BEHAVIORAL CHANGES AMONG GRADE 12 STEM STUDENTS

OF PIGCAWAYAN NATIONAL HIGH SCHOOL

TOWARDS ONLINE CLASS

FLORESA M. TAHUM

Thesis Manuscript Submitted to the Department of Secondary Education,

College of Education, University of Southern Mindanao,
Kabacan, Cotabato in Partial Fulfilment of the
Requirements for the Degree of

BACHELOR OF SECONDARY EDUCATION

(Mathematics)

DECEMBER 2022
 UNIVERSITY OF SOUTHERN MINDANAO
Kabacan, Cotabato
Philippines

APPROVAL OF THESIS MANUSCRIPT

Name FLORESA M. TAHUM
Major MATHEMATICS
Degree Sought BACHELOR OF SECONDARY EDUCATION
Specialization
Thesis Title BEHAVIORAL CHANGES AMONG GRADE 12 STEM STUDENTS
OF PIGCAWAYAN NATIONAL HIGH SCHOOL TOWARDS
ONLINE CLASS

APPROVED BY THE GUIDANCE COMMITTEE

ENGR. ARNEL B. TOLEDO ______________________________

Adviser Co-Adviser
(Optional)
______________ _____________
Date Date
____________________________ ERIC JOHN C. DIEL, MST
Statistician Department Research Coordinator
(Optional)
______________ _____________
Date Date
GIRLIE D. BATAPA, MMME
Department Chairperson
______________
Date

NORQUEZ M. MANGINDRA, EdD KAUTIN S. KULANO, EdD

College Research Coordinator Dean
______________________ ______________________
Date Date
Study No: SED(BSE-2022-167)
Index No: ________________
Recorded by: _____________
RECORDED:
LYDIA C. PASCUAL
Director for Research and Development Office
_________________
Date
Recorded by: __________

USM-EDR-F05-Rev.4.2020.11.16
ii
 UNIVERSITY OF SOUTHERN MINDANAO
Kabacan, Cotabato
Philippines
ACCEPTANCE OF THESIS

The thesis attached hereto, entitled “Behavioral Changes among Grade 12 STEM Students

of Pigcawayan National High School towards Online Class” prepared and submitted by

Floresa M. Tahum in partial fulfillment of the requirements for the degree of Bachelor of

Secondary Education (Mathematics) is hereby accepted.

ENGR. ARNEL B. TOLEDO

Adviser

_______________________
Date

NORQUEZ M. MANGINDRA, EdD

College Research Coordinator

_______________________
Date

USM-EDR-F10-Rev.4.2022.10.18

iii
 BIOGRAPHICAL DATA

On December 31, 2001, Mr. Florencio T. Tahum and Mrs. Salvacion M.

Tahum manage to bear a beautiful daughter with a curly hair and fair skin, and

they named it from the book which the lady usually reads during her

pregnancy and it is Floresa.

At the age of five, Floresa start her schooling as a kinder at Payong-

Payong and began to go to grade school at Payong-Payong Elementary

School (PPES) at the age of six. She is always a competitive type of person

during her elementary days and she managed to graduate with honor. She

also loves to participate in a dance competition and dramatization.

On 2017, she graduated high school and on 2019, she graduated her

senior high school at Pigcawayan National High School (PNHS). On August

2019 up to present, she managed to get to college and now a fourth-year

college taking up Bachelor of Secondary Education major in Mathematics at

University of Southern Mindanao.

On the guidance of the lord, she is pursuing her dream to be a

successful woman and always believing that there is always a solution to all

problems just trust the process.

FLORESA M. TAHUM
Researcher

iv
 ACKNOWLEDGMENT

Foremost this study would not be possible without the guidance, help and

support of some valuable persons in the author’s life.

First of all, she would like to sincerely express her gratitude to the

Almighty God for giving her the wisdom, for putting her into place and not

giving up to her prayers.

Special thanks to her adviser, Engr. Arnel B. Toledo, for supporting and

persistence to help her finish this paper.

She is also thankful for the examining committee, Dr. Paul John B.

Ongcoy, Mrs. Ashley S. Ortiz, and Mr. Eric John Diel for sharing their

suggestions and recommendations that have helped to finished this study.

Her heartfelt gratitude also goes to his 4BSE-C Mathematics

classmates, to Diana Rose Jasmin and Ronnel Davis for helping her in

analyzing the findings. To her friends, Maricel Cantomayor, Rina Aldamar,

Maevi Anne Quirante, Jen Catulong, Yasser Tongal, Alejandro Cornelio and

Aldrin Vitar for motivating and inspiring her in her thesis journey.

And lastly, het utmost gratitude to her parents, siblings, and cousins for

giving her the encouragement and motivation to not give up and building her

strength to overcome these challenges throughout her life.

v
 TABLE OF CONTENTS

Page
PRELIMINARIES
Title Page ..................................................................................................... i

Approval of Thesis Manuscript .................................................................... ii

Acceptance of Thesis ................................................................................. iii

Biographical Data ....................................................................................... iv

Acknowledgement ....................................................................................... v

Table of Contents ....................................................................................... vi

List of Appendices ..................................................................................... viii

Abstract ...................................................................................................... ix

INTRODUCTION .............................................................................................. 1

Operational Definition of Terms .................................................................... 3

Theoretical Lens ........................................................................................... 3

REVIEW OF RELATED LITERATURE ............................................................ 5

Online Learning and Behavioral Changes .................................................... 5

Online learning and students with behavior problems .................................. 8

Students Behavior toward Online Education .............................................. 10

Science Technology Engineering Mathematics .......................................... 14

METHODOLOGY ........................................................................................... 16

Research Design ........................................................................................ 16

Role of the Researcher ............................................................................... 16

Research Participants and Materials .......................................................... 17

Data Collection ........................................................................................... 18

Data Analysis.............................................................................................. 19

vi
RESULTS AND DISCUSSION ....................................................................... 21

Students’ behavior towards learning before the online class ...................... 21

