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This research study investigates the issues, challenges, and coping strategies faced by General Academic Strand (GAS) students during in-person classes at Universidad de Sta. Isabel, Pili Campus for the academic year 2022-2023. Key challenges include lack of motivation, social isolation, and difficulties transitioning back to face-to-face learning post-pandemic. The study aims to provide insights that can help educators better support GAS students in overcoming these challenges and enhancing their academic experience.

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0% found this document useful (0 votes)
12 views44 pages

Research PR1

This research study investigates the issues, challenges, and coping strategies faced by General Academic Strand (GAS) students during in-person classes at Universidad de Sta. Isabel, Pili Campus for the academic year 2022-2023. Key challenges include lack of motivation, social isolation, and difficulties transitioning back to face-to-face learning post-pandemic. The study aims to provide insights that can help educators better support GAS students in overcoming these challenges and enhancing their academic experience.

Uploaded by

jvales
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Universidad de Sta.

Isabel-Pili Campus
San Agustin, Pili, Camarines Sur
AY 2022-2023

In Partial fulfilment of the requirements for the subject of


Practical Research I

ISSUES, CHALLENGES AND COPING STRATEGIES OF GAS STUDENT IN THE IN


PERSON FACE TO FACE CLASSES IN UNIVERSIDAD DE STA. ISABEL
PILI CAMPUS A/Y 2022-2023

Almazan, Ralph Christian


Badong, Nathan Dominic
Bobis, Atazha Mae
Haber, Christian
Mirando, Mary Magdalene
Nepomuceno, Hanna Felicity
Polita, Samantha Ady
Ricafrente, Judiel
Vales, Joselle
The Researchers

MS. JOAN B. BOLO


Practical Research 1 Teacher
Background of the Study

This research study was conducted to determine the ISSUES, CHALLENGES

AND COPING STRATEGIES OF GAS STUDENT IN THE IN-PERSON FACE TO FACE

CLASSES IN USI PILI A/Y 2022-2023. Moreover, the researchers will explore the

potential challenges that General Academic Strand students may face in traditional

classrooms, such as boredom, lack of flexibility, social isolation, under-stimulation, and

difficulties with the classroom environment. And one of the biggest challenges that the

students have encountered was lack of motivation. Due to the lack of face-to-face

interaction, some students find it hard to focus during online and modular classes.

Social isolation, GAS students may feel isolated from their peers due to their

exceptional abilities, which can result in social and emotional difficulties. They may have

difficulty making friends and building meaningful relationships with their classmates,

which can affect their overall well-being and academic performance. Pandemics can be

stressful, such as the coronavirus disease Covid-19 pandemic. Fear and anxiety about a

new disease and what could happen can be overwhelming and may cause strong

emotions in adults and children. Many students have difficulty during the pandemic

because students do not easily understand the lessons especially in online classes

because not all students have internet access and others have poor internet and those

who take modules are also having difficulties learning because no one teaches them the

lesson.
This study will explore the potential challenges that GAS students may face in

traditional classrooms, such as boredom, lack of flexibility, social isolation,

under-stimulation, and difficulties with the classroom environment. Additionally, it will

discuss coping strategies that GAS students can use to manage these challenges, such

as advocating for themselves, participating in extracurricular activities, engaging in

independent learning, talking to teachers, and building support networks.

Public health actions, such as social distancing, can make people feel isolated

and lonely and can increase stress and anxiety. However, these actions are necessary

to reduce the spread of COVID-19. Coping with stress in a healthy way will make you,

the people you care about, and your community stronger.

The purpose of this study is to examine the issues, challenges, and coping

strategies of GAS students in in-person face-to-face classes. By understanding the

unique experiences and needs of GAS students in traditional classrooms, educators can

better support their learning and provide appropriate challenges to help them thrive.

Overall, this study aims to provide insights on how educators can better support GAS

students in traditional classroom settings and help them achieve their full potential. By

doing so, everyone can create more inclusive and supportive learning environments for

all students.

In-person face-to-face classes can also pose several challenges for GAS

students. One of the challenges is the lack of flexibility in the curriculum. The curriculum

is usually designed for the average student, and GAS students may not have the

opportunity to pursue their interests and passions. This can limit their learning

experiences and affect their motivation and engagement.


