i

STUDENT READINESS FOR FACE TO FACE CLASSES AND PREFERRED

MODE OF LEARNING

A Research Proposal
Presented to the Faculty of
VMA Global College and Training Centers, Inc.
Sum-ag, Bacolod City

In Partial Fulfillment
Of the Requirements for the Degree
Bachelor of Science in Marine Engineering

Alit, Kim C.
Elardo, Jay Mark S.
Lapac, Alfe A.
Layan, John Mark E.
Malunes, Kyle Fragee C.
Regodos, Jan Micheal S.
Templado, Keir B.

May, 2022
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Approval sheet

Acknowledgment
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The researchers would like to thank their Research Instructor Ms. Veronica Jireh

De Asis for her unending support and for teaching the Researchers how to make a

Research Study, and for being there when the researchers needed guidance in the making

of their study to completing their Thesis Defense. Also, the researchers are very much

thankful to their Research Adviser, Ms.Jimema C. Dueñas, LPT for her remarkable

assistance, untiring support and patience before, during, and after the conduct of the

study. Her guidance helped the researchers to enhance more their study.

The researchers would like to thank the panels, Mr. Elmer John Basa, MAEd, Mr.

Jose Batuigas, MAEd, who exerted their efforts and shared their expertise to help the

researchers improve their study.

The researchers would like to thank their validators, Ms. April, Berio, LPT,

MAEd Ms. April, Joy V. Santillan, LPT, and Mr. Romy Jade Q. Enopre, LPT, for their

assistance on validating the research questionnaire and giving suggestions to make our

survey questionnaire more understandable.

The researchers would like to thank their statistician for helping them to get the

result they needed for their study and their grammarian for making their paper more

organized and understandable to the readers, and for checking and correcting their study.

The researchers would like to thank their friends for their moral support,

spiritually, and emotionally, for giving a boost to the researchers to do their best. Their
 iii

consistent love, care, and support helped the researchers to overcome all the challenges

during the making of the study.

The researchers are truly grateful to their family, for being a big help to the

Researchers financially, emotionally and spiritually. Their love, encouragement and

advices motivate the researchers to do more. The researchers’ family has been a very

important role during their research study. This study would not be possible without the

help and support of their family.

Lastly, the researchers would like to thank the Almighty God for His abundant

grace and blessings to the researchers. For the gift of knowledge, understanding and

giving them the strength to overcome all the hardships while making and defending their

study. Without His grace, the researchers would not be able to survive the whole process

of the study making.

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ABSTRACT

The survey assessed the student’s readiness level and Preferred mode of learning. It
employed a descriptive study design. The respondents of the study were 1 st year to 3rd
year Bachelor of Science in Marine Engineering students enrolled in 1st semester of
academic year 2022-2023, at VMA Global College and Training Center, Inc. Descriptive-
research design was used. Frequency and percentage and mean was used as statistical
tools to analyze the data. Total of 226 students participated in this study, which was
conducted face to face with the use of google form. Results showed that students had
moderately ready for their readiness towards face to face classes and they are highly
preferred for face to face classes There is no significant difference on the factors of
school work productivity of the Maritime students when taken as a whole and grouped
according to program and socio economic status. This study is beneficial to School
Administrators, Teachers, Parents, Maritime Students and Future Researcher. The
outcome for this research will basis for recommendations to the school administrators.

Keywords: Student Readiness For Face To Face Classes And Preferred Mode Of
Learning , Descriptive, VMA Global College and Training Centers, Inc., Bacolod City,
Philippines, Asia
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TABLE OF CONTENTS

Page

TITLE PAGE………………………………………………………………… i

APROVAL SHEETS………………………………………………………… ii

ACKNOWLEDGEMENT…………………………………………………… iii

ABSTRACT………………………………………………………………..... v

LIST OF TABLE…………………………………………………………… viii

LIST OF FIGURES………………………………………………………… ix

INTRODUCTION………………………………………………………… 1

1.1 Background of the Study ………………………………………………….1

1.2 Statement of the Problem…………………………………………………..3

1.3 Hypothesis…………………………………………………………………4

1.4 Theoretical Framework

1.4.1 Educational Productivity Theory………………………………..4

1.5 Conceptual Framework

1.5.1 Conceptual Model……………………………………………….6

1.6 Scope of the Study ………………………………………………………..6

1.7 Significant of the Study ……………………………………………….….7

1.8 Definition of Terms ……………………………………………………….8

1.9 Review of Related Literature

1.9.1 School work Productivity……………………………………….10

METHODS

2.0 Research Design ………………………………………………………….25

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2.1 Respondents of the Study ………………………………………………...26