Being active on face-to-face class .............................................................. 22

Being interactive on face-to-face class ....................................................... 23

Being productive on face-to-face- class ...................................................... 24

Being passive on face-to face class ........................................................... 25

Behavior of the students towards learning mathematics during online class

....................................................................................................................... 26

Being lazy and timid during online classes ................................................. 26

Unwillingness and irresponsible in learning ................................................ 27

Being motivated and optimistic towards learning ........................................ 28

Changes on the students’ behavior that influence their low performance

mathematics ............................................................................................... 29

Being active to being lazy ........................................................................... 29

Being responsible to being irresponsible .................................................... 30

Being confident to being diffident................................................................ 31

Good effect on students learning in mathematics ....................................... 33

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS.......................... 36

LITERATURE CITED ..................................................................................... 38

APPENDICES ................................................................................................ 47

CURRICULUM VITAE .................................................................................... 50

vii
 LIST OF APPENDICES

Appendix Title Page

A Actual Budget of the Research………………………………………...48

B Application for Manuscript Defense…………………………………...49

viii
 ABSTRACT

TAHUM, FLORESA M. 2022. Behavioral Changes among Grade 12 STEM

students of Pigcawayan National High School towards Online Class.
BSE Thesis. College of Education, University of Southern Mindanao,
Kabacan, Cotabato. Number of pages; 60 pp

Adviser: ENGR. ARNEL B. TOLEDO

This study is entitled “Behavioral Changes among Grade 12 STEM

students of Pigcawayan National High School towards Online Class”. The

study is qualitative research which aimed to explore the behavioral changes

among grade 12 STEM students of Pigcawayan National High School. The

study conducted at Grade 12 STEM students within Pigcawayan National High

School Senior High School, and also conducted the one-on-one interview with

ten (10) STEM students. This was focus on the students’ behavioral changes

during the sudden shift in education caused by the pandemic. Significantly,

this study explored the positive and negative behavioral changes among

senior high school STEM students towards online class. It also listed all the

possible factors which made their behaviors to change, and how does it affect

their development in learning. This study research questions are: (1) what is

the behavior of the students before the online class, (2) what is the behavior of

the students during the online class, (3) what are the changes on the students’

ix
behavior that influence their low performance in their mathematics subject,

and (4) how do these behavioral changes affect the students in learning. The

study used the theory of Skinner (1938) Behavioral Learning Theory, Skinner

recognized that the most effective way to learn about human acts (behavior)

was to examine the results and causes of such actions. And 'Behaviorist

Approach.' Behaviorism of Dr. Saul Mcleods (2020), often known as

behavioral psychology, is a learning theory that maintains that all behaviors

are learned by environmental contact through a process known as

conditioning. The study used narrative research design to determine the

behavioral changes among senior high school students towards online class.

The researcher used purposive sampling to select the participants needed in

the study. This study analyzed the data using the thematic analysis. This study

is valid and followed ethical considerations.

Keywords: Behaviors, behavioral changes, behavioral experiences, face-to-

face, online class, mathematics

x
 INTRODUCTION

As online learning becomes more widespread, attitudes, expectations,

and experiences develop. Student perceptions can help influence the

development and promotion of future programs, ensuring that they satisfy the

needs and desires of students from all walks of life. We are all aware of the

changes among students, but we are also confused if it is good or bad for the

development of their learning. It is the effect of the sudden shift of face-to-face

to online platform.

Modern technology is extremely significant in the lives of students. We

are surrounded by technology which shapes schooling in a new way. Without

its usage, our lives would be impossible. We use various technologies

throughout the day, from the time we wake up until the time we go to bed. It

has some detrimental and some good effects on student behaviors and social

skills, but the positive effects of these on human behavior are changing.

According to Campbell et al. (1963), it is vital to comprehend behavior

and behavior change: in other words, a theoretical understanding of behavior

change is required.

Behaviors towards online education are not rare but common to every

student. Most of the students experiences different challenges that lead them

astray and causing to greater much trouble. Before the pandemic arises,
 2

students can freely expose their knowledge and have the positive attitude

during classes. STEM students’ teaching and learning is relevant (Hou et al.,

2021). However, today students have undergone a transformation in their

learning experiences due to the COVID-19 pandemic (Cannon et al., 2021).

In order to address the gap in the literature, the study added to the little

body of researches about behavioral changes of STEM students towards

online class. This was focus on the students’ behavioral changes during the

sudden shift in education caused by the pandemic. Significantly, this study

explored the positive and negative behavioral changes among senior high

school STEM students towards online class. It also listed all the possible

factors, which made their behaviors to change, and how does it affect their

development in learning.

The study is significant to students, teachers, as well as the

administrators of the school and it will be beneficial for the future researchers

to extend the current literature for the broader problem areas of education

throughout the pandemic.

The study had composed four (4) research questions: firstly, (1) what

is the behavior of the students before the online class, secondly,(2) what is the

behavior of the students during the online class, thirdly,(3) what are the

changes on the students’ behavior that influence their low performance in their

mathematics subject, and lastly,(4) how do these behavioral changes affect

students in learning.
 3

The study gathered different behavioral changes among senior high

school students towards online class and recorded in themes based on the

analysis of the data that gathered. The study made clearer views on the

different behaviour changes to behavioral problems. The result of this study is

valid and followed ethical considerations.

Operational Definition of Terms

Behavior – it is the way a person acts or conducts towards online class.

Behavioral changes – it is a sudden change in individual’s learning behaviour

and can be a temporary or permanent effect.

Behavioral problems – it is a symptomatic expression of emotional or

personal maladjustments such as negativism.

