learning begins with interacting with other people. Thus, social interaction is

essential for learning and proper development.

The framework of Vygotsky was related to the present study since the research

was primed with blended learning: the challenges and adjustments of senior high school

students of CMIC with the new type of learning system.

Definition of terms

To have a better understanding of the terms used in the study, they are herein

operationally defined:

ADJUSTMENT- it was used in a way to clarify what the CMIC student's adjustments

were.

BLENDED/ BLENDED LEARNING- it was used in a way to describe how students

entered the CMIC school.

CORRELATIONAL- known as a statistical measure that indicates the extent to which

two or more variables change in relation to each other.

DEMOGRAPHIC- the demographic is already recognized population of factors such as

size, age, sex, growth, income.

DISTANCE LEARNING - any learning who not do a physical activity

FACE TO FACE LEARNING – any learning that does physical activities and in-person

communication.
FINDINGS-the action of finding someone or something.

OBSERVATIONAL - observation is called where we observe things

STUDY -a detailed investigation and analysis of a subject or situation

 Chapter III

RESEARCH DESIGN AND METHODOLOGY

The chapter presents the methods employed by the researcher in soliciting the

needed data for the study and the methods and approaches used to give an appropriate

interpretation of the gathered data. It includes the research design, population and sample

of the study, research instrument, validation of the research instrument, data gathering

procedures, and statistical treatment.

Research Design

The descriptive research method was used in the study. This study is intended to offer a

glimpse of the present situation. Quantitative research seeks to find correlations between

variables and to forecast future occurrences based on current information.

Bhandari (2021) defined quantitative research as the process of gathering and analyzing

numerical data. Furthermore, the study employed the descriptive correlational method,

which is a study designed to discover relationships between variables and to allow the

prediction of future events based on current knowledge, which can be accomplished

through surveys and observation or an observational instrument. The descriptive

correlational method employed the normative survey methodology and assessment,

which is often utilized to elicit opinions from respondents who can reflect the

aforementioned Senior High School Students of CMIC. In general, the researcher

employed a descriptive correlation study strategy to identify the challenges and

adjustments of senior high school students of cmic with the new type of learning system.

The usefulness of a mixed learning environment is investigated in this research by

examining the link between student characteristics/background, design aspects, and

learning results. It seeks to identify the key determinants of blended learning efficacy, with

student characteristics/background and design elements serving as independent factors

and learning outcomes serving as dependent variables.

According to the results of multiple regression analysis, blended learning design factors

(technology quality, online resources, and face-to-face assistance) and student

characteristics (attitudes and self-regulation) predicted student satisfaction as an

outcome. Some of the student characteristics/backgrounds and design aspects are

important determinants of student learning outcomes in blended learning, according to

the findings.

Population and Sample of the Study

There were a group of respondents in the study. These were the Senior High

School Students of CMIC. They were the primary sources from which the researcher

sought useful information to achieve their objective in this study.

Random sampling is used in the study. Only 236 were selected out of a total

population of 575 senior high school students as respondents. It is used as the basis for

the sample size. They were the primary sources from which the researcher sought useful

information to achieve his objective in this study.

Slovin’s Formula

N
𝒏=
1 + 𝑁𝑒 2

n= Sample Size N= Population Size e= Margin of error

Computation:
Student’s Sample Size

𝑁 575
𝒏= 𝒏= n=235.8974359 or 236
1+𝑁𝑒 2 1+575(0.05)2
Research Instrument and Validation
The researcher prepared a survey questionnaire based on the challenges and

adjustments of senior high school students of CMIC with the new type of learning system

Part 1. This part of the questionnaire collects all the email addresses of the

respondents. Here, a short description of the survey questionnaire including the terms

and policy was stated.

Part 2. This part of the questionnaire measured the level of readiness of senior

high school students in terms of Safety Protocols, Academic Performance and Financial

Stability.