The Covid-19 pandemic has left a mark on education as it had been known

before. Beyond this, attention needs to be paid to the transition back to face-to-face

learning and its implications. With this context of change, the present research focuses

on identifying the students' preferred aspects of online and modular education during the

pandemic, namely learning, teaching, assessment, and interaction with peers and

teaches, in order to improve face-to-face education by contextually adapting it to their

needs. The learning continuity plan of the Department of Education (Deped included the

implementation of the different modalities of learning delivery. These modalities are: face

to face, distance learning, blended learning, and homeschooling. In fact, the opening of

classes had been several times to give school ample time to prepare for this shift.

Despite the delays many students and teachers still struggle to keep up with the

preparations needed for the face to face classes.

Even before pandemic, students have been struggling and coping with a lot of

issues and challenges in many aspects of their lives. The struggles of students are found

everywhere, that is, at home, with friends, in school, in the classroom. It is just around

the corner. It simply cannot be avoided because it is part of a student life. In fact, a lot of

students experience struggles everyday brought about by many factors. No person is

free from it, regardless of how privileged, reasonable clever and intelligent he may be.

Every student will be challenged at times by frustrations, failures, losses, changes, and

conflicts. In furthermore, the common causes of students, included their academic

subjects, requirements, and projects, oral and written examinations, announced or

unannounced quizzes, and graded recitations, finances, issues with parents or

guardians, love life, their professors and instructions and many more.
Coping strategy or coping mechanism refers to ways to handle stressful and

troublesome circumstances. It is the constantly changing efforts both cognitive and

behavioural, of a person to manage external and internal demands that are considered

as taxing or exceeding the resources of a person. This study disclosed that students

used multiple strategies, mainly praying/mediating, self-distracting activities such as

watching TV and listening to music to cope with stress. Other important coping

strategies were emotional and instrumental support from family, friends and lecturers.

On the other hand, the different stress coping mechanisms of GAS students are use of

instrumental social support, mental disengagement, use of emotional social support,

planning and active coping.

The research study successfully determines the different issues, challenges, and

coping strategies of the General Academic Strand student.


CHAPTER 1

INTRODUCTION

The research report seeks to know that General Academic Strand students have

exceptional intellectual, creative, and artistic abilities compared to their peers. These

students have unique learning needs, which require special attention from teachers and

educational institutions. In-person face-to-face classes provide opportunities for teachers

to address the individual needs of GAS students. However, these classes can also pose

several issues and challenges that can affect their learning outcomes. This chapter will

discuss the issues, challenges, and coping strategies of GAS students in the in-person

face-to-face classes.

Moreover, GAS students can advocate for themselves. They can communicate

with their teachers and educational institutions about their needs and interests. They can

also participate in the development of their learning plans and goals, which can provide

a sense of ownership and control over their education.

In conclusion, GAS students face several issues and challenges in the in person

face-to-face classes. These students require special attention and support to reach their

full potential.Coping strategies such as seeking out advanced learning opportunities,

building a support network, and advocating for themselves can help these students

overcome these challenges and succeed academically and socially.


According to some Psychologist researchers 65 percent of students preferred in-

person face to face instruction, compared to 18 percent who prefer a hybrid model and 9

percent who reported they'd rather learn remotely.

According to Dr. Stephanie G. Thompson, "LCSW, Light fully Behavioral Health,

Director of Clinical Operations" The survey findings found that there were differences in

the preferences and success rates for teens between online versus in-person learning

based on race, socioeconomics, and whether the home had one or more parents

involved.

According to Adams, a lot of social interactions are lost or reduced to shallow text

messages with distance learning He explained that teens are at risk of losing the rich

feedback and perspective they can get from others in person, and this raises the risk

that they'll be more alone with unrealistic anxieties, worries, or beliefs.


OBJECTIVES OF THE STUDY

Generally, the study was conducted to determine issues, challenges and

strategies of GAS students in the in-person face to face classes. The goal of this study

are the following:

1. Determine the specific challenges, issues, and coping strategies that GAS students

face in returning to in-person face to face classes.

2. Determine the advantages and the disadvantages of in-person face to face classes of

the GAS students in Universidad de Sta Isabel Pili Campus.

3. Determine impact of challenges, issues and coping strategies of GAS students in the

in-person face to face classes.


