RESULTS AND DISCUSSION
This chapter presents the results, statistical analysis, and interpretation of the researchers'
findings and all other information gathered from the study based on the specific questions raised
in Chapter I.
How prepared are the students in terms of their Physical health?
The primary objective of this study is to assess the students' preparedness in the four health
aspects, specifically their physical, socio-emotional, psychological and intellectual health.
Table 1 shows both the positive and negative effects as well as the activities of the grade
11 senior high school students in regards to their physical health wherein “I have my me time.”
has the highest positive effect with a weighted mean of 3.54 (Strongly Agree). On the other hand,
“I have enough rest everyday,” got the lowest positive effect with a weighted mean of 2.48
(Somewhat Agree). The overall result of positive effect is 3.06 (Somewhat Agree). When it comes
to negative effects, "I have eyebags due to lack of sleep" got the highest weighted mean of 3.31
(Strongly Agree). While the lowest weighted mean is 1.75 (Somewhat Disagree), which pertains
to "I harm/hurt my body." The overall weighted mean of negative effects is 2.66 (Somewhat
Agree). According to a study by Marconcin et al. (2022), physical activity has been a good and
effective choice to mitigate the negative effects of the COVID-19 pandemic on mental health
during the first year of the COVID-19 pandemic. These findings indicate that the students have
experienced both negative and positive effects of online learning on their physical health.
Nevertheless, it showed that the students are physically ready for face-to-face learning since the
overall mean of positive effects is higher than negative ones.
Table 1. Assessment for the Preparedness of Students for Face-to-face Learning in terms of their
Physical Health
Items
1. I engage in different activities like walking,
running, dancing, etc.
Mean
SD
Verbal Interpretation
3.28
0.69
Strongly agree
2. I have a healthy eating habit.
2.76
0.68
Somewhat agree
3. I exercise everyday to make my body strong.
2.53
0.76
Somewhat agree
4. I drink 8 or more glasses of water to keep me
3.35
0.80
Strongly agree
5. I feel relaxed, energized, and in a good mood.
2.98
0.83
Somewhat agree
6. I don’t easily get sick
3.43
0.76
Strongly agree
7. I have a healthy weight
3.03
0.76
Somewhat agree
8. I have my “me time.”
3.54
0.69
Strongly agree
9. I love and value my body.
3.41
0.67
Strongly agree
10. I have enough rest everyday.
2.48
0.91
Somewhat agree
11. I am physically fit to go for face-to-face
2.91
0.84
Somewhat agree
Overall Weighted Mean-Positive Effects
3.06
0.76
Somewhat agree
12. I feel less confident about my physical
2.75
0.92
Somewhat agree
13. My eye-sight worsened.
2.69
1.11
Somewhat agree
14. I look tired.
3.2
0.93
Strongly agree
15. I am experiencing hair loss.
2.46
1.17
Somewhat agree
16. I have eyebags due to lack of sleep.
3.31
0.84
Strongly agree
17. I am unmotivated to engage in physical
2.74
1.02
Somewhat agree
hydrated.
learning.
appearance.
activities.
18. I harm/hurt my body.
1.75
1.01
Somewhat disagree
19. My hands shake/tremor
2.58
1.09
Somewhat agree
Overall Weighted Mean-Negative Effects
2.66
0.10
Somewhat agree
How prepared are the students in terms of their socio-emotional health?
The main objective of this study is to assess the preparedness of senior high school students
at Jose Rizal University for face-to-face learning in different aspects, including their socioemotional health. Table 2 shows an overall weighted mean-positive effect of 3.13, specifying that
the students strongly agree that they are socio-emotionally prepared for face-to-face learning. The
results reveal that students strongly agree that they can understand their moods and feelings as well
as develop themselves continuously, as evidenced by the mean item five (5) and item (7) gained,
which are 3.23 and 3.65 respectively. These findings lend strong support to a recent study (Handel
et al., 2020) that shows a significant relationship between students' sense of belonging and
meaningful connections with themselves and others, and academic achievement. Moreover,
adolescents are less stressed and anxious than they were previously as they appreciate additional
time with their family, which results in less conflicts (Gray, 2020), this can be seen on the result
of item four (4) with 3.14 mean or strongly agree.
