INVOLVEMENT TO COMMUNITY ACTION PLAN OF HUMANITIES AND SOCIAL

SCIENCES (HUMSS) STUDENTS OF GENESIS COLLEGES INCORPORATION AS

THE RESUMPTION OF FACE TO FACE CLASSES

A Research Paper

Presented to the

Senior High School Department

GENESIS COLLEGES INC.

Ocampo Branch

In Partial Fulfilment

of the Requirements for the

Inquiries, Investigation and Immersion

Humanities and Social Science Strand – Grade 12

By:

Arabella P. Asor,

Earl Lawrence P. Bacsain,

Othniel B. Carandang

JEMIMAH IRAULA CORPORAL

January, 2023
 ACKNOWLEDGEMENT

We, the researchers want to express our warmest gratitude

and sincere appreciation to all the people who extended their

support and time in order to accomplish this research paper.

To the research adviser Ms. Jemimah I. Corporal, the

researcher would like to give thanks for giving us a heartfelt

support, patience, motivation and guidance throughout the

preparation of this research paper.

To the parents, who are always there to support the

needs of the researchers, especially in financial support, and

helping us to be emotionally and morally stable. Thank you for

the contributions and we appreciated all.

To the Grade 11 and 12 Humanities and Social Sciences

(HUMSS)of Genesis Colleges Inc., who served as the

respondents, the researcher wants to thank you all for the

cooperation you have given. Spending their time to answer the

questionnaire, and sharing how they felt about involving in a

community action really help us to accomplish this research

successfully.

And all above this, the researchers would like to give

all the highest Glory and praises to our Almighty God for the

wisdom, guidance, and strength to fulfil this project, and

overpass all of the challenges we have encountered.

 ABSTRACT

Title: INVOLVEMENT TO COMMUNITY ACTION PLAN OF HUMANITIES AND

SOCIAL SCIENCES (HUMSS) STUDENTS OF GENESIS COLLEGES

INCORPORATION AS THE RESUMPTION OF FACE TO FACE CLASSES

Researchers: Asor, Arabella P., Bacsain, Earl Lawrence P.,

Carandang, Othniel B.

Adviser: Ms. Jemimah I. Corporal

This study aims to determine the involvement to community

action plan of Humanities and Social Sciences (HUMSS) students of

Grade 11 and 12 Students of Genesis Colleges Inc., Ocampo Branch.

This is also intended in the ff: 1. determining the performance

of the respondents in terms of helping the community, 2.

distinguish the factors affecting that hinders the student’s

involvement to community action plan, 3. implying if the

Humanities and Social Sciences (HUMSS) students chose their

specific strand considering involving in community action

plan, 4. finding if the level of involvement of the students

ascends as the resumption of F2F classes, 5. Entailing if

there are specific proposal that the students can have upon

involving to community action plan.

The subject on this study comprised of (35) students where it came

from Grade 11 and 12 Humanities and Social Sciences (HUMSS)

students. This study also uses descriptive method in analyzing

the data using a purposive sampling method survey upon

gathering the data. The questionnaire composed of (5)

statements about involving in community and (5) follow up

questions.

CURRICULUM VITAE

Name: Arabella P. Asor

Nickname: ara

Date of Birth: April 13, 2004

Place of Birth: Hanawan Ocampo, Camarines Sur

Address: Poblacion Central Ocampo, Camarines Sur

Civil Status: Single

Religion: Christian

Parents: Mr. Jonathan B. Asor

: Mrs. Maricel P. Asor

EDUCATIONAL BACKGROUND

ELEMENTARY: Ocampo Central School

JUNIOR HIGH SCHOOL: Ocampo National High School

SENIOR HIGH SCHOOL: Genesis Colleges Incorporated

Name: Othniel B. Carandang

Nickname: ot

Date of Birth: September 29, 2004

Place of Birth: BMC

Address: Poblacion West Ocampo, Camarines Sur

Civil Status: Single

Religion: Christian

Parents: Mr.Crisar M. Carandang

: Mrs. Gania B. Carandang

EDUCATIONAL BACKGROUND

ELEMENTARY: Ocampo Central School

JUNIOR HIGH SCHOOL: Ocampo National High School

SENIOR HIGH SCHOOL: Genesis Colleges Incorporated

Name: EARL LAWRENCE P. BACSAIN

Nickname: BIBOY

Date of Birth: SEPTEMBER 1, 2004

Place of Birth: BULUANG, BAAO

Address: POBLACION WEST, OCAMPO, CAMARINES SUR

Civil Status: SINGLE

Religion: CATHOLIC

Parents: MR. ELBERT B. BACSAIN

MRS. MELANIE P. BACSAIN

EDUCATIONAL BACKGROUND

ELEMENTARY: OCAMPO CENTRAL SCHOOL

JUNIOR HIGH SCHOOL: OCAMPO NATIONAL HIGHSCHOOL

SENIOR HIGH SCHOOL: GENESIS COLLEGE INCORPORATED

 TABLE OF CONTENTS

Page

Title Page i

Acknowledgement ii

Abstract iii

Curriculum Vitae iv

Table of Contents v

Chapter

1. Introduction

Introduction 1

Statement of the problem 4

Objectives of the Study 5

Assumptions of the Study 6

Hypothesis of the Study 7

Significance of the Study 7

Scope and Delimitation 9

Locale of the Study 10

Definition of terms 11

2. Review of related literature and Studies

Review of Related Literature and Studies 12

Correlated of the Studies 29

Synthesis of the state-of-the-art 30

Gap Bridged of the Study 31

 Theoretical Framework 32

Conceptual Framework 34
Statistical Treatment 35

3. Research Design and Methodology

Methodology 36
Research Design 36
Research Purpose 37
Sampling Technique 37
Respondents of the Study 38
Research Instruments 38
Research Procedures 39
Data Gathering 39
Data Analysis 40
Source of Data 40
Gantt Chart 41

4. Presentation, Analysis and Interpretation of Data

Frequency and Percentage 42

Distribution of the Respondent 43
Presentation of Collected Data 45

5. Summary of the Research, Findings, and 46

Recommendations

BIBLIOGRAPHY 50
APPENDICES
A. Letter of Authorization to Conduct Study 53
B. Letter of the Researcher to the Respondents 55
C. Questionnaire 56
 LIST OF TABLES

Table
1. Performance of the Students in terms of Helping the
Community 42
2. Factors the Hinders the Students to Involve in Community
Action Plan.
43
3. Response of students for question No. 6, 7 and 9 in the

Question Survey

44

4. Community Action Plan that Students want to Implement in

the Community

45
 LIST OF FIGURES
Figure
1. The theoretical framework
2. The conceptual framework
3. Performance of the Students in terms of Helping the
Community
4. Factors the Hinders the Students to Involve in Community
Action Plan.
5. Response of students for question No. 6, 7 and 9 in the

Question Survey

6. Community Action Plan that Students want to Implement in

the Community
 CHAPTER I

INTRODUCTION

Community engagement is not about being a hero, but

working towards a solution to help people in need. Being

involved with the community, whether on-or-off campus, creates

a meaningful and long-lasting impact. During pandemic, it may

seem hopeless to see how a few individuals can make a

difference. As the new school year begins, we must provide

every student from every community and background the

opportunity to safely learn in-person full-time. Being

involved in it push off the negative effects to student’s

social, emotional and mental well-being as well as academic

achievements.