RATIONALE

This study is to determine the difficulties GAS students have in attending live

classes, particularly during the COVID-19 pandemic. The pandemic has seriously

disrupted the educational system, and by recognizing the difficulties kids are facing,

educators may create solutions and support systems that will be effective. To

comprehend the coping strategies used by GAS pupils to handle the difficulties they

encounter. Teachers can better encourage and direct pupils to help them succeed by

being aware of the coping mechanisms they use. To evaluate the performance of the

present GAS student support systems. Teachers can spot gaps in the existing support

systems and create fresh approaches to assisting students in succeeding by looking at

the difficulties that students confront and their coping processes. To enhance the GAS

students' general educational experience. Teachers can improve the learning

environment for GAS students and support their academic and personal growth by

addressing the difficulties and problems that students confront. Overall, this research

can offer insightful information that can guide practice and policy, ultimately leading to an

improvement in the academic outcomes of GAS students.


STATEMENT OF THE PROBLEM

This study investigated the different issues, challenges and coping strategies of

GAS students in the in-person face to face classes. Specifically, it sought to answer the

following questions:

1. What are the specific challenges, issues, and coping strategies that GAS

students face in returning to in-person face to face classes?

2. What are the advantages and disadvantages of in-person face to face classes

to the GAS students at Universidad de Sta Isabel Pili Campus?

3. What are the impact of issues, challenges and coping strategies of GAS

students in the in-person face to face classes?

SCOPE AND DELIMITATION

This research is qualitative in nature. The study focuses on the issues,

challenges, and coping strategies of GAS students in the in-person face to face classes

in Universidad de Sta Isabel Pili Campus. This study surveyed the limited numbers of

General Academic Strand students of Universidad de Sta Isabel Pili Campus of the

academic year 2022-2023.


SIGNIFICANCE OF THE STUDY

This study will be beneficial to the following group of people:

Students. This study will help GAS students to recognize the different issues that

they had to put up with during the era of pandemic and this may also help them to cope

up with the adjustments returning from distance to physical learning if they had not yet.

Teachers. This study will help teachers to give good guidance to students who

are still having difficulties adjusting to their new environment.

Parents. This study will help parents to determine and give the sufficient and

essential support that their child needs to fully adjust to their changing environment.

Future Researchers. This research will be a useful reference for future

researchers especially to those who would like to explore methods of instruction in

awareness and relevant information that will be derived from the study, will provide

future researchers the necessary inputs that could support their studies.
DEFINITION OF TERMS

GAS STUDENTS. These are the students who have chosen the General

Academic Strand of the Senior High school of the Department of Education.

DISTANCE LEARNING. It is where students learn distantly either from the

comfort of their own homes. It is much more flexible than physical learning.

COPING STRATEGIES. The different strategies that students used to cope up

with the adjustments of the new normal.

ISSUES AND CHALLENGES. The different burdens that students had to face

during their adjustments.

FACE TO FACE CLASSES. This refers to the learning in physical classrooms.

DEPED. A government agency that manages the basic education of the

Philippines.
CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter provides the presentation and discussion of review of related

literature such as unpublished materials and literature from local and foreign authors

which are very beneficial and related to this present study.

REVIEW OF RELATED LITERATURE

Lazarus (2017) and his colleagues identified eight types of coping strategies

which include planful problem solving, seeking social support, confrontive coping,

distancing, self-control, escape-avoidance, accepting responsibility, and positive

reappraisal. These eight ways of coping were further categorized as active coping

strategies and passive coping strategies. Confrontive coping is taking action and

confronting the problem, seeking social support is seeking informational and emotional

support, planful problem-solving is about planning to solve the problem, and positive

reappraisal are creating a positive meaning and focus on personal growth that constitute

the active coping strategies. Meanwhile, distancing are expecting that the problem

solves itself and it involves emotional detachment, self-controlling is making efforts to

regulate feelings and actions, accepting responsibility is also accepting one's own role in

the problem, and escape-avoidance it is trying to avoid the problem by wishful thinking

and behavioural efforts to comprise the passive coping mechanism.

According to The Understood Team (2016) Fear of failure is one of the common

reasons for high school student's stress. Students who have experienced difficulties in

school for many years often come to high school with a history of setbacks. Past failures

can make the demands of high school feel even greater. Social pressures are also one
of the reasons. Social situations can also be a source of stress for teens. Every teenager

nowadays feels the pressure to fit in the society they belong in, to be popular and to

have a lot of friends. Uncertainty about the future is also included. During high school,

students start thinking about their future and the profession they want to pursue. While

for senior high school students, choosing a course in college is very stressful especially

to those who are still undecided and still can't discover what career they want in the

future.