On the other hand, enhancement of social interactions and relationships has the lowest
positive effect as shown in item two (2) with 2.73 mean or somewhat agree. According to (Smith
et al., 2021), social media communication can assist teenagers acquire a sense of belonging and
act as an effective means of forming social connections. However, social media has a dual effect,
facilitating both connection and disconnection within relationships (Taylor et al., 2021). In
comparison, Table 2 also shows an overall weighted mean-negative effect of 2.89, which is
somewhat agree. The results reveal that students strongly agree that they often feel stressed,
overwhelmed, and prone to anxiety. Similar findings may be seen in various studies, such as the
results of Raj and Fatima (2020), which found that the majority of students are stressed and
overwhelmed by their academics due to their dissatisfaction with online classes. This finding also
provides a plausible explanation for why students expressed dissatisfaction with their work,
decreased their self-esteem, became more emotional, and overall felt negative.
Table 2. Assessment for the Preparedness of Students for Face-to-face Learning in terms of
their Socio-emotional Health
Items
Mean
SD
Verbal Interpretation
2.85
0.89
Somewhat agree
social
2.73
0.89
Somewhat agree
3. I have someone who talks with me about my
3.13
0.89
Strongly agree
4. There is a feeling of togetherness in my family.
3.14
0.78
Strongly agree
5. I understand my moods and feelings.
3.23
0.84
Strongly agree
6. I have insight into myself.
3.34
0.65
Strongly agree
7. I am continuing to work on and develop myself.
3.65
0.51
Strongly agree
8. I reassess my own responsibilities.
3.53
0.50
Strongly agree
9. I interact well with other people.
2.93
0.73
Somewhat agree
10. I am currently satisfied with my overall socio-
2.75
0.80
Somewhat agree
1. It is much easier for me to reach out or
communicate
with
my
instructors
and
classmates through the internet than it is to
approach them personally.
2. Online
learning
enhances
my
interactions and relationships.
problems.
emotional well-being.
Overall Weighted Mean-Positive Effects
3.13
0.75
Strongly agree
11. I frequently experience social isolation.
2.80
0.92
Somewhat agree
12. I often feel stressed and overwhelmed.
3.38
0.75
Strongly agree
13. I become more emotional.
2.99
1.02
Somewhat agree
14. I often disregard my feelings.
2.98
0.94
Somewhat agree
15. My self-esteem dropped.
2.81
0.94
Somewhat agree
16. I feel unsatisfied with what I do.
3.03
0.87
Somewhat agree
17. I often feel negative.
2.89
0.91
Somewhat agree
18. I easily get sick.
1.98
0.97
Somewhat disagree
19. I get anxious easily.
3.15
0.90
Strongly agree
Overall Weighted Mean-Negative Effects
2.89
0.91
Somewhat agree
How prepared are the students in terms of their psychological health?
T he main objective of this research is to see the factors that affect the preparedness of the
Senior High School for face-to-face learning, including the psychological health of the students.
Table 3 shows the students' assessment results; the students somewhat agree that they are ready
for face-to-face learning given that the positive side of their psychological assessment (3.07)
outweighed their negative side (2.93). Despite the feeling of worriness for financial concerns, the
students still somewhat agree that they are feeling optimistic about the future. The respondents
strongly agree that they can make up their own mind about things, feel loved and trusted, and be
feeling inspired and thankful amidst the high mean (3.33) of the respondents feeling stressed more
often and anxious about facing people. This findings was also found in a research conducted by
Maulana (2021), that the results of this study showed that online learning in the higher education
of psychologically impactful, which resulted in 29% of students having a level of depression above
normal, 70% of students had an anxiety level above normal, and 46% of students had a stress level
above normal. The data contributes to clearer understanding on how the pandemic has affected the
psychological wellbeing of the students in preparedness for face-to-face learning since the
transition was rapid. This data also backed the findings of Violant-Holz et al. (2020), that the
COVID-19 pandemic has been devastating in all aspects, but particularly psychologically. The
virus outbreak and lockdown measures resulted in increased levels of stress, anxiety, social
isolation and psychological distress compared to normal levels of depression and anxiety. It is also
not safe to say that the students are entirely ready just because the positive side outweighs the
negative side of the scale since the negative side showed a high mean of 2.93 that falls in the verbal
interpretation of somewhat agree.
Table 3. Assessment for the Preparedness of Students for Face-to-face Learning in terms of their
Psychological Health
Items
Mean
SD
Verbal Interpretation
1. I am feeling optimistic about the future.
3.09
0.86
Somewhat Agree
2. I am able to make up my own mind about
3.19
0.86
Strongly Agree
3. I am dealing with problems well.
3.03
0.75
Somewhat Agree
4. I am feeling good about myself.
2.91
0.84
Somewhat Agree
5. I have better self control.
2.93
0.84
Somewhat Agree
6. I feel loved and trusted.
3.18
0.73
Strongly Agree
7. I’ve been feeling cheerful.
2.93
0.85
Somewhat Agree
8. I’ve been feeling confident.
2.84
0.83
Somewhat Agree
9. I’ve learned new things about myself
3.46
0.62
Strongly Agree
things.
