TheQuant
i
t
at
i
veResear
ch:TheI
mpactofNewNor
mal
Educat
i
oni
nGr
ade12ABM i
nt
er
msofLear
ni
ngCapabi
l
i
t
y
i
nJour
nal
i
zi
ngi
nFEAPI
TSATTanza
AResear
chPr
esent
edt
ot
he
Seni
orHi
ghSchoolDepar
t
mentof
FAREASTASI
ANPACI
FI
CI
NSTI
TUTEOFTOURI
SM SCI
ENCEANDTECHNOLOGY
I
NC.
SUBMI
TTEDTO:
Ms.Gel
l
i
eHoney
caDev
el
os
SUBMI
TTEDBY:
LEADER:
Mar
yRoseG.Her
meno
MEMBERS:
Tr
i
shaAnneRodeo
Mar
v
i
l
y
nEr
ni
Ky
l
aJuni
o
Ky
l
i
enet
hFer
nandez
EdsanAr
ci
pe
1
TABLEOFCONTENTS
CHAPTER01
I
nt
r
oduct
i
on.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.4
Backgr
oundOfTheSt
udy.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.7
Resear
chQuest
i
ons.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.7
Resear
chObj
ect
i
v
es.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.7
Hy
pot
hesi
s.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.7
Si
gni
f
i
canceOfTheSt
udy.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.8
Concept
ual
Fr
amewor
k.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
10
Scope,
Li
mi
t
at
i
on,
AndDel
i
mi
t
at
i
on.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.11
CHAPTER02
Li
t
er
at
ur
eMap.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.12
Sy
nt
hesi
s.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.15
Rev
i
ewOfRel
at
edLi
t
er
at
ur
e.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.21
CHAPTER03
Resear
chMet
hodol
ogy
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.40
Resear
chDesi
gn.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.40
Resear
chSet
t
i
ng.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.41
Par
t
i
ci
pant
s.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.41
Sampl
i
ngTechni
que.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.41
Resear
chI
nst
r
ument
s.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.42
Dat
aAnal
y
si
s.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.43
Dat
aCol
l
ect
i
onAndPr
ocedur
es.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.52
2
CHAPTER04
Resul
t
sandDi
scussi
ons.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.53
CHAPTER05
Summar
y
,
Concl
usi
onAndRecommendat
i
on.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.79
3
TheQuant
i
t
at
i
v
eResear
ch:TheI
mpactofNew
Nor
malEducat
i
oni
nGr
ade12ABM i
nt
er
msof
Lear
ni
ngCapabi
l
i
t
yi
nJour
nal
i
zi
ngi
nFEAPI
TSAT
Tanza
CHAPTER01
I
NTRODUCTI
ON
Ther
ecentout
br
eakoft
heCor
onav
i
r
uspandemi
ci
ncr
easedt
hegapsi
nt
he
educat
i
onsect
orgl
obal
l
y
.COVI
D19out
br
eakhascr
eat
ededucat
i
onaldi
sr
upt
i
ons,
andgl
obalheal
t
hconcer
nst
hatpr
ov
edv
er
ydi
f
f
i
cul
tt
omanagebygl
obalheal
t
h
sy
st
ems.(
Ony
ema,E.M,
.et
.
,al
.
,
2020)
.Theef
f
ectofCOVI
D19t
ov
ar
i
oussect
or
s
ar
ound t
he wor
l
d cannotbe ov
er
emphasi
z
ed.I
nt
he Phi
l
i
ppi
nes,notonl
yt
he
gov
er
nmentand economi
csect
or
s ar
e wor
ki
ng har
dt
of
i
nd sol
ut
i
ons t
ot
he
pr
obl
emst
hatar
epr
oj
ect
edt
ohav
el
ongt
er
m ef
f
ect
s,butl
i
kewi
set
heeducat
i
on
sect
ort
hathasexper
i
encedunequal
l
eddi
sr
upt
i
onsatmoder
nt
i
met
oschool
i
ngat
al
l
l
ev
el
s.(
Ogena,
etal
.
,
2020)
.
Hi
ghereducat
i
onl
ear
ner
sar
eoneoft
hemostaf
f
ect
edst
udent
sast
heyar
e
r
equi
r
edt
oi
mmedi
at
el
yadoptt
hechangest
ot
hei
reducat
i
on.Thenew nor
mal
educat
i
oni
sachal
l
engef
ort
heSeni
orHi
ghSchoolst
udent
sast
heyhav
edi
f
f
er
ent
l
ear
ni
ng capabi
l
i
t
y
.One oft
he st
r
ands ofSHS underacademi
ct
r
ack i
st
he
Account
ancy Busi
ness Management (
ABM) whi
ch cov
er
s Fundament
al
s of
Account
ancy
.Thi
sst
r
andi
sdesi
gnedf
orst
udent
swhoar
ei
ncl
i
nedt
opur
sue
col
l
egedegr
eesr
el
at
edt
obusi
ness,account
ancy
,andmanagementpr
ogr
ams.
St
udent
swhobel
ongt
ot
hi
st
r
ackar
eex
pect
edt
oobt
ai
nbasi
cknowl
edgeand
ski
l
l
sofaccount
i
ngt
hatcoul
dl
eadt
hem t
oaccount
i
ngr
el
at
edcar
eer (
Dadano,
2016)
.Thest
udent
sof
t
enf
i
ndt
hef
i
r
staccount
i
ngcl
asst
obeabst
r
actanddi
f
f
i
cul
t
t
ounder
st
and,especi
al
l
ywheni
tcomest
omat
hemat
i
cst
hatr
el
at
ei
nt
hef
i
el
dof
Account
ancyandBusi
nessManagement
.
4
The Fundament
al
s ofAccount
ancy
,Busi
ness and Management i
s an
ABM Speci
al
i
zedSubj
ectwher
ej
our
nal
i
zi
ngi
spar
tofAccount
i
ngwhi
chr
ecor
di
ng
ofmonet
ar
yt
r
ansact
i
on(
Tugas,C.etal
.2016)
.Jour
nal
i
zi
ngi
st
hepr
act
i
ceof
document
i
ng a busi
ness t
r
ansact
i
on i
n account
i
ng r
ecor
ds.Recor
dkeepi
ng,
especi
al
l
yf
oraccount
ant
s,i
sadet
ai
l
or
i
ent
ed ski
l
lt
hatr
equi
r
escommi
t
ment
.
Ev
er
ybusi
nesst
r
ansact
i
oni
sr
ecor
dedi
naj
our
nal
,al
soknownasaBookof
Or
i
gi
nalEnt
r
y
,i
n chr
onol
ogi
calor
der
.I
ti
s a pr
ocess i
ni
t
i
at
ed each t
i
me a
t
r
ansact
i
onoccur
s(
I
ndeed,
2021)
.
I
n acqui
r
i
ng t
he "
basi
cski
l
l
s,
" r
esear
cherBal
l
ada(
2010)enumer
at
ed
t
he Account
i
ng Cy
cl
e,whi
chwashi
ghl
ypr
ocedur
alandt
echni
calbynat
ur
e.An
Account
i
ng Cy
cl
ebegi
nsbyanal
y
z
i
ng and r
ecor
di
ng t
r
ansact
i
ons usi
ng
Jour
nalEnt
r
i
es based on r
ecei
pt
s andI
nv
oi
ces,r
ecogni
t
i
on of asal
e,or
compl
et
i
on of ot
her economi
c ev
ent
s.Af
t
er t
hecompany post
s Jour
nal
Ent
r
i
est
o i
ndi
v
i
dualGener
alLedger account
s,an Unadj
ust
ed Tr
i
alBal
ancei
s
pr
epar
ed.TheTr
i
alBal
anceensur
est
hatTot
alDebi
tequal
st
heTot
alCr
edi
ti
n
t
hef
i
nanci
alr
ecor
ds.Att
he end oft
he Account
i
ng per
i
od,Adj
ust
i
ng Ent
r
i
es
ar
e made.These ar
et
he r
esul
t
sofcor
r
ect
i
onsmadeandt
her
esul
t
sf
r
om t
he
passageoft
i
me when some t
r
ansact
i
ons need Adj
ust
i
ng Ent
r
i
esper
i
odi
cal
l
y
.
Upon post
i
ng t
he Adj
ust
i
ng Ent
r
i
es,acompanypr
epar
es an Adj
ust
ed Tr
i
al
Bal
ancef
ol
l
owed by t
he Fi
nanci
alSt
at
ement
s.An ent
i
t
ycl
oses Tempor
ar
y
Account
s,Rev
enues andExpensesatt
heendoft
heper
i
odusi
ngCl
osi
ngJour
nal
Ent
r
i
es.Cl
osi
ngEnt
r
i
es(
CE)ai
mst
ot
r
ansf
erNetI
ncomebal
ances i
nt
o t
he
Owner
'
s Capi
t
al
.Fi
nal
l
y
,t
hecompanypr
epar
est
hePost
Cl
osi
ng Tr
i
alBal
ance
t
oensur
eDebi
t
sanCr
edi
t
s mat
ch,pr
ov
e equal
i
t
y
,and a bal
ancedequat
i
on.
Howev
er
,(
Quat
t
ar
a,2017)st
at
edt
hatst
udent
s’poorper
f
or
mancei
nt
he
f
or
mat
i
v
eassessmentonj
our
nal
i
zi
ngandt
hei
rgener
al
l
ynegat
i
v
eat
t
i
t
udet
owar
ds
t
hesubj
ectbecameaconcer
n.Headdedt
hatt
hest
udent
sappear
st
oexper
i
ence
di
f
f
i
cul
t
i
eswi
t
ht
hesubj
ectwhenl
ear
ni
ngj
our
nal
i
zi
ngandi
t
spr
i
nci
pl
es.Al
v
ar
ado,
K.
,et
.
,
al
.
,(
2019)st
udyshows t
hatt
he ABM st
udentcl
ai
med t
hatt
heyhav
e
di
f
f
i
cul
t
i
esi
nspeci
al
i
zed subj
ect
s.Mostoft
heABM st
udent
'
sdi
f
f
i
cul
t
yi
son
5
Account
i
ng1ongr
adeel
ev
en.Ther
espondent
sal
socl
ai
mst
hatt
hemostdi
f
f
i
cul
t
f
ort
hem i
swor
ki
ngont
he10col
umnj
our
nal
.
Theor
i
es ofi
nf
or
mat
i
on pr
ocessi
ng suggestt
hatl
ear
ni
ng an unf
ami
l
i
ar
sequent
i
alpr
ocess,such as t
he j
our
nalent
r
ypr
epar
at
i
on pr
ocess i
n can be
f
aci
l
i
t
at
edt
hr
oughscaf
f
ol
di
ng(
e.
g.
,
Jonassen1997)Phi
l
l
i
ps,F.
,&Hei
ser
,L.(
2011)
bel
i
ev
et
hatt
hepot
ent
i
albenef
i
t
sofscaf
f
ol
dout
wei
ght
her
i
sksbecauseoft
he
addedst
epi
smer
el
yasummar
yofsev
er
alpr
ecedi
ngst
epsi
nt
hej
our
nalent
r
y
pr
ocess.Theyst
at
est
hati
tdoesnotr
edi
r
ectt
hepr
obl
emsol
v
i
ngpr
ocess,but
i
nst
ead st
r
uct
ur
esand consol
i
dat
est
hepr
i
orst
epsbypr
ompt
i
ng st
udent
st
o
consi
der(
1)t
heaccountcat
egor
i
esaf
f
ect
edbyeacht
r
ansact
i
on,(
2)account
namesappr
opr
i
at
ef
oreachcat
egor
y
,
and(
3)t
heequal
i
t
yoft
hedi
r
ect
i
onalef
f
ect
s
ofeach t
r
ansact
i
on.The r
esear
cher
st
ake adv
ant
age t
ot
hi
s phenomenon t
o
conductt
her
esear
cht
oknow t
hei
mpactofnew nor
maleducat
i
oni
nGr
ade12
ABM i
nt
er
msofl
ear
ni
ngcapabi
l
i
t
yi
nj
our
nal
i
z
i
ng.Ther
ef
or
et
her
esear
cher
smust
conduct
ed t
he di
f
f
er
entexper
i
ence ofGr
ade – 12 ABM i
nt
er
msofl
ear
ni
ng
j
our
nal
i
z
i
ngandhowt
heyov
er
comei
ti
nt
henewnor
mal
educat
i
on.
6
BACKGROUNDOFTHESTUDY
Si
ncet
her
esear
cherobser
v
et
hatmostoft
heSeni
orHi
ghSchoolSt
udent
s
undert
heacademi
ct
r
ackAccount
ancyBusi
nessandManagementspeci
f
i
cal
l
ya
gr
ade12st
udent
shadahar
dt
i
met
oj
our
nal
i
zeabusi
nesst
r
ansact
i
ons,t
hat
t
r
i
gger
st
hem t
oconductt
hi
sst
udy
.Ther
ef
or
et
her
esear
cher
scomeupwi
t
ht
he
i
deaoft
oconductr
esear
cht
hatgi
v
est
heot
herABM st
udent
san i
deat
hatf
r
om
Gr
ade12ABM st
udent
si
nnew nor
maleducat
i
oner
a.Mor
eov
er
,t
her
esear
cher
s
al
soobser
v
et
hatev
er
yseni
orhi
ghschoolABM st
udent
shasadi
f
f
er
entl
ear
ni
ng
capabi
l
i
t
y
,t
her
esear
cher
swantt
oknowt
heef
f
ectoft
hesuddenshi
f
tofmodeof
educat
i
ont
ot
hecapabi
l
i
t
yofABM Gr
ade12st
udent
si
nl
ear
ni
ngj
our
nal
i
zi
ng.
RESEARCHQUESTI
ONS
How doesnew nor
maleducat
i
onaf
f
ect
sGr
ade12ABM st
udent
si
nFEAPI
TSAT
Tanz
ai
nl
ear
ni
ngj
our
nal
i
zi
ngi
nt
er
msof
:
-
DI
FFI
CULTI
ES
-
STRATEGI
ES
RESEARCHOBJECTI
VES
To beabl
et
o know how doesnew nor
maleducat
i
onaf
f
ect
sGr
ade12 ABM
st
udent
si
nFEAPI
TSATTanzai
nl
ear
ni
ngj
our
nal
i
z
i
ngi
nt
er
msofdi
f
f
i
cul
t
i
esand
st
r
at
egi
es.
HYPOTHESI
S
HYPOTHESI
S01:Ther
esear
cher
sassumedt
hatmostofGr
ade-12ABM st
udent
s
hav
i
ng ahar
dt
i
mei
nj
our
nal
i
zi
ng t
r
ansact
i
onsduet
o new nor
maleducat
i
on.
Ther
ef
or
et
her
esear
cher
sseet
hephenomenonasanegat
i
v
eef
f
ecti
nnewnor
mal
educat
i
oni
nGr
ade– 12ABM,t
hatcanl
eadt
ot
hem ahi
ndr
ancei
nl
ear
ni
nga
j
our
nal
i
zi
ngt
r
ansact
i
onsi
ncol
l
ege,
sot
her
esear
cher
swoul
dl
i
ket
or
ecommendt
o
t
heABM Depar
t
mentt
ocr
eat
east
r
at
egi
est
hatcanhel
pt
heABM st
udent
st
ol
ear
n
t
hej
our
nal
i
zi
ngt
r
ansact
i
onseasi
l
y
.
7
HYPOTHESI
S02:Ther
esear
cher
sassumedt
hatmostofGr
ade–12ABM st
udent
s
ar
emor
eeasyt
ol
ear
nj
our
nal
i
zi
ngt
r
ansact
i
onsduet
ot
r
ansi
t
i
oni
ngofeducat
i
oni
n
new nor
malsy
st
em.Ther
ef
or
et
he r
esear
cher
sf
or
esee t
hatt
he new nor
mal
educat
i
onhasaposi
t
i
v
eef
f
ect
st
owar
dst
heGr
ade–12ABM st
udent
si
nt
er
msof
l
ear
ni
ngj
our
nal
i
zi
ngi
ncol
l
ege.Sot
her
esear
cher
swoul
dl
i
ket
or
ecommendt
o
keepi
tupt
hegoodst
r
at
egi
est
hatGr
ade12ABM copeupeasi
l
yt
hej
our
nal
i
zi
ng
t
r
ansact
i
ons.
SI
GNI
FI
CANCEOFTHESTUDY
Ther
esear
chi
sunder
t
akent
hebyt
her
esear
chert
of
i
ndoutwhatar
et
he
i
mpactofnew nor
maleducat
i
on i
n Gr
ade 12 ABM St
udent
si
nj
our
nal
i
zi
ng
t
r
ansact
i
oni
nt
er
msofl
ear
ni
ngcapabi
l
i
t
yandt
heper
cent
ageofGr
ade12ABM
st
udent
sexper
i
encedi
f
f
i
cul
t
i
esi
nJour
nal
i
zi
ngAndper
cent
ageofGr
ade12ABM
St
udent
st
hatdi
dn'
tencount
erdi
f
f
i
cul
t
i
esi
nJour
nal
i
zi
ng.
Benef
i
t
i
ngt
hest
udyar
et
hev
ar
i
oussect
or
sasf
ol
l
ows:
•THEABM STUDENTS
Thedi
r
ectr
eci
pi
entoft
heout
putoft
hi
sr
esear
chi
st
heABM St
udent
s.Thi
s
wi
l
lpr
ov
i
det
heABM st
udent
ssomeknowl
edgeandawar
enessbasedonwhat
i
mpactofnewnor
mal
educat
i
oni
nj
our
nal
i
zi
ngi
nt
er
msoft
hei
rl
ear
ni
ngcapabi
l
i
t
y
.
•THEACCOUNTI
NGSUBJECT
Thi
swi
l
lbev
er
ybenef
i
ci
alt
ot
heaccount
i
ngsubj
ect
.TheABM st
udent
scan
use t
hi
s as a r
ef
er
ences,t
hatgi
v
es t
hem a knowl
edge aboutt
he l
ear
ni
ng
Jour
nal
i
z
i
ngi
nt
heer
aofnewnor
mal
educat
i
on.
•THETEACHERS
Thi
swi
l
lbev
er
ybenef
i
ci
alt
ot
het
eacher
s.Theywi
l
lknow i
ft
hei
rst
udent
s
ar
ehav
i
ngahar
dt
i
mei
ncopi
ngupt
hei
rl
essonsoreasi
l
yget
st
hel
essons.The
t
eacher
swi
l
lbet
heonewhot
akeact
i
onsi
nt
henewnor
mal
del
i
v
er
yofl
essonsi
na
ef
f
ect
i
v
eway
s.
8
•THEFUTURERESEARCHER
Thi
swi
l
lbebenef
i
ci
alt
ot
her
esear
cher
s.Thi
swi
l
lser
v
easgui
dancef
or
gat
her
i
ngt
hei
nf
or
mat
i
on’
st
heyneedf
ort
hei
rst
udy
.
9
CONCEPTUALFRAMEWORK
NEW NORMAL
EDUCATI
ON
GRADE–12ABM
I
NFEAPI
TSAT
TANZA
THEI
MPACT
LEARNI
NG
CAPABI
LI
TYI
N
JOURNALI
ZI
NG
I
nt
hi
sst
udy
,t
her
esear
cher
swi
l
lser
v
easani
nputt
ot
heGr
ade–12ABM
st
udent
si
nFEAPI
TSATTanza.Thest
udent
swi
l
lbet
hei
nputf
ort
hedat
at
hat
r
esear
cher
sneededandcol
l
ect
edi
nt
hest
udy
.
I
nt
hi
sst
udyt
hev
ar
i
abl
est
hatt
her
esear
cher
swi
l
lser
v
easapr
ocessar
et
he
l
ear
ni
ngcapabi
l
i
t
yi
nJour
nal
i
zi
ngt
r
ansact
i
onsduet
onew nor
maleducat
i
on.The
l
ear
ni
ngcapabi
l
i
t
yoft
hegr
ade-12ABM st
udent
si
nFEAPI
TSAT Tanz
ai
nt
er
m of
j
our
nal
i
zi
ngt
r
ansact
i
onsduet
onew nor
maleducat
i
onwi
l
lbet
hepr
ocessf
ort
he
dat
at
hatr
esear
cher
sneededandcol
l
ect
edi
nt
hest
udy
.
I
nt
hest
udy
,t
hev
ar
i
abl
est
hatt
her
esear
cher
swi
l
lser
v
easanout
puti
st
he
I
mpactofGr
ade12ABM i
nnewnor
maleducat
i
oni
nt
er
msofl
ear
ni
ngcapabi
l
i
t
yi
n
Jour
nal
i
z
i
ng. New nor
maldel
i
v
er
yofl
essonshav
eabi
gi
mpactoft
hel
ear
ni
ng
capabi
l
i
t
yofev
er
yGr
ade12ABM st
udent
sspeci
al
l
yi
nl
ear
ni
ngJour
nal
i
z
i
ngwhi
ch
i
soneoft
hel
essonofspeci
al
i
zesubj
ectofABM.
10
SCOPELI
MI
TATI
ONANDDELI
MI
TATI
ON
Thi
sst
udyf
ocuseson t
heGr
ade12ABM Onl
i
nebot
hmal
eandf
emal
e
st
udent
s and modul
ar bot
h mal
e and f
emal
e st
udent
st
hat st
udi
es f
r
om
FEAPI
TSATTanza,
si
ncet
her
esear
cher
sf
ocusesonl
yont
hel
essont
hatonl
yABM
st
udent
shav
eapr
i
v
i
l
eget
ot
akeandex
per
i
enci
ngt
hedi
f
f
i
cul
t
i
esi
nj
our
nal
i
zi
ng
l
essonsi
n speci
al
i
ze subj
ectand st
udent
sdi
dn’
tencount
erdi
f
f
i
cul
t
i
esi
nt
he
l
essonsofj
our
nal
i
zi
ng.I
twasgat
her
edbysur
v
eyquest
i
onnai
r
ef
orGr
ade12ABM
f
r
om FEAPI
TSATTanza.Thest
udywi
l
l
st
ar
tf
r
om August2021upt
oJanuar
y2022.