The resumption of F2F classes is the underlying condition

that is directly related to the focus of our study which is

the involvement to community action plan of Humanities and

Social Sciences (HUMSS)students of Genesis Colleges Inc.,

Ocampo Branch.

Factors affecting the grade 11 and 12 Humanities and

Social Sciences (HUMSS) students of Genesis Inc. is their

involvement to the community action plan and the restart of

limited F2F classes.

Our current research topic is relevant in our research

locale for the resumption of the F2F classes have been

recently implemented in Genesis Colleges Inc., Ocampo Branch

1
this school year. This speak really a timely topic as it

focused on the community action plan as an important thing in

the society.

The study is chosen to be conducted as it involves a

student like us. A student that had the chance to take again

F2F class. It will measure if it really affects our

involvement to a certain community action plan in our

community.

One of the presumptions of a well-functioning, viable

democracy is that citizens participate in the life of their

communities and nation. The role of a student in his community

is to be actively engaged citizens. Community engagement

pedagogies, often called “service learning,” are ones that

combine learning goals and community service in ways that can

enhance both student growth and the common good. In the words

of the National Service-Learning Clearinghouse, it is “a

teaching and learning strategy that integrates meaningful

community service with instruction and reflection to enrich

the learning experience, teach civic responsibility, and

strengthen communities.” Or, to quote Vanderbilt University’s

Janet S. Eyler (winner of the 2003 Thomas Ehrlich Faculty

Award for Service Learning) and Dwight E. Giles, Jr., it is" a

form of experiential education where learning occurs through a

cycle of action and reflection as students seek to achieve

real objectives for the community and deeper understanding and

skills for themselves. In the process, students link personal

and social development with academic and cognitive development

experience enhances understanding; understanding leads to more

effective action."

Typically, community engagement is incorporated into a

course or series of courses by way of a project that has both

learning and community action goals. This gives students

experiential opportunities to learn in real world contexts and

develop skills of community engagement, while affording

community partners opportunities to address significant needs.

Through community engagement benefits students, faculty,

communities, and institutions of higher education. Learning to

engage in community is on the rise across campuses just after

the pandemic crisis, as more and more students and professors

are engaging with the communities around them. While this is a

rewarding experience for students and the communities served,

a tremendous amount of effort is needed to incorporate

service-learning into the curriculum.

It takes trial-and-error to find the right pedagogical

tools and the perfect balance of in-field and in-class

learning, as well as considerable time spent fostering

relationships with community partners. For many, this can be

too daunting. Equitable community engagement—an on-going, two-

way process of building relationships, working collaboratively

and sharing power—can also result in transformative benefits

for community. Building student engagement begins with

community and relationships. Students become engaged in

community when they feel they are belonged and that their

interests and assets are valued.

STATEMENT OF THE PROBLEM

The study will determine the involvement to Community

Action Plan of Humanities and Social Sciences (HUMSS) student

of Genesis Colleges Incorporation as the resumption of face to

face classes begin, SY 2022-2023 specifically, the study will

answer the following questions:

1. What is the performance of the respondent in terms of

helping the community?

2. What are the factors that hinders the student’s

involvement to community action plan?

3.Did the Humanities and Social Sciences (HUMSS)students

chose their specific strand considering that they want to

involve in a community action plan?

 4. Does the level of involving to community action plan

of Humanities and Social Sciences (HUMSS)students ascend as

the resumption of F2F classes?

5. What specific community action plan can the Humanities

and Social Sciences (HUMSS) students of Genesis Colleges Inc.

propose this school year?

OBJECTIVES OF THE STUDY

Having a specific goals or objectives are very essential

to be a guiding vision for researchers. This enables them to

take the process step by step until it become successful.

These are the objectives for this study:

1.Aims to know the level of involvement of Humanities

and Social Sciences (HUMSS)students of Genesis Colleges Inc.

2.Target the factors to obtain that hinders the students

involving in community action plan.

3. Know if the students are willing to engage in

community plan and activities.

4.Have a clear understanding if the resumption of F2F

classes help the students to engage more in community action

plan.

5
 5. Propose a specific proposal that the Humanities and

Social Sciences (HUMSS)students can involve as the resumption

of the class.

ASSUMPTIONS OF THE STUDY

On the conduct of the study, the following assumptions

are expected:

1. The students have different opinions and different level of

involvement in community action plan.

2. There are various factors that hinders the student’s

involvement to community action plan.

3. The respondents of the study would be honest and

objective in answering the questions on topic. They consider

choosing Humanities and Social Sciences (HUMSS) students

thinking that this strand links to involving in a certain

community action plan.

4.The resumption of F2F class change a little bit

perspective of Humanities and Social Sciences (HUMSS) students

and help them to have the passion and wants to engage and

involve in community action plan.

5. The survey respondents were assured, in writing of the

confidentiality and anonymity of their feedback to reduce any

6
potential for dishonesty in responses to the survey questions.

The specific proposal that Humanities and Social Sciences

(HUMSS)students of Genesis colleges Inc. Ocampo Branch can

involve this year can be more focused on environmental,

mental, and academic issues.

HYPOTHESIS OF THE STUDY

From the statement of the problem above, the hypothesis

was formulated:

As the resumption of F2F classes took place it will drive

the students to involve more in community action plan this

will result to a higher involvement of Grade 11 and 12

Humanities and Social Sciences (HUMSS) students of Genesis

Colleges Inc.

SIGNIFICANCE OF THE STUDY

The study was conducted since it is a current

concern in our community. The research’s results will have a

significant influence on the students at Genesis Colleges

Inc., as it will provide precision to this topical matter.

This will lay out awareness and perception among students

about involvement to community action plan.

7
 The goal of this study is to assess the involvement to

community action plan of Grade 11 and 12 Humanities and Social

Sciences (HUMSS) students of Genesis Colleges Inc., Ocampo

Branch upon the resumption of F2F class.

This study will significant to the following beneficiary:

To students,

Students will be much benefited from the study as the

result is given, it will entail if they are really involving

in a community action plan as the F2F class was back. It will

give them awareness about it.

To teachers,

Teachers will be benefited from the study as they will be

aware if a student really is involving in a community action

plan despite the pandemic happening at the moment so they can

take actions about this matter.

To the whole community,

The whole community will be benefited with the new action

plan that will be getting through after the study. It will

distinguish if really the students are involving in action

plan to make a community a better place to live in.

8
To future researchers,

The study will help the future researchers to unveil the

possibility of other factors upon having the involvement to

community action plan of a certain group of people like

students that we have chosen.

To the researcher,

The study itself will benefit the researcher whom is a

student also. As it will help them know the effects of the

resumption of F2F class to the community engagement. Aside

from fulfilling the research project they will have awareness

themselves.