According to (Gabrielova and Buchko, 2021) Higher education is full of

challenges and it is essential to analyze coping mechanisms to understand generations

in order to retain them at the university. This study focuses in this article on the two

youngest generations, Millennials and generation Z.

Stanislawski (2019). Although the concepts of coping strategies is still a

controversial issue, the numerous distinctive adapting behaviours have been considered

within the long history of research about stress.

(Dugyala, Madhuri; Poyrazli, Senel Psycho-Educational Research Reviews, v10

n3 p411-425 Dec 2021) The transition to college and its associated social challenges

could trigger social anxiety and depression among young college students. There is a

paucity of literature relating coping self-efficacy, coping strategies, social anxiety and

depression. The current study aims to fill this gap by finding the contributions of gender,

coping self-efficacy (SE), and coping strategies onto the levels of social anxiety and

depression among college students. It also aims to find race-ethnicity differences,

considering students' level of social anxiety and depression.


One hundred and fifty-eight students were recruited from the undergraduate

psychology subject pool at a northeastern university. The Liebowitz Social Anxiety Scale,

Diagnostic Inventory for Depression, Coping Self-Efficacy Scale, and Brief COPE were

used to measure the study variables. A one-way ANOVA and simultaneous multiple

linear regression analyses were conducted to examine data. There were no significant

race-ethnicity differences in social anxiety, depressive symptom severity, psychosocial

impairment, and quality of life. However, gender and self-blame significantly predicted

social anxiety; substance use, behavioural disengagement, and self-blame significantly

predicted depressive symptom severity; and social support SE significantly predicted

psychosocial impairment. Gender, dysfunctional coping strategies and social-support

CSE were significantly associated with social anxiety and depression among college

students. The results have important implications for treatment intervention and outreach

by college counselling personnel.

(Siring, Abdullah; Aryani, Farida; Umar, Nur Fadhilah International Journal of

Instruction, Apr 2022) The COVID-19 pandemic has transformed the teaching and

learning process from offline to online and it has challenged all stakeholders, teachers,

students, and parents. One of the key variables that work in dealing with the challenge of

online teaching and learning is known as the academic coping strategies (ACS). Some

studies have confirmed that academic coping strategies positively contribute to students'

learning outcomes and students' ability to deal with their academic pressure. Besides,

other factors that influence the students' academic coping skills are the students'

self-regulation and students' psychological capital. Therefore, the main aim of this

research is to examine the correlation between (1) self-regulation and the academic

coping strategies; (2) the self-regulation and psychological capital; (3) the psychological

capital and the academic coping strategies; and (4) the self-regulation and the academic
coping skills through the psychological capital. This research applied the correlational

multifactor which took samples from 518 high school and vocational school students.

The instruments employed in this research were a personal data information form,

self-regulation scale, psychological capital scale for academic purposes, and academic

coping strategies scale. The data were analyze by using the path analysis in AMOS 23.

This research revealed that self-regulation directly affects the students* academic coping

strategies and psychological capital during online learning in a COVID-19 pandemic. The

pedagogical finding of this study can improve the quality of learning during the

COVID-19 pandemics which is expected to be applicable not only in Indonesia but also

in other countries, particularly in the southeast.

REVIEW OF RELATED STUDIES

A study by Aguilera-Hermida (2021) explored the challenges faced by students

during the COVID-19 pandemic and the coping strategies they used in returning to

in-person face-to-face classes. The study found that students experienced anxiety,

stress, and difficulty adjusting to the new learning environment. Coping strategies used

by students included seeking social support, practicing self-care, and utilizing school

resources.

In a study by Samperio-Gonzalez et al. (2021), the authors examined the

challenges and coping strategies of university students during the COVID-19 pandemic.

Results showed that students experienced academic and emotional challenges and

used various coping strategies such as mindfulness, seeking social support, and time

management to overcome these challenges.


A study by Saldana et al. (2021) investigated the challenges and coping

strategies of primary and secondary school students during the COVID-19 pandemic.

Findings revealed that students experienced challenges such as social isolation and lack

of motivation, and used coping strategies such as social support, self-care, and goal

setting to manage their difficulties.

In a study by Jimenez-Segura et al. (2021), the authors examined the challenges

and coping strategies of university students during the transition from online to in-person

face-to-face classes. Results showed that students experienced challenges such as

anxiety, stress, and difficulty adjusting to the new learning environment. Coping

strategies used by students included seeking social support, time management, and

mindfulness practices.