Thi
sst
udyl
i
mi
t
si
t
sv
ar
i
abl
esand cov
er
ageonl
yon 15 Gr
ade12 ABM
St
udent
s.Si
ncet
hese15ABM st
udent
sar
est
udy
i
ngi
nFEAPI
TSATTanzat
hathav
e
aj
our
nal
i
z
i
ngl
esson.Ast
her
esear
cher
swi
l
lbeconduct
edt
hi
sst
udyf
r
om t
he
campusofFEAPI
TSATTanza.Mor
eov
er
,t
her
esear
cher
sl
i
mi
t
edt
hespeci
al
i
z
e
subj
ectbyf
ocusi
ngonl
yi
nj
our
nal
i
zi
ngl
essons.Fur
t
her
mor
e,t
hi
sst
udyl
i
mi
t
st
he
ot
herMi
norandMaj
orsubj
ect
soft
heGr
ade12ABM st
udent
st
hathassame
l
essonnamel
i
kei
nEngl
i
sh“
Jour
nal
”l
esson.Andal
sot
her
esear
cher
sl
i
mi
t
edt
he
st
udyi
nt
heGr
ade12ABM st
udentt
r
ansf
er
ee’
swhodonott
aket
hespeci
al
i
z
ed
subj
ectt
hatconcl
udet
hej
our
nal
i
z
i
ngl
esson.Thegat
her
eddat
awi
l
l
beusei
nst
udy
onl
y
.
Ther
esear
cher
sr
est
r
i
ctt
hei
mpl
i
cat
i
onoft
hepr
of
essor
sori
nst
r
uct
or
s
f
r
om FEAPI
TSATTanzawhot
eachsubj
ect
sr
el
at
edt
oj
our
nal
i
z
i
ngwhet
heri
si
t
s
ef
f
ect
i
v
eornoti
ti
sr
egar
dl
esst
ot
hepossi
bl
eout
comeoft
hi
sst
udy
.Andal
sot
he
r
esear
cher
sr
est
r
i
ctt
hei
deaofOnl
i
neandmodul
arcl
asswaswayhar
dert
hant
he
nor
mal
f
acet
of
acecl
ass.
11
CHAPTER02
LI
TERATUREMAP
THEQUANTI
TATI
VERESEARCH:
THEI
MPACTOFNEW NORMALEDUCATI
ON
I
NGRADE–12ABM STUDENTSI
NTERMSOFLEARNI
NGCAPABI
LI
TYI
N
JOURNALI
ZI
NGI
NFEAPI
TSATTANZA
I
mpactofNew
Nor
malEducat
i
on
TheNewNor
mali
nEducat
i
on:Achal
l
enge
t
ot
hepr
i
v
at
ebasi
ceducat
i
oni
nst
i
t
ut
i
oni
n
t
hePhi
l
i
ppi
nes.
ANCHETA,
R.
,
&ANCHETA,
H.(
2020)
.
Thesel
fef
f
i
cacyandi
t
sr
el
at
i
onshi
pt
ot
he
academi
cmot
i
v
at
i
onoft
heseni
orhi
gh
school
st
udent
sf
r
om publ
i
cschool
sami
dst
t
henewnor
mal
educat
i
oni
nt
hePhi
l
i
ppi
nes.
TI
PON,
F.
,
VI
LLANUEVA,
ET.
,
AL.
(
2021)
.
Bl
endedl
ear
ni
ngmodel
i
mpl
ement
at
i
oni
nt
henor
mal
,
pandemi
candnewnor
maler
a
RAHMATMAHMUD,
PFEI
C(
2020)
TheCOVI
D19Pandemi
ct
hr
ought
he
l
ensofeducat
i
oni
nt
hePhi
l
i
ppi
nes:
Thenewnor
mal
JOSETRI
A(
2020)
Bl
endedLear
ni
ng:
Thenew
nor
malemer
gi
ngt
echnol
ogi
es
DZI
UBANETAL.
(
2018)
“NewNor
mal
”i
nl
ear
ni
ngand
t
eachi
ng
UNI
CEF.(
2020)
12
Seni
orHi
ghSchool
l
ear
ni
ngcapabi
l
i
t
y
Longi
t
udi
nal
anal
y
si
soft
her
ol
eofper
cei
v
ed
sel
f
-ef
f
i
cacyf
orsel
f
r
egul
at
edl
ear
ni
ngi
n
academi
ccont
i
nuanceandachi
ev
ement
CAPRARA,
G.
,
FI
DA,
R.
,
VECCHI
ONE,
M.
,
&
BARBARANELLI
,
C.(
2008)
.
Anal
y
si
smet
acogni
t
i
v
eski
l
l
son
l
ear
ni
ngmat
hemat
i
csi
nhi
ghschool
AMI
N,
I
.
,
&SUKESTI
YARNO,
Y.(
2015)
St
at
usofseni
orhi
ghschool
i
mpl
ement
at
i
on:Apr
ocess
ev
al
uat
i
on
JULI
AANDTEDISUPRI
YADI(
2017)
Theef
f
ectofl
ear
ni
ngst
r
at
egyandt
hi
nki
ng
abi
l
i
t
yont
hest
udent
sl
ear
ni
ngout
comesi
n
economi
cssubj
ectofXIsoci
alst
udenti
n
seni
orhi
ghschoolst
at
e1i
nPemat
ang
Si
ant
ar
NUGRAHADI
2,
KUSTORO (
2019)
13
Lear
ni
ng
Jour
nal
i
zi
ng
Anexper
i
mentexami
ni
ngt
heef
f
ect
s
oft
r
ansact
i
onscopeandaccount
i
ng
emphasi
sonst
udent
sl
ear
ni
ngt
o
j
our
nal
i
zeSQUI
RE,
L.
,
&PHI
LLI
PS,
F.
(
2009)
Enhanci
ngt
heaccount
i
ngski
l
l
sofGr
ade12
Account
ancy
,
Busi
nessandManagement
l
ear
ner
si
nDonEul
ogi
oDeGuzman
Memor
i
al
Nat
i
onal
Hi
ghSchool
NARCI
SOAMARTI
NJR,
DOLPHYH
PATACSI
LET.AL(
2020)
Thechangeofst
udent
sper
cept
i
onof
account
i
ngski
l
l
si
ni
nt
er
medi
at
eaccount
i
ng:
Agui
def
oraccount
i
ngeducat
i
onr
ef
or
m
ROYCEBURNETT,
MARKFRI
EDMAN,
YAWENYANG(
2008)
Fundament
alofaccount
i
ng,
Vol
ume1
CABRERA,
LEDESMA,
LUPI
SAN
(
2010)
Thei
nt
er
medi
at
eaccount
i
ng,
Vol
ume
3
NENI
TAS.R.ANDPATRI
CI
AM.E
(
2019)
14
SYNTHESI
S
THEME1:I
MPACTOFNEW NORMALEDUCATI
ON
Thei
mpactofnew nor
maleducat
i
onr
ev
eal
st
hepr
osandconsoft
he
educat
i
onalsy
st
em.Accor
di
ngt
oRusman(
2012:48)t
hest
udent
suset
hei
nt
er
net
assour
ceofi
nf
or
mat
i
onandcommuni
cat
i
ont
hathel
psi
neducat
i
on.Fl
or
es(
2020)
st
at
edt
hatt
henew nor
malst
andar
df
orst
udent
sf
r
om al
ldi
f
f
er
enteducat
i
onal
l
ev
el
s,notj
ustt
oenhancet
hei
rski
l
l
sbutal
sot
obui
l
tt
hei
rat
t
i
t
udest
ot
owar
dst
hi
s
unst
abl
esi
t
uat
i
on.
Thi
si
ssuppor
t
edbyEl
adiandMusawi(
2020)
,t
hatst
udent
s’at
t
i
t
udesusi
ng
ebookandt
hei
rr
el
at
i
onshi
pofsel
f
est
eem ef
f
i
cacyandacademi
cmot
i
v
at
i
on.I
t
showedasi
gni
f
i
cantposi
t
i
v
ecor
r
el
at
i
onbet
weent
hest
udent
’
ssel
f
ef
f
i
cacyand
t
hei
rl
ear
ni
ngmot
i
v
at
i
on.St
udent
sf
i
ndi
tmor
eexci
t
i
ngandenj
oy
abl
e,andt
hey
canusei
tany
t
i
meandany
wher
e.Shi
n(
2018)det
er
mi
nedt
hatmot
i
v
at
i
onandsel
f
ef
f
i
cacy becomes mor
e si
gni
f
i
cantt
ot
he st
udent
s as t
hey ai
m t
hei
rgoal
.
Fur
t
her
mor
e,Raf
i
ol
a,Radj
ah,andRaml
i(
2020)f
oundoutt
heef
f
ectofl
ear
ni
ng
mot
i
v
at
i
on, sel
f
ef
f
i
cacyt
hatnew nor
maleducat
i
on hav
e a mor
ei
mpacton
educat
i
ont
omakeabet
t
ercondi
t
i
onf
orst
udent
s.
Thei
mpor
t
anceoft
hi
st
ot
hest
udyi
st
hatt
her
esear
cher
sar
eabl
et
oknow
t
heposi
t
i
v
ecor
r
el
at
i
onoft
henew nor
maleducat
i
ont
ot
hel
ear
ner
s.I
ti
sal
so
si
gni
f
i
cantt
ot
hest
udyasi
tshowst
hei
mpactofshi
f
t
i
ngoft
r
adi
t
i
onal
educat
i
ont
o
newnor
mal
educat
i
ont
ot
hemot
i
v
at
i
onandsel
f
est
eem ef
f
i
cacyoft
hest
udent
s.
Howev
ert
heshi
f
t
i
ngoft
hel
ear
ni
ngpl
at
f
or
m duet
ot
henewnor
malbr
i
ngsa
hotdebat
ei
nt
hePhi
l
i
ppi
nesr
ecogni
z
i
ngt
hepoorl
i
v
i
ngcondi
t
i
onofsomel
ear
ner
s.
Accor
di
ngt
oMagsambol(
2020)Ther
ei
sanev
i
dentgapbet
weenl
ear
ner
swho
hav
et
hemeansandt
hosewhocannot
.Theal
t
er
at
i
onoft
hepl
at
f
or
mf
r
om f
acet
o
f
acecl
assest
oonl
i
net
eachi
ngandl
ear
ni
ngchal
l
engesbot
ht
het
eacher
sand
st
udent
s.Tanhuenco–Tumapon(
2020)cal
l
edt
hi
sr
esponseasaadoptqui
ckl
y
.
15
The st
udent
s become di
f
f
i
cul
tt
o adj
ust
.Ter
ek (
2016)emphasi
z
ed t
hatt
he
t
eacher
smustt
r
eatt
hepr
obl
emsmi
ndf
ul
l
yast
hest
udent
smi
ghtencount
eri
n
t
hei
rl
ear
ni
ngst
y
l
es.Thei
nt
er
neti
soneoft
hepr
obl
em t
hatst
udent
sf
acedi
nnew
nor
mal
educat
i
on.Si
ncet
hel
ear
ni
ngmodal
i
t
yent
ai
l
st
heuseofi
nt
er
netconnect
i
on.
Sal
acandKi
m(
2020)admi
tt
hatt
hei
nt
er
neti
nf
r
ast
r
uct
ur
esar
et
hebehi
ndt
he
dev
el
opi
ngcount
r
i
esi
nAsi
aandi
ti
sal
soaf
actt
hatnotal
lst
udent
shav
eaccess
t
oi
nt
er
netandt
echnol
ogy
.Wi
nt
hr
op(
2020)say
st
hatsuchchal
l
engeswoul
dbe
equi
t
ygaps,st
udent
ssecur
i
t
yandsaf
et
y
,qual
i
t
yofl
ear
ni
ngcompr
omi
sedand
poorassessmentr
esul
t
s.
Thei
mpor
t
anceoft
hi
sst
udyt
ot
her
esear
chi
st
hati
tal
soshowst
hei
mpact
ofnew nor
maleducat
i
ont
ot
hel
ear
ner
sandt
het
eacher
s.I
tunf
ol
dt
het
r
ut
hof
somei
mper
f
ectexper
i
enceandr
esul
tt
ot
heaf
f
ect
edst
udent
sandt
eacher
s.Whi
ch
wasi
mpor
t
antt
ot
her
esear
cher
sf
orwear
eabl
et
oknowt
heot
heri
mpactoft
he
newnor
mal
educat
i
on.
Howev
erRussel(
2021)say
st
hatt
her
ei
snodi
f
f
er
encei
nt
heachi
ev
ement
l
ear
ni
ngout
comesast
hemeasur
ei
ngr
adesorexams.Mor
eov
er
,t
her
esul
t
sar
e
t
hesamei
nt
hest
udyconduct
edbyFr
ancescucciandRohani(
2018)Thest
at
i
st
i
cal
compar
i
sonbet
weenf
acet
of
aceandt
hev
i
r
t
ual
,i
nt
er
act
i
v
e,r
ealt
i
me,i
nst
r
uct
or
l
edshowedt
hesamel
ev
elofst
udent
sper
f
or
mancei
nbot
hmet
hods.Accor
di
ngt
o
Ander
son (
2008:
61)cr
eat
i
ng an onl
i
ne l
ear
ni
ng communi
t
yent
ai
l
s cr
eat
i
ng a
pl
at
f
or
mf
orcommuni
t
ymember
st
oengageandl
ear
nf
r
om oneanot
her
.
Thei
mpor
t
anceoft
hi
sst
udyt
ot
her
esear
chi
st
hati
tr
ev
eal
st
hatt
henewnor
mal
educat
i
onbr
i
ngsnodi
f
f
er
encet
ot
heachi
ev
ement
sandout
comesofl
ear
ni
ngt
o
t
hest
udent
s.Andi
ti
sal
sosi
gni
f
i
cantt
ot
her
esear
cher
sf
orwear
eabl
et
oknow
t
heout
comeofnewnor
maleducat
i
ont
ot
hegr
ades,
per
f
or
manceandengagement
ofst
udent
st
ot
hei
rl
ear
ni
ng.
16
THEME2:SENI
ORHI
GHSCHOOLLEARNI
NGCAPABI
LI
TY
Thest
udyofFadel(
2008)r
ev
eal
st
he4C’
s,accor
di
ngt
ot
heaut
hort
he
st
l
ear
ni
ng and i
nnov
at
i
on ski
l
l
sr
equi
r
ed i
nt
he 21 Cent
ur
y
. The 4C’
s means
Cr
eat
i
v
i
t
y
,Cr
i
t
i
calt
hi
nki
ng,Col
l
abor
at
i
oni
ti
st
heabi
l
i
t
yt
oi
nt
er
actandl
ast
l
yt
he
Communi
cat
i
on.I
nt
hest
udyofAl
pi
do(
2014)t
hatusi
ngHOTS quest
i
ons(i
ti
st
he
abi
l
i
t
yt
ot
hi
nkcr
i
t
i
cal
l
yandcr
eat
i
v
el
yi
nor
dert
ounder
st
andandsol
v
echal
l
enges)
i
n conj
unct
i
on wi
t
h sust
ai
nabl
el
ear
ni
ng met
hodol
ogi
es mi
ghthel
p st
udent
s
i
mpr
ov
et
hei
rcogni
t
i
v
eabi
l
i
t
i
es.Ther
esul
t
soft
hest
udy
,
i
ti
sr
equi
r
edt
odev
el
opa
mor
eef
f
ect
i
v
e,
ef
f
i
ci
entandappeal
i
ngl
ear
ni
ngt
echni
que.
Thei
mpor
t
anceoft
hi
sst
udyt
ot
her
esear
chi
st
hati
tshowst
hatt
heski
l
l
sofa
seni
orhi
ghschoolst
udentmusthav
et
heabi
l
i
t
yofcr
eat
i
v
i
t
y
,hascr
i
t
i
calt
hi
nki
ng,
abi
l
i
t
yt
ocol
l
abor
at
eori
nt
er
actandhast
hecapaci
t
yt
ocommuni
cat
e.Andwi
t
ht
he
hel
pofsust
ai
nabl
el
ear
ni
ngt
echni
quest
hecogni
t
i
v
eabi
l
i
t
yoft
hest
udent
smi
ght
i
mpr
ov
e.Whi
chwasi
mpor
t
antt
ot
her
esear
cher
s,f
orwear
eabl
et
ot
hecapabi
l
i
t
y
ofl
ear
ni
ngofseni
orhi
ghschool
st
udent
s.
Thi
si
ssuppor
t
edbyMar
shal
landHar
t
on(
2011)t
heHi
gherOr
derThi
nki
ng
Ski
l
l
s(
HOTS),
suchasl
ogi
calt
hi
nki
ng,
cr
i
t
i
calt
hi
nki
ngandr
easoni
ngski
l
l
sar
et
he
basi
c ski
l
l
sf
ordai
l
yl
i
f
e, apar
tf
r
om academi
c achi
ev
ement
si
nt
he school
.
Somehow Supar
man (
2012)ar
gues t
hatl
ear
ni
ng i
st
he pr
ocess ofchangi
ng
behav
i
orasar
esul
tofi
nt
er
act
i
onsbet
weenpeopl
eandt
hei
rsur
r
oundi
ngs.These
changesar
eknowl
edge,under
st
andi
ngandat
t
i
t
udes.Howev
er
,st
udent
scannow
exer
ci
segr
eat
erper
sonalcont
r
olov
ert
hei
rl
ear
ni
ng,i
ndependent
l
yoft
i
meand
pl
ace,t
hr
ough mul
t
i
medi
ai
nst
r
uct
i
on on t
hei
nt
er
net
.Accor
di
ng t
o Debowski
,
WoodandBandur
a(
2001)
;
Joo,Bong,
andChoi
(
2000)
,
st
udent
swi
t
hhi
ghef
f
i
cacy
f
orsel
f
r
egul
at
edl
ear
ni
ngar
et
heoneswhomaket
hebestuseofi
nt
er
net
based
i
nst
r
uct
i
ons.
Thi
sst
udyi
snecessar
yf
ort
her
esear
chand t
her
esear
cher
sasi
tt
al
ksi
nt
o
di
f
f
er
entwayt
ol
ear
nast
udent
.I
tdi
scussest
hatt
hel
ear
ni
ngcapabi
l
i
t
yoft
he
st
udentcanv
ar
ysi
ncet
hechangesofbehav
i
or
sandex
per
i
enceofev
er
yst
udent
17
ar
edi
f
f
er
ent
.Thi
sway
,t
her
esear
cherar
eabl
et
oknowt
hatt
hel
ear
ni
ngcapabi
l
i
t
y
ofseni
orhi
ghschoolst
udent
sar
edi
f
f
er
encet
oeachot
herasev
er
yst
udent
sar
e
uni
que.
I
nt
hest
udyofSchnei
derandPr
essl
ey
(
1994)st
at
est
hatst
udent
sused
met
acogni
t
i
v
eknowl
edgeaboutr
eadi
ngandmemor
ydev
el
opmentst
r
at
egi
est
o
pr
ov
i
dei
nf
or
mat
i
onaboutt
hei
rabi
l
i
t
yandknowl
edgeofat
askandt
oi
mpr
ov
et
he
st
udent
smet
acogni
t
i
v
eski
l
l
s.Kr
amar
ki
,
Mev
ar
ech,andAr
amai
c(
2002)st
at
est
hat
t
eachi
ngst
udent
st
omat
hemat
i
cal
l
yf
or
mul
at
eandansweraser
i
esofquest
i
onsi
s
t
hemai
nel
ementofmet
acogni
t
i
on.Al
t
houghVer
schaf
f
elet
.Al
.
,
(
2002)st
at
est
hat
di
f
f
i
cul
t
yi
nl
ear
ni
ng mat
hemat
i
cs i
sv
er
y compl
ex
.The di
f
f
i
cul
t
i
es t
o sol
v
e
mat
hemat
i
calpr
obl
emsoccuri
nal
lst
ages.Al
soSchr
aw andMoshman(
1995)
st
at
esanot
heri
ssuei
nl
ear
ni
ngmat
hemat
i
csi
s,i
ti
smor
epassi
v
et
hanact
i
v
e
l
ear
ni
ngt
hatcausessi
l
entknowl
edgest
r
uct
ur
es.Meanwhi
l
e,accor
di
ngt
oHer
bst
(
2006:
317)t
eachi
ngandl
ear
ni
ngmat
hemat
i
csi
snotj
ustast
udentcancompl
et
e
t
het
aski
nwhi
cht
heyconnectbet
weenpr
obl
emsandnew i
deas,butal
soan
at
t
emptt
omai
nt
ai
nt
hest
udent
sr
esponsest
oal
way
sbei
nv
ol
v
edi
nl
ear
ni
ng
pr
ocess.Fur
t
her
mor
e Sel
f
r
egul
at
or
yef
f
i
cacyal
so r
ai
ses academi
c goal
s and
aspi
r
at
i
ons,per
sonalst
andar
ds f
ort
he qual
i
t
y ofwor
k and bel
i
ef
si
n one’
s
capabi
l
i
t
i
esf
oracademi
cachi
ev
ementbef
or
et
heacademi
cper
f
or
mance,and
r
el
ev
antapt
i
t
udef
orZi
mmer
man&Bandur
a(
1994)
;
Zi
mmer
manetal
.
,
(
1992)
.And
st
udent
swhosesenseofef
f
i
cacywasr
ai
sedsethi
gheraspi
r
at
i
onsf
ort
hemsel
v
es.
Showsgr
eat
erst
r
at
egi
cf
l
exi
bi
l
i
t
yi
nt
hesear
chf
orsol
ut
i
ons,achi
ev
ed hi
gher
i
nt
el
l
ect
ualper
f
or
mances,
andwer
emor
eaccur
at
ei
nev
al
uat
i
ngt
hequal
i
t
yoft
hei
r
per
f
or
mances.
The i
mpor
t
ance oft
hi
sst
udyt
ot
he r
esear
ch i
st
hati
tex
pl
ai
nst
he t
y
pe of
knowl
edgest
udent
sar
eusi
ngi
nunder
st
andi
ngi
nf
or
mat
i
onandt
of
or
mul
at
ean
answerwhen sol
v
i
ng a mat
hemat
i
calf
or
mul
a.I
tal
so di
scuss t
hatl
ear
ni
ng
mat
hemat
i
csar
ecompl
i
cat
edandhasst
agesofdi
f
f
i
cul
t
i
est
oev
er
yst
udent
s.
Whi
chwassi
gni
f
i
cantt
ot
her
esear
cher
sf
orwear
eabl
et
oknowt
hatt
hel
ear
ni
ng
pr
ocessofst
udent
smustmai
nt
ai
nso t
hatt
heycanachi
ev
ehi
ghi
nt
el
l
ect
ual
18
knowl
edge.Andf
ort
hem t
ohav
et
hesel
fef
f
i
cacyt
osetgoal
sandaspi
r
at
i
onf
or
t
hei
racademi
cachi
ev
ement
.