SCOPE AND DELIMITATION

The focus of the study is to determine how the resumption

of face to face classes affects the level of involvement to

community action plan of the Humanities and Social Sciences

Students of Genesis Colleges Incorporation., Ocampo Branch.

Furthermore, this study will look at certain factors why

students should involve on community action plan and to

determine the various factors affecting the student’s

involvement to community action plan.

9
 The primary subject and respondents of this research

study will consist of all the senior high school students of

Humanities and Social Sciences (HUMSS) students enrolled in

academic year 2022- 2023 of Genesis Colleges Incorporation.

Ocampo Branch. Furthermore, the researchers will gather

information by conducting a survey to approximately 35

students from Humanities and Social Sciences (HUMSS) students

of Genesis Colleges Inc., Ocampo branch. 13 HUMSS students

from Grade 11 and remaining 22 students from Grade 12.

LOCALE OF THE STUDY

The gathering of data and the overall study will take

place in the Genesis Colleges Incorporation, Ocampo Branch

Building located at San Francisco, Ocampo, Camarines Sur.

Source:https://www.google.com/maps/search/google+map/

@13.5593465,123.3811132,19.71
DEFINITION OF TERMS 10

The following terms are defined so that the readers of

the research work and the researcher would have common

understanding of the meaning of the important terms used.

These are the technical terms define to make the study

understandable.

ACTION PLAN

- a proposed strategy or course of action.

ASCEND

- go up or climb.

INVOLVEMENT

- the fact or condition of being involved with or

participating in something.

FACE TO FACE CLASS

- is one in which participants, instructors, and facilitators

meet together in the same place and at the same time.

 CHAPTER 2
11
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of related literature

studies that have bearing on the present study. The researcher

made a comprehensive review of various studies in journals,

books, and other materials found in the internet and other

related sources which have relevance to herein research.

This chapter provides the description of the study;

relevant findings are cited as well as their similarities,

differences in inputs. This is followed by synthesis of the

state-of-art after which the gap bridged by the study was

determined. The theoretical and conceptual framework of the

study is also presented

Involving in community action plan is an essential

practice for every student to take on. It might be challenging

especially to the community what we have today but these

practices will help us to become a better citizen in our

community that aspire for the good of all that at last will

create a harmonious community for all.

Students will examine their community and identify ways

in which they could help to improve it for everyone. They will

understand and learn about their community by creating a

community map in their mind and in their hearts. Examine cause

and effect relationships in the community interview.

Demonstrate critical thinking skills in finding a solution to

their community issue.

Involvement to Community Action Plan of Humanities and

Social Sciences (HUMSS) Students of Genesis Colleges

Incorporation as the Resumption of Face to Face Classes. The

involvement to community action plan of the Humanities and

Social Sciences (HUMSS) students will serve as dependent

variable that will hold as the effect on the study while the

resumption of the F2F class will be the cause or independent

variable in the study.

INVOLVEMENT TO COMMUNITY ACTION PLAN

Marlatt, R. (2022). Demographic differences between

teachers and students and the need for pedagogical approaches

that address issues of equity, power, and justice have

bolstered arguments for community-engaged teaching in U.S.

schools. Recent literature indicates that community-based

experiences during teacher education may introduce teacher

candidates (TCs) to more diverse people and spaces, develop

TCs' multicultural awareness, and prepare TCs to address

issues of justice and equity in their teaching. In this study,

we draw on sociocultural theory and culturally-proactive

teaching to frame our development of a community engagement

project at two large public universities in the U.S.

specifically, we analyze TCs' experiences and reflections

during their participation in the project to consider how

their characterizations of community and community-engaged

teaching shifted over time. We then draw on our findings to

consider the conceptions of community-engaged teaching TCs

held after engaging in the project and to identify

implications for teacher education.

Tan, S. (2020). This study aimed to determine the level

of students' involvement in community action as an input to

stronger students' community engagement, solidarity, and

citizenship. Mixed method research design was employed in this

study. Most of the students highly considered their reasons

for prospective involvement in a community action, while in

terms of their skills beneficial in conducting a prospective

involvement in a community action, they were moderately

skilled. Based on the results of the interviewed conducted in

terms of identifying the differences and similarities on

community engagement, solidarity, and citizenship. In terms of

differences, most of them said that community engagement was

helping the community, some of them said it's a relationship

in the community. The researchers concluded that the students'

involvement in community action in terms of their reasons is

highly considered and in terms of their interest in community

action, they are interested in involving in a community

action, but in terms of their skills beneficial in conducting

community action, moderately skilled is not enough to involve

in community action. It was also concluded that most of the

students were less knowledgeable about community engagement,

solidarity, and citizenship. Based on the results of this

study, the researchers recommended that there's a need to have

a consistent community involvement and engagement at all

levels of the school for the students grasp the importance and

real essence of community engagement, solidarity, and

citizenship.

The American Educational Research Association (AERA),

(1991). This review discusses the effects of community

involvement on students who face multiple impediments to

success in schools. The first part of the article

conceptualizes community involvement as a typology of four

processes of social change: conversion, mobilization,

allocation of resources, and instruction. Illustrations of

these processes are drawn from research and programmatic

literature.

Homan, M. (1994). Promoting community change: Making

it happen in the real world. Determining who finds and gets

the new members is essential to your planning. You and your

helpers can plan the approaches you will use to get the people

you need.

Don't be shy about delegating responsibility. If you have

people available to help you recruit, make those people as

useful as possible. Assign recruitment tasks to different

people. Don't just tell all of your people to go out there and

get members. That will most 15definitely waste your time and

possibly that of potential members too.

RESUMPTION OF FACE TO FACE CLASS

Schools across the United States canceled in-person

classes beginning in March 2020 to contain the spread of the

COVID-19 virus. In many states and districts, school buildings

are closed for the duration of the school year. Across the

country, policymakers and school leaders are making plans to

reopen schools for the next academic year, and some are

preparing to do so sooner. In order to reopen schools safely

and mitigate disease spread, state and district leaders will

need to address several important health considerations.

This brief compile preliminary information on health and

safety guidelines from five countries that have continued or

reopened schools during the COVID-19 outbreak: China, Denmark,

Norway, Singapore, and Taiwan. (See “Selected Countries with

Open Schools.”)
Each of these countries has been successful, to date, in

avoiding spread of COVID-19 in schools. Countries that have

reopened differ significantly from the experiences so far in

the United States, however, in terms of the extent of their

testing and tracking of cases. The capacity to test and track

cases, and to isolate individuals who have been exposed to

infection, is related to the 16success of these strategies. As

states plan to reopen schools, they should thus do so in close

coordination with their state and/or local health authorities.

The brief focuses on guidelines in three areas: attendance,

social distancing, and hygiene and cleaning. Information was

gathered from health and safety guidance documents from each

country’s Ministry of Education (as of May 3) as well as media

and journal articles. Melnick, H., & Darling-Hammond, L.

(with Leung, M., Yun, C., Schachner, A., Plasencia, S., &

Ondrasek, N.). (2020).