Part 3. This part of the questionnaire measured the problems that the respondents

were facing in terms of Meeting Deadlines, Socializing, and Commuting.

The research instrument utilized a five-point rating scale in which the respondents

affirmed their point of view on the challenges of senior high school students through

Always (5), Often (4), Sometimes (3), Rarely (2), and Never (1).

Data Gathering Procedures

The instrument was validated and reliability was tested, a set of questionnaires

was given to the respondents detailing the objective of the research and a copy of drafted

questionnaire. Addressed concerns of the letter as regards the conduct of the

questionnaire would be administered to selected respondents of the study.

The researcher personally administered the distribution of the questionnaire to the

Senior High School Students and made themselves available for their questions and
clarifications. The retrieval of questionnaire must be made themselves personally and

electronically.

The gathered data were tallied, tabulated, analysed and statistically treated.

Statistical Treatment
The following statistical tools were used by the researcher to better interpret the

gathered data of the study:

Weighted Mean and Rank. This was intended to measure on the challenges

and adjustments of senior high school students of CMIC with the new type of learning

system.

Table 1. The level of readiness of the respondents in terms of Safety Protocols,

Academic Performance, and Financial Stability.

Discriptive Value Responses Weighted Mean

Always 6 613 3,065

Often 4 248 992

Sometimes 3 424 1,272

Rarely 2 107 214

Never 1 30 30

R= 1,422 5,573

5,573 ÷ 1,422

Average Weighted Mean = 3.92

Table 2. What are the problems encountered by the respondents in terms of

Meeting Deadlines, Socializing, and Commuting.

Discriptive Value Responses Weighted Mean

Always 6 317 1,585

Often 4 258 1,032

Sometimes 3 650 1,950

Rarely 2 195 390

Never 1 238 238

R= 1,422 5,195

5,196 ÷1,658

Average Weighted Mean = 3.13

 Chapter 4

PRESENTATION OF DATA, ANALYSIS AND INTERPRETATION

This chapter presents, analyzes and interprets the data gathered through the survey

questionnaire and other relevant information gathered from the respondents. The salient

findings are discussed comprehensively as follows.

1. The Demographic Profile of the Senior High School respondents of

CMIC according to Age, Gender, and Strand.

The assessment of the Senior High School Students in CMIC respondents

according to age presented in the table below.

Table 1 – The Demographic Profile of the respondents according to Age.

Age Number of Respondents Percentage Rank

14 – 16 35 14.5% 2

17 – 19 196 83.5% 1

20 – 22 5 2% 3

Total 236 100%

Interpretation:

The table 1 shows the profile of the respondents which is Grade 11 and 12 CMIC

Learners according to Age with an overall 236 respondents as to "14 - 16 years old"

yielded 35 as Rank 2, next is "17- 19 years old" yielded at 196 as Rank 1, and

followed by "20- 22 years old" with a total of 5 as Rank 3. In this table of CMIC Grade
11 and 12 students’ age, the given greater average age is 17- 19 with a percentage

of 83.5 %. The lowest number of CMIC Grade 12 students age is 20 – 22 years old

with a percentage of 2%.

Table 2 – The Demographic Profile of the respondents according to Gender.

Gender Number of Respondents Percentage Rank

Male 76 31.4% 2
Female 162 68.6% 1
Total 236 100%
Interpretation:

The table 2 shows the profile of the respondents which is Grade 11 and 12

CMIC Learners according to Gender with an overall 236 respondents as to "Male"

yielded 76 as Rank 2, And next is "Female” yielded at 162 as Rank 1.

In this table of CMIC Grade 11 and 12 students’ gender, the given greater

average gender is Female with a percentage of 68.6 %. The lowest number of CMIC

Grade 12 student’s gender is Male with a percentage of 31. 4%.

The assessment of the Senior High School Students in CMIC respondents

according to strand presented in the table below.

Table 3 – The Demographic Profile of the respondents according to Strand.