A study by Cabello-Expósito et al. (2021) investigated the challenges and coping

strategies of high school students during the COVID-19 pandemic. Results showed that

students experienced academic, social, and emotional challenges, and used coping

strategies such as social support, time management, and self-care practices to manage

these challenges.

A study by De Guzman and his colleagues in 2020 investigated the coping

strategies of the GAS students in the context of the COVID-19 pandemic. The study

found that GAS students faced challenges such as disruptions to their daily routine, lack

of motivation, and anxiety about the future. Coping strategies identified in this study

included seeking social support, engaging in self-care activities, and developing a

positive mindset.
A study by Lao and his colleagues (2015) focused on the challenges and coping

strategies of the GAS students in a senior high school in the Philippines. The study

found out that GAS students faced challenges such as heavy workload, time

management issues, and peer pressure. Coping strategies identified in this study

included seeking support from teachers and classmates, setting realistic goals, and

developing effective study habits.

Challenges and coping strategies of First Generation College students: A

comprehensive Literature review. (Stephens, Hamedani, & Destin, 2014) This literature

review provides a comprehensive overview of the challenges and coping strategies of

first-generation college students. The review highlights the importance of social and

academic support for the success of the students in college. One of the main challenges

faced by first generation college students is a lack of social and cultural capital. These

students may not have the same level of support and resources as students from

families with college-educated parents. As a result, they may struggle with academic and

social integration on Campus.

A study by Cao et al. (2021) investigates the impact of the COVID-19 pandemic

on the mental health of college students. The author conducted a comprehensive review

of literature published in peer-reviewed journals, and identified 36 relevant studies that

investigated the psychological impact of the pandemic on college students. The author

found that the COVID-19 pandemic has had a significant negative impact on the mental

health of college students.


Specifically, the pandemic has led to increased levels of anxiety, depression, and

stress among college students. The authors note that several factors may contribute to

this impact, including social isolation, financial insecurity, and uncertainty about the

future. Overall, the article provides important insight into the impact of the COVID-19

pandemic on the mental health of the college students. The findings of this review

highlight the need for continued attention and support for the mental health of college

students during this challenging time.


Theoretical Framework

Coping theory

Coping refers to the strategies individuals use to manage stressful situations.

GAS students may use various coping strategies in face-to-face classes to manage the

challenges and issues they face, such as seeking social support from peers and

teachers, using problem-solving skills, and employing emotion-focused coping

strategies.

According to Lazarus and Folkman, People experience stress when they believe

that a situation's demands are greater than their capacity to handle them. According to

the paradigm, coping entails a cognitive evaluation process in which people assess their

capacity to control the stressor and choose an appropriate coping strategy.

Self-efficacy Theory

Self efficacy Theory is an individual's belief in their ability to succeed in a specific

situation or accomplish a particular task. Self-efficacy is often described as a person's

confidence in their abilities to achieve a desired outcome.

According to Albert Bandura, This theory explains how people's beliefs about

their capacity to carry out particular tasks or realize particular objectives can affect their

motivation and behavior. This theory holds that people's self-efficacy beliefs are a major

factor in determining whether they engage in a certain behavior or make an effort to

accomplish a given goal.


According to the self-efficacy theory, having strong self-efficacy beliefs is linked to

higher performance results as well as increased motivation, effort, and tenacity in

reaching goals. Low self-efficacy beliefs, on the other hand, might result in a lack of

drive, perseverance, and effort as well as poorer performance. Self-efficacy theory has

been widely utilized to create treatments to improve performance in areas including

education, sports, and health behavior.

Sociocultural theory

This theory, developed by Vygotsky, emphasizes the role of social and cultural

factors in shaping human cognition and development. In the context to face to face

classes, students' cultural background, social identities, and interactions with their peers

and instructors can impact their learning experiences and coping strategies. A study

could investigate how sociocultural factors influence students’ learning and coping in

face to face classes and identify strategies to promote inclusive and equitable classroom

environments.
Conceptual Framework

This figure below is the framework of the study. It shows how the study will be

done, and how the issues, challenges and coping strategy of GAS students in the face to

face classes will be analyzed.