Montemayor, T. (2021). School year unlike any other: A

return to F2F classes Consequently, the schools have been able

to operate safely during a pandemic, strictly observing health

protocols. There were no reports of Covid-19 cases and serious

incidents involving learners. Teaching and non-teaching

personnel involved in the pilot were also required to be

vaccinated against Covid-19 to ensure the learners' safety.

Amid hesitancy from some parents and students, thousands of

students in about 100 schools nationwide reopened for limited

in-person classes.

UNICEF, (2020), continues to advocate for the resumption

of in-person classes in various countries, mentioned in an

article that in 2020, while schools globally were forced to

suspend operations for an average of 79 days, schools in the

17
Philippines did not hold face-to-face classes for more than a

year and opted instead to have classes through online and

distant learning modalities.

The indefinite suspension of classes and the subsequent,

abrupt shift to new forms of learning modalities posed several

challenges, particularly for marginalized students, such as

unequal access to gadgets. If there is a silver lining, the

pandemic shone a light on a not-so-glaring truth: the pivotal

role of educational institutions in child rearing and

caretaking. When parents had to work from home, they struggled

to fulfill their duties as employees and home keepers. These

were responsibilities that before the pandemic did not pose

any challenge to parents as they had support from teachers in

caring and promoting the welfare of their children.

It is not hard to see the reason behind the fervent calls

of organizations to persuade schools to conduct face-to-face

classes, considering the reduced number of COVID-19 cases and

the massive rollout of vaccination efforts. A World Bank

policy note cited.

DepEd, (2020), has released the guidelines on the School

Calendar and Activities for School Year 2022-2023 in

accordance with its commitment to the resumption of 5 days of

in-person classes.

Signed by Vice President and Secretary Sara Z. Duterte on

18
Monday, DepEd Order No. 034, series of 2022, sets the start of

classes on August 22 and will end on July 7, 2023. There will

be 203 school days or as may be determined by further

issuance/s in case of changes in the school calendar due to

unforeseen circumstances.

In the issuance, DepEd also provides direction and

guidance in the re-opening of classes and the gradual

introduction of 5 days of in-person learning modality classes.

According to DO 034, s. 2022, there will be no

inspections, tools, or any additional requirements to re-open

schools and implement five (5) days of in-person classes will

be required, except for the compliance with the usual pre-

pandemic regulatory permits and licenses, as required by law

or ordinances.
 DepEd only prescribed the options of 5 days person in-

person classes, blended learning modality, and full distance

learning until October 31, 2022.

Starting November 2, 2022, all public and private schools

shall have transitioned to 5 days of in-person classes. No

school shall be allowed to implement purely distance learning

or blended learning except for those implementing Alternative

Delivery Modes as provided in DO 21, s. 2019 (Policy

Guidelines on the K to 12 Basic Education Program) and DO 01,

s. 2022 (Revised Policy Guidelines on Homeschooling Program).

Meanwhile, the learning19 intervention for Alternative

Learning System (ALS) will officially start on the said

opening date, while the program duration will depend on the

learner’s educational background or existing knowledge level

before enrolment in the ALS program.

In relation to the school opening, the implementing

guidelines on the School Calendar and Activities for SY 2022-

2023 will apply to public and private elementary and secondary

schools, including Community Learning Centers (CLCs)

nationwide. Private schools, state/local universities, and

colleges may implement the calendar. They may also start

classes not earlier than the first Monday of June and not

later than the last day of August.

 Enrollment will be held from July 25 to August 22,

and Brigada Eskwela and Oplan Balik Eskwela will be conducted

from August 1 to 26 and on August 15, respectively.

Furthermore, the Basic Education Development Plan (BEDP)

2030, Learning Recovery and Continuity Plan (LRCP), and

Classroom-based and System Assessments will guide schools in

effectively delivering the K to 12 Basic Education Program

amid the COVID 19 Pandemic.

STUDENT’S COMMUNITY ENGAGEMENT

20

According to a study conducted by the Department of

Agricultural Economics, Sociology, and Education 'Students

Community Engagement' is a strategic process with the specific

purpose of working with identified groups of people, whether

they are connected by geographic location, special interest,

or affiliation to identify and address issues affecting their

well-being. The linking of the term 'community' to

'engagement' serves to broaden the scope, shifting the focus

from the individual.

Daniels et al. (2013), students community engagement

should be actively linked to identifiable needs of both the

university and the community; that is to say, a clear benefit

for both the community and the university must have been

identified. To satisfy these norms, the learning activities

where students in a particular module are required to conduct

community-based research should involve activities where the

students or academics in fact engage with the community by

undertaking activities in conjunction with and within the very

midst of the community.

A research study explains that Students

Community Engagement is built on interactive approaches that

involve end-users throughout the overlapping stages of

engagement, jointly identifying community problems and

solutions to those problems. The outcome of such partnerships

21
is mutual benefits to all partners, Bhatnagar et al., (2020)

University Community Engagement specifically implies

collaborative relationships, leading to productive

partnerships that yield mutually beneficial outcomes, such as

improvements in the community, educational outcomes, and

economic growth. University communities may include groups

such as businesses, professional associations, industries,

schools, alumni, and groups of local citizens. Activities of

engagement include scholarly research capacity to address

community problems and aspirations, Hoy & Johnson, (2013).

STUDENT’S COMMUNITY ENGAGEMENT DURING PANDEMIC STATE

 There are few numbers of studies that have been conducted

supporting this concern on student’s community engagement in

the pandemic state and related matters not only in our country

but also in other countries. Such studies give information on

how students can manage to engage in the community even in the

pandemic state. Kratochvil, et (2022) found in their study

entitled “Asset-basrd Community Response: A model Promoting

Effective Student - Community Engagement Disaster Scenarios”

formally integrating the infrastructure and community

relationships established by student COVID-19 volunteer

initiatives into existing university community-engagement

systems, and incorporating asset-based community development

into medical student curricula as a framework for community

22
engagement and disaster response.

Sawye, (2021). findings obtained in this study implied

that under pre-pandemic circumstances, many CE activities

could be done in person, without personal protective equipment

or social distancing. CE also happened in the form of

research, financial and material donations and volunteering

for important causes. We report the results on management of

the donations received by the University Hospital of Poitiers

during the COVID-19 health crisis. For each class of products,

we have constructed original assessment criteria based on

national and international standards, the objective being to

validate or invalidate the use of donations in a health care

establishment. Our validation system enabled us to handle a

massive influx of donations from different donors, to process

and evaluate each donation individually and, finally, to

validate 448,666 out of 519,618 total products (86.3%) from

126 out of 239 donations (52.7%) for use in the establishment.

Smaller donations were less often validated for institutional

use, which explains the difference between number of validated

products and number of validated donations (p < 0.001).

Regarding respirators, we validated 77,560 (63.4%) out of a

total of 122,296 products. This percentage is consistent with

another study in which the effectiveness of non-CE-marked

respirators was evaluated. Notwithstanding a massive worldwide

shortage, our efforts allowed us to avoid any PPE shortage

within our establishment. Assessment of the different products

prevented the distribution of unsuitable products to our

health care workers, who could consequently provide quality

care while their safety was guaranteed.