THEME3:
LEARNI
NGJOURNALI
ZI
NG
Accor
di
ngt
ot
hebookofFundament
alofaccount
i
ngVol
ume1,
ent
er
i
ngt
he
t
r
ansact
i
onsi
naj
our
nali
scal
l
edj
our
nal
i
zi
ng.I
nev
er
yt
r
ansact
i
ont
hatbusi
nesses
made,ev
er
yent
r
yshoul
di
ncl
udet
hedat
e,t
heaccountt
i
t
l
est
hataf
f
ect
ed,t
he
amount
sandabr
i
efdescr
i
pt
i
onofat
r
ansact
i
on(
p.201)
.Accor
di
ngt
oCabr
er
a,
Ledasmaet
.
al(
2010)
,j
our
nali
sachr
onol
ogi
call
i
st
i
ngofr
ecor
dofabusi
ness
t
r
ansact
i
on.I
ti
scal
l
edabookofor
i
gi
nalent
r
y
.I
nt
hej
our
nal
,i
tcont
ai
ns t
hedat
e
ofeacht
r
ansact
i
ont
hatabusi
nesseshasmade,t
i
t
l
esoft
heaccount
st
hatei
t
her
debi
t
edorcr
edi
t
edandal
sot
heamountofi
t
.Ther
ear
emanyt
y
pesofj
our
nal
st
hat
busi
nesseshav
ebeenusi
ngbutcommonl
yt
hesi
mpl
estj
our
nal
f
or
mi
st
wocol
umn
gener
alj
our
nal(
p199)
.Fur
t
her
mor
e,f
r
om t
hest
udyofNoni
t
aandPat
r
i
ci
a(
2017)
t
heyst
at
est
hateachj
our
nali
sdesi
gnedt
or
ecor
dat
y
peoft
r
ansact
i
onofa
busi
nesses.(
Thei
nt
er
medi
at
eaccount
i
ngVol
ume3p.
47)
.Theysai
dt
hatj
our
nal
s
ar
et
hent
r
ansf
er
r
edt
ot
hebooksofl
edger
,i
napr
ocesscal
l
edpost
i
ng.Whi
ch
accumul
at
esal
lt
heef
f
ectoft
het
r
ansact
i
ons.I
nanacademi
cset
t
i
ng,st
udent
s
usual
l
yacqui
r
ei
nf
or
mat
i
onbyr
eadi
ngat
r
ansact
i
ondescr
i
pt
i
on.Thent
hest
udent
s
wi
l
lchooseandi
dent
i
f
yt
heaccountl
abel
sandanal
y
zet
hedi
r
ect
i
onalef
f
ectoft
he
t
r
ansact
i
ononeachaccount
.Wi
t
ht
hi
sunder
st
andi
ngi
nmi
nd,
st
udent
st
hendeci
de
whet
hert
odebi
torcr
edi
teachaccount
.Thi
sst
epr
equi
r
esanunder
st
andi
ngof
bot
ht
hedi
r
ect
i
onalef
f
ect
soft
heex
changeandt
henor
malbehav
i
orofeach
accountaf
f
ect
edbyt
heexchange.Thenl
at
eron,
st
udent
sexpr
esst
het
r
ansact
i
ons
i
nj
our
nal
ent
r
yf
or
mat
.
Thei
mpor
t
anceoft
hi
sbookst
ot
her
esear
ch i
st
hati
texpl
ai
nst
hepr
ocessof
ent
er
i
ngt
r
ansact
i
onsi
naj
our
nal
,
whi
chwast
hej
our
nal
i
z
i
ng.I
tdescr
i
behowev
er
y
pr
ocessar
emusthav
edone.I
tal
sodi
scussest
hei
mpor
t
anceoft
hej
our
nal
i
zi
ngt
o
ev
er
ybusi
ness.Whi
chwasnecessar
yf
ort
her
esear
cher
sast
heyar
eai
mi
ngt
ot
el
l
howt
ol
ear
nj
our
nal
i
zi
i
ng.
19
Mostoft
heaccount
i
ngcour
sesst
udent
sbegi
nst
hel
ear
ni
ngwi
t
ht
hei
nt
r
oduct
i
on
t
of
i
nanci
alst
at
ementr
epor
t
i
ngandf
ol
l
owedbyanexpl
anat
i
onoft
heaccount
i
ng
cy
cl
e.Andt
hent
hest
udent
sar
ei
nt
r
oducedt
ot
heaccount
i
ngequat
i
onandt
he
pr
epar
at
i
onf
orj
our
nalent
r
i
es.Hear
n(
1987)say
st
hatj
our
nalent
r
ypr
epar
at
i
oni
s
mor
et
hanj
ustanecessar
yst
epont
hewayt
oapr
of
essi
oni
naccount
i
ngasi
ti
s
al
soani
nt
er
est
i
ngt
opi
csi
ncei
tcanbet
aughti
nav
ar
i
et
yofway
smet
hods.Whi
ch
wassuppor
t
edbyLi
bby
,Li
bby
,andShor
t(
2009)ast
heysay
st
hatonemet
hodt
o
t
aughtj
our
nalent
r
ypr
epar
at
i
on i
st
or
est
r
i
ctt
hescopeoft
r
ansact
i
ons.I
tcoul
d
onl
yaf
f
ectt
hebal
ancesheet
saccount
sandl
eav
est
het
r
ansact
i
onst
hati
nv
ol
v
e
t
hei
ncomest
at
ement
sf
orl
at
erdi
scussi
ons.Whi
l
eont
heot
herhandf
orKi
mmel
,
Wey
gandt
,andKi
eso(
2009)t
hesecondmet
hodi
st
of
ul
l
yi
nt
r
oducet
hescopeof
t
r
ansact
i
ons t
hataf
f
ectbot
h bal
ance sheetand i
ncome st
at
ementaccount
s.
Howev
er
,
t
hef
or
merappr
oachr
educest
her
i
skofov
er
whel
mi
ngst
udent
swi
t
hnew
concept
sandpr
act
i
ces,wher
east
hel
at
t
erappr
oachal
l
owsf
ormor
epr
act
i
cewi
t
h
awi
derr
angeoft
r
ansact
i
ons.Mor
eov
er
,
Spi
cel
and,
Thomas,
andHer
r
mann(
2009)
l
ookathowmuchst
udent
sar
eencour
agedt
ot
hi
nkaboutt
heaccount
i
ngequat
i
on
whenanal
y
zi
ngt
r
ansact
i
ons.Theyst
at
edt
hatbef
or
epr
epar
i
ngt
hej
our
nalent
r
y
,
t
he st
udent
s mustdemonst
r
at
et
he account
i
ng equat
i
on consequences ofa
t
r
ansact
i
on.
Thi
sst
udyshowst
hedi
f
f
er
entwayt
ot
eacht
hepr
ocessofj
our
nal
zi
ngandt
he
st
r
at
egi
est
hati
tcanbet
aught
.I
ti
si
mpor
t
antf
ort
her
esear
chandt
her
esear
cher
s
aswear
eknowi
nghow st
udent
scanl
ear
nj
our
nal
zi
ng,andt
heencour
agement
,
abi
l
i
t
y
,
andunder
st
andi
ngoft
hem t
ol
ear
ni
t
.
Az
ev
edoetal
.(
2005)r
esear
chi
ndi
cat
est
hatl
ear
ni
nganunf
ami
l
i
arpr
ocess,
suchast
hej
our
nalent
r
ypr
epar
at
i
oncanbef
aci
l
i
t
at
edt
hr
oughscaf
f
ol
di
ng.Wood,
Br
uner
,
andRoss(
1976)f
i
r
stusedt
het
er
mt
odescr
i
bet
hepr
ocessbywhi
chadul
t
s
coachchi
l
dr
ent
hr
ought
askst
hatar
ei
ni
t
i
al
l
yt
oodi
f
f
i
cul
torcompl
exf
orchi
l
dr
ent
o
compl
et
eont
hei
rown.Whi
l
e,Squi
r
eandPhi
l
l
i
ps(
2009)f
oundt
hatst
udent
scoul
d
benef
i
tf
r
om scaf
f
ol
di
ngi
nt
hepr
ocesswhendeci
di
ngwhet
hert
odebi
torcr
edi
t
eachaccount
.Ast
hatst
epi
spot
ent
i
al
l
yconf
usi
ngf
orst
udent
sbecausebot
h
20
debi
t
sandcr
edi
t
scancauseei
t
herani
ncr
easeoradecr
easedependi
ngont
he
t
y
peofaccount
.Ont
heot
herhand,
I
mboetal
.(
2007)st
at
est
hatpr
act
i
cecanhel
p
st
udent
sl
ear
nt
odi
scov
ermor
eef
f
ect
i
v
ewayofsol
v
i
ngpr
obl
emsandi
tcanhel
p
t
hem r
ecal
lpr
ocedur
est
osol
v
et
hepr
obl
em.Though,i
fev
er
y
t
hi
ngel
sei
sequal
,a
scaf
f
ol
dt
hatr
est
r
i
ct
spr
obl
emst
ot
r
ansact
i
onst
hataf
f
ectonl
yt
hebal
ancesheet
wi
l
ll
i
mi
toppor
t
uni
t
i
est
opr
act
i
cewi
t
ht
r
ansact
i
onst
hataf
f
ectbot
ht
hebal
ance
sheetandt
hei
ncomest
at
ementaccount
s.Addi
t
i
ont
ot
hat
,Hausknechtetal
.
(
2007)pr
oposedt
hatonedi
sadv
ant
ageofscaf
f
ol
di
si
tcanmi
ni
mi
z
et
heamount
oft
i
mespentpr
act
i
ci
ngmor
edi
f
f
i
cul
tpr
obl
ems.As l
ear
ni
ngpr
obl
emsol
v
i
ng
st
r
at
egi
esr
equi
r
esal
otofpr
act
i
ce.
Thei
mpor
t
anceoft
hi
sst
udyt
ot
her
esear
chandt
ot
her
esear
cher
si
si
tt
el
l
s
anot
herwayt
ol
ear
nanunf
ami
l
i
arpr
ocesssuchasj
our
nal
i
zi
ngt
hr
oughscaf
f
ol
di
ng
met
hod.Thi
smet
hodcanbenef
i
tst
udent
si
nt
hepr
ocessofdeci
si
onmaki
ng.And
t
hatt
hepr
act
i
cei
samustf
ort
hest
udent
s,So t
hatt
heycani
ncr
easet
hei
r
knowl
edgeandcapaci
t
yt
of
i
ndmor
eway
si
nt
hepr
ocessofsol
v
i
ngandr
ecal
l
i
ng
pr
ocedur
et
osol
v
epr
obl
emswhenj
our
nal
i
zi
ng.
REVI
EW OFRELATEDLI
TERATURE
THEI
MPACTOFNEW NORMALEDUCATI
ON
Accor
di
ng t
o UNESCO (
2020)mostcount
r
i
es ar
ound t
he wor
l
d hav
e
t
empor
ar
i
l
ycl
osededucat
i
onali
nst
i
t
ut
i
onst
ocont
ai
nt
hespr
eadoft
heCOVI
D19
pandemi
candr
educei
nf
ect
i
ons. Thi
scl
osur
eofeducat
i
onali
nst
i
t
ut
i
onsaf
f
ect
mor
et
hanbi
l
l
i
onsofst
udent
sar
oundt
hewor
l
dandst
udent
si
nt
hePhi
l
i
ppi
nesar
e
notex
cept
i
on.I
nt
hi
ssi
t
uat
i
oncommuni
t
yl
ockdownandcommuni
t
yquar
ant
i
ne
t
hatl
edt
ost
udent
sandt
eacher
st
ost
udyandwor
kf
r
om homewhi
chl
eads t
o
onl
i
nel
ear
ni
ngpl
at
f
or
m (Cr
awf
or
detal
.2020)Howev
er
,
t
hi
si
mpl
ement
at
i
onhav
e
ar
i
sk,pr
obl
emsandchal
l
engesbot
hst
udent
sandt
eacher
s(Bao,2020)
.Thi
s
t
r
ansi
t
i
onofeducat
i
oni
mpactal
oti
nast
udent
sandt
eacher
s.Theeducat
i
on
sect
ori
nt
hePhi
l
i
ppi
nesi
mpl
ementdi
f
f
er
entl
ear
ni
ngpl
at
f
or
mi
nt
henew nor
mal
21
educat
i
on.TheDepar
t
mentofeducat
i
on(
DepEd) i
mpl
ementLear
ni
ngCont
i
nui
t
y
Pl
an(LCP)andal
sot
headj
ust
mentofdat
ei
nt
heopeni
ngofcl
asses(
DepEd,
2020)
whi
l
ei
nt
hehi
ghereducat
i
oni
mpl
ementf
r
eedom t
ochooset
hel
ear
ni
ngpl
at
f
or
m
t
hatst
udent
scanchoosef
r
eel
ywhatt
heywantmodesofl
ear
ni
ngdel
i
v
er
y(CHED,
2020)
.I
nt
hi
s pl
at
f
or
m ofeducat
i
on,ev
er
y educat
i
onali
nst
i
t
ut
i
ons pr
ov
i
de
st
r
engt
heni
ngeducat
i
onalpl
anni
ngandheal
t
hi
st
hemostconcer
nt
hatpr
ov
i
de
i
ncl
usi
v
e,
andaccessi
bl
eeducat
i
onf
orev
er
yst
udent
s.
Mor
eov
ert
he Depar
t
mentofEducat
i
on emphasi
zed t
hati
twoul
d not
necessar
i
l
ymeant
hatt
eacher
sandl
ear
ner
swi
l
lgot
oschool
sandl
ear
ni
nsi
det
he
cl
assr
oomsanddev
i
sedv
ar
i
ousmodal
i
t
i
est
oensur
et
hatonl
i
nel
ear
ni
ngachoi
ce
amongal
lot
her
si
nt
hi
snew l
ear
ni
ngenv
i
r
onment(
DepEd,2020)
.Si
mi
l
ar
l
y
,i
nt
he
hi
ghereducat
i
on i
nst
i
t
ut
i
ons,new nor
malwoul
d be v
i
r
t
ualcl
assr
ooms.The
Commi
ssi
ononHi
gherEducat
i
onsuggest
edt
ost
r
engt
henonl
i
nepl
at
f
or
msand
bl
endedl
ear
ni
ngsuchasbutnotl
i
mi
t
edt
ogoogl
ecl
assr
oom,messenger
,z
oom,
Facebookand YouTube (
CHED,2020)
.I
n addi
t
i
on,bot
h wi
l
ladoptnumer
ous
l
ear
ni
ngdel
i
v
er
yopt
i
onssuchasbutnotl
i
mi
t
edt
of
acet
of
ace,bl
endedl
ear
ni
ngs,
di
st
ancel
ear
ni
ngs,andhomeschool
i
ngadot
hermodesofdel
i
v
er
y(
CHED,2020;
DepEd,2020)
.Howev
ert
hi
smodeofl
ear
ni
ngdel
i
v
er
ywoul
dposepr
obl
emst
ot
he
st
udent
st
hatl
i
mi
t
edi
ni
nt
er
netaccess,
nogadget
st
ousei
nt
hi
st
y
peofeducat
i
on
andt
hepoor
.Teacher
sand admi
ni
st
r
at
or
si
snotex
cept
i
oni
nt
hi
spr
obl
ems,
changesi
nt
hegr
adi
ngsy
st
em,assessment
sandst
udent
sschoolper
f
or
mances.
I
n addi
t
i
on,l
abor
at
or
y act
i
v
i
t
i
es i
n sci
ences and ot
hersubj
ect
st
hatr
equi
r
e
per
f
or
mancesuchasPhy
si
calEducat
i
onandcul
t
ur
eandar
t
swoul
dbel
i
mi
t
edt
o
paperandpent
est
,
unl
essschool
swi
l
lr
equi
r
est
udent
st
obephy
si
cal
l
ypr
esentt
o
beassessedt
hr
oughper
f
or
mancet
est
s.I
naddi
t
i
on,ex
t
r
acur
r
i
cul
aract
i
v
i
t
i
esi
n
schoolsuchasscout
i
ng,pr
oms,spor
t
si
nt
r
amur
al
s,cont
est
sandf
oundat
i
onday
wi
l
lber
educedanddi
scont
i
nued.I
nt
er
msoft
eachi
ng,t
eachert
r
ai
ni
ngt
oonl
i
ne
i
nst
r
uct
i
on,
bl
endedl
ear
ni
nganddi
st
ancel
ear
ni
ngi
sal
sor
ecommendedi
nor
dert
o
adj
ustt
ot
henew i
nst
r
uct
i
onalf
or
mat(
Toquer
o,2020)
.Accor
di
ngt
oBasi
l
ai
aand
Kv
av
adze(
2020)t
hi
st
r
ansi
t
i
onofeducat
i
ont
of
ourcor
ner
soft
hecl
assr
oom t
o
22
t
hebor
der
sofv
i
r
t
ual
r
eal
i
t
y
,
i
tmusti
ncl
udet
ost
udyhowsuccessf
ul
onl
i
nel
ear
ni
ng
i
si
npr
ov
i
di
ngqual
i
t
yofeducat
i
on.
I
nconcl
usi
on,t
hi
sr
esear
chhel
pusr
esear
cher
st
hatt
henewnor
maldel
i
v
er
y
ofeducat
i
on hav
e a pol
i
ci
es t
oi
mpl
ementt
o pr
ov
i
de t
he good qual
i
t
i
es of
educat
i
oni
nnew nor
maleducat
i
on.Howev
er
,t
her
ewer
esomeposedchal
l
enges
andi
ssuespr
esent
edwhi
l
er
ecommendi
ngsev
er
alappr
oachesont
henewnor
mal
.
School
satal
ll
ev
el
s,t
her
ef
or
e,need t
o addr
esst
heseconcer
nsandcar
ef
ul
l
y
ev
al
uat
e pl
ans and pr
ocedur
es on t
he i
mpl
ement
at
i
on oft
he new nor
mal
.
Ther
ef
or
et
he r
esear
cher
sr
ecommends t
hatt
he oppor
t
uni
t
y and chal
l
enges
pr
esent
edshoul
dbegr
aspedandt
akenaser
i
ous.
Soci
al di
st
anci
ng
and
phy
si
cal di
st
anci
ngpol
i
ci
es hav
e
been
i
mpl
ement
ed i
n many count
r
i
es f
orsome t
i
me i
nt
he f
ace ofaCOVI
D19
pandemi
c.The new pol
i
cy t
hathas been adopt
ed bymany count
r
i
eshasa
"
New Nor
mal
"
.New Nor
mali
sascenar
i
ot
oaccel
er
at
et
hehandl
i
ngofCOVI
D19i
nheal
t
handsoci
oeconomi
caspect
s(
Abi
dah et al
.
,
2020)
.Accor
di
ngt
o
(
Abi
dah et al
.
,2020)
,“
New Nor
mal
”i
st
hescenar
i
ot
ohel
pst
udent
spr
ot
ect
t
hemsel
v
esf
r
om Cov
i
d19.Theyi
mpl
ementsoci
alandphy
si
caldi
st
ancepol
i
ci
esi
n
manycount
r
i
esi
nt
hewor
l
d.Peopl
eadoptt
hepol
i
ci
esf
ort
hei
rsaf
et
yandt
ol
essen
t
hecasesoft
hev
i
r
uswhi
chi
sCov
i
d19.Oneoft
hem i
st
hatt
heGov
er
nmentof
I
ndonesi
a has announced
pl
ans t
oi
mpl
ementnew nor
malscenar
i
os by
consi
der
i
ng epi
demi
ol
ogi
cal st
udi
es and r
egi
onal r
eadi
ness. Wi
t
ht
he
i
mpl
ement
at
i
onofNew Nor
mal
,educat
i
on wi
l
lbe r
un agai
naccor
di
ngt
ot
he
heal
t
h pr
ot
ocol
.New Nor
malpol
i
ci
es i
n educat
i
on mustal
so be i
nl
i
ne wi
t
h
i
nst
r
uct
i
onsi
ssuedbyTheUni
t
edNat
i
onsAgencyf
orChi
l
dWel
f
ar
e
(
UNI
CEF,
2020)
.Accor
di
ngt
o(
UNI
CEF,2020)
,i
nmanycount
r
i
est
heywantt
or
eopent
he
l
ear
ni
ngandt
eachi
ngact
i
v
i
t
i
esi
nschool
.Theyi
mpl
ementagui
deconsi
st
i
ngof
t
hr
eest
agesf
orev
er
yst
udentwhi
chi
sopeni
ng,
ent
er
i
ngt
heopeni
ngpr
ocess,and
when openi
nghas been car
r
i
ed out
.Thosegui
desar
epl
anni
ngf
ort
hesaf
et
y
andpr
ot
ect
i
onofst
udent
swhoar
eat
t
endi
ngt
hel
ear
ni
ngandt
eachi
ngact
i
v
i
t
i
esi
n
school
.UNI
CEFhasi
ssuedgui
del
i
nes f
or count
r
i
es t
hat want t
o r
eopen
23
t
eachi
ngandl
ear
ni
ngact
i
v
i
t
i
esi
nschool
s.Thegui
deconsi
st
soft
hr
eest
ages,
namel
ybef
or
e openi
ng,ent
er
i
ng t
he openi
ng pr
ocess,and when openi
nghas
been car
r
i
ed out
.
I
nconcl
usi
on,t
hi
sr
esear
chhel
pst
her
esear
cher
st
oknow andunder
st
and
t
he“
New Nor
malEducat
i
on”i
shar
df
orev
er
yst
udentwhoadopt
st
hepol
i
ci
es
whi
chi
ssoci
alandphy
si
caldi
st
anci
ng.Howev
er
,t
her
esear
cher
sst
i
l
lunder
st
and
t
hati
ti
sf
ort
hesaf
et
yandpr
ot
ect
i
onofev
er
yst
udent
.
Accor
di
ngt
ot
hest
udyofAnchet
a,R.