2.2 Research Instrument ……………………………………………………...26

2.3 Data Gathering Procedure……………………………………… 27

2.4 Statistical Treatment ………………………………………….... 27

2.5 Ethical Considerations …………………………………………. 28

RESULTS AND DISCUSSION……………………………………………. 29

CONCLUSION

Recommendations…………………………………………………………... 36

REFERENCES……………………………………………………………… 38

APPENDICES

Appendix A: Survey Questionnaire ……………………………………….. 42

Appendix B: Validity Results………………………………………… 46

Appendix C: Reliability Results………………………………………… 48

Appendix D: Research Informed Consent……………………………… 49

Appendix E: Letters to Validators……………………………………… 57

Appendix F: Receiving copies of letter to each Class Adviser ………… 60

Appendix G: Accomplished Certificate to Conduct Study ………… 72

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LIST OF TABLES

Table Page

1 Distribution of the respondents……………………………………………. 26

2 Profile of the respondents ………………………………………………..... 30

3. Readiness for Face To Face Classes

4. Preferred Mode of Learning

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LIST OF FIGURES

Figure
Page

1 Conceptual Model……………………………………… 6
ix
 1

INTRODUCTION

Background of the Study

The actual classroom instructions were the very foundation of learning throughout

the world. Students used to acquire knowledge and understanding through teachers’

instructions like summative tests, quizzes, practical application and other education

related activities. As the Pandemic started to hit during the year 2019, one of the most

affected is the education industry. The mode of instructions shifted into online, modular

and blended learning for the students. For almost 2 years it has been the trend of the

teaching and learning process. For the reopening of the face-to-face classes, it is a great

challenge for the learners to bring back the used instructions.

The readiness of the students for the face-to-face classes depends upon their

response to start actual learning instructions. According to the study of Guansi, et.al.

(2020) most of the college students prefer printed modules together with scheduled face-

to-face classes of the teacher as it would be helpful for the overall academic performance.

It indicates that students favor the process by which the teachers deliver the lessons in

actual presentation. In the second rank, some students prefer learning through printed

materials yet with a rigid explanation of the teachers online. What matters most to them is

the explanation of the teachers about the lessons for them to have a deeper understanding

of the given subject. Also, there are some students who prefer to have actual interaction

in the four corners of the classroom for them to cope with the discussions. This results

simply implies that students’ readiness directly affects the performance over the mode of

learning
 2

being imposed. Organization of teachers approach still the suited instructions for students

together with the interactions and proper execution in the classroom.

Based on the study of Cho and Kim (2018) interaction of students and teachers

was a bit high for online learning, while the satisfaction of the learners through face-to-

face instructions was higher. The learning satisfaction of the students were dependent

upon the type of learning being taught, specifically in actual classroom setting wherein

the readiness and teacher-student interactions were reasonable. Through the resumption

of face-to-face classes in our country, school administrators must impose approaches to

cover the gap of learning process during the online classes. The teachers’ execution of the

lessons for the actual classes must be easily digested by the learners, so that the

acquisition of knowledge and understanding will meet the expectation on the part of the

students.

Since the education industry around the world was severely changed due to the

pandemic, by the reopening of face-to-face classes students must prepare for adopting

into the old classroom set-ups. It was to measure their level of readiness towards the

process. A lot of changes were observed like the mode of instructions, interactions and

responses of the students in the teaching process. Another shift occurred, from online or

blended learning to the in-person delivering of the lessons signifies the important role of

the teachers towards the continued growth of the learners. Though online or blended

learning provides flexibility through accessibility of the materials needed and a privilege

to study at the scheduled time Birbal, R. et al.

According to the joint memorandum circular of Commission on Higher Education

(CHED) and Department of Health (DOH) (2021) all State Universities and Colleges,
 3

Local Universities and Colleges, and Private HEIs which includes all their campuses and

branches may implement the limited face-to-face classes wherein there should be no

objection from the Local Government Unit. All HEIs located in provinces, independent

component cities and highly urbanized cities which are under Alert level 1 can have the

full outdoor and indoor venue capacity. Thus, there should be a self-assessment for the