Fang Law, (2022). findings suggest that an engaged

University is one that is resilient, creative and responsive

to the issues that affect society especially in the time of

pandemic crisis. Experts have warned of the unprecedented

implications that transcend public health and economy. The

study also revealed that society will be confronted by broader

and more complex social-cultural, psychological, political and

economic implications.
 Weisman, (2021). this study revealed that due to

wildfires in fall of 2019 and the COVID-19 pandemic in spring

of 2020. During the summer of 2020, the Center for Community

Engagement began developing service-learning projects that

were designed to be done. Later opportunities to address

racial injustice and the wildfires were integrated. The

opportunities described require active participation but

remotely within the community;

Engagement is not generally driven by a 'model' so much

as by a framework of guiding principles, strategies, and

approaches. This framework is based on principles that respect

the right of all community members to be informed, consulted,

involved and empowered. Community engagement employs and range

of tools and strategies to ensure success. It also places a

premium on fostering and enhancing trust as a critical element

24
in long-term, sustainable engagement and effective governance.

The word 'community' is also a broad term used to define

groups of people, whether they are stakeholders, interest

groups, or citizen groups. A community may be a geographic

location (community of place), a community of similar interest

(community of practice), or a community of affiliation or

identity such as industry or sporting club.

Community Engagement is the process of working

collaboratively with and through groups of people affiliated

by geographic proximity, special interest, or similar

situations to address issues affecting the well-being of those

people It is a powerful vehicle for bringing about

environmental and behavioral changes that will improve the

health of the community and its members It often involves

partnerships and coalitions that help mobilize resources and

influence systems, change relationships among partners, and

serve as catalysts for changing policies, programs, and

practices CDC, (1997).

'Community engagement' is therefore a strategic process

with the specific purpose of working with identified groups of

people, whether they are connected by geographic location,

special interest, or affiliation to identify and address

issues affecting their well-being.

The linking of the term 'community' to 'engagement'

serves to broaden the scope, 25shifting the focus from the

individual to the collective, with the associated implications

for inclusiveness to ensure consideration is made of the

diversity that exists within any community.

In practice, community engagement is a blend of science

and art. The science comes from sociology, public policy,

political science, cultural anthropology, organizational

development, psychology, social- psychology and other

disciplines. It also comes from organizing concepts drawn from

the literature on community participation, community

development, constituency building, and community psychology.

The art comes from the understanding, skill, and sensitivity

used to apply and adapt the science in ways that fit the

community and the purposes of specific engagement efforts. The

results of these efforts may be defined differently and can

encompass a broad range of structures (e.g., coalitions,

partnerships, collaborations), but they all fall under the

general rubric of community engagement and are treated

similarly in this in our discussions (Adapted from ATSDR,

2011).

Community engagement can be complex and labor-intensive

and require dedicated resources such as time, funding, and

people with the necessary skills. Citizens and leaders in

communities across the United States, and indeed in many parts

of the world, are struggling to make the right choices for the

communities and issues they address. Building and implementing

effective strategies requires26 a solid grounding in the best

tools, techniques, and information available.

Smith Acuña, (2012) suggests, practices and forms of

community engagement are a matter of the complex lived reality

of academic work. Dispositions shed light on how academics

understand their work, and thus, in turn, on the range of

approaches they take to engagement. Part of what qualifies

these dispositions, as discussed in the previous section and

in the extant literature, are factors such as rank,

experience, and discipline. But there is more to it than that,

as was evident in the narratives collected from our follow-up

interviews with survey respondents sampled from across

disciplinary areas and ranks.

The Perceived Impact of COVID-19 on Degree Completion and

Student Well-Being during COVID-19, more than 100 countries

implemented either nationwide or local “lock-down” measures at

least once. Such closures meant that face-to-face courses have

been transitioned to online learning Kwok et al., (2020). The

impact of COVID-19 on student life becomes significant. These

can be, for example, experiencing more workload, adapting

oneself to an online learning mode immediately, or moving back

to home without sufficient preparation but can also include

more worries due to uncertainty and fear of pandemic. In

addition, the impact of COVID-19 on each student varies. Some

27 connectivity; some do not have
students have limited access to

adequate IT equipment to attend online classes, and others

cannot afford the extra cost to improve their IT resources

UNESCO, (2020). Meanwhile, students' subjective socioeconomic

loss affects their life outcomes. In their study, Kohls et al.

(2020) argue that income changes during the pandemic affect

the levels of depressive symptoms. In other words,

socioeconomic loss leads to increasing stress. For instance,

many students rely on part-time jobs to gain their living

expenses, and due to the lockdown and economic crisis, they

either cannot get a renewed contract or they become

unemployed. Unemployment leads not only to earning loss, but

also to psychosocial asset loss, social withdrawal, and

psychological and physical well-being loss Brand, (2015). All

in all, the unavailable external resources can impact the

student learning experience, for example, interrupted

learning, lack of participation in in-class discussion,

absenteeism in class, and restraints to taking their final

exams, all of which can result in students accepting lower-

status jobs in order to survive. Additionally, some students

have also faced discrimination Hardinges, (2020) during COVID-

19, which may lead to mental health problems Kang et al.,

(2020). Students from minority groups (e.g., Asian students,

in particular the Chinese) have encountered social isolation

and stereotypes, which could impact their student experience

and job prospects.

Furthermore, the impact of the COVID-19 outbreak on the

world has been substantial. With insufficient knowledge of the

virus and no available vaccine for months, students may be

prone to develop more negative emotions. Prior studies have

shown that negative emotions have a critical impact on well-

being Gross, 2015; Puente-Martínez et al., (2018). Students

may experience real and potential loss of resources and a

mismatch between task demand at the universities and their

resource availability Hagger, (2015). With the increasing

negative emotions, their well-being could be affected as they

become more concerned about the impact of COVID-19 on their

studies.

We, therefore, predict that COVID-19 would lead to

students' negative well-being because students may experience

more stress related to uncertainties in their academic

success, negative economic impact, and lack of perceived

support Cao et al., (2020). Meanwhile, students would feel the

need to deploy more time and energy to protect themselves

against and recover from resource loss Hobfoll et al., (2018)

in order to avoid putting their well-being at risk. We propose

the following hypothesis: H1: The perceived impact of COVID-19

on student concerns for degree completion will negatively

predict levels of student well-being.

Political discourse and policy reforms worldwide have

highlighted the importance of promoting the knowledge economy

by stimulating academics’ societal engagement (ASE). Such

29
narratives partly aim at influencing academics’ attitudes and

behaviours. Schneider, J. W. (2016).

This Community Engagement Program Action Plan aims to

provide the integrative experience for Humanities and Social

Science (HUMSS) students as required in the course Community

Engagement, Solidarity and Citizenship. It also intends to

foster Grade 12 HUMSS students' sense of shared identity and

altruistic effort to help attain the common good of the

community. Furthermore, it aims to enable students to be

actively involved in community-action initiatives as guided by

the "core values of human rights, social justice, empowerment

and advocacy, gender equality and participatory development,"

Ascendens, (2017).