Theoretical Lens

To begin assessing the potential efficacy of treatments, it is vital to first

comprehend behavior and behavior change: in other words, a theoretical

grasp of behavior changes is required. According to B.F. Skinner (1938)

Behavioral Learning Theory, Skinner recognized that the most effective way to

learn about human acts (behavior) was to examine the results and causes of
 4

such actions. Skinner established the reinforcement theory, which was an

attempt to explain behavior and understanding why people behaved in specific

ways. According to the theory, a person's behavior is a product of his or her

outcomes. Skinner does not focus on an individual's ambitions or intentions to

determine why he acts the way he does. Skinner focuses on the environment

and external behaviors to generate potential solutions for behavior

improvement.

According to Dr.Saul McLeod's journal, 'Behaviorist Approach.'

behaviorism, often known as behavioral psychology, is a learning theory that

maintains that all behaviors are learned by environmental contact through a

process known as conditioning. As a result, behavior is just a reaction to

external stimuli because they can be studied in a methodical and observable

manner, visible stimulus-response patterns are the only ones studied by

behaviorism.
 REVIEW OF RELATED LITERATURE

Online Learning and Behavioral Changes

The technology acceptance model (Ashrafi et al., 2020; Huang & Teo,

2019; Eksail & Afari, 2019; Huang et al., 2020, and Su, et al., 2019) and the

expectation confirmation theory (Dai et al., 2020) have been used to explain

the use and continuation intention of online learning platforms in previous

research on students' attitudes toward online learning. In the study,

researchers believe that students and teachers are more likely to transition to

new teaching methods if they desire to do so. Unless the teaching approach is

drastically altered, the benefits of education will be mostly unrealized.

According to Chen and Keng (2019), in a study of the motives for

switching from live-action English learning to online live-action English learning

platforms, online learning platforms need to focus more on the learning needs

of students. A study by Liao et al. (2019) found that the online learning

experience and platform function replacement significantly impact the

switching intentions of users of a social network-based learning platform. This

study uses security concerns and learning convenience as primary criteria for

the push effect and task-technology fit (easiness of use), ease of use, and

usefulness for the whole development. For mooring factors, this study employs
 6

statistical verification to emphasize the influence of habits and learners'

switching costs on the likelihood of switching.

The epidemic has expedited the transition to the new stage of

Education 4.0, according to the essay by Boca, G.D (2021). To save money

and implement digitalization, online education is provided as a helpful

alternative. According to Frecker & Bieniarz (2021), online learning is

education's next big revolution. This is a big one regarding educational options

and how the content is presented. The teacher can also use continuous or

summative assessments to evaluate students' progress. Bond, Locket, and

Jackson's evaluation recognizes the needs of higher education professors in

the online classroom and estimates the required online professional

development courses. Students' interests and teachers' intention to publish

additional online courses in the future were essential factors in determining the

influence on students (Elzainy et al., 2020). McGee et al. (2017) established a

vision for higher education in 2016 that emphasizes the necessity of training

instructors for online teaching and developing online teaching faculties, which

has since been implemented. Rhode (2017), conceptualized self-paced

academic training. For example, Iwai studied the effects of technology-

enhanced virtual classrooms that use adaptive learning and virtual reality

better to meet the needs of students and staff alike. Due to the lack of other

options, online educational platforms have become needed and have

expanded fast in popularity since 2020. Education in times of crisis: rapid

 7

transition to distance learning was addressed by Budharani et al., (2018) and

Bojovic et al., (2020). These instructional platforms, however, come with

several drawbacks: Computer skills for teachers and students are required, as

well as expensive design and upkeep costs. Virtual and real worlds must be

seamlessly integrated into the educational system to provide students with the

best possible learning environment. Martin et al. (2018), Zhu et al. (2011),

Hartono et al. (2018), and Bolliger agree that the phrase "smart learning" is

necessary to adapt to the digital age. Student digital disparities have been

brought to light as a significant cause of academic failure in the wake of the

COVID-19 scandal.

According to Aduana's article, students' academic behaviors indicate

the amount of effort they put into their education (Fredricks et al., 2004). The

need for expertise and a sense of community weigh heavily on this decision.

According to the frustration-self-esteem paradigm, student self-esteem

declines due to a lack of past performance, leading to subsequent school

disengagement (Finn, 1989; Rumberger & Lim, 2008). It has been found that

academic achievement is the single most potent predictor of dropping out of

school (Battin-Pearson, 2000). A student's academic performance functions as

a buffer between the consequences of contextual factors such as behavioral

disorders, friendship with antisocial peers, and socioeconomic position.

Academic success is not simply a consequence, but it also serves as a

significant predictor of future academic behavior. In this strategy, early and

 8

regular progress tracking updates and the lesser time commitment required to

complete course content may improve student academic behaviour.

Online learning and students with behavior problems

It was challenging to adapt to online education during the COVID-19

global pandemic. Students that use distance education tools get a one-of-a-

kind education. Anxiety or technical challenges that may arise in pupils may

make them unable to focus, participate or motivate themselves in learning

activities. If an online course is not properly designed and structured, there are

several ways to boost student interest and participation. Additionally, student

attitude is a component that contributes to the success of distance education

(Junior et al., 2018). As the Latin word "Aptus" suggests, the phrase "attitude"

means "ready for action" (Arkonaç, 2005).

For example, Tuncer and Bahadr (2017) argue that attitudes are an

important psychological feature because they include cognitive, emotional,

and behavioral aspects. Online education will be more valuable if students are

more enthusiastic about it. Students' motivation to succeed academically is

influenced by their attitudes; therefore, cultivating a positive outlook is

essential (Junior et al., 2018). On the other hand, negative attitudes are

viewed as a significant contributor to student failure (Kazazolu, 2013).

 9

Falowo (2007) claims that people's perceptions of distance education

are tainted by biases engendered by perceived technological difficulties, a

dearth of resources, and communication breakdowns. Reports say this harms

students' academic performance and their ability to learn. According to a study

by researchers, academic success can be influenced by a student's attitude

toward the learning process (Erdogan et al., 2008; Konting, 1990).