HEIs for the compliance with the joint memorandum. Also, HEIs must comply with the

policies of IATF for the minimum public health standards and other COVID-19 health

related protocols. In connection with the joint memorandum, the VMA Global College

and Training Centers, Inc. was granted by CHED to conduct a limited face-to-face class

for some offered courses as for the completion of the requirements being imposed by the

institution. The full implementation of the said memo was followed from the strict

guidelines and other health protocols from the concerned government agencies

Although there have been a lot of existing studies regarding the students readiness

and the preferred mode learning of the students, no study has ever focused on Maritime

student as the respondents of their study.In this line, the purpose of this study is to

determine how individuals, specifically students, prepare for face-to-face instruction and

their preferred learning style while enrolled in an e-learning program. The setting of this

study refers to a particular school, the VMA Global College, where marine engineering

students competed to be among the honorees. The gap must addressed the student’s

readiness and the preferred mode learning of the students. One of the issues that the

researchers hope how the students prepare in the face to face classes and the mode of

learning they prefer. Furthermore, the researchers suggest that through the school

administration conducted a survey about the students preferred mode of learning.

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Statement of the Problem

This study aimed to determine the readiness level of 1 st year to 3rd year BS Marine

Engineering students for face-to-face classes and their preferred mode of learning in

VMA Global College and Training Center, Inc. for the 1 st semester of academic year

2022-2023.

Specifically, this study sought to answer the following questions:

1. What is the profile of the respondents in terms of:

a. Year Level

2. What is the readiness level of the respondents for face-to-face classes?

3. What are the preferred modes of learning of the respondents?

Theoretical Framework

The theoretical framework used in the study. It adapted the complex adapted blended

learning system that was proposed by Wang et., al (2015). In this theory it composed of

six (6) elements that acts integral part in the readiness of the students to face-to-face

mode of learning. The learner adapts to the newly introduce ways of learning. The

teachers are involved in delivering or enabling the students to adapt in the introduced

process of teaching-learning. They will adapt to the pedagogies necessary for face-to-face

learning and preparing the students to adapt to the new approach. Furthermore, the

contents are the subject matter or materials used to let the learners engage in the learning

process. The support to learning process describes the different ways on how to assist the

learners in terms of technology, materials needed and other aspects that will help the
 5

learners in adapting into new learning scheme. The technology serves a huge part in

delivering other instructions needed by the learner. In the limited face-to-face learning,

students were required to access other documents and requirements through the use of

technology. It plays an important part for learners and teachers in both aspect of teaching-

learning process. Lastly is the institution, it is needed in the overall learning of the

students which includes the buildings, infrastructures and other components of the

institution necessary in delivering the learning of the appropriate knowledge acquisition.

This study is anchored by ____ developed by ____ in the year ___. It states that

Readiness, which is extremely important in the education-instruction process, is a

significant input for the learning- teaching system (Bloom, 1995). Change in behavior of

the learner is based on the readiness of the student. Today, both learning and teaching

could be conducted in online media as well. These settings are different from the ones

where education is conducted face to face for both the students and teachers. The factor

of readiness to teach for the teacher and to learn for the Learner should not be ignored in

this different medium. Thus, readiness for online learning is expressed as time

management, self-guidance skill, which is in the nature of online learning, adopting the

internal resources of motivation, recognition of personal learning style, and experiences

(Smith, Murphy, & Mahoney 2003). For students to benefit from online learning settings,

they should possess online readiness. Thus, Borotis and Polymenakou (2004) defined

online readiness as “being mentally and physically ready for certain online learning

experience and actions,” while it was defined as the capacity to follow up the

opportunities that facilitate the use of e-resources such as Internet by Choucri et al.

(2003). Previous studies considered online learning readiness from different perspectives.
 6

Warner, Christie, and Choy (1998) made a three-way definition of the concept of online

learning readiness: (1) The mode of education that students prefer to the face to face

education, (2) Efficacies of students to utilize Internet and computer-aided

communications for learning, (3) The skill to participate in independent learning.

Conceptual Framework

This framework represents the Students Readiness for Face to face classes and Preferred

mode of learning of Marine Engineering Students of VMA Global College. This

relationship between the respondent’s profile and their level of students' readiness and

level of preferred mode of learning was established to determine the implication that can

be derived from their level. This is also to identify whether there are differences in their

respective responses when they are grouped according to the identified variable stated

below:
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Scope of the Study

The study was focused on the readiness level for face-to-face classes and

preferred mode of learning of 1st to 3rd year Bachelor of Science in Marine Engineering

students that are respondents of the study. This was conducted in the VMA Global

College and Training Center Inc. – College of Maritime Studies. The researcher used

adapted and modified questionnaires from Guansi et al (2020) entitled Student Readiness

for Face to Face Classes and Preferred mode of learning was utilized to gather the needed

data for the acquisition of the research. The researchers suggest that through the school

administration conducted a survey about the students preferred mode of learning.