SYNTHESIS OF STATE-OF-THE-ART

All the foregoing studies reviewed were of great help in

amplifying and pointing out silent findings in terms of

acquisition of additional knowledge which were found

worthwhile and valuable to the present study. This information

of insights gathered from the previous writings and studies

made a noteworthy difference.

Specifically, the researcher was provided with sufficient

insights and comprehensive views with the contributions made

30
by the students of Genesis Colleges Incorporation as they put

great emphasis on their involvement to community action plan

as the resumption of F2F classes.

All previous researchers showed that each was different

from each other. In similar way, the present work was original

because it is the first study ever conducted.

 GAP BRIDGED BY THE STUDY

On the basis of the reviewed studies, the present study

is a modest attempt to fill the gap noted in the previous

studies. Although there have been a number of studies

presented, yet not one ventured on the current state of

Involvement of students to community action plan because it

varies. This was the apparent gap that this present research

addressed.

THEORETICAL FRAMEWORK

DEDUCTIVE 31 AXIOMATIC PHENOMENOLOG

CRITICAL THEORY THEORY THEORY ICAL THEORY
(BRAIN (WILLIAM (MOHAMMAD (YASER
HEAD,2008) RESH,2021) SWAPAN,2004) JAVIDI,2021)

Involvement to Community Action Plan of

Humanities and Social Sciences (HUMSS)
Students of Genesis Colleges
Incorporation as the Resumption of Face
 RESEARCHER’S THEORY ABOUT FACTORS AFFECTING THAT HINDERS

STUDENT’S INVOLVEMENT TO COMMUNITY ACTION PLAN

Some of the factors that can hinder student’s involvement to

community action plan are laziness, having zero interest in
engaging in one, no particular program that they can involve
and unawareness.

Figure 1. Theoretical Framework

The 4 theories that were gathered was all about the

factors that affect the involvement of the students to

community action plan. From the Critical Theory states that

some of the main explanations for this shift, including

international trends in governance and political economy; the

32
availability of improved communications technologies; the need

to share responsibility for resolving complex issues; and the

local politics of managing social, economic and environmental

projects. Deductive theory states that the recollections are

driven by their procedural environments, and tests whether

employees’ recollections interact with their perceptions of

red tape in affecting WFE. In axiomatic theory, the community

participation in planning within developing countries,

citizens' motivation and participation in planning projects

has remained consistently low. The paper examines reasons

behind low-level of participation in developing countries by

considering citizen and practitioners' perceptions. Public

participation has been considered as an important and key

issue in recent years in various fields. In other words, the

development of public participation at the international level

and its positive functions has caused public participation to

have appropriate capacities. Public participation means using

the capacities of individuals to develop a field or a program.

Public participation is the use of the financial, intellectual

and spiritual capacities of others to complete or develop

various activities. In the last few decades, due to the

increasing emphasis on the involvement of people in decision-

making and given the importance of public opinion in

development planning, the concept of public participation has

been considered.

This figure also shows that the researcher’s theory that

entail the possible factors that hinders the involvement of

student’s community action plan which are laziness, no

interest in engaging in one, no available program in their

community an unawareness.

CONCEPTUAL FRAMEWORK

INPUT PROCESS
 Legal Bases 1. Determining the performance of
(DepEd Order the respondents in terms of helping
No. 034, s. the community.
2022) OUTPUT
2. Distinguish the factors affecting
(National that hinders the student’s Involvement to Community
 FEEDBACK

It will evaluate if the involvement to community action plan of the

Grade 11 and 12 Humanities and Social Sciences (HUMSS) students of
Genesis Colleges Inc., Ocampo Branch ascends as the resumption of the
F2F classes.

Figure 2. Conceptual Framework

The study will have this concept of having input and

output process together with the feedback of the study.

34
Implying the Input with its legal basis, Review of Related

Literature, Theoretical Framework, Statistical Tools and

research questionnaires that will support the study. With the

5 processes that this study will be focusing, it will help to

achieve the goals of the study. Involvement of the student to

community action plan will be the output of this study

specifically a proposal for the community where they belong

and having the feedback that will entail the ascending level

of involvement of the students upon the resumption of F2F

classes to community action plan.

STATISTICAL TREATMENT

As soon as the researchers gathered data, they were

compiled, sorted, organized and tabulated. They were subject

to statistical treatment in order to answer the questions

proposed in the study. The statistical tools employed were

frequency distribution throughout the gathering of data.

A frequency distribution provides categorical information

on number of occurrences. Census data, such as average number

of children per household by state, represents an example of a

frequency distribution.

CHAPTER
35
3

RESEARCH DESIGN AND METHODOLOGY

This chapter contains all the methodologies that will be

use in the study. Comprising also the research purpose,

sampling techniques, respondents of the study, research

design, research instruments, procedures, data analysis and

sources of data.
METHODOLOGY

This chapter presents the method and procedures used

in gathering and interpreting the data needed for involvement

to community action plan of Humanities and Social Sciences

(HUMSS) Students of Genesis Colleges Incorporation, Ocampo

Branch as the resumption of Face to Face Classes. It aims

to know the effect of the resumption of face-to-face classes

of Genesis Colleges Inc. Humanities and Social Sciences

(HUMSS)and Social Sciences (HUMSS)students to their community

action plan. It will be possible by having the sampling method

and survey questionnaire to gather the data effectively.

RESEARCH DESIGN

The research design refers to the overall strategy that

you choose to integrate the different components of the study

in a coherent and logical way, thereby, ensuring you will

effectively address the research problem; it constitutes the

blueprint for the collection, measurement, and analysis of

data (Kirshenblatt- Gimblett, Barbara). It is the overall plan

for connecting the conceptual

36 research problems with the

pertinent (and achievable) empirical research. In other

words, the research design sets the procedure on the required

data, the methods to be applied to collect and analyse this

data, and how all of this is going to answer the research

question (Grey, 2014). As explained by Robson (2002), there

are three possible forms of research design: exploratory,

descriptive and explanatory. His base of classification relies

on the purpose of the research area as each design serves a

different end purpose.

RESEARCH PURPOSE

It aims to know the effect of the resumption of face-

to-face classes of Genesis Colleges Inc. Humanities and

Social Sciences (HUMSS)students to their community action plan

together with the factors that hinders them in involving in

community action plan and the possible community plan and

activities they want to implement.

SAMPLING TECHNIQUE

The respondents will be chosen using a purposive sampling

method. It is a form of non-probability sampling in which

researchers rely on their own judgment when choosing members of the

population to participate a certain survey. This research

purposively for the Humanities and Social Sciences

(HUMSS)students of Genesis Colleges Inc., Ocampo Branch. With

a sample of 35 students from Grade 11 and 12 will be taken.

37
In addition, using a self-developed survey questionnaire, the

study will perform a survey to collect the necessary data.

37

RESPONDENTS OF THE STUDY

The respondents of the study comprised approximately of

35 students. Comprising of 13 students from Grade 11 and 22

students from grade 12 of Genesis Colleges Incorporated.,

Ocampo Branch Humanities and Social Sciences (HUMSS)students.