Strand Number of Respondents Percentage Rank

HUMSS 91 35.1% 2

GAS 82 27.3% 3

ABM 63 37.6% 1

Total 236 100%

Interpretation:

The table 3 shows the profile of the respondents which is Grade 11 and 12
CMIC Learners according to Strand with an overall 236 respondents as to "Humss"
yielded 91 as Rank 2, next is "Gas" yielded 82 as Rank 3, and followed by "ABM"
with a total of 63 as Rank 1.

In this table of CMIC Grade 11 and 12 students’ Strand, the given greater

average Strand is ABM with a percentage of 37.6 %. The lowest number of CMIC

Grade 12 student’s Strand is GAS with a percentage of 27.3%.

2. The level of readiness of the respondents in terms of Safety

Protocols, Academic Performance, and Financial Stability

Table 4.

Indicators Weighted mean Verbal Interpretation Rank

A.I have an extra facemask 4.07 Good 4
and alcohol in my bag every
time I am going to school.
B. Follow the safety protocols 4.35 Very Good 5
implemented in our school.
C.I get observe my own 3.89 Good 4
progress because we still
do in class activity.
D. I put so much effort with 4.03 Good 4
my school works.
E. Do you personally find 3.20 Uncertain 3
it difficult to participate in
class project in class group?
F. I receive all financial 3.88 Good 4
assistance from my parents
when I needed it.
Average Weighted Mean 3.90 Good

Legend
Scale Mean Range Categorical Response Verbal Interpretation
5 4.21 - 5.00 Always Very Good
4 3.41 - 4.20 Often Good
3 2.61 - 3.40 Sometimes Uncertain
2 1.81 - 2.60 Rarely Poor
1 1.00 - 1.80 Never Very Poor
Interpretation:

Table 4 present the assessment of the senior high school students'

respondents on the level of readiness of the respondents in terms of Safety

Protocols, Academic Performance and Financial Stability with an Average

Weighted Mean of 3.90 with verbal interpretation of Good. As regards to the

indicators under the level of readiness of respondents in terms of safety protocols,

academic performance and financial stability. The sub-indicator e " Do you

personally find it difficult to participate in class project and class group?" as Rank

3 has a weighted mean of 3.20 with verbal interpretation of Uncertain. The sub-
indicator f " I receive all financial assistance from my parents when I needed it "

have a weighted mean of 3.88, sub-indicator c " I get to observe my own progress

because we still do in class activity " have a weighted mean of 3.89 and sub-

indicator a " I have an extra facemask and alcohol in my bag every time I am going

to school " weighted a mean of 4.07, and therefore classified as Rank 4 with a verbal

interpretation of Good. The sub-indicator b " I follow the safety protocols

implemented in our school " as Rank 5 marked the highest weighted mean of 4.35

with verbal interpretation of Very Good.

3. What are the problems encountered by the respondents in terms of

Meeting Deadlines, Socializing and Commuting

Table 5.

Indicators Weighted mean Verbal Interpretation Rank

G. Does your professor 3.60 Good 4
consider the student’s ability
to adhere to the deadline?
H. I am good at time 3.34 Uncertain 3
management
I. Members work cooperatively 3.10 Uncertain 3
in group settings for distance
learning.
J. With regard to subjects 1.78 Very Poor 1
discussed within and outside
of the classroom, I am able
to effectively communicate
and share ideas with my teacher
and classmates.
K. I’m having a hard time 3.34 Uncertain 3
commuting.
L. I travel to school alone. 3.34 Uncertain 3
M. My guardian/parent picks 3.48 Good 4
me up after our face-to-face
class.
Average Weighted Mean 3.14 Uncertain
Legend
Scale Mean Range Categorical Response Verbal Interpretation
5 4.21 - 5.00 Always Very Good
4 3.41 - 4.20 Often Good
3 2.61 - 3.40 Sometimes Uncertain
2 1.81 - 2.60 Rarely Poor
1 1.00 - 1.80 Never Very Poor