According to Muscott, (2000), the opposites of these attributes, such as

low or negative self-worth, a tendency to receive rather than contribute, and

learned helplessness, are commonly associated with children who have

significant behavioral issues at school and E/BD (2000). Service-learning

activities can aid these children in developing self-esteem, altruism, and a

sense of efficacy (Brendtro et al., 1990). In the eyes of researchers, service-

learning can help at-risk adolescents develop interpersonal skills, self-esteem,

and the belief that they can make a difference (Corporation for National and

Community Service, 2002; Lipsitz, 1985).

There is a possibility that online education is not suitable for all students

(Kauffman, 2015). Students who perform well in face-to-face classrooms may

not perform well in online courses, according to Sivo et al. (2018), because of

the importance of voluntary engagement in online courses. Studying factors

that affect students' online behaviour is a brilliant idea because they are critical

for increasing student persistence and broadening online learning. Coelho Jr

 10

et al. (2018) stated that it is vital to understand students' perspectives to

improve course administration systems.

An increasing number of people are using online learning platforms to

learn. Blended learning and online-supplementary sources are examples of

online learning settings (Rice & Dykman, 2018). It has been shown that the

great majority of research on students with learning difficulties participating in

online learning is sparse and lacks empirical data (Vasquez & Straub, 2012;

Rice & Dykman, 2018; Greer et al., 2014). Blended learning students were

more satisfied with their academic success if their traits and histories were

taken into account, Kintu et al. (2017).

Several researchers found that online learning could be problematic for

children with learning difficulties since they need specific designs and

platforms to get the same benefits as their classmates (Badr & Asmar, 2020).

Tindle et al. (2016) suggest that students with disabilities may benefit from

additional instructional aide in accessing and processing knowledge in online

learning platforms to boost their learning and realize their full potential.

Students Behavior toward Online Education

To better understand the factors that influence students' behavior and

intention to use technology, the Technology Acceptance Model (TAM) was first

published in 1986. Since then, further factors and a more extensive

 11

investigation have been established. However, today's children were born and

began their education in the Internet age and web browsers like Google and

social media platforms like Facebook and Instagram. Even in the earliest

stages of life, young children have been engaged in the digital world, and

online education has long been their preferred learning method. The academic

environment's information technology is being redesigned and developed. It is

only a matter of time before multimedia, mobile, and miniaturized university

information may be accessed. More and more universities are employing

systematic tactics to integrate technology into the educational process, and

communication routes inside and outside the institution are shifting online.

However, they also looked at how students felt about online education

throughout the pandemic, as reported by Martin et al. (2018), Bao et al.

(2020), and Chakraborty et al. (2020).

For the most part, students who participated in online education, as

reported by Chen and Wang (2010), found the experience rewarding.

However, they believe that several features of online education may be

improved. As stated by students, more practical exercises and multimedia

teaching tools are needed for distance learning. According to them, audio,

VCD, and textbook formats are the most convenient for distributing content.

Seventy-five percent of students said they preferred learning with visual aids

and animated tools (85 percent). As a result, online education's efficacy was

mainly based on students' lack of access to electronic equipment and

 12

connectivity in remote areas. Thanks to the mixed-medium approach, adult

learners can study whenever and wherever they want, which seems to work

well for them. There was a consensus that a combination of online and in-

person learning was most effective for most demographics, and most students

were dissatisfied with the rigidity of online technologies. They valued in-depth

training and conversation contact. In online learning, most students agree that

more should be done to improve the use of web technology. They emphasized

the need to guide these sectors on the right path. Online tools for course

evaluations were likewise highly regarded by students. They concluded that

the right direction is critical for these industries' growth. Additionally, students

found the online assessment methods to be a positive aspect of the courses. It

was also discovered that Chinese online educational institutions have difficulty

catering to online students' specific needs.

In contrast to more traditional, in-person classroom settings where

students feel more at ease, there is evidence of student anxiety regarding

online learning and media concepts of emergencies. During a disease

epidemic crisis, public institutions, political organizations, and research

institutes can encourage and inhibit learning (Muller-Seitz & Macpherson,

2013). The dynamic nature of crisis management makes it difficult for public

institutions and entities to incorporate "lessons learned" or previous

information from emergency circumstances into the current catastrophe

scenario (Elliott & Macpherson, 2010).

 13

In some aspects, online learning differs from traditional classroom

instruction, but it also can increase student involvement (Robinson &Hullinger,

2008). Poll data shows that only around half of respondents believe online

learning is comparable to classroom learning. The danger of plagiarism

appears to be higher with online learning than with classroom teaching (Parker

et al., 2011). Compared to traditional in-person education, videoconferencing-

based distance learning can lead to lower course satisfaction and academic

grades (Roth et al., 2020). The "learning curve" toward active learning and

computer confidence causes practical hurdles that must be addressed for

online learning, which affects students and instructors alike (Kenny, 2002).

However, some studies imply that students' performance (as assessed by

exam scores) can be comparable when the same professor teaches in-person

and online programs (Stack, 2015). There may be certain advantages to

undergraduate university students staying at home, such as parental support

and other domestic responsibilities, noted during Portugal's economic crisis

(Cairns, 2011). Although some studies have found no differences between

online learning and traditional classroom instruction, others claim that online

education may help students learn more effectively (Pei & Wu, 2019).
 14

Science Technology Engineering Mathematics

Students are unable to participate in activities that require manipulating

materials to reach learning objectives due to the practical nature of STEM

courses. STEM specialists are expected to be in high demand in the coming

years (Rodriguez & Medina, 2018; UNESCO, 2019). Furthermore, according

to the World Economic Forum in 2020, critical thinking and teamwork are in

high demand and will remain so. These characteristics, together with basic

literacy and character values, are 21st-century skills. In STEM domains, active

learning teaching approaches are required to develop these competencies in

students and professionals (Soler & Dadlani, 2020). Active learning strategies

place students in charge of their own education by implementing relevant

activities in which the teacher serves as a facilitator or guide throughout the

learning process (Hernández-De-Menéndez et al., 2019).