,&Anchet
a,H.(
2020)
,t
heoper
at
i
onof
t
hepr
i
v
at
ebasi
ceducat
i
oni
nst
i
t
ut
i
onsi
nt
hecount
r
yandar
oundt
hewor
l
dwas
sev
er
el
yaf
f
ect
edbyt
heCOVI
D19pandemi
cwhi
chbegani
nDecember2019.I
t
becameawor
l
dwi
deheal
t
hcr
i
si
swher
eev
er
y
onewer
el
i
t
er
al
l
yaf
f
ect
edr
egar
dl
ess
ofage,genderandsoci
alst
at
us.Thewor
l
dst
oppedandeconomycol
l
apsedasal
l
busi
nessesshut
downoper
at
i
ons.Fori
nst
ance,
mostcount
r
i
escl
osedt
heschool
s,
col
l
egesanduni
v
er
si
t
i
est
ocont
ai
nt
hespr
eadoft
hev
i
r
us.Thecr
i
si
sbecamea
di
l
emmanotonl
yt
ot
heheal
t
hsect
or
sbutal
sot
ot
heeducat
i
onsect
or
s.Whent
he
Phi
l
i
ppi
ne gov
er
nment or
der
ed cl
osur
es of al
leducat
i
onali
nst
i
t
ut
i
ons,t
he
di
sr
upt
i
onswer
esuddensi
ncecl
asseswer
est
i
l
lr
unni
ng.Att
hehei
ghtoft
he
pandemi
c,
educat
i
onali
nst
i
t
ut
i
onscameoutwi
t
hr
emot
el
ear
ni
ngasanal
t
er
nat
i
v
e
sol
ut
i
on.Thei
mmedi
at
eact
i
onandst
r
at
egyai
mst
omi
t
i
gat
et
hecl
osur
ewhi
l
e
cont
i
nuousl
ydel
i
v
er
i
ngqual
i
t
yeducat
i
on.
Oneoft
hebasi
cpr
obl
emsseenbyKasr
ekar(
2020)i
st
heconductofcl
asses
despi
t
eoft
hecl
osur
eor
der
.Ast
hef
acet
of
acecl
assesposehi
gherr
i
skofspr
ead,
t
hemostv
i
abl
esol
ut
i
oni
st
hr
oughonl
i
net
eachi
ngandl
ear
ni
ng.Thi
spl
at
f
or
m
chal
l
engesbot
ht
het
eacher
sandt
hest
udent
sasi
toccur
ssomet
hi
ngnewt
ot
hem.
Thi
scal
l
sf
oran‘
adoptqui
ckl
y
’r
esponset
ot
henew nor
mali
nt
eachi
ngand
l
ear
ni
ng ami
dstt
hepandemi
c(
TanhuecoTumapon,2020)
.Theshi
f
tt
o onl
i
ne
l
ear
ni
ngwast
oosuddenatav
er
yshor
tnot
i
cebutacademi
ci
nst
i
t
ut
i
onshav
et
o
st
r
at
egi
z
eandaccel
er
at
enewf
or
msoft
eachi
ngpedagogy
.
24
Ast
hechi
l
dr
enhav
edi
f
f
er
entnat
ur
eandl
ear
ni
ngst
y
l
es,t
eacher
sneedt
o
dev
el
opdi
f
f
er
entt
eachi
ngl
ev
el
ssui
t
abl
et
ot
hest
udent
s.Asi
def
r
om t
hedi
f
f
er
ent
t
eachi
ngst
r
at
egi
es,War
den,St
anwor
t
h,Ren&War
den(
2013)di
scl
osedt
her
esul
t
oft
heni
ney
earact
i
onr
esear
chon3630st
udent
st
hatt
hemai
nsour
ceofpr
obl
em
i
nt
hesy
nchr
onousl
ear
ni
ngi
sbehav
i
or
.Thus,
t
hev
i
r
t
ual
cl
assr
oom managementi
s
ameasur
eofsuccessi
nt
henew nor
maloft
eachi
ng.Ont
heot
herhand,Bower
,
Dal
gar
no&Kennedy(
2013)f
oundt
hatt
hemai
nchal
l
engei
nbl
endedl
ear
ni
ngwer
e
communi
cat
i
onandspl
i
tat
t
ent
i
on.Gi
v
ent
hecur
r
entsi
t
uat
i
onwor
l
dwi
de,i
ti
st
he
pr
i
mer
esponsi
bi
l
i
t
yoft
het
eachert
oeaset
hef
ear
sandanxi
et
i
esoft
hechi
l
dr
en.I
n
r
eal
i
t
y
,i
twi
l
lnotbeeasyt
oeducat
et
hechi
l
dr
ensomet
hi
ngbey
ondt
hei
rgr
asps
suchast
hepandemi
c.
I
nt
henewnor
mal
,
l
ear
ni
ngont
hepar
toft
hest
udent
si
sadr
ast
i
cchangebe
i
tonl
i
necl
assusi
ngapl
at
f
or
m orof
f
l
i
necl
assest
hr
oughi
ndependentl
ear
ni
ng.
Si
ncest
udent
sar
eusedt
of
acet
of
acei
nt
er
act
i
onwi
t
ht
het
eacher
,i
twi
l
lbequi
t
e
di
f
f
i
cul
tf
ort
hem t
o suddenl
y adj
ustt
ot
he new sy
st
em.I
tr
equi
r
es pr
oper
or
i
ent
at
i
on and f
ami
l
i
ar
i
zat
i
on oft
he new nor
mal
.The l
ear
ner
s need t
o be
encour
agedt
oadaptt
henewl
ear
ni
ngmodal
i
t
yandunder
st
andt
hel
essonsatt
hei
r
ownpacewi
t
ht
heassi
st
anceoft
hei
rpar
ent
sandorguar
di
an.
Thi
sr
esear
chdi
scussedt
heef
f
ectofnew nor
malt
ot
hepr
i
v
at
eschool
si
n
t
hePhi
l
i
ppi
nes.Ther
esear
cher
soft
hi
sst
udyt
ackl
est
hedi
f
f
er
entappr
oachand
st
r
at
egi
esi
mpl
ement
at
i
onoft
hegov
er
nmentast
hepandemi
chappen.
Si
ncet
hepandemi
cbegan,schooli
nst
i
t
ut
i
onsadv
i
sedl
ycl
osedownf
ort
he
pr
ot
ect
i
onoft
hest
udent
s,
t
eacher
s,
andal
l
t
heacademi
cst
af
f
.Thi
sr
esear
chhel
ps
as i
tshows f
act
s and si
t
uat
i
ons happeni
ng t
o educat
i
onali
nst
i
t
ut
i
on i
nt
he
Phi
l
i
ppi
nes.Thi
sr
esear
chhav
et
heef
f
ect
soft
henew nor
malt
ot
hel
ear
ner
sand
t
eacher
st
hati
sneededf
orust
ounder
st
andt
hei
mpactoft
hi
sphenomena.Thi
s
r
esear
chhi
ghl
i
ght
edt
hechal
l
engesoft
hel
ear
ner
sandt
eacher
sexper
i
ence.Thi
s
r
esear
ch gi
v
es i
deas t
hatt
he l
ear
ni
ng i
n new nor
malshoul
d be t
aken wi
t
h
r
eadi
nessandst
r
at
egi
cpl
anni
ng.Thatcanhel
pt
ounder
st
andt
hatt
heway
si
n
25
l
ear
ni
ngshoul
dal
sobeadj
ust
ed.Theadj
ust
mentofl
ear
ner
sandt
eacheri
nt
hi
s
r
esear
chi
sneeded i
nourst
udyf
orf
ur
t
her
mor
edi
scussi
on oft
hei
mpactofnew
nor
mal
educat
i
on.
I
nconcl
usi
on,t
hi
sr
esear
chhel
pust
her
esear
cher
st
o under
st
andt
hat
educat
i
onali
nst
i
t
ut
i
ons has been af
f
ect
ed by t
he pandemi
c.Though t
he
r
esear
cher
sal
sounder
st
andt
hatt
her
ear
est
i
l
lway
st
ocont
i
nueeducat
i
oni
nt
he
newnor
mal
.
Bl
ended l
ear
ni
ng (
BL)
,ort
he combi
nat
i
on off
acet
of
ace and onl
i
ne
i
nst
r
uct
i
on(
Gr
aham 2013)
,i
swi
del
yusedi
nhi
ghereducat
i
on,wi
t
hsomeschol
ar
s
r
ef
er
r
i
ngt
oi
tast
he"
newt
r
adi
t
i
onalmodel
"ort
he"
newnor
mal
"i
ncour
sedel
i
v
er
y
(
RossandGage2006,
p.167)
.(
Nor
ber
getal
.2011,
p.207)
.
A gr
oup ofr
esear
cher
s has putt
oget
hera compr
ehensi
v
e agenda of
r
ev
ol
ut
i
onar
y and i
nnov
at
i
v
e bl
ended l
ear
ni
ng r
esear
ch t
opi
cs t
hathav
et
he
pot
ent
i
alt
oi
mpr
ov
eef
f
i
cacy(
Gar
r
i
sonandKanuka2004;Pi
cci
ano2009)
.When
bl
endedl
ear
ni
ngi
scompar
edt
of
acet
of
acecl
asses,
r
esear
chhasr
ev
eal
edt
hati
t
i
mpr
ov
esst
udentsuccessandsat
i
sf
act
i
on(
Dzi
ubanandMoskal2011;Dz
i
ubanet
al
.2011;Meansetal
.2013)
.Thosewhohav
ehadt
hemostsuccesswi
t
hbl
ended
l
ear
ni
ngpr
oj
ect
semphasi
zet
heneedf
ori
nst
i
t
ut
i
onalsuppor
tf
orcour
ser
ef
or
m
andpl
anni
ng(
Moskaletal
.2013;Dr
i
ngusandSeagul
l2015;Pi
cci
ano2009;Ty
nan
etal
.2015)
.Thel
i
t
er
at
ur
e'
sdev
el
opi
ngr
esear
cht
opi
csar
el
ongandhar
d,wi
t
h
di
f
f
er
entdef
i
ni
t
i
onsof"
bl
endedl
ear
ni
ng,
"pr
omot
i
ngt
heneedf
orongoi
ngandi
ndept
hst
udyoni
nst
r
uct
i
onalappr
oachesandsuppor
tneedt
omaxi
mi
zeat
t
ai
nment
andsuccess.
I
nconcl
usi
on,
t
hi
sr
esear
chhel
pst
her
esear
cher
st
oknowt
heongoi
ngandi
n
dept
hst
udyofbl
endedl
ear
ni
ngappr
oachesandsuppor
tneededt
osuccess.
26
I
mpl
ement
at
i
onofel
ear
ni
ng(
Rasht
y
,1999)
.Ther
i
seoft
heconceptofel
ear
ni
ng i
nt
hel
ear
ni
ng pr
ocessi
soneoft
hei
mpl
ement
at
i
onsofl
ear
ni
ng i
n
at
t
ai
ni
ng 21stcent
ur
ycapabi
l
i
t
i
esand i
nt
hel
ear
ni
ng pr
ocessi
soneoft
he
i
mpl
ement
at
i
onsofl
ear
ni
ngi
nat
t
ai
ni
ng21stcent
ur
ycapabi
l
i
t
i
es.
(
Gr
aham,2006:
1012)Thel
ev
elofi
mpl
ement
at
i
onofbl
endedl
ear
ni
ng,
whi
chai
mst
opr
ov
i
de
possi
bi
l
i
t
i
esf
orst
udent
st
ogett
hesamel
ear
ni
ngenv
i
r
onmentf
ort
hemanyt
act
i
cs
ut
i
l
i
zed,i
s an exampl
e of t
hi
s st
y
l
e of l
ear
ni
ng.The composi
t
i
on of t
he
i
mpl
ement
at
i
on ofbl
ended l
ear
ni
ng,
(
Al
l
en,2007)
.One oft
he chal
l
enges i
n
i
mpl
ement
i
ngbl
endedl
ear
ni
ngi
st
hatt
het
i
mecomposi
t
i
oni
snoty
etopt
i
malf
or
achi
ev
i
ngt
hebestpossi
bl
el
ear
ni
ngout
comes.Facet
of
acel
ear
ni
ng t
akesup
mor
et
i
met
hanonl
i
nel
ear
ni
ngatt
hemoment
.Themodelofi
mpl
ement
i
ngbl
ended
l
ear
ni
ngi
nv
ar
i
ousi
nst
i
t
ut
i
ons(
Hor
nandSt
aker
,2012)
Cl
assi
f
y
i
ngsomeoft
he
mostef
f
ect
i
v
eandmet
hodi
calmodel
sf
orconduct
i
ngbl
endedl
ear
ni
ng,aswel
las
t
hemostcommonl
yut
i
l
i
zedmodel
samongt
henumer
ousi
nst
r
uct
i
onalmodel
s
accessi
bl
e.Modelf
ori
mpl
ement
i
ngi
nt
er
net
basedbl
endedl
ear
ni
ng(
Haughey&
Ander
son,1998)
,
Regar
di
ngt
ot
hem t
her
ear
epossi
bl
emodel
si
nt
hedev
el
opment
ofi
nt
er
netbasedl
ear
ni
ngsy
st
ems,namel
yt
hewebcour
semodel
,webcent
r
i
c
cour
se,and web enhanced cour
se ,
accor
di
ng t
ot
he dev
el
opmentofbl
ended
l
ear
ni
ng.Model
ofWebbasedbl
endedl
ear
ni
ng,
(
Bonk&Dennen,
1999)
.
Theabi
l
i
t
yofeducat
or
sandt
heav
ai
l
abi
l
i
t
yofdi
gi
t
ali
nf
r
ast
r
uct
ur
et
hat
f
aci
l
i
t
at
esbl
endedl
ear
ni
ngar
ebot
hcr
i
t
i
cal
,whi
l
ewhet
herornotst
udent
shav
e
accesst
ot
echnol
ogyi
sal
socr
i
t
i
cal
.ModelofI
CTbasedbl
endedl
ear
ni
ng,
(
Har
mon
&Jones,2005:125)Ther
ei
sal
soadev
el
opmentmodelf
ort
heuseofI
CTi
n
l
ear
ni
ng,i
naddi
t
i
ont
ot
heabov
edev
el
opmentmodelf
ori
nt
er
netandwebusage.
Educat
or
scanuset
heconceptt
oexpl
ai
nt
hef
i
v
est
agesofI
CTusei
nl
ear
ni
ng.
I
nt
er
act
i
onmodelbl
endedl
ear
ni
ng(
Ander
son,2008:61)
,
Asar
esul
t
,cr
eat
i
ngan
onl
i
nel
ear
ni
ngcommuni
t
yent
ai
l
scr
eat
i
ngapl
at
f
or
mf
orcommuni
t
ymember
st
o
engageandl
ear
nf
r
om oneanot
her
.Thebui
l
di
ngofknowl
edgeandski
l
l
s,as
out
l
i
nedi
nsoci
alconst
r
uct
i
v
i
sm t
heor
y
,i
spr
edi
ct
edt
ooccurasar
esul
toft
hi
s
i
nt
er
act
i
on.I
nt
hef
i
el
doff
or
mal
educat
i
on.
27
Theconceptofel
ear
ni
ngi
st
hepr
ocessofonei
mpl
ement
at
i
onsofl
ear
ni
ng
i
nachi
ev
i
ng21stcent
ur
ycapabi
l
i
t
i
es,
bl
endedl
ear
ni
ngai
mst
opr
ov
i
dest
udent
s
wi
t
hsamel
ear
ni
ngenv
i
r
onmentr
egar
dl
essofmanyt
act
i
csusedi
sanexampl
eof
t
hi
sst
y
l
eofl
ear
ni
ng.
Onedi
f
f
i
cul
t
i
eswi
t
hi
mpl
ement
i
ngbl
endedl
ear
ni
ngi
st
hatt
he
t
i
me composi
t
i
on i
s st
i
l
lnotopt
i
malf
orget
t
i
ng t
he bestpossi
bl
el
ear
ni
ng
out
comes att
he momentf
acet
of
ace l
ear
ni
ng t
akes mor
et
i
me t
han onl
i
ne
l
ear
ni
ng,cl
assi
f
y
i
ngsomeoft
hemostef
f
ect
i
v
eandsy
st
emat
i
cbl
endedl
ear
ni
ng
model
s,aswel
last
hemostwi
del
yusedmodel
samongt
hemanyi
nst
r
uct
i
onal
model
sav
ai
l
abl
e.Usi
ngt
hr
eedev
el
opmentl
ear
ni
ngt
heski
l
l
ofeducat
or
s.
Theav
ai
l
abi
l
i
t
yofdi
gi
t
ali
nf
r
ast
r
uct
ur
et
hatsuppor
t
sbl
endedl
ear
ni
ngar
e
bot
h cr
uci
al
,asi
st
heav
ai
l
abi
l
i
t
yoft
echnol
ogyf
orst
udent
s.Af
or
ement
i
oned
dev
el
opmentmodelf
ori
nt
er
netandwebusage,
t
her
ei
sal
soadev
el
opmentmodel
f
ort
heuseofI
CTi
nl
ear
ni
ng,
dev
el
opi
nganonl
i
nel
ear
ni
ngcommuni
t
yr
equi
r
es
cr
eat
i
ngapl
at
f
or
mf
orcommuni
t
ymember
st
oengageandl
ear
nf
r
om oneanot
her
i
ndi
cat
edi
nsoci
alconst
r
uct
i
v
i
sm t
heor
y
,t
hi
scont
acti
sexpect
edt
or
esul
ti
nt
he
dev
el
opmentofknowl
edgeandski
l
l
s.
I
n concl
usi
on t
hi
sr
esear
ch hel
ps t
he r
esear
chert
o know t
he bl
ended
i
mpl
ement
at
i
onmodelwhi
chpr
ov
i
despl
at
f
or
mf
orst
udent
st
oengageandl
ear
n
f
r
om oneanot
hert
hi
si
nt
er
act
i
on i
sexpect
ed t
ol
ead t
ot
hedev
el
opmentof
knowl
edgeandski
l
l
s.
St
udent
s'sel
f
ef
f
i
cacyandacademi
cmot
i
v
at
i
onpl
ay
edasi
gni
f
i
cantr
ol
ei
n
achi
ev
i
ngt
hest
udent
'
sgoal
s,speci
f
i
cal
l
yi
nt
henewnor
malset
upofeducat
i
ont
o
mai
nt
ai
nt
hei
rwi
l
l
i
ngnesst
ol
ear
nmor
edespi
t
edi
f
f
i
cul
t
i
es.Thus,
i
ti
st
hei
deat
hat
onecansuccessf
ul
l
yexecut
eandcompl
et
eat
askwi
t
hi
none'
scapabi
l
i
t
i
es(
Dul
l
as,
2018)
.St
udent
'
sdeci
cat
i
ont
ol
ear
ni
si
mpor
t
antmostespeci
al
l
ydur
i
ngt
hi
snew
nor
maleducat
i
on.Thei
rbel
i
ev
ei
nt
hei
rsel
v
esi
sal
soi
mpor
t
antf
ort
hem t
oachi
ev
e
t
hei
rgoal
s.Sel
f
ef
f
i
cacyandacademi
cmot
i
v
at
i
onhav
er
ecei
v
edmuchat
t
ent
i
oni
n
educat
i
onalpsy
chol
ogy
,especi
al
l
yonl
i
nel
ear
ni
ng(
Li&Lal
ani
,2020)
.Sel
f
ef
f
i
cacy
pl
ay
edal
soani
mpor
t
antr
ol
e.St
udent
'
smot
i
v
at
i
oni
st
hekeyf
orl
ear
ni
ngand
28
achi
v
ementf
ort
hem t
osur
v
i
v
ei
nt
henewnor
malsetupofeducat
i
on.Ther
ef
or
e,
st
udent
s'
conf
i
denceandsuccessar
ebasedont
hei
racademi
cper
f
or
mance.They
exper
i
encesomeact
i
v
i
t
i
est
hatwi
l
li
nspi
r
et
hem mor
ebasedont
hei
rabi
l
i
t
i
es,
sel
f
ef
f
i
cacyandbeacademi
cal
l
ymot
i
v
at
edbasedont
hei
rexper
i
ences.Thus,Fl
or
es
(
2020)st
at
edt
hatt
henew nor
mali
st
henew st
andar
df
orst
udent
sf
r
om al
l
di
f
f
er
enteducat
i
onall
ev
el
s,notj
ustt
oenhancet
hei
rski
l
l
sbutal
sot
obui
l
t
i
nt
hei
r
at
t
i
t
udest
owar
dst
hi
sunst
abl
esi
t
uat
i
on.I
nt
hi
snew nor
malsetupofeducat
i
on
st
udent
s ar
e notj
ustl
ear
ni
ng butal
so t
hey
'
r
ei
mpr
ov
i
ng t
hei
rat
t
i
t
udes and
mot
i
v
at
i
on i
n ournew nor
malsetup.Howev
er
,t
eacher
s dev
el
opi
ng mor
e
ef
f
ect
i
v
el
yonl
i
nel
essonsev
ent
hesi
t
uat
i
oni
schal
l
engi
ngandst
r
essf
ulusi
ng
sy
nchr
onousl
ear
ni
ngt
odi
scussonl
i
nemeet
i
ngusi
nggoogl
emeetandzoom and
asy
nchr
onoust
hatpr
ov
i
desmat
er
i
al
s,
t
est
s,
andassi
gnment
st
hatcanbeaccessed
any
t
i
mef
ort
heonl
i
nel
ear
ni
ngsol
ut
i
ons(
Hew,
Ji
a,
Gonda,
&Shui
r
u,
2020)
.
Teacher
spr
epar
et
hei
rl
essonsmor
eef
f
ect
i
v
el
yi
nonl
i
necl
assj
ustf
ort
he
st
udent
st
ol
ear
n ev
en i
ft
heyar
ei
n new nor
malsetup.Theyuses onl
i
ne
appl
i
cat
i
onwhi
char
et
hegoogl
emeetandzoom,t
hi
si
ncl
udet
hei
ract
i
v
i
t
i
esand
t
hei
rt
est
s.
I
nconcl
usi
on,t
hi
sr
esear
chhel
pst
oknow t
hei
mpor
t
anceofsel
f
ef
f
i
cacy
andi
t
sr
el
at
i
onshi
pt
ot
heacademi
candmot
i
v
at
i
onoft
hest
udent
si
nt
hi
snew
nor
malsetup.Thi
sal
sogi
v
eust
heknowl
edgeonwhatwear
egoi
ngt
odoi
nour
newsetupofeducat
i
on.
SENI
ORHI
GHSCHOOLLEARNI
NGCAPABI
LI
TY
Theabi
l
i
t
yt
ot
hi
nkatahi
ghl
ev
eli
sal
soi
mpor
t
anti
nt
hedev
el
opment
ofi
ndust
r
yl
ear
ni
ng4.
0,
whi
chi
susi
ngi
nt
er
netmedi
aasawayofl
ear
ni
ngbasedon
di
gi
t
alt
echnol
ogy
.Thei
nt
er
netcanbesai
dt
obet
hewi
ndowofwor
l
di
nf
or
mat
i
on.