Significance of the Study

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The result of the study is deemed beneficial to the following:

School Administrators. This study was beneficial for the school administrators

as it served as their measurement of the level of readiness of a specific group of students.

It also led them to administer the needs of the students in face-to-face instructions.

Teachers. The result of the study was to enlighten the teachers for the preparation

of the face-to-face classes. It served as their guide for the proper approach that was

needed by the students to easily adopt in the resumption of face-to-face classes.

Parents. This study will help the parents of the students to internalize the level of

readiness they perceive in face-to-face classes. Through the gathered information, they

assessed how the student’s readiness for actual classes affected them academically.

Maritime Students. This study helped the students to be aware of the importance

of face-to-face classes to their study. By determining the level of readiness for the actual

classes, it will bring comparison of the online learning to actual mode of instructions.

Future Researchers. The result of the study can provide some insight on future

researchers who are concerned with the same topic. It was contributed as a tool for the

source of information.

Definition of Terms

The following definitions of words are offered as they were used in this study to

assist readers with an appropriate understanding and interpretation of some terminology

in this research study.

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Student Readiness. Conceptually, defining Student readiness means that a student has an

open mind and willingness to learn in addition to the necessarily basic skills that will

allow them to learn the course material with confidence.

Operationally, it refers to the student how they adopt the face to face classes.

Preferred mode learning. Conceptually, it refers to Students having different

approaches to how they interpret information, which is referred to as “preferred learning

modes” in the model. Visual learning style prefers images, maps, and graphic organizers

to access and understand new information.

Operationally, define as a skills and how they handle their mode of learning

Learning Strategies. Conceptually, A learning strategy is an individual's way of

organizing and using a particular set of skills in order to learn content or accomplish

other tasks more effectively and efficiently in school as well as in non-academic settings

(Schumaker & Deshler, 1992).

Operationally. It refers to how students engage their learning skills.

Review of Related Literature

This Chapter provides a better understanding of the related literature, studies and

ideas regarding the study undertaken by the researchers. This will serve as a guidance and

assistance which could also help researchers in creating this study.

Readiness Level for Face to Face Classes.

The readiness for face-to-face classes of the students means more physical

interactions throughout the learning process. According to Study International (2020)

majority of the international students are determined to begin the actual classes wherein
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more half of the gathered respondents were willing to start the on-campus study. From

the gathered data 44% of the students are willing to wait for three months before the face-

to-face transition, 16% those willing for six months and 5% for those willing to wait for a

year. Also as stated in the study for those institutions who rely more students who started

their studies last 2021, the continuous increase of the students in the survey are expected

to start their studies face-to-face for about 80% of the respondents.

Based on the study of Taye et., al. (2021) the readiness of adapting to the new normal

was insufficient. The readiness and intentions of the students for new normal adaptation

is poor, which reported that some students don’t have smartphones needed for the

blended class. There were identified barriers that prevented the adaptation of blended

learning routine. The main reasons for the unreadiness of the students are the poor and

shortage of supplies and personal perception of non-risk of pandemic.

Furthermore, from the study of Sewang and Aswad (2021) emphasized that the parents of

the students were ready for the face-to-face instructions necessary for children at school

premises. While the students were reportedly not following the health protocols needed in

the new normal set-up of learning.

Geng et., al. (2019) recorded those students who are much ready for online approach,

understand also offline outline of course and are aware enough of the presence of

teaching design. Also, the results of the study implies that designers of course should

additionally consider readiness in technology together with the adaptation of blended

learning for effective delivering of teaching.

In the Philippine setting, students’ readiness for face-to-face were observed based on the

pilot implementation of it. According to the study of Guansi et. al., (2020) of the
 11

student’s readiness of new normal learning from Baguio City and Benguet Province

wherein the respondents were college students, mostly of them preferred printed modules

with face-to-face scheduled classes by the teachers. The actual classes are for the

interactions towards the learning process where students usually learn from the in-person

instructions of the teachers. This implies that the level of readiness among college

students in the said location is higher compared to online learning.

Some aspects of the new normal way of learning actually affect the teachers’ way of

teaching. Based on Dollente and Tan (2021) before the full implementation of blended

learning, schools already provided seminars and training for the development of the

teaching process through the use of different instructions. This brought awareness to the

majority that the teachers in these present situations have been equipped with skills

necessary for the delivering of teaching-learning process.