There is a scarcity of data on the online learning habits of traditionally

underrepresented students in STEM fields (i.e., UR-STEM students), as well

as how such habits affect important learning outcomes. According to the

findings, online help-seeking provides benefits for course improvement that go

beyond what can be predicted by posting alone, and that favorable learning

outcomes do not need being highly connected in a class network.

Caleb Philips' advertising suggesting that weekly stenography lessons

could be given to people living in Boston who wanted to get this education is
 15

regarded as the first hint of distant education. In general, distance education

takes place when the student and the teacher are physically separated.

Distance learning is a modern and effective form of education that can be

provided regardless of location or time, allows individuals to present

educational materials in an electronic environment, and includes features such

as using these materials 24 hours a day, seven days a week, and has evolved

over time into concepts such as e-learning or online learning. In light of

evolving technology, online education has created a very dynamic educational

environment that has captivated the curiosity of academics, managers,

legislators, and educators all over the world (Dziuban et al., 2016). Watson

(2008) defines online education as a type of education in which participants

and educators use computers connected to the internet to access content

distribution and communication from geographically separate regions; Khan

(2001) defines it as an innovative approach that uses internet infrastructure to

provide asynchronous distribution of resources to a remote audience; and

Saul (2003) defines it as any type of learning that takes place via the internet.

While it is true that online education makes education more convenient, its

effectiveness may be questioned based on these criteria. In this regard, it's

worth emphasizing that the success of online education is directly proportional

to students' perceptions of the system.

 METHODOLOGY

Research Design

This study is qualitative research that used narrative research design in

determining the behavioral changes among senior high school students

towards online class. Andrews et al. (2013); McMullen & Braithwaite (2013)

both believe that people comprehend and provide meaning to their lives

through the tales they tell. People use narratives to organize and order their

life events in this way. People account for and add meaning or value to their

lives by using story formats (Bleakley, 2000).

Narrative research is frequently used in studies of health, education,

and social sciences practice for its exceptional value in depicting social

occurrences in all of their complexity, as well as providing a particularly fertile

source of information regarding the importance people place in their regular

social interactions (Clandinin et al., 2009).

Role of the Researcher

The researcher played a vital role in a qualitative research design.

According to Simon (2011), researcher serves as the human instrument and

 17

the research is the instrument to collect data (Denzin & Lincoln, 2003). The

researcher described relevant aspects of self, including any biases and

assumptions, any expectations, and experiences to qualify his or her ability to

conduct the research (Greenbank, 2003). The researcher integrated an

Interview Guide Questions which used in the semi-structured interview to

collect the responses from the respondents. The researcher was the one

interviewed the participants. The researcher asked questions with probing

questions supplemented. The researcher was an objective viewer to avoid

biases and to fully understand the phenomena.

The researcher was the one who analyzed and interpreted the data that

was collected. In interpreting the data gathered, the researcher made a

detailed description of the responses of the participants with regards to the

behavioral changes they experience towards the online class. And also, it is

the job of the researcher to keep the participants, their data and their

perceptions safe and confidential.

Research Participants and Materials

To improve the interview and have a better data gathered, the

researcher used purposive sampling in selecting the participants needed in the

study. Purposive sampling is the selection of participants based on the

researchers’ judgement about what potential participants will be most

 18

informative (Moser & Korstjens, 2018). Using the purposive sampling, ten

students which have low performance (79 and below) in the mathematics

subject were chosen from the Pigcawayan National High School Grade 12

students and will be the research participants.

The materials that were needed are the Interview Guide Questions that

guided the interview, voice recorder and note-taking materials was used in

gathering participants’ views and opinions and for the later transcription of the

data that gathered.

Data Collection

The following steps were needed in the fulfilment of the study. Firstly,

the researcher asked permission from the Pigcawayan National High School-

Senior High school principal where the researcher wished to conduct the

study. The letter of permission has the clearly stated purpose of conducting

the research. The researcher then coordinates with teachers of the school to

determine students that will participate in the study.

The researcher conducted an initial interview to know some of their

personal information that will be used in the study and also important in the

rapport building between the researcher and the participants. Permission to

conduct the study was obtained from the participants during the initial

interview. In case that some of the selected participants will decline the offer,
 19

the researcher will respect their decision and look for another available

participant. After the list of participants is finalized, the researcher obtained

permission from them through an Informed Consent Form. It is also during the

initial interview where the schedule for the individual interview was determined

which was the participants’ most convenient time and also follow the minimum

health protocols. The whole duration of the interview was recorded and

transcribed by the researcher.

After the researcher transcribed the participants’ responses on the

interview, the researcher analyzed the initial results. After the transcription, the

researcher consulted the participants about the outcome of the transcription

and analysis. The researcher verified the participants if the data transcribed

match their perceptions as on the process of triangulation technique which

uses many perspectives to clarify meaning and confirm the potential of

repeating an observation or interpretation.

Data Analysis

This study analyzed the data using thematic analysis. Thematic

analysis is regarded as a foundational method for all qualitative analyses

(Braun & Clarke, 2006; King & Horrocks, 2010). According to Braun and

Clarke (2006), thematic analysis is a technique for detecting, evaluating, and

 20

reporting data patterns (themes). It is a good way to figure out what the

participants are thinking, feeling, or doing in a group of people.

 RESULTS AND DISCUSSION

This chapter presents the following findings that addressed the study’s

research questions which were analyzed from the one-on-one interview of the

ten (10) STEM students as participants of this study.

There were several behaviors and behavioral changes of the STEM

students from their experiences due to the sudden shift of face to face to

online education. In order for the researcher to analyze the changes on the

students’ behavior, the first part of the analysis is composed of the students’

behavior before the online class, second are composed of the students’

behavior during the online education, third are composed of the changes on

the students’ behavior that influence their low performance in mathematics,

and last are composed of the effects of the behavioral changes on students.