THE RESEARCH INSTRUMENT

Data pertinent to the present study were gathered using a

questionnaire that contains 9 questions with 4 follow up

questions. In the table 5 indicators will be use enable to

determine the performance of the Humanities and Social Sciences

(HUMSS) students towards involving in a community action plan. With

the Likert scale which is a rating scale used to measure

opinions, attitudes, or behaviour. Very much involved, much

involved, involved, moderately involved and not at all are the

indicators to use in this study. The questionnaire will be

distributed to the Grade 11 and 12 Humanities and Social Sciences

(HUMSS)students of Genesis Colleges Incorporated. It can be a

personal and virtual survey.

RESEARCH PROCEDURES

38
Survey questionnaire will be used in this research.

Survey is the most fundamental tool for all qualitative

outcome research methodologies and studies. Surveys used to

ask questions to a sample of respondents, using various types

such as online polls, online surveys, paper questionnaires,

web-intercept surveys, etc. By conducting survey questionnaire

research, an organization can ask multiple survey questions,

collect data from a pool of students, and analyse this

collected data to produce numerical results. It is the first

step towards collecting data for any research. A number of 35

students from Grade 11 and 12 will be given a survey

questionnaire to find out their response about the resumption

of face-to-face classes in Grade 12 Humanities and Social

Sciences (HUMSS)students of Genesis Colleges Incorporated.

RESEARCH GATHERING

Gathering of data is one of the critical upon this will

be the data for the study will be coming from. This research

will be using a questionnaire survey to gather data.

DATA ANALYSIS

This study will have the

39 descriptive analysis of data.

Coming from the answers on the survey and all that research

instruments will fall on the description of the study to

analysing the data.

SOURCE OF DATA
 All data will be coming from the answers of the Humanities

and Social Sciences (HUMSS)students of Genesis Colleges Inc. as

they are the respondents for the whole study. After the

tabulation, it will entail if really the hypothesis is true or

the other way around.

STUDY PROCEDURE

Formulating research title.

Making request letter.

Selecting research design

and research instrument.

Formulating of survey
questionnaires for the
respondents.

5. Interpret the data

gathered.

7.Summary of the research 6.Present the result of the

findings, conclusions and study.
recommendations.

40

GANTT CHART
TASK NAME
Jan. Jan. Jan. Jan. Jan.
2023 2023 2023 2023 2023

1. Formulating research
title.
2. Making request letter.

3. Selecting research
design and research
instrument.

4. Formulating of survey
questionnaires for the
respondents.

5. Interpret the data

gathered.

6. Present the result of

the study.

7. Summary of the
research findings,
conclusions and
recommendations.

CHAPTER IV
41
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of

the result and responses by the respondents through an online

and personal survey using a questionnaire about the

involvement of the HUMSS Students of Genesis Colleges Inc. to

community engagement as the resumption of F2F classes.

 Table 1. Performance of the Students in terms of Helping

the Community

INDICATORS VERY MUCH INVOLVED MODERATELY NOT AT TOTAL

MUCH INVOLVED (I) INVOLVED ALL
INVOLVE (MI) (MDI) (NAA)
D
(VMI)
1. Have you been involved to 0 5 8 18 4 35
community action plan?
2. During pandemic, did you involve 0 6 14 10 5 35
yourself to any community
activities?
3. Did you get yourself involve in 0 1 17 14 3 35
community activities of your
barangay?

4. After pandemic, does it push you 0 2 18 12 3 35

to involve yourself more in
community activities?

5. As a HUMSS student, and as the 0 6 17 12 0 35

resumption of f2f classes, did you
get more involved in community
engagement plan?

Table 1 showed that Humanities and Social Sciences

(HUMSS)students of Genesis Colleges Inc. had not been very much

involved to a community action plan. They are majority

moderately involved to it as it entails the highest which is

42
18 in table. During the pandemic it doesn’t hinder them to

involve into an action plan which being involved on it with 14

points marks as the highest. They also involved themselves in

community activities in barangay as 17 students told that they

are involved, following of 12 students whom are moderately

involved. Still after the pandemic the table showed that most

of the students have involved themselves in community

activities as 18 as the highest marks that entails that they

involved. Lastly, as the resumption of F2F class Humanities and

Social Sciences (HUMSS)students have been involved to community

action plan prior to 6, 17, 12 standing without not much

involved and not at all.

Table 2. Factors the Hinders the Students to Involve in

Community Action Plan.

Factors that Hinder HUMSS Students to

Involve in Community Action Plan

11 lack of time
14 no interest
lazy
busy
3
7

Table 2 shows the factors that hinders

43 the students to involve

in a certain community action plan in their community.

Business is the most entailed factor that the study obtained.

Upon having a lot of things to do as a student, 14 students

answered business interconnected to the second one 11 students

 answered having lack of time as factor for the hindrances. 7

students for laziness and 3 students as they don’t have

interest in involving in any community action plan are the

remaining answer we have gathered.

Question Yes No Total

6. Did you choose HUMSS as strand for a reason 23 12 35

that you cared enough in community?

7. Do you promote engaging in community action 35 0 35

plan?

9. Did the resumption of F2F classes help you to 30 5 20

become more active in community action plan and

activities?

Table 3. Response of students for question No. 6, 7 and 9 in

the Question Survey

Table 3 shows that 23 Humanities and Social Sciences

(HUMSS)students chose HUMSS strand as they cared enough for the

community and the remaining 12 did not. Entails that all of

the respondents promote engaging in community action plan.

Most of all it proves that the resumption of F2F classes had

pushed them to become more active

44 in community action plan and

activities with 35 saying Yes and the remaining No answers

from 5 students.
Table 4. Community Action Plan that Students want to Implement

in the Community

Community Action Plan HUMSS Students

Want to Implement in the Community

1 1 1
3 segregation of waste
clean up drive
no cigarette smoking for minors
enhancing student's academic
17 performance
12 mental health awreness
Recreational Activity

Table 4 shows that most of the students have the same

ideas on what to implement in the community. Where 17 students

chose mental health awareness, 12 students want to enhance

student’s academic performance, 3 students for implementing

non cigarette smoking of minors and 2 other students left for

segregation of waste and performing of clean up drive.

CHAPTER
45 V
SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION

SUMMARY OF FINDINGS
All in all, this study found out that the involvement to
community action plan ascend or increases as the resumption of
F2F classes. The following result and findings are based on
the gathered data. It entails that;

1. The respondents have involved to community action

plan. With majority of them have been already involved and are
involving to community activities in their community and all
of them wants to promote involving in community action plan.

2.The factors that hinders them to engage in a certain

community action plan are busyness, lack of time, laziness and
having no interest in joining in one.

3. There are 23 students chose Humanities and Social Sciences

(HUMSS)as their strand because they consider in engaging in a
community action plan.

4. There are certain community action plan they want to

implement which are mental health awareness, enhancing
academic performances of students, clean up drive, non-
cigarette smoking for minors, segregation of waste and
implementing of clean up drive.

5. The factors that hinders them to engage in a certain

community action plan are busyness, lack of time, laziness and
having no interest in joining in one.