Interpretation:

The assesment presented here on Table 5, are the problems that

encountered by the respondents in terms of Meeting Deadlines, Socializing and

Commuting have an Average Weighted Mean of 3.14 with verbal interpretation of

Uncertain. As regards to the indicators under the problems that encountered by

the respondents in terms of meeting deadlines, socialization and commuting. The

sub-indicator j " With regard to subjects discussed within and outside of the

classroom, I am able to effectively communicate and share ideas with my teacher

and classmates " as Rank 1 marked the lowest weighted mean of 1.78 with verbal

interpretation of Very Poor. The sub-indicator I " Members work cooperatively in

group settings for distance learning " with a weighted mean of 3.10, then the sub-

indicator h " I am good at time management ", sub-indicator k " I am having a

hard time commuting " and the sub-indicator l " I travel to school alone " with a

weighted means of 3.34 and ranked as 3 with a verbal interpretation of Uncertain.

The sub-indicator m " My guardian/ parent picks me up after our face-to-face

class " with a weighted mean of 3.48 and sub-indicator g " Does your professor

consider the students' ability to adhere to the deadline? '' with a weighted mean

of 3.60 and ranked as 4 with a verbal interpretation of Good.

 Chapter 5

Summary, Conclusions, and Recommendations of the Study

This chapter presents the summary of findings, conclusions, and

recommendations formulated by the researchers.

Summary

The study aimed to determine the blended learning: the challenges and

adjustments of senior high school students of cmic with the new type of learning system.

It dealt on specific questions on How may the respondents be described in terms of Age,

Gender and Strand, the level of readiness of the respondents in terms of Safety Protocols,

Academic performance and Financial stability, What are the problems encountered by

the respondents in terms of Meeting Deadlines, Socializing and Commuting.

The descriptive research method was used in the study. This study is intended to

offer a glimpse of the present situation. Quantitative research seeks to find correlations

between variables and to forecast future occurrences based on current information. 236

respondents were randomly selected using random sampling method to senior high

school students. The data gathered were treated using weighted mean and rank for the

challenges of senior high school students.

The study was conducted during the school year 2022-2023.

The findings of the investigation here are under discussed.

 1. The level of readiness of the respondents in terms of Safe protocols,

Academic performance, and Financial Stability.

The assessment of the senior high school students respondents on the level of

readiness of the respondents in terms of Safety Protocols, Academic Performance and

Financial Stability with an Average Weighted Mean of 3.90 with verbal interpretation of

Good.

2. What are the problems encountered by the respondents in terms of

Meeting Deadlines, Socializing and Commuting.

The problems encountered by the respondents in terms of Meeting Deadlines,

Socialization and Commuting with an Average Weighted Mean of 3.14 described as

Uncertain as assess by the senior high school students respondents.

Conclusions.

Based on the findings, the following conclusions are drawn:

1. The level of readiness of the respondents in terms of safety protocols,

academic performance and financial stability was Good. Nevertheless, Follow the safety

protocols implemented in our school was Very Good.

2. The problems encountered by the respondents in terms of meeting deadlines,

socializing and commuting was Uncertain. While, " Does your professor consider the

student's ability to adhere to the deadline? " and " My guardian/ parents picks me up

after our face-to-face class " was Good.

 3. The test significant relationship showed that between the level of readiness of

the respondents in terms of safety protocols, academic performance and financial

stability is not related to the problems encountered by the respondents in terms of

meeting deadlines, socializing and commuting.

Recommendations

The following recommendations are here to offered based on the findings and

conclusion of this research study.

1. The findings show that the level of readiness of the respondents in terms of

Safety Protocols, may continue providing for the safety needs of the students.

2. The level of readiness of the respondents in terms of Financial Stability. It is

necessary to continue providing students with access to the basic support of their

parents.

3. The findings show that the level of readiness of the respondents in terms of

Academic Performance, may provide an accurate and consistent learning system for

CMIC students.