Students’ behavior towards learning before the online class

The first research questions are composed of the behavior of the

students before the online class. Behaviors during face-to-face classes talks

about the attitudes of the students with direct contact classes. The themes

from the findings revealed are: students are being active, attentive, interactive,
 22

participative and productive on face-to-face class and students being not

active on face-to-face class.

Being active on face-to-face class

Participants were active before online class and this behavior

helps/allows students to be sporty and operative in the class. It is referred to

the delegates on being spirited and animated on direct contact education.

Factors such as: determination, eagerness and willingness to learn.

Participants shared that:

“During the face-to-face classes before the online education

implemented my behavior in our room is I am an active student ahm I tend to

recite if the teachers have questions to ask”.

“Based from my own experience, yes, I am active because I am eager

to be a successful someday as it is rightly said we must learn to adored our

lifestyle to bring good example as a student”.

“I was very active during the face-to-face classes, the factors that

made me do it are, first, I have my goals and I’m determinated to get it done”.

“I am active in such a way that I can participate more during classes

and also on some activities”.

“I am determined to learn many things and I can apply it on myself and I

have many goals in my life ….that’s it”.

 23

Students’ behavior towards learning before the online class revealed

that students are being active. With these types of behaviors, it can build the

students socialization skills with their fellow classmates. Junior et al., (2018)

stated that it is vital to understand students' perspectives to improve course

administration systems. Students' motivation to succeed academically is

influenced by their attitudes; therefore, cultivating a positive outlook is

essential.

Being interactive on face-to-face class

Participants were convertible before the online class, this behavior

helps them to converse and interact with their peers or classmates during

classes. This will avoid the miscommunication of learning of the lesson within

the classroom. According to the participant’s statement:

“Before the online education implemented, my experiences during face-

to-face classes are, I was get to socialize with my classmates and I

participated some contest that can contribute with my whole being”.

“Before the implementation of online education, my experiences are I

can socialize more with my friends and I participate a lot to a different kind of

seminar”.

Students’ behavior towards learning before online class revealed that

students are being interactive. It has been found that academic achievement is
 24

the single most potent predictor of dropping out of school (Battin-Pearson,

2000). A student's academic performance functions as a buffer between the

consequences of contextual factors such as behavioral disorders, friendship

with antisocial peers, and socioeconomic position.

Being productive on face-to-face- class

Students being productive before the online class, this behavior tend to

emphasize that students are more fruitful on a live interaction method of

learning. According to some statements of participants:

“I was confident and satisfy with my grades because I know how I work
hard for that”.

Students’ behavior towards learning before online class revealed that

students are being productive. Academic success is not simply a

consequence, but it also serves as a significant predictor of future academic

behavior. In this strategy, early and regular progress tracking updates and the

lesser time commitment required to complete course content may improve

student academic behaviour. According to a study by researchers, academic

success can be influenced by a student's attitude toward the learning process

(Erdogan et al., 2008; Konting, 1990).

 25

Being passive on face-to face class

It talks about of being not active in the direct contact of education. One

of the factors is having lack of confidence especially during direct contact

discussions. Based on the statements of the participants:

“Schooling is the one of the most affected aspects of human life due to

pandemic. I think I’m really not active during these face-to-face classes

because I’m lack of confidence to socialize my co-students”.

Students’ behavior towards learning before online class revealed that

students are being passive. According to a study, negative attitudes are

viewed as a significant contributor to student failure (Kazazolu, 2013).

 26

Behavior of the students towards learning mathematics during online

class

The second research questions composed of the students’ behavior

during the online classes. There are positive and negative behaviors present

in this on-screen interaction. The themes revealed from the findings are

(negative behaviors) being irresponsible, timid, lazy, and unwillingness,

(positive behaviors) being motivated and optimistic.

Being lazy and timid during online classes

Students were lazy and timid during online classes; this behavior talks

about being inactive and lacking of courage or determination in learning

mathematics during online class. Participants shared that:

“In online class I don’t have the energy to listen to the teacher so in

result ahmhaha I tend to not understand the lesson yeah that’s all haha”.

“So, As what I have said I am timid, I am lazy so yeah in result I… tend

to not understand our lessons and… which makes it hard for me if there are

quizzes then I can’t answer it because I am lazy to …yeah..listen to.. teachers’

discussion”.

Behavior of the students towards learning mathematics during online

class revealed that students are being lazy and timid during online class.
 27

According to Aduana's article, students' academic behaviors indicate the

amount of effort they put into their education (Fredricks et al., 2004). The need

for expertise and a sense of community weigh heavily on this decision.

According to the frustration-self-esteem paradigm, student self-esteem

declines due to a lack of past performance, leading to subsequent school

disengagement (Finn, 1989; Rumberger & Lim, 2008).

Unwillingness and irresponsible in learning

Due to online education, students were being irresponsible in learning

with regards to mathematics and also being unwilling to listen to the

discussion and to answer problems with their own understanding. Students

seem to be misguided. According to the statements of the participants:

“I am so unresponsible and I get how…how…low understanding”.

“I’m just copying my classmates’ answers in mathematics”.

“I tend to copy my answers from the internet without knowing the

correct way to solve the problems”.

Behavior of the students towards learning mathematics during online

class revealed that students are irresponsible and unwilling to learn. There is a

possibility that online education is not suitable for all students (Kauffman,

2015). Students who perform well in face-to-face classrooms may not perform

well in online courses, according to Sivo et al. (2018), because of the

 28

importance of voluntary engagement in online courses. Studying factors that

affect students' online behaviour is a brilliant idea because they are critical for

increasing student persistence and broadening online learning.

Being motivated and optimistic towards learning

Students’ behavior during online class also revealed of being motivated

of the participants and being optimistic towards online learning in mathematics

subject. Participants stated that:

“Mathematics is one of the subject that made other students so

perplexed but for me problems are part of our life that makes us strong

someday”.