The approval of President Rodrigo Duterte on the expansion of face-to-face classes was

made possible based on the recommendations of the Department of Education dated

February 22, 2022. There were guidelines and health protocols to be followed in

accordance to the directives of the Education Secretary which the implementation was

dependent upon the alert level of a specific place (Department of Education, 2022).

Angara (2021) said in his article that the continuous limited face-to-face resumptions can

ease the burden of both parents and students in online based education. The teachers who

showed hard work during the time of the pandemic were relieved when the time came to

enter the four corners of the classroom again.

Preferred Mode of Learning.

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Meyer (2021) noted that the majority of the students prefer face-to-face set-ups.

The findings also suggest the instructors deliver both actual and online instructions but

with thorough exploration with face-to-face set-ups. In addition, brainstorming of

different ideas may be better in actual setting yet evaluating and analyzing ideas are

better in online set-ups.

Gherhes et. al., (2021) emphasizes in their study of the students’ preferences on face-to-

face and e-learning that most of the respondents preferred actual learning instructions

compared to online learning. The result indicates the fact that more than half of the

students’ responses wanted to return for the classic teaching-learning formation after the

end of the pandemic. The desire for face-to-face instructions is stronger for those students

who benefited and learned a lot during the actual instructions. This statement presents a

greater readiness of the students to undergo the classical form of instructions that has a

higher influence on their learning process.

From meta-analysis of Means et., al. (2013) it demonstrates that online mode of learning

was recorded to be equal to face-to-face mode of instructions’ effectiveness and blended

approach were greater effectivity on face-to-face learning. In Nigeria, Satrianta (2021)

noted that the readiness of the learners in achieving learning is high and exclusively

female students exhibit greater readiness than male. While Pearcy (2009) considered

face-to-face instructions of the students were higher for about 95% of the total number of

learners. The success of actual courses was due to the delivering of the teacher. The

different styles of the teacher used in the teaching process were specifically mentioned in

the study.
 13

Thus, the disadvantage of homeschool was recorded according to Idris et., al. (2021)

home schooling brought so many distractions to the students which made them feel

uncertain for the examinations, and laboratory acquisition of skills may cause

impairment. Furthermore, online mode of instructions may be beneficial at exploration of

options but found to have difficulties in maintaining proper questions and fairness of

every assessment.

Based on the literature report noted by Stern (n,d) the students who are traditionally intact

with the actual mode of instructions believe that face-to-face learning made them learn

more at specific subject matter but also embraced the online modality for some reasons.

In addition, Prijambodo and Lie (2021) when it comes to teaching styles the teachers

were not directly affected by the abrupt changes in approach. Thus, it continues to

promote the teacher-centered approach which may have a huge effect on the students’

adaptation of the new normal.

Callo and Yazon (2020) identified some hindrances brought about by the online learning

which includes inaccessibility of the students and teachers for laptops or personal

computers wherein it blocks the task when asked to do. Institutions must take into

consideration the different conditions or accessibility of the devices needed. Through this

result limited face-to-face were suggested by the implementing bodies of the government.

Montemayos (2021) indicates that the pilot limited face-to-face serves as the first stage in

taking an action for the management and minimizing risk of pandemic at school set-ups.

This can be an application for the actual expansion of learning areas in school premises.

Gopez (2021) emphasized the cooperation of Higher Education Institutions together with

the LGUs with a contingency plan for the reopening of limited actual classes. There are a
 14

specific number of students allowed for the said plan. The guidelines for health protocols

must be followed which includes body temperature, physical distancing and other

precautionary measures to ensure safety among students.

According to an article in Business Mirror (2022) the face-to-face mode of learning is

better from the online instructions based from the researchers from Stanford the actual

interaction produces happier brains. The classroom setting enables the teachers to manage

the topics appropriately and not need to compress all the topics in modules. Going to

class with actual interaction with the teacher is much more lively for the learners than

reading and answering lots of modules. In classroom set-ups, the students grow

comfortable enough to participate inside the classroom.

Based on the approved memorandum of the DOH and DepEd the University of the

Philippines also passed a memorandum in connection with the reopening of limited

classes. It is focused on the courses within the curriculum wherein the face-to-face mode

of instructions are necessary in delivering the acquisition of learning (Lontoc, 2022).