10. I’ve been feeling inspired and thankful.
3.18
0.78
Strongly Agree
Overall Weighted Mean-Positive Effects
3.07
0.80
Somewhat Agree
11. I have lost interest in other people & don’t
2.63
0.1
Somewhat Agree
12. I have developed extreme mood changes.
2.94
0.95
Somewhat Agree
13. I have become indecisive.
2.83
0.94
Somewhat Agree
14. I feel stressed more often.
3.33
0.79
Strongly Agree
15. I feel frustrated and bored
3.04
0.86
Somewhat Agree
16. I feel like a failure.
2.56
1.05
Somewhat Agree
17. I have not been able to sleep well for the past
3.14
1.04
Strongly Agree
18. I am anxious to face people.
2.79
1.01
Somewhat Agree
19. I am worried about getting the Covid-19.
2.83
1.09
Somewhat Agree
20. I am worried if we are financially stable
3.23
0.94
Strongly Agree
2.93
0.97
Somewhat Agree
care about them.
few days.
enough to go for face-to-face learning despite
the increased price of everything that concerns
studying face-to-face.
Overall Weighted Mean-Negative Effects
How prepared are the students in terms of their intellectual health?
One of the objectives of this study is to assess the preparedness of the senior high school
students for the comeback of face-to-face learning via going through their personal health aspects
which includes their intellectual health. Table 4 presented that the grade 11 students of Jose Rizal
University strongly agree that they are intellectually ready for face-to-face learning, as we
obtained a total of 3.13 for the grand mean. Due to some technical errors, items two (2) and four
(4) are similar, but nevertheless, the results gathered and the interpretation are both somewhat
agree. Additionally, although students only somewhat agree regarding the items that asked about
their grades during face-to-face learning, this does not stop their preparedness as they seem to
value the knowledge and lessons more as they can acquire during face-to-face learning. The
students' intellectual preparedness for face-to-face learning may be mainly caused by the real-time
response and flexible teaching approach of their instructors during face-to-face learning,(Paul &
Jefferson, 2019), this can be seen on the result of item one (1) with 3.44 mean or strongly agree.
Table 4. Assessment for the Preparedness of Students for Face-to-face Learning in terms of
their Intellectual Health
Items
1. I understand our lessons and discussions well
Mean
SD
Verbal Interpretation
3.44
0.57
Strongly agree
3.08
0.83
Somewhat agree
3.19
0.73
Strongly agree
3.06
0.74
Somewhat agree
3.19
0.79
Strongly agree
3.25
0.72
Strongly agree
during face-to-face learning.
2. I self-study our lessons during face-to-face
learning.
3. I established good and effective study habits for
face-to-face learning which I can follow.
4. I self-study our lessons during face-to-face
learning.
5. I tend to rely more on stock knowledge and
logical thinking when answering quizzes
during face-to-face learning as I don't have
much time to review and study.
6. I can easily catch up with my missed lessons
and activities during face-to-face learning.
7. I can maintain my grades easily during face-to-
3.08
0.79
Somewhat agree
3.04
0.83
Somewhat agree
3.38
0.70
Strongly agree
2.65
1.14
Somewhat agree
3.13
0.78
Strongly agree
face learning.
8. I am satisfied with my scores and grades during
the face-to-face learning.
9. My grades are above passing score during faceto-face learning.
10. I am part of the honor roll of our class during
face-to-face learning.
Overall Weighted Mean
What are the factors affecting the readiness of the students for face-to-face learning?
Identifying the factors affecting students' readiness for face-to-face learning is the primary
objective of this study. As shown in Table 3, the overall weighted mean of 3.61 indicates that
students strongly agree that the restrictions imposed for face-to-face learning, such as the
requirement to be vaccinated, the maximum number of students in a room, and the class schedule,
have a profound effect on their readiness to return to face-to-face learning. Along with these, the
findings suggest that the availability of safety health equipment and the preparedness of school
facilities have a significant effect on their readiness. Thus, a positive and safe learning environment
significantly impacts students' well-being. Moreover, a positive learning environment is associated
with intrinsic motivation, personal progress, and good quality of life (Zalts et al., 2021). This
finding also provides a probable explanation for why students indicated that the number of Covid19 positive cases is a factor affecting their preparedness for face-to-face learning, proven by the
mean item one (1) acquired, which is 3.6 or strongly agree.