INPUT PROCESS OUTPUT

Figure 1. Conceptual Framework


The framework illustrates the input-process-output model. The input shows the

issues, challenges and coping strategy of GAS students. The process shows the making

of a questionnaire and conducting a survey to the selected GAS students of the USI-PILI

Campus and after collecting it for analysis, interpretation of data and conclusion. The

output shows the importance of the awareness of the GAS students. The respondents of

this study are the selected GAS students of the USI-PILI Campus. First, the researchers

made a questionnaire in order to critique the issues, challenges and coping strategy of

GAS students the researchers used Coping theory, Self-Efficacy theory, and

Sociocultural Theory to following questions:

Also, after making the questionnaire the researchers conduct an interview to the

respondents via voluntary sampling and the respondents' answers are collected for

interpretation of the data gathered. And lastly, after interpreting the data that is gathered

the researchers conclude that the answer depends on the basic knowledge of the social,

psychological, and academic behavior of GAS students.


THEORETICAL FRAMEWORK
CHAPTER 3

RESEARCH METHODOLOGY

This chapter aims to provide the things and methods that are used in this

research. One of these is the research design, local respondents, research procedure,

instrument used.

Research Design

This study is about different issues, challenges, and coping strategies of the

GAS students in the in-person face-to-face classes at Universidad de Sta Isabel Pili

Campus. The study is Furthermore, the study will utilize open-ended essay questions for

the data gathering that will be useful for the study mentioned. The descriptive design

was also used in identifying the GAS students, determining the issues, and challenges

and identifying what coping strategy they used to cope with the issues and challenges in

the campus. And also the Coping theory and Self-Efficacy theory was also used to

critique the issues, challenges and coping strategy of GAS students.

Research Locale

The selected respondents for this study are the GAS students of Universidad de

Sta. Isabel Pili Campus. The study will also use volunteer sampling because the study

solely focuses on GAS students. The researchers will select Grade 11 students, except

for the researchers, and Grade 12 GAS students.


Research Procedure

The purpose of data collecting is to conduct a study of the issues, challenges,

and coping strategies of the GAS students of the USI Pili Campus. The researchers

made online questionnaires through Google Forms and identified the GAS students

using voluntary sampling. To conduct the survey, the researchers distributed Google

Forms online and a printed copy of the questionnaire. The researchers then collect the

responses. The collected data is then analyzed and interpreted by the researchers.

Research Instrument

The researchers conducted the study by distributing online questionnaires

through google forms and a printed copy of the questionnaires. The researchers then

distributed the questionnaires, and the respondents answered the questionnaires.


CHAPTER 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter represents an analysis and interpretation of the data obtained in the

study. Its findings were based on the data gathered by the researchers through the

questionnaires retrieved from the respondents.

Figure 3.1
First Research SOP Question: What are the specific challenges, issues, and

coping strategies that GAS students face in returning to in-person face to face

classes?

Based on findings, 3 out of 30 (36%) responded that they find social interaction

as difficult. Social interaction can be challenging for some individuals when going back to

in-person face to face classes, especially after a prolonged period of remote learning or

social distancing measures. Adjusting to a new approach of learning with 17 out of 30

(17%) respondents. The process of adjusting to a new approach of learning can be

challenging as it often requires individuals to change their habits, root times and

expectations. The lesson comprehension with 10 out 30 (10%) respondents. This

comprehension refers to a student's ability to understand and absorb the information and

concepts taught in a lesson. The waiting up early with 10 out of 30, (10%) respondents.
The adjustment from a relaxed routine to a structured schedule can be difficult, and the

physical act of waking up early can be particularly challenging for some individuals. The

transportation with 7 out of 30 (7%) respondents. Transportation can be a challenging

aspect of going back to face to face classes, particularly for students who do not have

access to a personal vehicle or live far from campus.


Taking into account the outcome of the figure shown above, it was observed that

10 out of 30 students have said that they engage in academic clubs and co-curricular

activities. These co-curricular activities include the Council for student affairs. It is

presumed that the reason that numerous students have answered academic clubs and

co-curricular because these clubs and co-curricular activities are their choices, so

therefore, they perhaps enjoy doing their co-curricular activities.Joining co-curricular

activities in a certain area demonstrates that you have enthusiasm if not passion for the

particular subject. This is something that universities and employers really like to see,

especially if that subject is something that you would be pursuing as a study, or if it

relates to a job you might be doing. Co-curricular activities are important because when

you join a club, you make a network of friends and potential helpers that otherwise you

wouldn’t have known. You’ll have fun experiences with people who have similar interests

as you.
The recitations followed up, with 9 out of 30 respondents. Recitations are either the

student or teacher’s choice on who answers a particular question. Recitations are often

used by teachers to test the memory of a student. Moreover, students’ public speaking

skills will be further enhanced. The element “groupworks” also has 9 out of 30

respondents. Groupworks are crucial in the development of the students’ skills in

leadership, communication, cooperation, participation, among others. As shown from the

aforementioned figure, the element “quizzes and exams” have 3 out of 30 respondents.