From the article in Manila Bulletin (2021) there were recorded 21,000 participants

or students with about 200 universities and other colleges in the Philippines who already

implemented limited face-to-face classes. With the increase of the resumption of classes,

the DOH added that the infection rate among teachers and students are very low.

UNICEF Philippines (2021) emphasized the importance of health measures in conducting

the limited face-to-face learning. It was suggested to make use of all necessary steps in

mitigating the transmission of the virus. It includes using a face mask, frequent

handwashing, cleaning of objects and surfaces, and ventilation.

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METHODOLOGY

This study presents the overall framework and methodology that the researchers

will use in the conduct of the study. This included the research design, respondents,

research instrument, data gathering procedure, data analysis procedure and ethical

consideration.

Research Design

This study employed a descriptive- quantitative approach, concepts of

dependent and independent variables are addressed and the concept of measurement and

its associated issues, such as error, reliability and validity, are explored. Experiments and

surveys – the principal research designs in quantitative research – are described and key

features explained (Singh et al., 2015). Hence, descriptive designs of research to gather

quantify and analyze the given data. It attempts to explain the possible difference among

variables of the problem in a descriptive study.Descriptive research was used to describe

characteristics of a population or phenomenon being studied. It does not answer questions

about how/when/why the characteristics occurred (Nassaji, 2015). It determined that level

of readiness of students towards face to face classes and what is their preferred mode of

learning.

Respondents of the Study

The respondents of the study were the 226 taken from a total population of 547

BSMAR-E students. The sample size was determined using Raosoft Sample Size

Calculator. The stratified random sampling technique used to ensure equal chances in
 16

selecting respondents of the study, thereby establishing an accurate picture of the

population (Sarantakos, 2013).

Table 1 shows the sampling distribution of the respondents of the study.

Year level N n %
1st Year 218 90 39.8
2nd Year 195 81 35.8
3rd Year 134 55 24.4
Total 547 226 100%

Research Instrument

As the research instrument, the researcher distributed an adapted questionnaire

from Guansi, S., Pal-ec, B., and Orasing, G.2020. Entitled Readiness of Students in the

New Normal Learning. The research instrument that will be used in the study was

divided into two (2) parts. Part one is the profile of the respondents based on sex and

section. The second part was the level of readiness, preferred mode of learning and level

of seriousness of the limitations as perceived by the BS Marine Engineering of VMA

Global College and Training Center Inc. After the information was gathered, the

researchers tally all the data and provide the necessary steps for the acquisition of the

final results. The information was gathered from the respondents through the

questionnaire that was created from google form and was sent to the participants online

via messenger and available email address. The questionnaire underwent validity through

three validators which is 4.18 (good) and also reliability testing through Cronbach's alpha

reliability test which is 0.83 (reliable).

Data Gathering Procedure

 17

First, the researchers asked for permission from the Dean and Vice President of

Maritime Department of VMA Global College and Training Centers, Inc. - College

department in order to conduct a research survey to 1st to 3rd year BS-Marine Engineering

students. When approved, the researchers proceeded to identify the targeted respondents.

Second, an orientation about the purpose and scope of the research survey conducted to

the targeted respondents through google form platform in order to get consent from them.

Third, the researchers administered the survey questionnaire to the targeted respondents

after the orientation and after getting consent from them with the help of their class

adviser. Fourth, the researchers gave final concise instructions to the targeted respondents

before the actual answering of survey questionnaire only until validation.

Data Analysis Procedure

For statement of the problem number 1, frequency and percentage used.

Mean used for statement of problem number 2. Statistical Package for the Social Sciences

(SPSS) used for statistical treatment.

Ethical Consideration

The researchers secured the informed consent of the respondents. The targeted

respondents will be informed that their participation in the study is voluntary and they

have the right to withdraw if they feel uncomfortable in the process of information from

them. Also, they assured the full confidentiality of their data. No information that

discloses the respondent’s identity will be released and published without their specific
 18

consent to the disclosure. The materials that contained the raw information derived from

them would be disposed by deleting all the obtained information in the Google Forms to

avoid any chance of recovery.

RESULT AND DISCUSSION

This section presents the data, analysis, and interpretation of the conduct survey with the

respondents. This section is divided into 3 parts, namely the profile of the respondents,

The Readiness Level of the Respondents for Face-To-Face Classes and The Preferred

Mode of Learning of the Respondent.

Profile of the respondent in terms of Year Level.