“Ahm I’m always a motivated in learning mathematics subject even our-

in our online classes”.

Behavior of the students towards learning mathematics during online

class revealed that students are motivated and optimistic towards learning.

There may be certain advantages to undergraduate university students staying

at home, such as parental support and other domestic responsibilities, noted

during Portugal's economic crisis (Cairns, 2011). Although some studies have

found no differences between online learning and traditional classroom

instruction, others claim that online education may help students learn more

effectively (Pei & Wu, 2019). In some aspects, online learning differs from
 29

traditional classroom instruction, but it also can increase student involvement

(Robinson &Hullinger, 2008).

Changes on the students’ behavior that influence their low performance

in mathematics

The third research question is composed of the changes on the

students’ behavior that influence their low performance. These will be the

behavior from the face-to-face to online platform behaviors which contributes

to the low performance of the STEM students. The themes generated from the

findings are: being active to being lazy, being responsible to being

irresponsible, and being confident to being diffident.

Being active to being lazy

The changes of students’ behavior from being active to being lazy

affects the students’ low performance in mathematics. It is shown that

student’s performance in mathematics is getting low because students which

seems to be spirited and diligent in learning becomes poor-spirited and

unmotivated in learning. According to the participants statements:

“Face-to-face class helps us to understand the lesson very well but

when online class entered into our life, students getting more lazy and not
 30

active in class anymore because instead on opening the link of modules some

of us opening other apps especially social media”.

“Ahm, I do consider face to face class a good platform to education

because I feel like students can learn more effectively if they don’t ahm get the

lesson they can ask the teachers while in online class sometimes ahm

students tend to… be timid and lazy to like… learn and listen to the…ahm…

what do you call that?... to the lessons of their teachers”.

Students’ behavioral changes from being active to being passive

influence their low performance in mathematics. The "learning curve" toward

active learning and computer confidence causes practical hurdles that must be

addressed for online learning, which affects students and instructors alike

(Kenny, 2002). However, some studies imply that students' performance (as

assessed by exam scores) can be comparable when the same professor

teaches in-person and online programs (Stack, 2015).

Being responsible to being irresponsible

Students’ behavior from being responsible to being irresponsible affects

the students’ low performance in mathematics. Learners tend to focus on

developing their learning and determined to study to understand the subject in

face-to-face but during the online class, they tend to don’t know the purpose of
 31

their learning which results to their low performance. According to the

participant’s statement:

“My behavioral experiences during the face to face classes before the

online education implemented are very good because my grades are getting

higher but in online class education I get really unresponsible students”.

“During face to face classes, I am very attentive in class..tsk.. and very

interactive in my classmates and teachers”.... “Ahh…when my teacher

(ahh)…(tsk)..(wait lang).. during our lesson in mathematics (ahh) I usually

don’t listen and (tsk) get distracted very easily so I don’t learn that much”.

Students’ behaviorial changes from being responsible to being

irresponsible influence their low performance in mathematics. Poll data shows

that only around half of respondents believe online learning is comparable to

classroom learning. The danger of plagiarism appears to be higher with online

learning than with classroom teaching (Parker et al., 2011). Compared to

traditional in-person education, videoconferencing-based distance learning

can lead to lower course satisfaction and academic grades (Roth et al., 2020).

Being confident to being diffident

Changes on the students behavior from being confident in learning

mathematics to being diffident. Having self-confidence means that you trust

your own capability in learning, students which appear to be assertive during

 32

the face-to-face classes changes to timid and unconfident. Participants shared

that:

“Before I was confident and satisfy with my grades because I know how

I work hard for that but now my grade are affected because of my laziness”.

“Online classes is a hard system especially when it comes to

mathematics and its solutions, before I am confident when answering to my

teacher but now I can’t because I am not sure of the answer”.

Students’ behaviorial changes from being confident to being diffident

influence their low performance in mathematics. Although some studies have

found no differences between online learning and traditional classroom

instruction, others claim that online education may help students learn more

effectively (Pei & Wu, 2019). Several researchers also found that online

learning could be problematic for children with learning difficulties since they

need specific designs and platforms to get the same benefits as their

classmates (Badr & Asmar, 2020).

 33

Behavioral changes effect on students in learning

The last research question talks about the effects of the changes on

behaviors towards the students learning. The themes revealed from the

findings are the good and bad effect of the behavioral changes on students

learning in mathematics.

Good effect on students learning in mathematics

Behavioral changes of students tend to be a good effect towards their

learning in mathematics. Students’ performance in learning mathematics from

face-to-face to online platform is likely to be effective in their behaviors.

According to the participants:

“Ahm I’m always a motivated in learning mathematics subject even our-

in our online classes”.

“During face to face classes, I am very attentive in class..tsk.. and very

interactive in my classmates and teachers”.… “during online class, I can use

the internet and because of that I can use many websites that can easily

compute equation in a blink of an eye”.

Students’ behavioral changes revealed good effects on students

learning mathematics. There may be certain advantages to undergraduate

university students staying at home, such as parental support and other

 34

domestic responsibilities, noted during Portugal's economic crisis (Cairns,

2011). Furthermore, according to the World Economic Forum in 2020, critical

thinking and teamwork are in high demand and will remain so. These

characteristics, together with basic literacy and character values, are 21st-

century skills. In STEM domains, active learning teaching approaches are

required to develop these competencies in students and professionals (Soler

& Dadlani, 2020). Active learning strategies place students in charge of their

own education by implementing relevant activities in which the teacher serves

as a facilitator or guide throughout the learning process (Hernández-De-

Menéndez et al., 2019

Bad effect on students learning in mathematics

Behavioral changes of students tend to be a bad effect towards the

learning in mathematics. These changes on the behavior have negative

effects on the learner’s performance in mathematics. According to the

statements of the participants:

“Before the online education implemented, I am an active and

participative students unlike now, In online class I really sucks…especially

when your teacher is only teaching without even knowing if you catch up due

to internet connections”.
 35

“In today’s generation including me we really have low attention spans

henceforth we can easily get distracted during lessons”.