Rusman(
2012:48)
,
st
at
est
hat
,
"
t
hei
nt
er
neti
sagi
antl
i
br
ar
yoft
hewor
l
d,
because
ont
hei
nt
er
nett
her
ear
ebi
l
l
i
onsofsour
cesofi
nf
or
mat
i
on.
”Accor
di
ngt
oRusman
(
2012:48)
,t
het
hi
nki
ngabi
l
i
t
yofev
er
yst
udenti
si
mpor
t
anti
nt
hei
ndust
r
yof
29
l
ear
ni
ng.Nowaday
s,st
udent
susei
nt
er
netmedi
at
osuppor
tt
hei
rl
ear
ni
ng.Si
nce
t
hei
nt
er
neti
sf
ul
lofsour
cesandi
nf
or
mat
i
on,st
udent
scanr
esear
chorsear
chf
or
somet
hi
ngt
hatt
heywantt
oknow orl
ear
n.Theuseofi
nt
er
netmedi
ahasbeen
ut
i
l
i
zedbyev
er
y
onei
nal
lcor
ner
soft
hewor
l
di
nv
ar
i
ousi
nt
er
est
s.“
Thei
nt
er
neti
sa
sour
ceofi
nf
or
mat
i
onandcommuni
cat
i
onandmedi
a”
.St
udent
sal
sousei
tasa
t
oolofcommuni
cat
i
on.Themedi
ast
udent
sneedt
obemademor
econsci
ous
abouthandl
i
ngt
hei
nf
or
mat
i
ont
heyr
eachont
hei
nt
er
netandbet
r
ai
nedabouthow
t
odealwi
t
ht
heenor
mousamountofi
nf
or
mat
i
ont
heyhav
eaccesst
ot
hr
ought
he
new t
echnol
ogi
es”
.
(
Ozad& Kut
ogl
u,2010:253)
.Accor
di
ngt
o(
Oz
ad& Kut
ogl
u,
2010:253)
,“
t
hei
nt
er
neti
sasour
ceofi
nf
or
mat
i
onandcommuni
cat
i
onski
l
l
s''
.
St
udent
sneedt
obeconsci
ousaboutt
hei
nf
or
mat
i
ont
heygat
heront
hei
nt
er
net
.
Theydeal
wi
t
hv
ar
i
ousi
nf
or
mat
i
ont
heyaccesst
hr
ought
hei
nt
er
net
.
I
nconcl
usi
on,t
her
esear
chhel
pst
her
esear
cher
st
oknow andunder
st
and
t
het
hi
nki
ngabi
l
i
t
yofev
er
yst
udenti
naccessi
ngi
nf
or
mat
i
ont
hr
ought
hei
nt
er
net
.
Howev
er
,
t
her
esear
cher
sar
ei
nf
or
medt
ot
hosest
udent
swhohav
ei
nt
er
netaccess
ofi
nf
or
mat
i
on.
Hanushek and Wößmann (
2007)
,Thi
s st
udyai
ms t
o pr
ov
i
de a f
act
ual
assessmentont
hei
mpl
ement
at
i
onoft
heSeni
orHi
ghSchoolpr
ogr
am t
ouncov
er
gr
oundl
ev
eli
ssues and r
ecommend necessar
yi
nt
er
v
ent
i
ons t
oi
mpr
ov
et
he
pr
ogr
am'
sexecut
i
onandhel
pachi
ev
ei
t
sul
t
i
mat
egoal
s,st
at
i
ngt
hatt
her
et
ur
nst
o
i
ncr
easedy
ear
sofschool
i
ngar
ehi
ghl
ydependentont
hequal
i
t
yoft
heschool
sy
st
em.Rossi
,
Li
pseyandFr
eeman(
2004)
,
APr
ocessEv
al
uat
i
oni
susedt
ol
ookat
speci
f
i
caspect
sofa pr
ogr
am,such aspr
ogr
am t
heor
y
,ser
v
i
cedel
i
v
er
y
,and
out
comeuseaswel
last
heor
gani
z
at
i
onoft
hepr
ogr
am.Sar
v
i
,MungerandPi
l
ay
(
2005)
,Dependi
ng on t
he K t
o 12 t
r
ansi
t
i
on met
hod used,
Mongol
i
a and t
he
Phi
l
i
ppi
nesbot
hwentf
r
om 10t
o11t
o12y
ear
sofschool
i
ngaf
t
erswi
t
chi
ngt
oKt
o
12.I
nt
hi
st
y
peoft
r
ansi
t
i
on,
t
hedi
f
f
i
cul
t
yi
st
oav
oi
dbot
hashor
t
ageandanex
cess
ofschool
s,t
eacher
s,andsuppl
i
es.Mongol
i
a'
sMi
ni
st
r
yofEducat
i
on,Cul
t
ur
e,and
Spor
t
shasanexcessofi
nst
r
uct
or
sandcl
assr
oomsduet
opr
ogr
amsr
unbyt
he
Mi
ni
st
r
y of Labor
, whi
ch i
ncl
ude mont
hl
y pay r
ai
ses f
or t
eacher
s and
30
cl
assr
oomsst
udentst
i
pendsduet
oar
educt
i
oni
nt
heschool
agepopul
at
i
on,t
he
count
r
y
'
senr
ol
l
mentr
at
ei
nuppersecondar
yschool
swasl
owert
hanpl
anned.On
t
heot
hersi
de,Ont
ar
i
o,Canada,hasr
educedi
t
seducat
i
onsy
st
em f
r
om 13t
o12
y
ear
st
o mat
ch wi
t
h ot
herCanadi
an pr
ov
i
nces.Thi
sr
educt
i
on necessi
t
at
ed a
r
eor
gani
zat
i
onofsecondar
yeducat
i
oncur
r
i
cul
aaswel
last
hei
mpl
ement
at
i
onofa
uni
v
er
salf
ul
l
dayki
nder
gar
t
en.HuntandMcHal
e(
1965)
,
I
ncompar
i
sont
opupi
l
si
n
ot
hernat
i
ons,
t
hePhi
l
i
ppi
nes'
10y
earsy
st
em f
or
cesFi
l
i
pi
nost
udent
st
omast
ert
he
sameacademi
csubj
ecti
nashor
t
erper
i
odoft
i
me.Si
mi
l
ar
l
y
,
v
ar
i
ousassessment
s
ont
hest
at
eofeducat
i
oni
nt
hePhi
l
i
ppi
neshav
econt
i
nuousl
yr
ecommendedt
hat
t
he count
r
y
'
s basi
c educat
i
on be ext
ended, ci
t
i
ng t
he cur
r
ent sy
st
em'
s
i
nef
f
ect
i
v
enessl
ackpr
epar
i
ngpupi
l
sf
orr
eall
i
f
e.
Theabol
i
t
i
onofsl
av
er
y
,i
ti
ssai
d,
hasr
esul
t
edi
nt
heer
adi
cat
i
onoft
hei
nt
r
oduct
i
onofGr
ade7i
nt
hePhi
l
i
ppi
nes'
basi
ceducat
i
on sy
st
em wasasi
gni
f
i
cantchanget
hatchal
l
enged Fi
l
i
pi
nost
o
adapt
.
I
ncompar
edt
ot
heAmer
i
cansy
st
em,whi
chwasv
i
ewedasabenchmar
kt
o
someex
t
ent
,ki
dswer
eabl
et
ost
udyt
hesameacademi
ccont
enti
nashor
t
er
amountoft
i
me.
APr
ocessEv
al
uat
i
onexami
nesspeci
f
i
cpar
t
sofapr
ogr
am,
suchaspr
ogr
am
t
heor
y
,ser
v
i
cedel
i
v
er
y
,and out
comeusage,aswel
last
hepr
ogr
am'
sov
er
al
l
or
gani
zat
i
ont
hei
ssuei
nt
hi
st
y
peoft
r
ansi
t
i
oni
sav
oi
di
ngbot
hascar
ci
t
yandan
ex
cessofschool
s,t
eacher
s,andsuppl
i
es.Duet
opr
ogr
amsr
unbyt
heMi
ni
st
r
yof
Labor
,whi
ch i
ncl
ude mont
hl
ypayr
ai
sesf
ort
eacher
s and cl
assr
oomsst
udent
st
i
pends,Mongol
i
a'
sMi
ni
st
r
yofEducat
i
on,Cul
t
ur
e,andSpor
t
shasanexcessof
i
nst
r
uct
or
s and cl
assr
ooms.Due t
oar
educt
i
on i
nt
he count
r
y
'
s school
age
popul
at
i
on,t
hecount
r
y
'
senr
ol
l
mentr
at
ei
nuppersecondar
yschool
swasl
ower
t
han pl
anned.On t
heot
herhand,Ont
ar
i
o,Canada,hasl
ower
ed i
t
seducat
i
on
sy
st
em f
r
om 13t
o12y
ear
si
nor
dert
okeepupwi
t
ht
her
estoft
hecount
r
y
.Thi
s
r
educt
i
on ent
ai
l
ed r
eor
gani
zi
ng secondar
y schoolcur
r
i
cul
a as wel
las t
he
est
abl
i
shmentofauni
v
er
salf
ul
l
dayki
nder
gar
t
en,
andi
nt
r
oduct
i
onofGr
ade7i
nt
he
Phi
l
i
ppi
nes'
basi
ceducat
i
onsy
st
em wasabi
gdev
el
opmentt
hatf
or
cedFi
l
i
pi
nost
o
adapt
.
I
ncompar
i
sont
ot
heAmer
i
cansy
st
em,
whi
chwasconsi
der
edasast
andar
d
t
osomeex
t
ent
,pupi
l
swer
eabl
et
ost
udyt
hesameacademi
ccont
enti
nashor
t
er
31
amountoft
i
me.
I
nconcl
usi
ont
hi
sr
esear
chhel
pst
her
esear
chert
oknowt
heSt
at
usofSeni
or
Hi
ghSchoolI
mpl
ement
at
i
on Ai
mst
opr
ov
i
deaf
act
ualassessmentoft
heSeni
or
Hi
ghSchoolpr
ogr
am'
si
mpl
ement
at
i
oni
nor
dert
ouncov
ergr
oundl
ev
eli
ssuesand
r
ecommendnecessar
yi
nt
er
v
ent
i
onst
oi
mpr
ov
et
hepr
ogr
am'
sex
ecut
i
onandhel
p
achi
ev
ei
t
sul
t
i
mat
egoal
s,st
at
i
ngt
hatt
her
et
ur
nst
oi
ncr
easedschooly
ear
sar
e
hi
ghl
ydependentont
hequal
i
t
yoft
heschool
sy
st
em.
The pr
esentl
ongi
t
udi
nalst
udy f
ocuses on t
he cent
r
alr
ol
e pl
ay
ed by
per
cei
v
ed sel
f
r
egul
at
or
y ef
f
i
cacy i
n one’
s academi
c sel
f
dev
el
opment and
f
unct
i
oni
ng.Thecapaci
t
yt
or
egul
at
eone’
st
hought
s,mot
i
v
at
i
on,af
f
ect
,andact
i
on
t
hr
oughsel
f
r
eact
i
v
ei
nf
l
uenceconst
i
t
ut
esoneoft
hecor
epr
oper
t
i
esofhuman
agencywi
t
hi
nt
heconcept
ual
f
r
amewor
kofsoci
al
cogni
t
i
v
et
heor
y(
Bandur
a,
2006b;
i
npr
ess)
.Sel
f
ef
f
i
cacyr
ef
er
st
oani
ndi
v
i
dual
'
sbel
i
efi
nhi
sorhercapaci
t
yt
o
execut
ebehav
i
or
snecessar
yt
opr
oducespeci
f
i
cper
f
or
manceat
t
ai
nment
s.Sel
f
r
egul
at
or
yef
f
i
cacywassel
ect
edasakeyf
act
orbecauseofi
t
sgr
owi
ngpr
i
macyi
n
cont
empor
ar
yl
i
f
e.I
nf
or
mat
i
ont
echnol
ogi
esar
egl
obal
i
z
i
ngknowl
edgeandal
t
er
i
ng
educat
i
onalsy
st
ems (
Bandur
a,2002)
..I
nt
he past
,st
udent
s’educat
i
onal
dev
el
opmentdependedont
hequal
i
t
yoft
heschool
si
nwhi
cht
heywer
eenr
ol
l
ed.
St
udent
s can now exer
ci
se gr
eat
erper
sonalcont
r
olov
ert
hei
rown l
ear
ni
ng,
i
ndependent
l
yoft
i
meandpl
ace,t
hr
oughmul
t
i
medi
ai
nst
r
uct
i
onont
heI
nt
er
net
.
Di
f
f
er
entmodel
sofsel
f
r
egul
at
i
onhav
ebeenpr
oposed(
Schunk&Zi
mmer
man,
1994;Zi
mmer
man&Schunk,1989)
.Al
t
hought
hemodel
sdi
f
f
eri
npar
t
i
cul
ar
s,t
hey
gener
al
l
yi
ncl
udesel
f
assessmentt
hr
oughsel
f
moni
t
or
i
ng,i
nst
r
ument
alcogni
t
i
v
e
andmet
acogni
t
i
v
egui
des,goalset
t
i
ng,andsel
f
mot
i
v
at
i
onalst
r
at
egi
es.Thebel
i
ef
t
hatpeopl
ehol
daboutt
hei
rcapabi
l
i
t
i
esaf
f
ect
st
hequal
i
t
yoft
hei
rf
unct
i
oni
ng
t
hr
oughf
ourmaj
orpr
ocesses:cogni
t
i
v
e,mot
i
v
at
i
onal
,af
f
ect
i
v
e,anddeci
si
onal
(
Bandur
a,
1997)
.I
tr
ef
er
st
oy
ourbel
i
ef
sabouty
ourabi
l
i
t
yt
oef
f
ect
i
v
el
yper
f
or
mt
he
t
asksneededt
oat
t
ai
nav
al
uedgoal
.
Thepr
esentst
udyf
ocusedonadol
escence
becausei
ti
sanespeci
al
l
yt
axi
ngt
r
ansi
t
i
onalphaset
hatpr
esent
sahostofnew
chal
l
enges(
Bandur
a,2006a;Gr
aber
,Br
ooksGunn,& Pet
er
sen,1996;Paj
ar
es&
32
Ur
dan,2006)
.Adol
escent
shav
et
o managemaj
orbi
ol
ogi
cal
,educat
i
onal
,and
soci
alr
ol
et
r
ansi
t
i
onsconcur
r
ent
l
y
.Lear
ni
nghow t
odealwi
t
hpuber
t
alchanges,
di
f
f
er
ent
l
y st
r
uct
ur
ed school env
i
r
onment
s, enl
ar
ged peer net
wor
ks, and
emot
i
onal
l
yi
nv
est
edpar
t
ner
shi
psbecomesi
mpor
t
ant
.
Thi
sr
esear
chwi
l
lbehel
pf
ulf
ort
her
esear
cherbecausei
twi
l
lhel
pt
hem t
o
know andhav
eenoughknowl
edgeaboutt
heLongi
t
udi
nalAnal
y
si
soft
heRol
eof
Per
cei
v
edSel
f
Ef
f
i
cacyf
orSel
f
Regul
at
edLear
ni
ngi
nAcademi
cCont
i
nuanceand
Achi
ev
ementordet
er
mi
neswhatgoal
st
heywi
l
l
chooset
opur
sue.
Accor
di
ngt
oHer
bst(
2006:317)
,
t
eachi
ngandl
ear
ni
ngi
nmat
hemat
i
csi
snot
j
ustast
udentcancompl
et
eat
aski
nwhi
cht
heyconnectbet
weenpr
obl
emsand
new i
deas,butal
soanat
t
emptt
omai
nt
ai
nt
hest
udent
s'r
esponsest
oal
way
sbe
i
nv
ol
v
edi
nt
hel
ear
ni
ngpr
ocess.
Lear
ni
ngmor
ej
ustemphasi
z
eonknowl
edgeofcogni
t
i
on,
nott
heknowl
edge
ofmet
acogni
t
i
on,wher
easaccor
di
ngt
oCar
r
,Al
exander&Fol
desBennet(
1994)
,
met
acogni
t
i
v
e knowl
edge has t
he capaci
t
yt
o pl
ay a cr
i
t
i
calr
ol
ei
n st
udent
achi
ev
ement
.Met
acogni
t
i
on benef
i
ci
alt
o st
udent
s as t
hey r
equi
r
ei
ncr
eased
met
acogni
t
i
v
eabi
l
i
t
yandr
equi
r
et
asksappr
opr
i
at
el
ydev
el
opedandadapt
edt
ot
he
capaci
t
yofst
udent
s.
Met
acogni
t
i
onmeans"
t
hi
nki
ngaboutt
hi
nki
ng"or"
secondl
ev
elcogni
t
i
on"i
s
t
heabi
l
i
t
yofsel
f
r
ef
l
ect
i
onoft
heongoi
ngcogni
t
i
v
epr
ocesses,
i
ssomet
hi
ngt
hati
s
uni
quet
ot
hei
ndi
v
i
dual
,andpl
ay
sani
mpor
t
antr
ol
ei
nhumanconsci
ousness.I
t
showst
hatmet
acogni
t
i
oni
ncl
udeaper
son'
st
hi
nki
ng(
Kuhn&Dean,2003;Set
y
a
Mur
t
i
,2011)
.Met
acogni
t
i
onal
soconcer
nedwi
t
hknowi
nghow t
or
ef
l
ect
,how t
o
dr
awconcl
usi
onsont
heanal
y
si
s,
andhowt
oputwhathasbeent
aughti
npr
act
i
ce.
I
not
herwor
ds,met
acogni
t
i
onal
soconcer
nedwi
t
hhow t
heper
f
or
mancehasa
si
gni
f
i
cantcogni
t
i
v
et
askssuchasr
emember
i
ng,l
ear
ni
ng,andpr
obl
em sol
v
i
ng
(
Downi
ng,
2009)
.
33
Met
acogni
t
i
v
eknowl
edgeaf
f
ect
st
heuseofst
r
at
egi
est
omedi
at
et
heef
f
ect
ofmot
i
v
at
i
onalv
ar
i
abl
es,
suchast
her
educt
i
onofconf
i
denceandsel
f
concept
,
t
he
use ofst
r
at
egi
es and achi
ev
ement
s.Met
acogni
t
i
v
e knowl
edge benef
i
ci
alt
o
st
udent
swhent
heyneedmet
acogni
t
i
v
eandr
equi
r
est
asksappr
opr
i
at
el
ydev
el
oped
andadapt
edt
ot
hecapaci
t
yofst
udent
s(
Car
r
,
Al
exander
,
&Fol
desBennet
t
,
1994)
.
St
udentsuccessi
nsol
v
i
ngt
hepr
obl
em dependsont
heconsci
ousnessof
t
hi
nki
ng.Accor
di
ngt
oWi
l
sonandCl
ar
k(
2004)
,
awar
enessofone'
st
hi
nki
ngcanbe
obser
v
ed.Sot
hatt
hel
ev
elofawar
enessofst
udent
s'
t
hi
nki
ngcanbeobser
v
edon
t
hest
epsdonei
nsol
v
i
ngapr
obl
em.ForHegar
t
y
,
May
er
,
andMonk(
Kr
amar
ski
etal
,
2002)
,
bet
t
erpr
obl
em sol
v
er
sbui
l
damodeloft
hepr
obl
em i
sgi
v
enbasedonal
l
t
he
i
nf
or
mat
i
ongi
v
eni
nt
het
extpr
obl
ems,poorpr
obl
em sol
v
er
sonl
yt
r
ansl
at
ekey
wor
dsgi
v
eni
nt
het
extoft
hepr
obl
em t
hendi
r
ect
l
yi
nt
omat
hemat
i
caloper
at
i
ons
wi
t
houtconsi
der
i
ngt
heot
heri
nf
or
mat
i
ongi
v
eni
nt
het
ex
t
.
Thi
sr
esear
chdi
scussedt
hatt
hemet
acogni
t
i
v
eknowl
edgeofst
udent
si
n
l
ear
ni
ngmat
hemat
i
csi
shel
pf
uli
nanal
y
si
ngpr
obl
ems.Ther
esear
cher
soft
hi
s
st
udyhav
egi
v
enaconcl
ut
i
ont
hatt
her
ei
saposi
t
i
v
eef
f
ectofmet
acogni
t
i
v
e
awar
enesst
ot
hecogni
t
i
v
eski
l
l
sofhi
ghschool
st
udent
s.
Si
nce t
he pandemi
c hav
e began,l
ear
ni
ng mat
hemat
i
cs i
s one oft
he
chal
l
engest
osomehowev
er
yst
udent
s.Thi
sr
esear
chhel
psourst
udyasi
tt
ackl
es
aboutast
udent
scapabi
l
i
t
i
esi
nl
ear
ni
ngsomet
hi
ngf
r
om school
.Thi
sr
esear
ch
st
udi
est
hatev
er
yst
udent
shasadi
f
f
er
entwayoft
hi
nki
ng,adapt
i
ngandl
ear
ni
ng.
Thati
smuchneededt
oourst
udyt
odi
scusst
hel
ear
ni
ngcapabi
l
i
t
yofast
udent
s
wheni
tcomest
opr
obl
em anal
y
zat
i
onandsol
v
i
ng.Thi
sr
esear
chal
sot
el
l
sabout
t
hev
ar
i
oust
y
pesofst
udent
si
nt
er
msofst
r
at
egi
ct
hi
nki
ng.Andt
hati
sneededt
o
ourst
udysot
hatwecanunder
st
andt
hecapabi
l
i
t
yofst
udent
s.
Tosum i
tal
lup,t
hi
sr
esear
chhel
pusr
esear
cher
sunder
st
andt
heski
l
l
s,
awar
enessandst
r
at
egi
esofsomest
udent
susesi
nl
ear
ni
ng.Mat
hemat
i
csi
sal
so
par
tofaccount
i
ngsoi
ti
sr
equi
r
edt
ousr
esear
cher
s.Wemustal
sounder
st
andt
he
34
v
ar
i
ousknowl
edgeandski
l
l
sofst
udent
shas,t
of
ur
t
herdi
scusst
hi
st
opi
ci
nour
st
udy
.
LEARNI
NGJOURNALI
ZI
NG
Accor
di
ng t
ot
he bookoft
he i
nt
er
medi
at
e account
i
ng ser
i
esv
ol
ume 3
(Neni
t
aS.RandPat
r
i
ci
aM.E2017)Jour
nali
sr
ecor
di
nwhi
cht
r
ansact
i
onsar
e
f
i
r
stent
er
ed,pr
ov
i
di
ngachr
onol
ogi
calr
ecor
dofbusi
nessact
i
v
i
t
i
es.Thi
si
sal
so
t
er
med ast
he bookofor
i
gi
nalent
r
y
(
p.