Table 1 below the researchers studied a total of 227 first year to third Year BSMARE

students of the College of Maritime Studies, VMA Global College and Training Centers,
 19

Inc. There were 90 (39.6 %) BSMare First year students and 82 (36.1%) BSMarE Second

Year students and 55 (24.3%) BSMARE third Year Students a total of 227 students. The

respondents were chosen through stratified random sampling, and they were given

through google form.

Table 1. Profile of the respondent in terms of Year Level

Variable n %

Year Level

1st Year 90 39.6

2nd Year 82 36.1

3rd Year 55 24.3

Total 227 100

The Readiness Level of the Respondents for Face-To-Face Classes.

Table 2 below shows the Readiness level of the Respondents for the face to face

classes for BSMARE Students. The means of each indicator used to gauge the Readiness

level of BSMARE students. The results revealed that BSMARE students are Moderately

Ready in Face to Face classes. A widespread interpretation of the degree of readiness

level of BSMARE from the Year level is that they are quite ready using the Readiness

face to face classes, with a mean answer of 3.24 However, the standard Deviation is (043)

of BSMARE students.

INSERT RRL ABOUT THE LEVEL OF READINESS OF STUDENTS

TOWARDS FACE TO FACE CLASSES

 20

Table 2. The Readiness Level Of The Respondents For Face-To-Face

Classes

Variable Mean Verbal Interpretation

Readiness for face to face classes 3.24 Moderately Ready

Scale of Interpretation

1.00- 1.75 Not Ready

1.76- 2.50 Least Ready
2.51- 3.25 Moderately Ready
3.26- 4.00 Highly Ready

The Preferred Mode of Learning of the Respondents.

Table 3 below shows the preferred mode of learning of BSMARE students from

Year level has a common understanding that they are often highly preferred in their own

mode of learning. Thus, BSMARE students had the highly preferred with an average

Mean 3.41.

INSERT RRL ABOUT PREFERRED MODE OF LEARNING OF STUDENTS

Table 3. The Preferred Mode of Learning of the Respondents

Variable Mean Verbal Interpretation

Preferred Mode of Learning 3.41 Highly Preferred

Scale of Interpretation

1.00- 1.75 Not preferred

 21

1.76- 2.50 Least Preferred

2.51- 3.25 Moderately Preferred
3.26- 4.00 Highly Preferred

CONCLUSION

According to the results, BSMar-E students are Moderately Ready in readiness Face to

face Classes activities based on their familiarity with using Readiness practice. It

discussed the development of BSMARE students in their Readiness and preferred mode

of learning and how it may impact on their Readiness with online learning. In conclusion,

the BSMARE students had Moderately ready for their Readiness face to face classes, and

They are highly preferred for Face to face classes. As a result, students in BSMARE both

exhibit moderately ready and highly preferred.

Base on the findings of this study, the following recommendations are made:
 22

School Administrators. It is recommended to the School of administrators

because it served as a basis to improve the program for school. The school is ready to

make sure all students are ready to face to face classes.

Teachers. It is Recommended They will be able to help students to improve the

academic engagement and to excel their Digital readiness. It is easier for students to learn

in face to face classes especially in the laboratory activities.

Parents. It is recommended to parents to allow their children’s participation in

this type of study and also support them by giving allowance and other needs for their

Research study. Allowing their children to take a part in face-to-face classes, which

would be on a voluntary basis. No parent will be forced to send their children in this

modality since schools would still hold distance learning classes the department stressed.

Maritime Students. It is recommended to the student to help develop a firm that

provides good benefits and academic expertise in the future. All maritime students are

recommended to have a face to face classes for their actual performance in all laboratory

activities.

Future Researchers. It is recommended to future researchers to seek for

information and insights gathered from this study to help other researchers build their

conceptual framework, as well as to encourage them to engage lateral studies with their

field of reference. This study will also function as a cross-reference for them, providing

them with a background of the summary of the reading comprehension abilities.

 23

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Business Mirror. (2022). Face-to-face classes are better for learners.

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for-learners/

Commission on Higher Education. (2021). Joint Memorandum Circular.

https://ched.gov.ph/wp-content/uploads/CHED-DOH-JMC-No.-2021-
004.pdf

Commonwealth of Learning. (2022). Theories Supporting Blended Learning.

https://openbooks.col.org/blendedlearning/chapter/chapter-2-theories-
supporting-blended-learning/
 24

Cho, M.-K.; Kim, M.Y. Factors Affecting Learning Satisfaction in Face-to-Face

and Non-Face-to-Face Flipped Learning among Nursing Students. Int. J.
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Callo, E. and Yazon, A. (2020). Exploring the Factors Influencing the Readiness of
Faculty and Students on Online Teaching and Learning as an Alternative
Delivery Mode for the New Normal.

