Concept Paper

TABLE OF CONTENTS
Introduction………………………………………….……….…….... 1
Background of the study…………………….……………...2
Preliminary Literature Review………….……….………3
Statement of the Problem………………….……………...4
Methodology……………………………………….………………..4
Timeline……………………………………………………….………..5
References…………………………………………………………...5
MAHAYAG SCHOOL OF ARTS AND TRADE
POBLACION MAHAYAG ZAMBOANGA DEL SUR
GRADE 11 MSAT STUDENTS PERFORMANCE

IN FACE-TO-FACE CLASSES VERSUS
ONLINE/BLENDED LEARNING
Submitted to:
Christine R. Dela Cruz
By:
Limutan, Gerah Liza B.
Peregrino, Jenny L.
Motios, Janice T.
Amdon, Glecyl T.
Fronda, Joshcelo
Dago-oc, Jonard
November 2022
INTRODUCTION
The COVID-19 pandemic urges government officials to implement
extreme protocols such as lock-downs that lead to the closure of
establishments and schools to limit or control its transmission. As a result,
they stop the face-to-face classes and established the blended learning.
Face-to-face classes are the traditional form where there is a physical
interaction with the students and teachers. Blended/online learning is an
alternative form where students and teachers do not meet physically, and
learning commences is through self-directed learning.Their similarities mainly
focus on the learning's or the knowledge acquired, while the differences
emphasize their pros and cons towards the ways of how they executed them.
BACKGROUND OF THE STUDY
During the first half of 2020, the world was challenged by the corona
virus pandemic on an unprecedented scale. In response, many people
adopted the practice of social distancing, and schools suspended classes and
activities, which gives a big impact to the students as well as to the teachers.
The purpose of this study was to determine whether or not there are
differences in academic achievement between blended and face-to-face
learning. The risk of the Covid-19 pandemic leading to MCO (Movement
Control Order) last March 2020 made history on MCO 2.0, forcing online
teaching and learning sessions to continue in institutions of higher learning for
the new semester of 2021.
Online teaching and learning have their own issues such as an
unconducive student environment, student commitment to online learning,

insufficient internet facilities and devices, problems with effectiveness in
teaching and learning delivery, problems with lecturers' digital device skills as
well as a lack of cooperation between students and parents. These difficulties
might have an indirect impact on students' academic performance.According
to Kok (2021), the implementation of face-to-face teaching and learning, as
opposed to online, is the focus of student choice during the Covid-19
epidemic. As stated by Kok (2021), students' readiness for online learning is
moderate. Agustin et al. (2020) found out that students prefer face-to-face
learning over online learning, especially when there are some limits
encountered by students during the learning process while using the Whats
App application.
PRELIMINARY LITERATURE REVIEW
The purpose of this literature review is to provide the reader on the
information on the Academic Difference of Students from the blended learning
to the return of face-to-face classes.
Distance learning programs like blended can reach large audiences
at long distances and can increase enrollments (Farrior & Gallagher, 2000).
Investigators have explored many aspects of distance learning environments
and have researched many of the issues that should be considered when
using distance learning as a means of educational delivery. Crowley et al.
(1999) found that there were administration issues, technology issues, and
communication issues. Miller and King (2003) found that there were low
completion rates with distance education students, with as many as one-third

of the students dropping-out before completing the class. The high dropout
rate was attributed to “lack of feedback; feelings of isolation; frustrations with
the technology; anxiety; and confusion” (p. 286). Cuellar (2002) found that the
cons of on-line courses were increased time commitment, cost, and lack of
support for online learning and teaching. However, Cuellar also identified
many positive outcomes, such as, increased flexibility, no geographical
barriers, personalized learning, and collaboration and interactions among
students.
Based on the study of Fatih and Hafize (2008), the level of
achievement of students who take online classes is better when compared to
the face-to-face method. The findings of the study were obtained using the
Man-Whitney U Test in which achievement scores for both learning methods
were considered. A study by Suzanne and Heather (2014) also discovered
that online learning was more satisfying than face-to-face learning. Chalerm et
al (2020) conducted a similar study, which evaluated the test scores of
students who have taken online and offline tests. The findings indicated a
significant difference in scores between the two approaches, with the online
examination scoring significantly higher. They also proposed that more
studies need to be done to discover new effects and assessments to maintain
the level of knowledge in the long term.