Likewise with the recitation, quizzes and exams are also used by almost all schools and

institutions to test a student’s wisdom and memory regarding a certain subject area. The

aforementioned figure shows reporting having 3 out, 30 respondents. Reporting makes a

student teach about a certain topic. It is the speaking skills of the student, as well as

his/her comprehension in the lesson. Lastly, school work accounts for 3 out of 30

respondents.
In the seven questions, VS subject accounts for the most challenging work, with 5

students out of 30 (16%) declaring that VS is challenging as it g=has too many

assignments, mini-tasks, and performance task. Furthermore, 4 out of 30 students (6%)

said that research is the most challenging part of school. Likewise, 4 out of 30 students

(13%) said that unknown words are a burden to their learning. And also, 4 students out

of 30 (13% have said that a teacher being late or absent is challenging in their learning.

Moreover, another 4 out of 30 (12%) are having a tough time comprehending the

lessons. The delayed lessons are strenuous, according to 3 out of 30 (9%) respondents.

The most usual reason as to why lessons get delayed is loud and boisterous

classmates. Recitation accounts for 2 out of 30 (6%) students saying that recitation is

hard, likewise with quizzes and exams. Finally, social interaction and adjusting account

for one out of 30 (3%) each.


Second Research SOP Question: What are the advantages & disadvantages

of in-person face to face classes to the GAS students at Universidad de Sta. Isabel

Pili Campus?

According to the results of the above figure, 14 out of 30 selected respondents

(41%) percent became achievers and got higher grades, and 8 out of 30 (23%) gained

and improved self-confidence this school year. And 6 out of 30 (18%), have gained new

friends in this school year, while 4 out of 30 students (12%) have no improvements this

school year, and 1(3% ) student said he woke up earlier, and finally the remaining one

(3%) said he became punctual and always on time.


After looking through the figure, 11 out of 30 respondents which makes up 30%

have said they found research the most stressful. over 6 out of 30 (21%) said total

Mini-tasks and performance tasks were stressful. Also, 7 out of 30 students (24%) said

that school work is the most stressful. Furthermore, 4 out of 30 (14%) of the students

stated that exams give them the most stress. Lastly, only one (3%) said VS is stressful
According to the respondents, about 50% of the students had experienced

anxiety, while the 23%, experienced being stress out. 7% experienced getting pressured

especially in school activities. Whereas the 10% of the students experienced mental

stress, and the last 10% had experienced insomnia.


According to the figure 23 out of 30 students had said that they improved their

performance during in person classes. Learning in person helps the student to learn

effectively and efficiently. Students said that they will be able to concentrate on learning,

because there'll be less distraction than if they were at home. There are 7 out of 30

students who have experienced bad performance during in person classes, the findings

showed that students main challenges with attending limited face to face classes were a

lack of instructional time and collaboration, difficulty of understanding the lessons and

activities, and an adjustment period.


As a result of the question and the data on the figure above, 24 out of 30 (80%)

said that they encountered a lot of issues in school. Many of these students are having

troubles in their academics. They often cram, get mentally drained and get pressured.

However, out of 30 (35%) of the respondents said they are not as troubled and

distressed as the others, but they still have problems. Finally, out of 30 (17% of the

respondents said they sometimes encountered issues, although not much.


Third Research SOP Question: What are the impact of Issues, challenges

and coping strategies of GAS students in the in-person face to face classes?

In this question "Do you find it hard in person face to face after 2 years of module

and online classes?" 21 out of 30 students all find face to face classes tough. Although

the students already participated in face to face classes even before the pandemic, they

still find it hard to adjust from distance learning to face to face as they "got used to it".