4748)
.
Mor
eov
er
,t
he j
our
nal
sar
et
hen
t
r
ansf
er
r
edt
ot
hebooksofl
edger
,
i
napr
ocesscal
l
edpost
i
ng.Whi
chaccumul
at
es
al
lt
heef
f
ectoft
het
r
ansact
i
ons.I
nanacademi
cset
t
i
ng,st
udent
susual
l
yacqui
r
e
i
nf
or
mat
i
onbyr
eadi
ngat
r
ansact
i
ondescr
i
pt
i
on.Thent
hest
udent
swi
l
l
chooseand
i
dent
i
f
yt
heaccountl
abel
sandanal
y
zet
hedi
r
ect
i
onalef
f
ectoft
het
r
ansact
i
onon
eachaccount
.Wi
t
ht
hi
sunder
st
andi
ngi
nmi
nd,st
udent
st
hendeci
dewhet
hert
o
debi
torcr
edi
teachaccount
.Thi
sst
epr
equi
r
esanunder
st
andi
ngofbot
ht
he
di
r
ect
i
onalef
f
ect
soft
heexchangeand t
henor
malbehav
i
orofeachaccount
af
f
ect
edbyt
heexchange.Thenl
at
eron,st
udent
sexpr
esst
het
r
ansact
i
onsi
n
j
our
nal
ent
r
yf
or
mat
.
I
nt
he book ofFundament
al
s ofaccount
i
ng v
ol
ume 1 i
nt
he st
eps of
j
our
nal
i
zet
r
ansact
i
onsandev
ent
s,
i
tmeasur
esandr
ecor
dst
heeconomi
cef
f
ectof
t
r
ansact
i
on i
naf
or
m t
hatsi
mpl
i
f
i
es t
r
ansaf
ert
ot
he account
s.
(p.129)
.
Jour
nal
i
z
i
ng t
r
ansact
i
on i
s one ofa st
eps i
n account
i
ng cy
cl
et
hatgui
de
measur
ement
,r
ecogni
t
i
on, and cl
assi
f
i
cat
i
on of account
s ar
e appl
i
ed i
n
j
our
nal
i
z
i
ngt
r
ansact
i
ons.
Accor
di
ng t
o Cabr
er
a,Ledesma and Lupi
san (
2010)Tr
ansact
i
ons ar
e
r
ecor
ded chr
onol
ogi
cal i
n a j
our
nal
,an or
gani
zed medi
um f
or r
ecor
di
ng
t
r
ansact
i
onsi
ndebi
t
cr
edi
tf
or
mat(
p.129)
.Jour
nal
,cont
ai
ns t
hedat
eofeach
t
r
ansact
i
ont
hatabusi
nesseshasmade,t
i
t
l
esoft
heaccount
st
hatei
t
herdebi
t
ed
orcr
edi
t
edandal
sot
heamountofi
t
,j
our
nalal
sohav
eapagest
hatwr
ot
ei
nt
he
upperr
i
ghtcor
neroft
hej
our
nal
.Thesi
mpl
estt
y
peofj
our
nali
scal
l
edagener
al
j
our
nal
(
p.199)
.Al
t
houghmanyt
y
pesofj
our
nal
sar
eusedi
nbusi
ness,
t
hesi
mpl
est
35
j
our
nal
f
or
mi
sat
wocol
umngenr
al
j
our
nal
.
Jour
nal
i
zi
ngi
st
heent
er
i
ngt
het
r
ansact
i
oni
naj
our
nal
.
(p.201)Forev
er
y
t
r
ansact
i
on,t
heent
r
yshoul
di
ncl
udet
hedat
e,t
het
i
t
l
eofeachaccountaf
f
ect
ed,
t
heamount
s,
andabr
i
efdescr
i
pt
i
on.
I
n concl
usi
on, Thi
s books hel
ps r
esear
cher
st
o under
st
and t
he basi
c
i
nf
or
mat
i
onaboutj
our
nal
i
zi
ng.Ther
ef
or
et
her
r
esear
cher
sl
ear
nt
hatj
our
nalhav
ea
manyt
y
pes.Butmost
l
ygener
al
j
our
nal
ar
eusedbybusi
nessest
r
ansact
i
ons.
TheAccount
i
ngCy
cl
e,whi
chi
shi
ghl
ypr
ocedur
alandt
echni
calbynat
ur
e,i
s
enumer
at
edbyr
esear
cherBal
l
ada(
2010)i
nacqui
r
i
ngt
he"
basi
cski
l
l
s.
"Acompany
begi
nsi
t
sAccount
i
ngCy
cl
ebyanal
y
zi
ngandr
ecor
di
ngt
r
ansact
i
onsusi
ngJour
nal
Ent
r
i
esbasedonr
ecei
pt
sandi
nv
oi
ces,
r
ecogni
t
i
onofasal
e,
orcompl
et
i
onofot
her
economi
c ev
ent
s.An Unadj
ust
ed Tr
i
alBal
ance (
UTB) i
s cr
eat
ed af
t
ert
he
cor
por
at
i
onpost
sJour
nalEnt
r
i
es(
JE)t
oi
ndi
v
i
dualGener
alLedger(
GL)account
s.
TheTr
i
alBal
ance(
TB)assur
est
hatt
het
ot
aldebi
ti
nt
hef
i
nanci
alr
ecor
dsequal
s
t
het
ot
al
cr
edi
t
.Adj
ust
i
ngEnt
r
i
es(
AE)ar
emadeatt
heendoft
heaccount
i
ngper
i
od.
Thesear
et
heconsequencesofcor
r
ect
i
onsper
f
or
medaswel
last
her
esul
t
sof
t
i
mepassi
ngwhensomet
r
ansact
i
onsr
equi
r
eAdj
ust
i
ngEnt
r
i
esonar
egul
arbasi
s.
I
n summar
y
,t
he Account
i
ng Cy
cl
e i
s acol
l
ect
i
v
e
pr
ocess
of
i
dent
i
f
y
i
ng, anal
y
zi
ng, andr
ecor
di
ngacompany
'
sAccount
i
ngev
ent
s.Theser
i
es
ofst
epsbegi
n whenat
r
ansact
i
onoccur
sandendswi
t
hi
t
si
ncl
usi
on i
n t
he
Fi
nanci
al St
at
ement
s. Addi
t
i
onalAccount
i
ng r
ecor
ds used dur
i
ng t
he
Account
i
ng Cy
cl
eshal
l f
ol
l
ow a met
hodi
cal set of r
ul
es t
o ensur
e
Fi
nanci
al St
at
ement
’
saccur
acy
and
Sy
st
ems and t
he Account
i
ngCy
cl
e'
s
conf
or
mi
t
y
.Comput
er
i
zed Account
i
ng
uni
f
or
medpr
ocess
hav
e
hel
ped
r
educeMat
hemat
i
caler
r
or
si
nt
hi
smoder
nage.
Thi
sr
esear
chhel
pst
her
esear
cher
st
oknow t
hel
ear
ni
ngski
l
l
sofABM
st
udent
si
nj
our
nal
i
zi
ngandt
her
esear
cher
swi
l
lknow t
heknowl
edgeofst
udent
s
36
wheni
tcomesi
nl
ear
ni
ngj
our
nal
i
zi
ng.I
t
shel
psst
udent
senhancet
hei
rj
our
nal
i
zi
ng
ski
l
l
s.
Account
i
ngeducat
i
onhasbeencr
i
t
i
ci
z
edofmanyi
ssues,especi
al
l
y
t
hoser
el
at
edt
odev
el
opi
ngandi
mpr
ov
i
ngpr
obl
emsol
v
i
ngandcr
i
t
i
cal
t
hi
nki
ng
ski
l
l
s(
Al
br
echtandSack2000,
p.45;
Needl
esandPower
s1990;
Donel
anandReed
1992;Bar
skeyandCat
abach2001;Al
br
echtandSack2000,p.12;Russel
letal
.
2000;Bedf
or
d1986)
.Accor
di
ngt
o(
Al
br
echtandSack2000,p.45;Needl
esand
Power
s1990;Donel
anandReed1992;Bar
skeyandCat
abach2001;Al
br
echtand
Sack2000,
p.12;
Russel
letal
.2000;
Bedf
or
d1986)
,
account
i
nghasbeencr
i
t
i
ci
z
ed
i
nv
ar
i
ous way
s.We al
lknow t
hataccount
i
ng i
s nott
hateasyt
ol
ear
n and
under
st
and,si
ncei
ti
sdev
el
opi
ngandi
mpr
ov
i
ngourpr
obl
em sol
v
i
ngandcr
i
t
i
cal
t
hi
nki
ngski
l
l
s.
To dat
e,t
he exami
nat
i
on ofaccount
i
ng educat
i
on r
ef
or
m has pr
i
mar
i
l
y
f
ocused on i
nt
r
oduct
or
y account
i
ng.Whi
l
ei
nf
or
mat
i
v
e,f
ocusi
ng sol
el
y on
i
nt
r
oduct
or
yaccount
i
ngov
er
l
ookst
hef
actt
hataccount
i
ngeducat
i
oni
sper
pet
ual
andt
hedev
el
opmentofaccount
i
ngknowl
edgei
sbasedonamodelt
hatassumes
t
hecont
entofsubsequentcour
sesdr
awsonpr
ev
i
ouscour
ses(
Ber
nar
diandBean
1999)
.Accor
di
ngt
o(
Ber
nar
diandBean1999)
, account
i
ngeducat
i
onpr
i
mar
i
l
y
f
ocusedoni
nt
r
oduct
or
yaccount
i
ng.Weknow t
hati
nt
r
oduct
or
yaccount
i
ngi
snot
easyt
ol
ear
n,i
nt
hi
sy
ouwi
l
lr
ecor
dy
ourf
i
nanci
alt
r
ansact
i
onsandy
ouhav
et
o
bal
ancet
het
r
ansact
i
ons.Youwi
l
lhav
et
oi
dent
i
f
yt
het
r
ansact
i
oni
fi
ti
sdebi
tor
cr
edi
tandwhi
chaccounty
ouwi
l
luse.Thus,keyaspect
st
hatmaybemi
ssi
ng
r
el
at
i
v
et
o account
i
ng educat
i
on r
ef
or
m ar
et
he degr
ee t
o whi
ch account
i
ng
cur
r
i
cul
aar
el
i
nkedandananal
y
si
soft
heex
t
entt
owhi
chmanagi
ngt
hesel
i
nks
mi
ghti
mpr
ov
et
he ef
f
i
ci
ency and ef
f
ect
i
v
eness oft
he account
i
ng educat
i
on
pr
ocess.
I
nconcl
usi
on,t
her
esear
chhel
pst
her
esear
cher
st
oi
dent
i
f
yandunder
st
and
t
hataccount
i
ng i
snoteasyt
ol
ear
n.I
ti
saf
or
m ofr
ecor
di
ng and anal
y
zi
ng
t
r
ansact
i
ons.Howev
er
,t
her
esear
cher
sunder
st
andhow har
di
ti
st
ol
ear
nand
37
anal
y
zeaccount
i
ngbuti
ti
sf
unt
ol
ear
n.
Bonnerexpl
ai
ns(
2008,1617)
,at
askanal
y
si
sspeci
f
i
es,atav
er
ydet
ai
l
ed
l
ev
el
,t
hest
epsonegoest
hr
ought
o per
f
or
m at
ask.Sheobser
v
est
hatt
ask
anal
y
si
si
sacr
i
t
i
calst
epi
nanysuccessf
ulst
udybecausei
thel
pst
her
esear
cher
di
scov
erv
ar
i
abl
es t
hataf
f
ectt
ask per
f
or
mance and i
tcan suggestt
heor
i
es
appr
opr
i
at
ef
orhy
pot
hesi
sdev
el
opment
.Pr
i
oreducat
i
onr
esear
chi
ndi
cat
est
hat
l
ear
ni
nganunf
ami
l
i
arsequent
i
alpr
ocess,suchast
hej
our
nalent
r
ypr
epar
at
i
on
pr
ocess,canbef
aci
l
i
t
at
edt
hr
oughscaf
f
ol
di
ng(
e.
g.
,Az
ev
edoetal
.2005)
.Wood,
Br
uner
,
andRoss(
1976)f
i
r
stusedt
het
er
mt
odescr
i
bet
hepr
ocessbywhi
chadul
t
s
coachchi
l
dr
ent
hr
ought
askst
hatar
ei
ni
t
i
al
l
yt
oodi
f
f
i
cul
torcompl
exf
orchi
l
dr
ent
o
compl
et
eont
hei
rown.
I
nst
r
uct
or
s can appl
y scaf
f
ol
di
ng i
n sev
er
alway
st
ot
he j
our
nalent
r
y
pr
epar
at
i
onpr
ocess.Consi
der
,f
orexampl
e,account
i
ngst
udent
st
r
y
i
ngt
oi
dent
i
f
y
t
hei
t
emsi
nv
ol
v
edi
nanexchange.Thi
sst
epi
nv
ol
v
essev
er
alv
ar
i
abl
es,suchas
det
er
mi
ni
ngwhoi
si
nv
ol
v
edi
nt
heexchange,i
dent
i
f
y
i
ngwhati
sgi
v
en(
f
r
om t
he
ent
i
t
y
’
sper
spect
i
v
e)
,andi
dent
i
f
y
i
ngwhati
sr
ecei
v
ed.St
udent
sal
somustappl
y
knowl
edgeoft
r
ansact
i
onr
ul
est
odet
er
mi
newhet
herornotat
r
ansact
i
onhast
aken
pl
ace;anexchangeofmer
epr
omi
sesi
sgener
al
l
ynotconsi
der
edanaccount
i
ng
t
r
ansact
i
on.St
udent
scoul
dal
sobenef
i
tf
r
om scaf
f
ol
di
ngl
at
eri
nt
hepr
ocesswhen
deci
di
ngwhet
hert
odebi
torcr
edi
teachaccount
.(
Squi
r
eandPhi
l
l
i
ps,
2009)
.
I
nt
hi
sr
esear
ch,anal
y
si
soft
askt
ost
udent
sar
edi
scussedt
oknow t
he
ef
f
ect
i
v
ewayt
ol
ear
nt
hej
our
nal
i
zungent
r
y
.Thi
sr
esear
chhav
est
udi
ed,di
f
f
er
ent
t
askandassessment
st
oshowt
hel
ear
ni
ngoft
hest
udent
si
nj
our
nal
i
zi
ng.
Theyhav
eusedt
hescaf
f
ol
i
ngt
echni
quet
ost
udywhet
heri
thel
psst
udent
s
t
ounder
st
andsomet
hi
ngnewt
ot
hem.I
tal
sodi
scussest
hatt
hr
oughscaf
f
ol
f
i
ng
anal
y
si
s,t
he st
udent
s wi
l
lf
aci
l
i
t
at
el
ear
ni
ng how t
o pr
oper
l
yj
our
nal
i
z
ea
t
r
ansact
i
on.Andt
hi
sst
udyal
sodi
scusseshowast
udent
sar
eusi
ngt
hei
rknowl
ege
t
oj
our
nal
i
zeat
r
ansact
i
on.And wer
esear
cher
sunder
st
and t
hatt
hest
udent
s
38
deci
si
onscanbegui
dedbyt
het
hi
ngst
heyhav
el
ear
n.
I
nconcl
usi
on,t
hi
sr
esear
chhel
pourst
udyasi
texpl
ai
nshowdoesst
udent
s
l
ear
nj
our
nal
i
zi
ng.I
tal
sohel
pf
ulasi
tgi
v
esanal
y
si
sandt
echni
quest
ousef
or
t
eachi
ngj
our
nal
i
zi
ngwhi
chourst
udyneededsot
hatwecanunder
st
andt
hewayi
t
i
sl
ear
nedbyt
hest
udent
s.
39
CHAPTER03
RESEARCHMETHODOLOGY
Ar
esear
chmet
hodol
ogyi
sasy
st
emat
i
cal
l
ydesi
gnst
oensur
ev
al
i
dandr
el
i
abl
e
r
esul
t
st
hataddr
esst
her
esear
chai
msandobj
ect
i
v
es.(Jansen&War
r
en,2020)
.
I
nt
hi
schapt
ert
her
esear
cher
sshowi
ngt
hechosenmet
hodsandt
echni
quest
hat
bestf
i
ti
nt
hi
sr
esear
ch.Thatconcl
uded al
so t
he t
ool
s and par
t
s oft
he
met
hodol
ogy
,t
hepar
t
sandt
ool
swi
l
lbepr
esent
edandt
hesear
et
hef
ol
l
owi
ngs:
Resear
chDesi
gn,Resear
chI
nst
r
ument
s,Resear
chSet
t
i
ng,Sampl
i
ngTechni
que,
Par
t
i
ci
pant
s,
Dat
aAnal
y
si
s,
Dat
aCol
l
ect
i
onandPr
ocedur
es.
RESEARCHDESI
GN
Ther
esear
cher
swi
l
lconductaquant
i
t
at
i
v
er
esear
ch.Ther
esear
cher
swi
l
lusei
tt
o
gat
herdat
af
ort
hei
mpactofnewnor
maleducat
i
oni
nGr
ade12ABM st
udent
si
n
t
er
ms ofl
ear
ni
ng capabi
l
i
t
y
.The r
esear
cher
s wi
l
luse bot
h ex
pl
anat
or
y and
descr
i
pt
i
v
er
esear
ch desi
gn.
Descr
i
pt
i
v
er
esear
ch desi
gn i
sasci
ent
i
f
i
cmet
hod
whi
ch i
nv
ol
v
es obser
v
i
ng and descr
i
bi
ng t
he behav
i
orofa subj
ectwi
t
hout
i
nf
l
uenci
ngi
ti
nanyway
.(
Mar
t
y
nShut
t
l
ewor
t
h 2008)
.Howev
ert
heexpl
anat
or
y
r
esear
chdesi
gni
st
hepr
obl
em whi
chwasnotwel
lr
esear
chedbef
or
e.I
ti
sf
ocuses
on expl
ai
ni
ng t
he aspectoft
he st
udy i
n det
ai
l
ed manner
.(
N/
A 2018)
.The
r
esear
cher
swi
l
luset
hi
sdesi
gnst
oexpl
ai
nanddescr
i
bet
hedat
aaf
t
eri
nt
er
pr
et
i
ng
i
t
.Ther
esear
cher
swi
l
lconnect
i
ngt
hei
deaofadat
abydescr
i
bi
ngi
tandexpl
ai
ni
ng
i
t
.
Al
sot
hest
udyi
scr
oss-sect
i
onalr
esear
ch.Acr
osssect
i
onalst
udycr
eat
esa
snapshotoft
hepopul
at
i
onatapar
t
i
cul
arpoi
nti
nt
i
me.Thi
sal
l
owsust
odr
aw
concl
usi
onsaboutphenomenai
nawi
depopul
at
i
on.Thi
si
sar
el
at
i
v
el
yeasywayt
o
conductpr
el
i
mi
nar
yexper
i
ment
st
hatal
l
ow r
esear
cher
st
of
ocusonapar
t
i
cul
ar
popul
at
i
on andgai
nacompl
et
epi
ct
ur
e.(
Mar
t
y
nShut
t
l
ewor
t
h2010)
.I
ti
suseby
r
esear
cher
sbecauset
hedat
awi
l
lbegat
her
edatasi
ngl
et
i
meper
i
odonl
y
.The
r
esear
cher
shasat
i
mef
r
amet
ogat
hert
hedat
at
hatneededi
nt
hest
udy
.
40
RESEARCHSETTI
NG
Ther
esear
cher
swi
l
lconductt
hi
sst
udyi
nanonl
i
neset
t
i
ngasduet
ot
hepandemi
c
we ex
per
i
ence.
And al
so,t
he r
esear
cher
s wantt
o be r
estassur
ed t
hatt
he
par
t
i
ci
pant
swi
l
lbeanswer
edt
hesur
v
eywel
landt
her
esear
cher
sal
sor
estassur
ed
t
hatt
hepar
t
i
ci
pant
si
ssaf
eandpr
ot
ect
ed,t
hati
swhyt
her
esear
cher
schooset
o
conductt
hi
st
hr
oughonl
i
neset
t
i
ng.Ther
esear
cher
swi
l
lgat
hert
hedat
af
r
om t
he
par
t
i
ci
pant
soft
hest
udywhoar
eG12ABM st
udent
sst
udi
esi
nFEAPI
TSATTanza.
Thi
smean t
hatt
her
esear
cher
sdat
a gat
her
i
ng wi
l
lbe donei
nt
he scope of
FEAPI
TSATTanzaonl
y
.
PARTI
CI
PANTS
Ther
esear
cher
swi
l
lconductasur
v
eywi
t
hGr
ade12ABM Bot
hmal
eandf
emal
e
st
udent
sf
r
om onl
i
ne and modul
ar
.And al
so hav
e a Jour
nal
i
zi
ng l
esson i
n
speci
al
i
z
edsubj
ectandmustst
udy
i
ngi
nFEAPI
TSATTanza.Ther
esear
cher
swi
l
l
beconduct
i
ngasur
v
eywi
t
hatl
east15par
t
i
ci
pant
s.Si
nceonl
y15Gr
ade12ABM
st
udent
shav
eaj
our
nal
i
zi
ngl
essoni
nFEAPI
TSATTanz
a.
SAMPLI
NGTECHNI
QUE
I
nt
hi
sst
udy
,t
her
esear
cher
swi
l
lusemodali
nst
ancesampl
i
ng,
i
ti
saf
or
m ofnonpr
obabi
l
i
t
ysampl
i
ngmet
hod.Accor
di
ngt
oSt
ephani
eGl
en(
2015)Nonpr
obabi
l
i
t
y
sampl
i
ngi
sasampl
i
ngt
echni
quewher
et
hepr
obabi
l
i
t
yofanymemberbei
ng
sel
ect
ed f
ora sampl
e cannotbe cal
cul
at
ed.I
t
’
st
he opposi
t
e ofpr
obabi
l
i
t
y
sampl
i
ng,wher
ey
oucan cal
cul
at
et
hepr
obabi
l
i
t
yand Thepur
poseofmodal
i
nst
ancesampl
i
ngi
st
osampl
et
hemostt
y
pi
calmember
sofapopul
at
i
on.The
t
er
m modalcomesf
r
om t
hemode,whi
chi
st
hemostcommoni
t
em i
naset
.The
r
esear
cher
swi
l
lusecer
t
ai
nst
andar
dst
hatconst
i
t
ut
et
hechar
act
er
i
st
i
csoft
he
par
t
i
ci
pant
si
nt
heconv
eni
entway
.Ther
esear
cher
suset
hi
ssampl
i
ngmet
hodi
n
or
dert
of
i
ndr
espondent
sandgat
herdat
at
hatneededi
nt
hest
udy
.