46
CONCLUSION
The researchers therefore arrived in the following
conclusion;
1.The performance of the respondents in terms of helping the
community is there. All of them promote community action plan,
they have been involved in community activities already even
before, during and after the pandemic. Not totally involved
but not also totally having zero passion to involve in one.
There are just factors that hinders them to actually put it
into action.

2. The factors that affecting the student’s involvement to

community action plan are busyness, lack of time, laziness and
having no interest in joining in one.

3. The respondents have chosen Humanities and Social sciences

(HUMSS) student as their strand as they have an idea and
consider in involving and engaging in a community action plan
and activities.

4.The level of community action plan of Humanities and Social

Sciences (HUMSS) students of Genesis Colleges Inc. of Ocampo
Branch ascend as the resumption of Face to face classes as its
majority answered that they have involve more upon the restart
of normal mode of learning.

5. There are an action plan that the Humanities and Social

Sciences (HUMSS)students want and willing to suggest and these
are; mental health awareness, enhancing academic performances
of students, clean up drive, non-cigarette smoking for minors,
segregation of waste and implementing of clean up drive.

RECOMMENDATION

47
Upon having this study together with the overall findings
and conclusion the researchers want to recommend;
1. Be observant. Look for the things that you can help and do
to your community. Do not just look for your needs but also
for others and for the whole community.

2. Be a student and a person who promotes community action

plan because it’s not just for the good of all but the traits
that will develop in you that soon will be a very great factor
in living in the real world. Make time to involve in one.
Avoid laziness, lack of time and being uninterested in a
helpful growth of service-learning.

3. Consider the special subject of the strand you want to

choose. Just like Humanities and Social Sciences (HUMSS)strand
one of the cores of having this strand is the involvement to
community action plan of students. Have an overview in order
for you to get ready for possible practicality of the choices
you will be choosing. It should be aligned with your passion.

4. Natural disaster cannot really hinder someone to promote

common good. After the modular learning and the resumption of
F2F classes the respondents turn it for good. Where they push
themselves to engage more in a community action plan as they
saw the community needs it more. They have improved and assess
what’s happening in the community.

5.Create a specific action plan that will help the community.

The 5 specific action plan including mental health awareness,
enhancing academic performances of students, clean up drive,
non-cigarette smoking for minors, segregation of waste.
mental health awareness, enhancing academic performances of
students, clean up drive, non-cigarette smoking for minors,
48
segregation of waste and implementing of clean up drive.
 RECOMMENDATION FOR FUTURE STUDY

48 involvement of the students in

This study highlights the
community action plan as the resumption of F2F classes. This
study can be more widen into larger and specific area of
interest about engaging in community action plan. This study
only focuses on the factors which negatively affect the
involvement of the students to community action plan. It can
focus more on the factors which are positive and will that
push a certain people to a community action plan not just the
hindrance but more on positive outlook. It can also be the
steps that they can take on to have that passion and decision
to involve in a community action plan for it really will
impact other people, the whole community and most importantly
you yourself as a person living in a community. This study
only focuses on the Humanities and Social Sciences (HUMSS)
students that’s why it for future studies other strand can be focus
also not just Humanities and Social Sciences (HUMSS). This study can
be broadened and create a big impact to others life as we continue
to unlock the issues in connection in engaging on community action
plan.
 49

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51
 PERMIT TO CONDUCT STUDY

52 December 17, 2022

ELEONOR M.IRAULA,PH.D

School Principal

Genesis Colleges, INC.

San Francisco, Ocampo, Camarines Sur

Maam,

Good day!

We, the Grade 12 Humanities and Social Sciences Students

(HUMSS) Ta study entitled “Involvement to Community Action

Plan of Grade 12 Humanities and Social Sciences (HUMSS)

Student of Genesis Colleges Incorporation as the Resumption of

Face to Face Classes” among the Grade 12 Humanities and Social

Sciences Students. This survey will last for 5-10 minutes,

rest assured that the data gathered will remain confidential

and for academic purposes only.

After the data have been analyzed you will receive a copy

of the executive summary. If you would be interested in

greater detail, an electronic copy (e.g, pdf) of the entire

thesis can be made available to you.

Your approval to conduct this study will be greatly

appreciated. Thank you in advance for you interest and

53
assistance with this research.

Noted

by:

JEMIMAH I. CORPORAL

Subject Teacher

Respectfully yours,
ARABELLA P. ASOR
Researcher
 LETTER OF THE RESEARCHER TO THE RESPONDENT
54

Dear Respondent:

We are Grade 12 students HUMSS Students from Genesis

Colleges Inc. of Ocampo, Camarines Sur taking Inquiries,

Investigation and Immersion – Qualitative Research. As a

requirement for our subject, we are currently conducting a

research study entitled “Involvement to Community Action Plan

of Humanities and Social Sciences (HUMSS) Students of Genesis

Colleges Incorporation as the Resumption of Face to Face

Classes.”

With your related knowledge and experience, we would like

to request you to be one of our respondents in our study. We

hope that you will take time answering the questions honestly.

Rest assured that all data gathered will be treated with

utmost confidentiality and will be used for academic purposes

only.

Thank you for your support and cooperation.

Truly yours,

Researcher
 55

QUESTIONNAIRE

Research-Made Questionnaire on Involvement to Community Action Plan of Grade 12 Humanities and

Social Sciences (HUMSS) Student of Genesis Colleges Incorporation as the Resumption of Face to Face
Classes.

NAME: _______________________________________
(optional)

Direction: Put a check (/) and rate yourself honestly based on the level of your involvement on community action
plan in your barangay.

INDICATORS VERY MUCH MUCH INVOLVED MODERATELY NOT AT ALL

INVOLVED INVOLVED (I) INVOLVED (NAA)
(VMI) (MI) (MDI)
1. Have you been involved to
community action plan?
2. During pandemic, did you involve
yourself to any community activities?

3. Did you get yourself involve in

community activities of your
barangay?

4. After pandemic, does it push you to

involve yourself more in community
activities?

5. As a HUMSS student, and as the

resumption of f2f classes, did you get
more involved in community
engagement plan?

FOLLOW UP QUESTIONS:

6. Did you choose HUMSS as a strand for a reason that you cared enough in our community?
7. Do you promote engaging in community action plan?

8. What are the things or community action plan that you want to implement in your community?

9.Did the resumption of F2F classes help you to become more active in community plan and activities?

10. What are the factors that hinder you from joining community action plan?

LIST OF TABLES
56

Table
1. Performance of the Students in terms of Helping the
Community
2. Factors the Hinders the Students to Involve in Community
Action Plan.
3. Response of students for question No. 6, 7 and 9 in the

Question Survey

4. Community Action Plan that Students want to Implement in

the Community

LIST OF FIGURES
Figure
1. The theoretical framework
2. The conceptual framework
3. Performance of the Students in terms of Helping the
Community
4. Factors the Hinders the Students to Involve in Community
Action Plan.
5. Response of students for question No. 6, 7 and 9 in the

Question Survey

6. Community Action Plan that Students want to Implement in

the Community
57