Table 5. Factors Affecting the Readiness of the Students for Face-to-face Learning.
Items
Mean
SD
Verbal Interpretation
1. Number of Covid-19 positive cases.
3.6
0.58
Strongly agree
2. Requirement to be vaccinated.
3.4
0.82
Strongly agree
3. Readiness of the school facilities.
3.6
0.56
Strongly agree
4. Availability of safety health equipment and
3.75
0.49
Strongly agree
5. The maximum number of students in a room.
3.65
0.60
Strongly agree
6. Schedule of classes.
3.6
0.61
Strongly agree
7. Financial stability.
3.55
0.67
Strongly agree
8. Transportation and other access to facilities
3.7
0.64
Strongly agree
3.61
0.62
Strongly agree
rules.
within or near the school.
Overall Weighted Mean
CONCLUSION AND RECOMMENDATION
Conclusion
This research aimed to evaluate the readiness and preparedness of Grade 11 Senior High
School students for face-to-face learning by assessing their health and identifying the factors
affecting their perception towards face-to-face learning. The researchers used convenience
sampling technique in selecting the respondents; an online survey via Google form for the
gathering of data; and a descriptive analysis to analyze the gathered data.
First, the results of this study indicate that the students are physically, socio-emotionally,
psychologically, and intellectually ready for the possible comeback of face-to-face learning.
However, in terms of the students' physical and psychological health, there might be instances
where their perceptions might change and vary because the results from the said areas also obtained
several negative or contradictory results.
Second, since the lockdown began, staying at home for the past years has affected students'
perception of the social world. Some students' cognitive development slightly deteriorates.
Nevertheless, this has not affected the overall preparedness of the students.
Third, the study also confirmed the factors that have a significant effect on students'
readiness for face-to-face learning, such as ensuring that students are vaccinated; the number of
active cases in the country; the school's readiness for face-to-face learning; and the implementation
of basic protocol and restrictions in a classroom environment. These are crucial factors the students
and their parents consider to ensure their safety when coming back to school. Additionally, the
health assessments have helped the students reflect and determine whether they are ready and
prepared in case there will be a face-to-face implementation.
To sum things up, the study concluded that despite some hindrances and changes that
happened to the students’ mode of learning for the past couple of years, we have concluded that
they are still prepared for another change of environment and learning and are willing to go back
to face-to-face classes.
Recommendation
In consideration of the findings and conclusions in this study, the following
recommendations were made by the researchers:
First, while the results of this study indicate that students are physically, socio-emotionally,
psychologically, and intellectually prepared for the possible return of face-to-face learning,
students still need to improve their readiness in terms of physical and psychological health by
engaging in physical activities and developing coping mechanisms to prevent physical-related
ailments and maintain positive psychological health.
Second, the instructors must conduct assessment tests for students to assess their physical,
socio-emotional, psychological, and intellectual well-being in order to determine what needs to be
improved as well as what factors should be considered before taking any action. These will then
help students with self-assessment and evaluate their readiness for any sudden changes in the
learning environment.
Third, the student's parents or guardians should maintain a good connection with them and
be aware of what is happening to them online and offline because, since the lockdown, they have
become more involved in their child's learning than ever before. They should also be prepared to
assist their children in becoming ready whenever face-to-face learning is approved. These could
help the student feel more secure and at ease knowing that they have a strong support system.
Lastly, the School administration should continue to assess the current situation of the
students while the lockdown is still not lifted and comply with the health and safety measure set
by the Department of Education and Department of Health. Additionally, they should update the
students and parents on the changes made, and this is also to ensure that the school is making these
changes for the safety not only of the students but the whole community.
As for the future researchers, the researchers of this study advice that since the participants
of this study are limited to the Grade 11 Senior High School students from Jose Rizal University,
it is recommended that future researchers conduct a related study with a larger sample size that
includes students from both grade 11 and grade 12 or students from different universities. This
study suggests further investigation on the factors that students should consider when going back
from face-to-face learning. Furthermore, the respondents of the study should be further defined;
and the future researchers should strive on finding a more precise method of obtaining survey
participants other than convenience sampling. It is also recommended for the researchers to
explore the aspects of professionals and obtain approval from authorities relevant to the study.
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