RESEARCHI
NSTRUMENTS
41
Ther
esear
cher
swi
l
lbeuseanonl
i
nesur
v
eyt
ogat
heral
lt
hedat
at
hatneededi
n
t
hi
sst
udywi
t
ht
heuseofGoogl
eFor
mf
ort
hesur
v
eyquest
i
onnai
r
e.TheGoogl
e
For
mspr
ov
i
desaneasy
t
ousewebi
nt
er
f
acef
ordesi
gni
nganddev
el
opi
ngwebbasedsur
v
eyquest
i
onnai
r
es.Thi
st
ooli
spr
ov
i
dedbyGoogl
eI
nc10.
,andf
r
eel
y
av
ai
l
abl
eont
hewebt
oany
onet
ouseandcr
eat
ewebbasedquest
i
onnai
r
es.The
any
wher
eany
t
i
meaccessandot
heradv
ant
ages(
unl
i
mi
t
edsur
v
ey
s,100% f
r
ee)
hav
emadeGoogl
eFor
msapopul
arpr
oducti
nonl
i
nesur
v
eyr
esear
ch.(
Vasant
ha
Raj
uandHar
i
nar
ay
ana,2016)
.Al
li
nf
or
mat
i
ont
hatwegat
her
edi
nt
hi
ssur
v
eyar
e
sol
eyf
orr
esear
chpur
posesonl
y
.Wekeepi
tconf
i
dent
i
al
l
y
.Al
sot
her
esear
cher
s
useddescr
i
pt
i
v
est
at
i
st
i
csuchasf
r
equencycount
sandper
cent
aget
hi
si
ncl
udes
way
sonhow t
opr
esentt
hedat
at
hatgat
her
edi
nt
hesur
v
eyt
hr
oughgr
aphsand
char
t
s,whi
ch i
ncl
ude t
he pi
e char
tt
o pr
esentt
he demogr
aphi
c dat
a oft
he
r
eapondent
sandcol
umnchar
tt
opr
esentt
hedi
f
f
er
encer
angeoft
heanswer
sof
r
espondent
si
nsur
v
eyquest
i
onsf
r
om l
owestt
ohi
ghest.Accor
di
ngt
oAdam Hay
es
(
2021)Descr
i
pt
i
v
est
at
i
st
i
csar
eusedt
odescr
i
beorsummar
i
zet
hechar
act
er
i
st
i
cs
ofasampl
eordat
aset
,
suchasav
ar
i
abl
e'
smean,
st
andar
ddev
i
at
i
on,
orf
r
equency
.
Peopl
e use descr
i
pt
i
v
e st
at
i
st
i
cs t
or
epur
pose har
dt
ounder
st
and quant
i
t
at
i
v
e
i
nsi
ght
sacr
ossal
ar
gedat
a seti
nt
o bi
t
esi
zed descr
i
pt
i
ons.Whi
l
eFr
equency
count
s,t
henumberoft
i
mesanobser
v
at
i
onoccur
s(
f
r
equency
)f
oradat
ai
t
em
(
v
ar
i
abl
e)canbeshowni
nquant
i
t
at
i
v
e(
Aust
r
al
i
anBur
eauofSt
at
i
st
i
cs2020)
.I
n
Per
cent
ages,one oft
he mostf
r
equentway
st
or
epr
esentst
at
i
st
i
cs i
s by
per
cent
age.Per
centsi
mpl
ymeans"
perhundr
ed"andt
hesy
mbolusedt
oexpr
ess
per
cent
agei
s%.Oneper
cent(
or1%)i
sonehundr
edt
hoft
het
ot
alorwhol
eandi
s
t
her
ef
or
ecal
cul
at
edbydi
v
i
di
ngt
het
ot
alorwhol
enumberby100.Mor
ev
er
,aPi
e
Char
ti
sat
y
peofgr
apht
hatdi
spl
ay
sdat
ai
naci
r
cul
argr
aph.Thepi
ecesoft
he
gr
aphar
epr
opor
t
i
onalt
ot
hef
r
act
i
onoft
hewhol
ei
neachcat
egor
y
.I
not
herwor
ds,
eachsl
i
ceoft
hepi
ei
sr
el
at
i
v
et
ot
hesi
zeoft
hatcat
egor
yi
nt
hegr
oupasawhol
e.
Theent
i
r
e“
pi
e”r
epr
esent
s100per
centofawhol
e,whi
l
et
hepi
e“
sl
i
ces”r
epr
esent
por
t
i
onsoft
hewhol
e(
St
ephani
eGl
en,N/
A)
.Whi
l
eA col
umnchar
ti
sadat
a
v
i
sual
i
z
at
i
onwher
eeachcat
egor
yi
sr
epr
esent
edbyar
ect
angl
e,wi
t
ht
hehei
ghtof
42
t
her
ect
angl
ebei
ngpr
opor
t
i
onal
t
ot
hev
al
uesbei
ngpl
ot
t
ed.Col
umnchar
t
sar
eal
so
knownasv
er
t
i
cal
barchar
t
s.Theyar
epar
t
i
cul
ar
l
yusef
ul
when;
t
hedat
ahasasmal
l
numberofdi
scr
et
ecat
egor
i
es,wi
t
hasi
ngl
ev
al
uef
oreachcat
egor
y
,t
hegoali
st
o
compar
et
hev
al
uesofeachcat
egor
y
,andt
hei
nt
enti
st
omakei
tsi
mpl
ef
ort
he
v
i
ewer(Ti
m Bock,
N/
A)
.
DATAANALYSI
S
Ther
esear
cher
swi
l
lshow t
hef
r
equencyandper
cent
ageoft
hesur
v
eyquest
i
ons
r
esul
t
s.Ther
esear
cher
susedt
hePer
cent
agef
or
mul
at
ocal
cul
at
et
heper
centof
t
her
esul
t
soft
heev
er
yi
t
ems,asf
orf
r
equency
,f
r
equencyi
sameasur
eoft
he
numberofoccur
r
encesofapar
t
i
cul
arr
esponsei
nagi
v
ensetofdat
a.
PERCENTAGEFORMULA
Accor
di
ngt
oSHWETHAB.
R(
2021)Per
cent
ageshav
eadenomi
nat
orof100,and
t
heycanbeexpr
essedi
nf
r
act
i
ons.I
not
herwor
ds,i
t
’
sar
el
at
i
onshi
pbet
weena
componentandt
hewhol
e,
wi
t
ht
hewhol
eal
way
ssett
o100.
Tof
i
ndt
heper
centofanumber
,di
v
i
det
hepar
toft
hev
al
ueort
heact
ualv
al
ueby
t
het
ot
al
v
al
ueort
hewhol
eandt
henmul
t
i
pl
yby100.
Per
cent
age=act
ual
v
al
ue/
t
ot
al
v
al
ue×100%
P=M/
N×100%wher
e,
P→ Per
cent
age,
M→ Act
ual
v
al
ue,
N→ Tot
al
Val
ue
43
Fi
gur
e3.
1
Fr
equency(f)
Per
cent
age(%)
1
0
0
2
1
6.
7
3
1
6.
7
4
0
0
5
5
33.
3
6
2
13.
3
7
3
20
8
1
6.
7
9
2
13.
3
10
0
0
TOTAL
15
100
I
ncountof110,
howmuch
di
st
r
act
edar
ey
ouwheny
ou
ar
et
aki
ng/l
ear
ni
ng
Jour
nal
i
zi
ngt
r
ansact
i
on
l
esson?
SOLUTI
ON:P=M/
Nx100%
P=1/
15=0.
067
P=5/
15=0.
333
P=2/
15=0.
133
P=0.
067x100=6.
7%
P=0.
333x100=33.
3%
P=0.
133x100=13.
3%
P=3/
15=0.
2
P=0.
2x100=20%
44
Fi
gur
e3.
2
Fr
equency(f)
Per
cent
age(%)
1
0
0
2
0
0
3
0
0
4
0
0
5
2
13.
3
6
2
13.
3
7
4
26.
7
8
3
20
9
1
6.
7
10
3
20
TOTAL
15
100
I
ncountof110,
how
st
r
essar
ey
oui
nt
er
msof
answer
i
ngJour
nal
i
zi
ng?
SOLUTI
ON:P=M/
Nx100%
P=2/
15=0.
133
P=4/
15=0.
267
P=0.
133x100=13.
3%
P=0.
267x100=26.
7%
P=1/
15=0.
067
P=0.
067x100=6.
7%
45
P=3/
15=0.
2
P=0.
2x100=20%
Fi
gur
e3.
3
Fr
equency(f)
Per
cent
age(%)
1
0
0
2
0
0
3
0
0
4
2
13.
3
5
2
13.
3
6
0
0
7
3
20
8
4
26.
7
9
4
26.
7
10
0
0
TOTAL
15
100
I
ncountof110,
howmuch
doy
ouunder
st
andt
he
Jour
nal
i
zi
ngTr
ansact
i
on?
SOLUTI
ON:P=M/
Nx100%
P=2/
15=0.
133
P=4/
15=0.
267
P=3/
15=0.
2
P=0.
133x100=13.
3%
P=0.
267x100=26.
7%
P=0.
2x100=20%
46
Fi
gur
e3.
4
Fr
equency(f)
Per
cent
age(%)
1
0
0
2
0
0
3
1
6.
7
4
0
0
5
1
6.
7
6
0
0
7
3
20
8
2
13.
3
9
1
6.
7
10
7
46.
7
TOTAL
15
100
I
ncountof110,
howmuch
ofgui
def
r
om t
eachery
ou
neededt
ounder
st
andt
he
Jour
nal
i
zi
ngTr
ansact
i
on
l
essons?
SOLUTI
ON:P=M/
Nx100%
P=2/
15=0.
133
P=7/
15=0.
467
P=3/
15=0.
2
P=0.
133x100=13.
3%
P=0.
467x100=46.
7%
P=0.
2x100=20%
P=1/
15=0.
067
P=0.
067x100=6.
7%
47
Fi
gur
e3.
5
Fr
equency(f)
Per
cent
age(%)
1
0
0
2
0
0
3
0
0
4
0
0
5
1
6.
7
6
0
0
7
1
6.
7
8
3
20
9
5
33.
3
10
5
33.
3
TOTAL
15
100
I
ncountof110,
howmuch
y
oul
i
st
ent
ot
hedi
scussi
on
ofy
ourt
eacheri
n
Jour
nal
i
zi
ngt
r
ansact
i
on
l
essons?
SOLUTI
ON:P=M/
Nx100%
P=1/
15=0.
067
P=5/
15=0.
333
P=3/
15=0.
2
P=0.
067x100=6.
7%
P=0.
333x100=33.
3%
P=0.
2x100=20%
48
Fi
gur
e3.
6
Fr
equency(f)
Per
cent
age(%)
1
1
6.
7
2
0
0
3
0
0
4
0
0
5
2
13.
3
6
1
6.
7
7
3
20
8
3
20
9
4
26.
7
10
1
6.
7
TOTAL
15
100
I
ncountof110,
howof
t
en
y
ousear
chi
nt
hei
nt
er
net
t
het
opi
cJour
nal
i
zi
ng
t
r
ansact
i
ont
ogetmor
e
i
deat
ol
ear
ni
t
?
SOLUTI
ON:P=M/
Nx100%
P=2/
15=0.
133
P=4/
15=0.
267
P=3/
15=0.
2
P=0.
133x100=13.
3%
P=0.
267x100=26.
7%
P=0.
2x100=20%
P=1/
15=0.
067
P=0.
067x100=6.
7%
49
Fi
gur
e3.
7
Fr
equency(f)
Per
cent
age(%)
1
0
0
2
0
0
3
0
0
4
0
0
5
2
13.
3
6
0
0
7
2
13.
3
8
1
6.
7
9
5
33.
3
10
5
33.
3
TOTAL
15
100
I
ncountof110,
howof
t
en
y
out
akenot
est
he
i
mpor
t
antdet
ai
l
si
nt
he
di
scussi
onofJour
nal
i
zi
ng
t
r
ansact
i
on?
SOLUTI
ON:P=M/
Nx100%
P=1/
15=0.
067
P=5/
15=0.
333
P=2/
15=0.
133
P=0.
067x100=6.
7%
P=0.
333x100=33.
3%
P=0.
133x100=13.
3%
50
Fi
gur
e3.
8
Fr
equency(f)
Per
cent
age(%)
1
0
0
2
0
0
3
0
0
4
1
6.
7
5
0
0
6
0
0
7
2
13.
3
8
2
13.
3
9
5
33.
3
10
5
33.
3
TOTAL
15
100
I
ncountof110,
howof
t
en
y
our
ewat
cht
hev
i
deo
r
ecor
di
ngofy
ourt
eacher
t
ounder
st
andmor
et
he
j
our
nal
i
zi
ngl
essons?
SOLUTI
ON:P=M/
Nx100%
P=1/
15=0.
067
P=5/
15=0.
333
P=2/
15=0.
133
P=0.
067x100=6.
7%
P=0.
333x100=33.
3%
P=0.
133x100=13.
3%
51
DATACOLLECTI
ONANDPROCEDURES
The r
esear
cher
s al
l
ot
t
ed t
hei
rt
i
me,ef
f
or
t
s and cooper
at
i
on i
n dev
el
opi
ng
quest
i
onnai
r
es i
n or
dert
o col
l
ectt
he needed dat
ai
nt
he st
udy
.Once t
he
r
esear
cher
sf
i
nal
i
zedt
hesur
v
eyquest
i
ons,i
twi
l
lt
r
ansf
eri
ti
ngoogl
ef
or
ms.I
n
or
dert
oobeyt
hepr
ot
ocoli
nnew nor
malsy
st
em.I
nt
hequest
i
onnai
r
e,mostofi
t
ar
econst
r
uct
edar
eNumer
i
cscal
ewhi
cht
her
espondent
sar
eabl
et
or
esponds
wi
t
h"I
ncountof1-10"
.Af
t
ert
hatt
her
esear
cher
sbegi
nt
odi
st
r
i
but
et
hegoogl
e
f
or
ms t
hatcont
ai
ns t
he sur
v
eyquest
i
onnai
r
et
hatneeded i
nt
he st
udyf
r
om
December15,
2021t
oDecember18,
2021.
I
naddi
t
i
on,
i
ti
si
mpor
t
antt
oment
i
ont
hatt
her
esear
cher
sar
egoi
ngt
ocol
l
ectdat
a
accor
di
nghow r
el
ev
anti
tcanei
nt
hest
udyaswel
lasi
t
'
sef
f
ect
i
v
eness.The
r
esear
cher
sar
eawar
et
ot
hepossi
bl
edi
f
f
i
cul
t
i
est
hatt
her
emaybet
hr
oughoutt
he
pr
ocessofdat
acol
l
ect
i
onpr
ocess.Soi
nor
dert
ot
her
esear
cher
st
osuccessf
ul
l
y
col
l
ectpr
operdat
a,t
her
esear
cher
smakesur
et
ohav
eacl
earcr
i
t
er
i
af
ort
he
sel
ect
i
onofpar
t
i
ci
pant
s.Sot
hatt
her
esear
cher
sgett
heaccur
at
edat
at
hatneeded
i
nt
hest
udy
.
Ther
esear
cher
saskedt
oanswert
he15Gr
ade12ABM st
udent
si
nFEAPI
TSAT
Tanz
a.Who ar
ei
ncl
uded i
n Scope,l
i
mi
t
at
i
on and del
i
mi
t
at
i
on and on t
he
par
t
i
ci
pant
scr
i
t
er
i
a.Af
t
erofcoupl
eofday
st
her
esear
cher
scol
l
ect
edal
lt
hedat
a
t
hatneededi
nt
hest
udy
.Thepar
t
i
ci
pant
shadal
soal
l
ot
t
edt
hei
rv
al
uabl
et
i
me
answer
i
ngt
hequest
i
onst
hatt
her
esear
cher
swi
l
lasked.Thedat
awer
ecol
l
ect
es
and or
gani
zed accor
di
ng t
ot
he r
esponse oft
he par
t
i
ci
pant
s.Al
ong wi
t
ht
he
quest
i
onnai
r
easpr
i
mar
ydat
aoft
her
esear
cher
sandpubl
i
shedar
t
i
cl
est
osuppor
t
t
her
esul
t
soft
hesur
v
eyast
hesecondr
esour
ces.
52
CHAPTER04
RESULTSANDDI
SCUSSI
ONS
I
nt
hi
schapt
ert
her
esear
cher
sshowi
ngt
hedet
ai
l
ed pr
esent
at
i
onand
di
scussi
onofdat
aanal
y
si
sandt
her
esul
t
soft
hi
sst
udy
.Thest
udyexpl
or
edt
he
ef
f
ect
sofnewnor
maleducat
i
oni
nGr
ade12ABM st
udent
si
nFEAPI
TSAtTanzai
n
l
ear
ni
ng j
our
nal
i
zi
ng i
nt
er
ms ofdi
f
f
i
cul
t
i
es and st
r
at
egi
es.The f
i
ndi
ngs ar
e
pr
esent
edundert
hemaj
orheadi
ngs:Demogr
aphi
candr
esul
t
sanddi
scussi
onsof
t
het
wo(2)r
esear
chquest
i
onst
hatcont
ai
nsei
ght(8)sur
v
eyquest
i
ons.
Fi
gur
e4.
1
THESEXOFTHEPARTI
CI
PANTS
Outof15 Gr
ade12 ABM st
udent
swho par
t
i
ci
pat
e,14r
espondent
sar
e
f
emal
e,
or93.
3%whi
l
e,
t
her
ei
sonl
y1mal
er
espondentor6.
7%.
Ther
esear
cher
sseet
hatt
hegenderorsexoft
hepar
t
i
ci
pant
sar
esi
gni
f
i
cant
t
ot
hest
udyasi
ti
mpl
i
est
hedi
f
f
er
encebet
weenmenandwomenwheni
tcomest
o
t
hei
rst
udyhabi
t
s.
53
Thegenderorsexoft
hepar
t
i
ci
pant
scanshow t
hedi
ssi
mi
l
ar
i
t
yoft
he
l
ear
ni
ng capabi
l
i
t
yofst
udent
s.Ther
esear
cher
sal
so t
hi
nkt
hatt
hedi
f
f
er
ence
bet
weengenderorsexaf
f
ect
st
heper
cept
i
onandabi
l
i
t
yoft
hel
ear
ner
s.Andso,
t
her
esear
cher
si
mpl
yt
hatgenderorsexi
snecessar
yf
ort
her
esear
chasi
tcan
hel
pt
oaddmor
eawar
eness,
pr
oofandal
sost
r
at
egi
es.
Fi
gur
e4.
2
THEGRADEANDSECTI
ONOFTHEPARTI
CI
PANTS
Outof15par
t
i
ci
pant
s,t
her
ear
e15r
espondent
st
hatar
eGr
ade12ABM or
100% ar
eGr
ade12ABM st
udent
s.
Ther
esear
cher
sseet
hatt
hegr
adeandsect
i
onofr
espondent
sar
eGr
ade12
ABM t
hatexper
i
encedt
henewnor
maleducat
i
oni
nt
er
msofl
ear
ni
ngcapabi
l
i
t
yi
n
j
our
nal
i
z
i
ng.Al
sor
esear
cher
sseet
hatt
hegr
adeandsect
i
onofpar
t
i
ci
pant
sar
e
i
mpor
t
antt
ot
hest
udy
.Al
lt
her
espondent
soft
her
esear
cher
sar
eGr
ade12ABM
becauset
heyexper
i
encedl
ear
ni
ngj
our
nal
i
zi
ngdur
i
ngt
henewnor
mal
educat
i
on.
54
Ther
esear
cher
si
mpl
yt
hatgr
adeandsect
i
oni
snecessar
yf
ort
her
esear
ch
t
ohel
pi
dent
i
f
yr
espondent
sandt
ogi
v
eanaccuar
t
eansweri
nt
hesur
v
eyquest
i
ons
t
hatneededi
nt
hest
udy
.
Fi
gur
e4.
3
SCHOOLANDBRANCHOFTHEPARTI
CI
PANTS
Outof15par
t
i
ci
pant
s,
t
her
ear
e15r
espondent
st
hatar
eG12Abm St
udent
s
or100%G12Abm St
udent
s.
Ther
esear
cherneedal
lof Gr
ade12ABM st
udent
st
hat ar
est
uy
i
ngat
f
eapi
t
satt
anza,
sot
her
eseacherhav
eanaccur
at
eanswer
edt
hatneededi
nt
he
st
udy.
Theschoolandbr
anchoft
hepar
t
i
ci
pant
scanshowt
hedi
f
f
er
entdi
f
f
i
cul
t
i
es
andst
r
at
egi
est
hatt
heyexper
i
encedandt
heydoi
nt
hei
rschool
.
55
Fi
gur
e4.
4
ONLI
NESTUDENTSANDMODULARSTUDENTSPARTI
CI
PANTS
Outof15r
espondent
s,86.
7% ofmodul
arst
udent
sr
epor
t
ed“
y
es”,whi
l
e
13.
3% onl
i
nest
udent
sr
epor
t
ed“
y
es”
.Fi
gur
e4.
4 showst
hatmostst
udent
sar
e
t
aki
ngt
hemodul
arcl
ass.
Ther
esear
cher
sseet
hedi
f
f
er
encesoft
het
eachi
ngset
t
i
ngswhi
chst
udent
s
t
ake.Al
so,
modul
arst
udent
swer
et
r
y
i
ngt
odot
hei
rmodul
esal
onebywat
chi
ngt
he
r
ecor
dedv
i
deooft
hei
rt
eacher
,whi
l
eonl
i
nest
udent
sal
sodot
hei
rmodul
esal
one
butt
heycanaskt
hei
rt
eachert
hr
oughv
i
r
t
ualmeet
i
ngsi
ft
heydi
dnotunder
st
and
t
het
opi
cs.