STATEMENT OF THE PROBLEM
This study aims to determine the difference of performance of the
Grade 11 MSAT Student from the modular learning to face-to-face learning.
And it sought to answer the following query:
1. What is the academic performances of the grade 11 MSAT students
during the blended learning and after the return of face-to-face classes?
2. Is there a significant difference on the academic performances of the
students before and after the lock-downs?
3. How did the corona virus affects the performances of the grade 11
students?
METHODOLOGY
The researchers will provide a letter to be approved by our principal.
If the principal approves our study, we the researchers will automatically
conduct our survey to the Grade 11 MSAT students to gather the needed
data. After gathering data, the researchers will analyze the data for the
interpretation. And after analyzing the data, the researchers will discuss the
results.
TIMELINE
The table below is the proposed timeline of the study.
Title 3 days
Introduction 3 days
Preliminary Literature Review 1 week
Statement of the Problem/Objective 4 days
Methodology 1 week
Timeline 2 days
References 1 day
REFERENCES
https://www.studocu.com/ph/document/angeles-university-foundation/medical-
laboratory-science/face-to-face-classes-versus-modular-distance-learning-
compare-and-contrast/19107659
https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-021-02575-
https://hrmars.com/papers_submitted/13273/a-comparison-of-student-
performance-in-online-and-face-to-face-learning-for-statistics-subject.pdf

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TABLE OF CONTENTS

Background of the study…………………….……………...2

Preliminary Literature Review………….……….………3

Statement of the Problem………………….……………...4

POBLACION MAHAYAG ZAMBOANGA DEL SUR

GRADE 11 MSAT STUDENTS PERFORMANCE

Christine R. Dela Cruz

The COVID-19 pandemic urges government officials to implement

extreme protocols such as lock-downs that lead to the closure of

establishments and schools to limit or control its transmission. As a result,

Face-to-face classes are the traditional form where there is a physical

interaction with the students and teachers. Blended/online learning is an

learning commences is through self-directed learning.Their similarities mainly

focus on the learning's or the knowledge acquired, while the differences

BACKGROUND OF THE STUDY

virus pandemic on an unprecedented scale. In response, many people

differences in academic achievement between blended and face-to-face

learning. The risk of the Covid-19 pandemic leading to MCO (Movement

teaching and learning sessions to continue in institutions of higher learning for

the new semester of 2021.

Online teaching and learning have their own issues such as an

unconducive student environment, student commitment to online learning,

well as a lack of cooperation between students and parents. These difficulties

might have an indirect impact on students' academic performance.According

to Kok (2021), the implementation of face-to-face teaching and learning, as

opposed to online, is the focus of student choice during the Covid-19

epidemic. As stated by Kok (2021), students' readiness for online learning is

PRELIMINARY LITERATURE REVIEW

The purpose of this literature review is to provide the reader on the

information on the Academic Difference of Students from the blended learning

to the return of face-to-face classes.

Distance learning programs like blended can reach large audiences

Investigators have explored many aspects of distance learning environments

using distance learning as a means of educational delivery. Crowley et al.

completion rates with distance education students, with as many as one-third

rate was attributed to “lack of feedback; feelings of isolation; frustrations with

many positive outcomes, such as, increased flexibility, no geographical

barriers, personalized learning, and collaboration and interactions among

Based on the study of Fatih and Hafize (2008), the level of

achievement of students who take online classes is better when compared to

Man-Whitney U Test in which achievement scores for both learning methods

were considered. A study by Suzanne and Heather (2014) also discovered

al (2020) conducted a similar study, which evaluated the test scores of

examination scoring significantly higher. They also proposed that more

studies need to be done to discover new effects and assessments to maintain

the level of knowledge in the long term.

This study aims to determine the difference of performance of the

Grade 11 MSAT Student from the modular learning to face-to-face learning.

And it sought to answer the following query:

1. What is the academic performances of the grade 11 MSAT students

2. Is there a significant difference on the academic performances of the

students before and after the lock-downs?

The researchers will provide a letter to be approved by our principal.

If the principal approves our study, we the researchers will automatically

The table below is the proposed timeline of the study.

Preliminary Literature Review 1 week

Statement of the Problem/Objective 4 days

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