Nevertheless, 9 out of 30 students, however, don't find face to face classes tough

because "they already participated before" and "It's needed because it's normal"
In accordance with the conclusion of the results, 23 out of 30 students have

affirmed that face to face classes are a big adjustment to them as they were used to

distance learning. Some reasons as to why include being used to the distance learning

being normaliz, lack of interaction among classmates, and struggling for learning.
According to the aforementioned figure, 23 out of 30 students have said that they

don't want to go back to distance learning. The reasons are; poor internet, everything

should be normal, boring, the student doesn't actually learn the topics.
According to the above figure, 10 out of 30 students have said that they talk

about their problems. Talking to someone is a good option as it helps relieve worry and

makes the person feel less burdened. 7 out of 30 students said that they do not make

themselves stressed too much about the problem. Worrying too much and overthinking

is bad for the health. Worrying too much causes headaches, loss of appetite, insomnia,

difficulty concentrating, and muscle tension. Another way that 6 out of 30 students do

when they worry about their academics is doing what they are fond of. Some examples

of these hobbies are: watching movies and playing games. Sleeping accounts for 3 out

of 30 respondents. Sleep is known to freshen someone’s mind and body to be ready for

another day. Sleep also helps boost memory and focus which is crucially helpful for

students to remember and focus. An average teenager should sleep 8-10 hours a day.

2 out of 30 respondents said that they only ignore the problem. Only 1 respondent said

that he prays to God and talks to him whenever he is stressed and goes to God and puts

all his worries to God.


CHAPTER 5

SUMMARY, CONCLUSION, RECOMMENDATIONS

This chapter presents the summary of the findings, conclusions, and

recommendations of the study entitled "ISSUES, CHALLENGES AND COPING

STRATEGIES OF GAS STUDENT IN THE IN PERSON FACE TO FACE CLASSES IN

UNIVERSIDAD DE STA. ISABEL PILI CAMPUS.”

SUMMARY

The research report focuses on the learning needs of General Academic Strand

(GAS) students. The report highlights the unique challenges and issues faced by these

students in the in-person face-to-face classes and suggests coping strategies to help

them succeed academically and socially. The report also emphasized the importance of

GAS students advocating for themselves and participating in the development of their

learning plans and goals. Additionally, the report cites survey findings that indicate a

preference for in-person face-to-face instruction among students, with differences in

preferences.

Coping strategies to manage stress and anxiety include active coping strategies

such as planful problem-solving, seeking social support, confrontive coping, and positive

reappraisal, as well as passive coping strategies such as distancing, self-controlling,

accepting responsibility, and escape-avoidance. Senior High school students often

experience stress due to fear of failure, social pressures, and uncertainty about the

future.
The study answers the 3 SOPs, that is (1) What are the specific challenges,

issues, and coping strategies that GAS students face in returning to in-person face to

face classes?

,(2) What are the advantages and disadvantages of in-person face-to-face classes to the

GAS students at Universidad de Sta Isabel Pili Campus?,and (3) What are the impact of

issues, challenges and coping strategies of GAS students in the in-person face to face

classes?

The study investigates the issues, challenges, and coping strategies of Grade 11

and 12 General Academic Strand (GAS) students at the Universidad de Sta. Isabel Pili

Campus. The researchers used volunteer sampling distributed online through Google

Forms and printed copy questionnaires to collect data from the selected respondents.

The collected data was analyzed and interpreted by the researchers.

CONCLUSION

The most common challenge that a student faces in the face to face classes is

being terrible at socializing and lack of confidence. The researchers therefore conclude

that being stuck at home from 2020 to 2022 with only family around made the students

timid upon returning to physical classrooms, but gradually the confidence is growing over

time.

The most likely stress that a student is suffering is anxiety. Thus the

researchers conclude that the students are suffering from anxiety. Vast number of

students said that they talk and open up their problems. The researchers therefore

conclude that senior high school students are very cordial, but were only disrupted by

the pandemic. The two most common triumphs of the students are; being a class

achiever, and the student’s confidence has improved. Henceforth, researchers

concluded that Universidad de Sta. Isabel Pili Campus are known to be capable and
talented individuals. Most of the students do not want to return to distance learning.

Hence, the researchers deduce that distance learning restricts students' cordial relations

at school and their capabilities and skills.

RECOMMENDATION

● Parents should support their children and be not harsh to their children.

● Students should allow themselves time to take a healthy break for a while and

have fun and enjoy their life.

● Teachers should encourage and enrich their students’ abilities.

● Students should support one another academically and psychologically and help

their fellow classmate who is in distress.

● Parents and teachers should talk to their children and help them if they are

having trouble.

● Parents should teach their children to be responsible without forcing them or

pressuring them.

● Teachers and the whole administrator staff should know how to address

psychological issues of the students properly.

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