Students’ behavioral changes revealed good effects on students

learning mathematics. For the most part, students who participated in online

education, as reported by Chen and Wang (2010), found the experience

rewarding. However, they believe that several features of online education

may be improved. As a result, online education's efficacy was mainly based on

students' lack of access to electronic equipment and connectivity in remote

areas. The "learning curve" toward active learning and computer confidence

causes practical hurdles that must be addressed for online learning, which

affects students and instructors alike (Kenny, 2002). However, some studies

imply that students' performance (as assessed by exam scores) can be

comparable when the same professor teaches in-person and online programs

(Stack, 2015).
 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

The study entitled “Behavioral Changes among Grade 12 STEM

Students towards Online Class” that aimed to answer the questions “what is

the behavior of the students before the online class”, “what is the behavior of

the students during the online class”, “what are the changes on the students’

behavior that influence their low performance in their mathematics subjects”,

and “how do these behavioral changes affect the students in learning”. The

study utilized thematic analysis in analyzing the responses gathered from ten

grade 12 STEM students. The results revealed that there are positive and

negative behavior and behavioral changes on STEM students due to the

sudden shift of face-to-face classes to online education. Major findings

revealed their face-to-face behaviors, online behaviors and their behavioral

changes which affect the low performance in mathematics of STEM students.

Based from the findings of the study, mathematics teachers is a great

help for building the positive behaviors to students towards learning. Teachers

should impose better instrument like video tutorials and visual presentations in

order to address the lesson and all the students can understand it. They

should also provide a healthy relationship with their students and make time to

look into students concerns in learning the subject.

 37

The result of this study may be used by mathematics teacher and other

pre-service teachers in helping the students to understand their lessons.

Students and parents are also implicated in the result of the study. Parents

way of communicating to their children is also has a great importance to

students’ behavior. Students’ behaviors are like clay that needed to be mold

and the parents and teachers are those persons which are the molders.

Since this study is a qualitative study, the findings are limited and

further studies may be done to explore other students’ behaviorial changes

towards online class. The researcher also highly recommended detailed video

tutorials to be acknowledge as a medium to help the students learn very well.

It is also recommended to conduct quantitative research to determine the

significant relationship between the behavior of the students and learning

experiences in mathematics of grade 12 STEM student.

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APPENDICES
 48

Appendix A. Actual Budget of the Research

UNIVERSITY OF SOUTHERN MINDANAO

Kabacan, Cotabato
Philippines

ACTUAL BUDGET OF THE RESEARCH

Title of Study

BEHAVIORAL CHANGES AMONGGRADE 12 STEM STUDETS OF PIGCAWAYAN

NATIONAL HIGH SCHOOL TOWARDS ONLINE CLASS.

ITEMS/DESCRIPTION ACTUAL COST

Reproduction of Thesis Manuscript Php 1,000
Examining Committee (Manuscript) Php 825
Transportation Expenses Php 675

Grand Total Php 2,500

Prepared and submitted by:

FLORESA M. TAHUM
Printed Name and Signature of the Student

NOTED

_____ENGR. ARNEL B. TOLEDO______ ___________________________

Adviser Date

________ERIC JOHN C. DIEL, MST______ ___________________________

Department Research Coordinator Date

____GIRLIE D. BATAPA, MMME_____ ___________________________

Department Chairperson Date

USM-EDR-F18-Rev.0.2022.10.18
 49
Appendix B. Application for Manuscript Defense

UNIVERSITY OF SOUTHERN MINDANAO

Kabacan, Cotabato
Philippines

APPLICATION FOR MANUSCRIPT DEFENSE

Name FLORESA M. TAHUM
Degree/Major MATHEMATICS
Thesis Title BEHAVIORAL CHANGES AMONG GRADE 12 STEM STUDENTS OF
PIGCAWAYAN NATIONAL HIGH TOWARDS ONLINE CLASS
Date of Examination OCTOBER 27, 2022
Time 1:00 – 3:00 PM
Place CED RESEARCH OFFICE

MEMBERS OF THE EXAMINING COMMITTEE

Name Signature Date

PAUL JOHN B. ONGCOY, PhD __ __________________ __________________

ASHLEY COLEEN S. ORTIZ, LPT __ _ ________________ __________________

RECOMMENDING APPROVAL:

ENGR. ARNEL B. TOLEDO _______________________________

Adviser Co-Adviser (Optional)
APPROVED:

_______________________________ ERIC JOHN C. DIEL, MST

College Statistician Department Research Coordinator
(Optional)

GIRLIE D. BATAPA, MMME

Department Chairperson

REPORT ON THE RESULT OF EXAMINATION

Name Signature Remarks
PAUL JOHN B. ONGCOY, PhD __________________ __________________
ASHLEY COLEEN S. ORTIZ, MST __________________ __________________
ERIC JOHN C. DIEL, MST __________________ __________________

APPROVED:

ERIC JOHN C. DIEL, MST

Department Research Coordinator

_____________________
Date
USM-EDR-F08-Rev.3.2020.02.24
 50

UNIVERSITY OF SOUTHERN MINDANAO

Kabacan, Cotabato
Philippines

CURRICULUM VITAE

Name: FLORESA M. TAHUM

Address: Payong-Payong, Pigcawayan, Cotabato
Contact #: 09638237580
Email: [email protected]

PERSONAL INFORMATION
Last Name Tahum

First Name Floresa

Middle Name Manapco

Nickname Say-say

Age 20

Nationality Filipino

Religion Roman Catholic

Civil Status Single

Father’s Name Florencio T. Tahum

Mother’s Name Salvacion M. Tahum

Educational Background
Elementary Payong-Payong Elem. School

Junior High School Pigcawayan National HS

Senior High School Pigcawayan National HS-SHS

Tertiary University of Southern Mindanao