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face Classes. https://www.deped.gov.ph/2022/02/02/on-the-expansion-
phase-of-limited-face-to-face-classes/

Dollente, R. and Tan, C. (2021). School Readiness on The Implementation of

Learning Delivery Modalities (LDM’s) in The City Schools Division
Province of Laguna: An Input to Curriculum Policy Brief and Intervention
Program.

Geng, S., et., al. (2019). Investigating self-directed learning and technology
readiness in a blending learning environment.

Gherhes, , V.; Stoian, C.E.; F ˘arcas,iu, M.A.; Stanici, M. E-Learning vs. Face-To-
Face Learning: Analyzing Students’ Preferences and Behaviors.
Sustainability 2021, 13, 4381. h

Gopez, J. (2021). Cautious and gradual reopening of limited face-to-face classes in

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Guansi, S., Pal-ec, B., and Orasing, G.2020. Readiness of Students in the New
Normal Learning: An Assessment in Baguio City and Benguet
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Idris, F., et., al. (2021). Academic experiences, physical and mental health impact
of COVID-19 pandemic on students and lecturers in health care education.

Lalin Abbacan-Tuguic.2021. Challenges of the New Normal: Students' Attitude,

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Challenges.pdf

Lontoc, J. F. (2022). UP faculty discusses returning to face-to-face classes this

semester. https://up.edu.ph/up-faculty-discusses-return-to-face-to-face-
classes-this-semester/
 25

Manila Bulletin. (2021). Let’s face (-to-face) the facts: Are we ready for physical
classes again?. https://mb.com.ph/2021/10/14/lets-face-to-face-the-facts-
are-we-ready-for-physical-classes-again/

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journal.unja.ac.id/irje/article/view/12822

APPENDICES

SURVEY QUESTIONNAIRE ON THE STUDENT READINESS FOR FACE TO

FACE CLASSES AND PREFERRED MODE OF LEARNING

Dear Respondents,

We are collecting information in connection for our study entitled “Student

Readiness for Face to Face Classes and Preferred Mode of Learning”. We humbly ask for
a response for this survey. Rest assured that your answers will be treated with utmost
confidentiality.

Thank you so much for your cooperation.

 26

The Researchers

PART I. RESPONDENT’S PROFILE

Direction: Check the circle that corresponds to your answer.

A. Year Level

1st Year 2nd Year 3rd Year

PART II. SURVEY PROPER

A. Level of Readiness for Face to Face Classes
Directions: Rate your level of readiness for face to face classes by checking the number
in the space provided based on the following scale:

4- Highly ready 3-Moderately ready 2- Least ready 1- Not ready

Highly Moderately Least Not

Readiness for Face to Face Classes ready ready ready ready
4 3 2 1
1. I am ready for the face-to-face
classes
2. I have all the necessary school
supplies
3. I practiced the safety protocols
implemented by the school
4. I am more comfortable with face to 1.
face class arrangement.
5. I am excited to interact with my
classmates
6. Learning face-to-face class makes
me enthusiastic in learning.
7. I am used to actual classroom
instructions.
8. I am ready for the normal way of
learning in limited face to face
classes.
9. I am comfortable wearing a face
mask in the classroom.
10. I will follow social distancing.
 27

B. Preferred Mode of Learning

Directions: Rate your preferred mode of learning by checking the number in the space
provided based on the following scale:

4- Highly preferred 3- Moderately preferred 2- Least preferred

1- Not preferred

Mode of Learning Highly Moderately Least Not

preferred preferred preferred preferred
4 3 2 1
1. I prefer modules and face-to-face
mode of learning.
2. I prefer modules and online classes.
3. I prefer modules, online class and
limited face-to-face
4. I prefer face-to-face classes
5. I prefer actual face-to-face and
online classes
6. I prefer online classes only
7. I prefer modular learning only.
8. I prefer face to face for laboratories
9. I prefer social interaction.
10. I prefer blended learning.

End of questionnaire. Thank you very much!

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VALIDATION RESULT
 29

RELIABILITY RESULTS

Appendix
C
 30

RESEARCH INFORMED CONSENT

Appendix D
31
32
33
 34

RECEIVING COPIES OF LETTER TO EACH CLASS ADVISER

Appendix F
35
36
37
38
39
40
41
42
43
44
 45

Accomplished Certificate to Conduct Study

Appendix G
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47