The onl
i
ne sudent
s and modul
arst
udent
s par
t
i
ci
pant
s can show t
he
di
f
f
er
ence i
nl
ear
ni
ngj
our
nal
i
zi
ngi
nt
er
msofl
ear
ni
ngcapabi
l
i
t
y
.Theycanal
so
show t
hedi
f
f
er
ncebet
weent
hei
rst
r
at
egi
esanddi
f
f
i
cul
t
i
esi
nj
our
nal
i
z
i
ng.The
r
esear
cher
sal
soseet
hedi
f
f
er
entper
cept
i
onbet
weenonl
i
nest
udent
sandmodul
ar
st
udent
si
nt
er
msi
nl
ear
ni
ngj
our
nal
i
zi
ng.And t
her
esear
cher
si
mpl
yt
hatt
he
modul
arst
udent
sandonl
i
nest
udent
sar
ei
mpor
t
antt
ot
hest
udyt
ohel
pt
oadda
di
f
f
er
entst
r
at
egi
esandt
obeawar
ei
ndi
f
f
er
entdi
f
f
i
cul
t
i
est
heyexper
i
ncedi
nnew
56
nor
mal
educat
i
onset
t
i
ngs.
Fi
gur
e4.
5
TRANSFEREESTUDENTPARTI
CI
PANTS
Outof15par
t
i
ci
pant
s,t
her
ei
sonl
y1t
r
ansf
er
eeor6.
7% and14or93.
3%of
t
hem ar
enott
r
ansf
er
ee.Thet
r
ansf
er
eei
st
aki
ngABM subj
ectt
hatcont
ai
nt
he
j
our
nal
i
z
i
ngl
essons.
Ther
esear
cher
'
sseet
hati
ti
si
mpor
t
antt
oknow whet
hert
hepar
t
i
ci
pant
s
ar
et
r
ansf
er
eeornotandt
oknowi
ft
het
r
ansf
er
eei
st
aki
ngABM subj
ectornotf
or
t
hem t
obeabl
et
oknowi
ft
heyhadj
our
nal
i
z
i
ngl
essonf
r
om t
hei
rpr
ev
i
ousl
essons
i
nt
hei
rGr
ade11i
nt
hei
rpr
ev
i
ousschoolandGr
ade12i
nFEAPI
TSATTanza.Al
so
t
oknow i
ft
heyar
ehav
i
ngahar
dt
i
mei
nl
ear
ni
ngj
our
nal
i
zi
ng.Ther
ef
or
e,i
ti
s
i
mpor
t
antt
of
ort
her
esear
cher
st
oknowwhet
hert
heyar
et
r
ansf
er
eeornotandi
f
t
heyar
et
aki
ngABM subj
ectornott
oi
dent
i
f
yi
ft
heyar
ei
ncl
udedont
hi
sr
esear
ch
ornot
.
57
Fi
gur
e4.
6
I
ncountof110,
howmuchdi
st
r
act
edar
ey
ouwheny
ouar
et
aki
ng/l
ear
ni
ng
Jour
nal
i
zi
ngt
r
ansact
i
onl
esson?
Outof15Gr
ade12ABM r
espondent
s,i
nacountoft
eni
naquest
i
onhow much
di
st
r
act
edar
ey
ouwheny
ouar
et
aki
ngorl
ear
ni
ngj
our
nal
i
zi
ngt
r
ansact
i
onl
esson,
t
her
ei
s0or0%whoanswer
ed1.1r
espondentor6.
7%whoanswer
ed2.Ther
ei
s
al
soonl
y1r
espondentor6.
7%whoanswer
ed3.0r
espondentor0%answer
ed4,
howev
ert
her
ei
s5r
espondentor33.
3%whoanswer
ed5.Ther
ei
s2r
espondentor
13.
3%t
hatanswer
ed6,
3r
espondentor20%answer
ed7,
onl
y1r
espondentor6.
7%
answer
ed8,
2r
espondentor13.
3%answer
ed9andl
ast
l
y
,
t
her
ei
s0or0%whot
hat
answer
ed10.
Ther
esear
cher
si
mpl
yt
hatmostgr
ade12abm st
udent
sar
ei
nt
he
mi
ddl
eofdi
st
r
act
edandnot
.
Fi
gur
e 4.
6 showshow di
st
r
act
ed Gr
ade 12 ABM st
udent
si
nt
aki
ng/l
ear
ni
ng
j
our
nal
i
z
i
ngl
esson.Basedont
hecol
umnchar
toutof15Gr
ade12ABM st
udent
s
mostoft
hem r
esponsei
ncountof5i
nt
heper
centof33.
3%i
nt
hef
r
equencyof5
r
esponsesandot
her
sar
ei
nt
hecountof6t
o9andi
ncountof2t
o3.I
tshowst
hat
notal
l
st
udent
sar
et
oomuchdi
st
r
act
edandnotdi
st
r
act
edatal
l
.
58
Accor
di
ngt
oRi
cht
el(
2010)
,st
udent
shav
eal
way
sf
aceddi
st
r
act
i
onsandt
i
mewast
er
s.Butcomput
er
sandcel
l
phones,andt
heconst
antst
r
eam ofst
i
mul
it
hey
of
f
er
,
poseapr
of
oundnewchal
l
enget
of
ocusi
ngandl
ear
ni
ng.
St
udent
swhoar
el
esssoci
almi
ghtescapei
nt
ogames,whi
l
edr
i
f
t
er
sort
hose
pr
onet
opr
ocr
ast
i
nat
i
onmi
ghtsur
ft
heWeborwat
chv
i
deos.I
nanex
per
i
mentat
t
heGer
manSpor
tUni
v
er
si
t
yi
nCol
ognei
n2007,
t
her
esear
cher
sl
ookedathowt
he
useoft
hesemedi
aaf
f
ect
edt
heboy
s’br
ai
nwav
epat
t
er
nswhi
l
esl
eepi
ngandt
hei
r
abi
l
i
t
yt
or
emembert
hei
rhomewor
ki
nt
hesubsequentday
s.Theyf
oundt
hat
pl
ay
i
ngv
i
deogamesl
edt
omar
kedl
yl
owersl
eepqual
i
t
yt
hanwat
chi
ngTV,
andal
so
l
edt
oa“
si
gni
f
i
cantdecl
i
ne”i
nt
heboy
s’abi
l
i
t
yt
or
ememberv
ocabul
ar
ywor
ds.
The
r
esear
cher
sseest
hei
mpor
t
anceoft
hi
st
ot
hest
udyasi
ti
mpl
i
est
hatonl
i
net
i
me
wast
er
scandi
st
r
uctt
hest
udent
swhent
heyar
el
ear
ni
ng.
Accor
di
ngt
ot
heUni
v
er
si
t
yofNor
t
hCar
ol
i
naofChapelHi
l
l(
n/
a)
,
Di
st
r
act
i
ons
can t
ake manyf
or
ms,i
ncl
udi
ng ourphones,comput
er
s,f
r
i
ends,orourown
t
hought
s.I
nt
er
naldi
st
r
act
i
onsar
ey
ourownt
hought
sandemot
i
ons.Thesecan
i
ncl
udet
hought
saboutpr
essi
ngr
esponsi
bi
l
i
t
i
esorpl
easantt
hi
ngst
haty
ou’
dr
at
her
bedoi
ng.Thi
scanal
soi
ncl
udeemot
i
onsaboutl
i
f
eci
r
cumst
ances,
t
het
asky
ouar
e
wor
ki
ngon,f
ear
s,andwor
r
i
es.I
ncol
l
ege,di
st
r
act
i
onscanbeev
enmor
eabundant
t
hani
nhi
ghschool
,
becauset
her
ear
esomanynewoppor
t
uni
t
i
esandexper
i
ences
av
ai
l
abl
e.Manyst
udent
sst
r
uggl
et
ost
ayf
ocusedandendupnotget
t
i
ngt
hemost
outoft
hei
rst
udysessi
ons;t
hent
heysomet
i
mesf
i
ndt
heyneedt
ocr
am att
hel
ast
mi
nut
et
o getwor
kf
i
ni
shed.I
nt
er
naldi
st
r
act
i
onsar
ey
ourown t
hought
sand
emot
i
ons.Thesecani
ncl
udet
hought
saboutpr
essi
ngr
esponsi
bi
l
i
t
i
esorpl
easant
t
hi
ngs t
haty
ou’
dr
at
herbe doi
ng.Thi
s can al
so i
ncl
ude emot
i
ons aboutl
i
f
e
ci
r
cumst
ances,t
het
asky
ouar
ewor
ki
ngon,f
ear
s,andwor
r
i
es.Thi
sar
t
i
cl
ewi
l
l
ser
v
east
her
esear
cher
'
spr
oof
.I
ti
si
mpor
t
antf
ort
her
esear
cher
st
oknowwhatar
e
t
hepossi
bl
edi
st
r
act
i
onsoft
hest
udent
sandi
tcanhel
pt
her
esear
cher
st
opr
ov
e
t
hatsomeoft
hest
udent
sar
edi
st
r
act
edmostespeci
al
l
yi
nt
hei
rgadget
sorany
dev
i
ces.
59
I
nconcl
usi
on,t
her
esear
cher
st
hi
nkt
hati
ti
si
mpor
t
antt
oknow whatar
et
he
di
st
r
act
i
onst
hatcanpossi
bl
yaf
f
ectt
hest
udent
sandi
twi
l
lbehel
pf
ulf
ort
hem t
o
hav
et
heknowl
edgeaboutt
hedi
f
f
er
entdi
st
r
act
i
onst
hatmostst
udent
sexper
i
ence
i
nnew nor
malsy
st
em t
hati
nt
er
neti
smostusedi
nt
er
msofeducat
i
onandot
her
act
i
v
i
t
i
est
hatmi
ghtbedi
st
r
uct
i
onf
ort
hest
udent
s.Andal
sot
her
esear
cher
st
hi
nk
t
hati
ti
sgoodt
oknowt
hatt
heGr
ade12ABM st
udent
sar
enott
oodi
st
r
act
edwhen
t
heyar
el
ear
ni
ngort
aki
ngj
our
nal
i
zi
ngt
r
ansact
i
onl
essons.I
ti
sbet
t
ert
oknowt
hat
someoft
hem ar
ef
ocusi
ngont
hesubj
ectmat
t
er
s.Andal
so,i
tcanser
v
ean
awar
enesst
hatGr
ade12ABM st
udent
sar
eunder
st
andi
ngt
hel
essonandt
aki
ngi
t
ser
i
ousl
y
.
Fi
gur
e4.
7
I
ncountof110,
howst
r
essar
ey
oui
nt
er
msofanswer
i
ngJour
nal
i
zi
ng?
Outof15Gr
ade12ABM r
espondent
s,i
nacountt
ot
enquest
i
on,how st
r
essar
e
y
oui
nt
er
msofanswer
i
ngJour
nal
i
si
ng,
f
r
om 0t
onumber4t
her
ear
e0r
esponseor
0% ofst
udent
shav
eanswer
ed.Howev
er
,bot
hnumber 5andnumber 6has2
f
r
equencyofr
esponseor13.
3% ofst
udent
shav
eanswer
ed.Then,t
her
ear
e4
st
udent
sor26.
7%hav
eanswer
ednumber7,3f
r
equencyor20%whoanswer
ed
60
number8,onl
y1r
esponseor6.
7% answer
ednumber9,andl
ast
l
y
,t
her
ear
e3
st
udent
sor20%hav
eanswer
ednumber10.
Fi
gur
e4.
7 showshowst
r
essedGr
ade12ABM st
udent
si
nanswer
i
ngj
our
nal
i
zi
ng.
Basedont
hecol
umnchar
toutof15Gr
ade12ABM st
udent
smostoft
hem
r
esponsei
ncountof7wi
t
ht
heper
centof26.
7%or4r
esponsed.Andot
her
sar
ei
n
countof56andcountof810.I
tshowst
hatmostofst
udent
sar
ef
eel
i
ngst
r
essed
i
nt
er
msofanswer
i
ngj
our
nal
i
zi
ngandsomeoft
hem ar
ei
nmoder
at
ef
eel
i
ngof
st
r
essedandot
her
sar
ef
eel
i
ngsuperst
r
essedi
nt
er
msofanswer
i
ngj
our
nal
i
zi
ng.
Accor
di
ng(
Ll
oy
d,Al
exander
,Ri
ce& Gr
eenf
i
el
d,1980;Pr
i
t
char
d &Wi
l
son,2003;
Sandl
er
,2001;Wi
nt
r
e&Yaf
f
e,2000)Sev
er
alst
udi
eshav
eex
ami
nedt
heef
f
ectof
per
cei
v
edst
r
essonacademi
cper
f
or
manceSt
r
essst
udi
esonheal
t
hcar
er
el
at
ed
st
udent
sseem t
odomi
nat
et
hel
andscapeofacademi
cst
r
essr
esear
ch.Ther
ear
e
f
r
om (
Tr
i
ne&Schel
l
enger
,1999)f
ewar
t
i
cl
esont
heef
f
ectofst
r
essr
el
at
edi
ssues
onacademi
cachi
ev
ementofbusi
nessst
udent
s.Howev
er
,
t
hei
mpactofper
cei
v
ed
st
r
essonaccount
i
ngst
udent
s’academi
cper
f
or
mancehasnotbeeni
nv
est
i
gat
ed.
Thi
sar
t
i
cl
ewi
l
l
ser
v
easpr
oofoft
her
esear
cher
s.I
ti
si
mpor
t
antf
ort
her
esear
cher
s
t
oknowwhatar
et
hepossi
bl
el
ev
elofst
r
essoft
hest
udent
s.Thi
sar
t
i
cl
ecanbea
gr
eathel
pt
ot
her
esear
cher
st
o pr
ov
et
hatmostofst
udent
sar
est
r
essedi
n
l
ear
ni
ngj
our
nal
i
zi
ngt
hi
st
i
meofnewnor
mall
ear
ni
ng.Thi
sar
t
i
cl
ei
si
mpor
t
antf
or
t
her
esear
cher
st
opr
ov
et
hatst
udent
sexper
i
enci
ngst
r
essi
nl
ear
ni
ng.
Accor
di
ngt
oKouzma,N.M.
,&Kennedy
,G.A.(
2002)
,academi
cper
f
or
mancei
s
dependentonmul
t
i
pl
ef
act
or
s,t
woofwhi
char
est
r
essandmot
i
v
at
i
on.I
ti
san
essent
i
al
aspectf
orseni
orhi
ghschoolst
udent
sast
heyar
enear
i
ngcol
l
egel
i
f
eand
becausehav
i
ngbet
t
eracademi
cper
f
or
mancey
i
el
dsbet
t
eroppor
t
uni
t
i
esi
nl
i
f
e.
St
r
essi
sany
t
hi
ngt
hatposesachal
l
engeorat
hr
eatt
ot
hewel
l
bei
ngofaper
son.I
t
canbeexper
i
enced any
wher
e,ei
t
heri
nhomeorev
eni
nschool
.St
udent
sar
e
most
l
yaf
f
ect
edbyacademi
cst
r
ess,ast
heyar
esubj
ect
edt
odi
f
f
er
entki
ndsof
61
st
r
essor
s,such ast
hepr
essur
eofacademi
csand t
heobl
i
gat
i
on t
o succeed
(
Noson&Shast
r
i
,
2016)
.Accor
di
ngt
oKöt
t
eretal
.(
2017)
,
st
r
essnegat
i
v
el
yaf
f
ect
s
academi
cper
f
or
manceand coul
d al
so becomea v
i
ci
ousci
r
cl
eofcont
i
nual
l
y
i
ncr
easi
ngst
r
essanddecr
easi
ngper
f
or
mance.Ast
udyconduct
edbyRanasi
nghe
etal
.(
2017)on academi
c st
r
ess and emot
i
onali
nt
el
l
i
gence on academi
c
per
f
or
mancer
ev
eal
edt
hatacademi
cst
r
essi
snegat
i
v
el
ycor
r
el
at
edwi
t
hemot
i
onal
i
nt
el
l
i
genceandacademi
cper
f
or
mance.Ther
esear
cher
sseest
hei
mpor
t
anceof
t
hi
sst
udy
,t
heacademi
cper
f
or
mancei
si
nf
l
uencedbyv
ar
i
et
yoff
act
or
si
ncl
udi
ng
st
r
essandmot
i
v
at
i
on.I
ti
scr
i
t
i
calf
orseni
orhi
ghst
udent
st
heyappoar
chcol
l
ege
l
i
f
eandi
mpr
ov
edacademi
cachi
ev
ementl
eadst
obet
t
erl
i
f
eoppor
t
uni
t
i
es,
any
t
hi
ng
posesachal
l
engeort
hr
eatt
oaper
son'
swel
lbei
ngi
sr
ef
er
r
edt
oasst
r
ess.St
r
ess
hasanegat
i
v
ei
mpactonacademi
cachi
ev
ement
,andi
tcanspi
r
ali
nt
oav
i
ci
ous
cy
cl
eofr
i
si
ngst
r
essandr
educi
ngper
f
or
mance.Academi
cst
r
essi
si
nv
er
sel
y
connect
edwi
t
hemot
i
onali
nt
el
l
i
genceandaccor
di
ngt
oast
udyont
heef
f
ect
sof
academi
c st
r
ess and emot
i
onali
nt
el
l
i
gence on academi
c per
f
or
mance.The
r
esear
chert
hi
nkt
hatst
r
essi
sahav
eanegat
i
v
ei
mpacti
nt
heschoolper
f
or
mance
oft
hest
udent
s.
I
nconcl
usi
on,t
her
esear
cher
sconcl
udet
hatt
heGr
ade12 ABM st
udent
sar
e
exper
i
enci
ng st
r
ess as t
hey ar
e answer
i
ng t
hei
rj
our
nal
i
z
i
ng act
i
v
i
t
i
es.The
r
esear
cher
st
hi
nkst
hati
ti
sbet
t
ert
oknow t
hesi
t
uat
i
onsofst
udent
si
nt
er
msof
ment
alheal
t
h.Ment
alheal
t
hoft
hest
udent
si
sal
soi
mpor
t
antf
ort
heschool
per
f
or
manceoft
hest
udent
swi
t
ht
hei
racademi
csubj
ect
sspeci
al
l
yi
nt
hesi
t
uat
i
on
now t
hatnew nor
malsy
st
em i
smandat
or
yt
hatmostoft
hest
udent
sar
enot
al
l
owedt
ogoout
si
de.
62
Fi
gur
e4.
8
I
ncountof110,
howmuchdoy
ouunder
st
andt
heJour
nal
i
zi
ngTr
ansact
i
on?
Outof15Gr
ade12ABM r
espondent
s,
i
nacountonet
ot
enquest
i
on,
howmuchdo
y
ouunder
st
and t
heJour
nal
i
zi
ng Tr
ansact
i
on,t
her
ei
s0 or0% r
esponsef
r
om
r
espondent
si
nt
hecountnumber1t
o3.Al
t
hough,
bot
hcountnumber4and5hav
e
t
hesamet
ot
alofr
esponsewhi
chi
s2or13.
3%.I
nt
hecountnumber6,t
her
ei
s
al
so0or0%.I
nt
hecountnumber7,t
her
ear
e3or20%whor
esponded,i
ncount
number8andnumber9.t
her
ear
e4r
espondedor26.
7%t
hatanswer
edandt
her
e
i
s0or0%r
espondedi
ncount10.
Fi
gur
e4.
8showshowmuchGr
ade12ABM under
st
andt
hej
our
nal
i
zi
ngt
r
ansact
i
on.
Basedont
hecol
umnchar
toutof15Gr
ade12ABM st
udent
smostoft
hem ar
e
r
esponsei
ncountofnumber8andnumber9wi
t
ht
heper
centof26.
7% i
nt
he
f
r
equencyof4.I
tshowst
hatev
ent
hest
udent
sar
ei
nt
hesi
t
uat
i
onofnewnor
mal
educat
i
ont
heyst
i
l
lunder
st
andt
hej
our
nal
i
zi
ngt
r
ansact
i
oni
ndi
f
f
er
entl
ear
ni
ng
del
i
v
er
y
.
Tr
ansact
i
on anal
y
si
si
soneoft
hemosti
mpor
t
antt
opi
csf
orst
udent
si
nt
he
i
nt
r
oduct
or
yf
i
nanci
alaccount
i
ngcour
se,aswel
lasoneoft
hemostdi
f
f
i
cul
t
.
63
Tr
ansact
i
onanal
y
si
s,aspar
toft
heaccount
i
ngcy
cl
e,i
sacr
uci
alpi
eceoft
he
f
oundat
i
onuponwhi
cht
hest
udent
’
sunder
st
andi
ngof(
andsubsequentsuccessi
n)
account
i
ngwi
l
ldepend(
Tur
neretal
.1997)
.I
ni
nt
r
oduct
or
yaccount
i
ngt
ex
t
books,
v
i
r
t
ual
l
yal
lendof
chapt
erpr
obl
ems on t
r
ansact
i
on anal
y
si
sf
ol
l
ow t
he same
f
ami
l
i
arf
or
mat
:acol
l
ect
i
onoft
r
ansact
i
onsper
f
or
medbyagi
v
enbusi
nessdur
i
nga
speci
f
i
edt
i
meper
i
od(
e.
g.
,t
hemont
hofAugust
)
.Thi
shasanat
ur
al
,i
nt
ui
t
i
v
e
appealofcor
r
espondi
ngt
oa‘
‘
r
eal
l
i
f
e’
’busi
nesssi
t
uat
i
on.Thet
r
ansact
i
onsi
na
t
y
pi
calpr
obl
em usual
l
yspanav
ar
i
et
yoft
y
pest
hatabusi
nessr
egul
ar
l
yencount
er
s
(
i
ssui
ngst
ock,ear
ni
ngr
ev
enue,pur
chasi
ngequi
pment
,et
c.
)
,t
hus,gi
v
i
ngst
udent
s
pr
act
i
cei
nar
eal
i
st
i
ccont
extwi
t
hanumberofdi
f
f
er
entt
y
pesoft
r
ansact
i
onst
hey
need t
ol
ear
n.
Thi
s descr
i
be one of t
he l
essons an Account
i
ng Busi
ness
Managementst
udenthasi
nt
hebegi
nni
ngofl
ear
ni
ngt
heJour
nal
i
z
i
ngt
r
ansact
i
on.
Ther
esear
cher
soughtt
hatt
hi
si
ssi
gni
f
i
cantast
hi
sexpl
ai
nst
hesi
t
uat
i
onsof
st
udent
shaswhent
heyar
el
ear
ni
ng.Andt
hatt
heyneedt
ounder
st
andr
eall
i
f
e
basedsi
t
uat
i
onsf
ort
hem t
ol
ear
ni
nanal
y
zi
ngat
r
ansact
i
on.
Accor
di
ngt
oGar
r
i
son,L.(
1980)
,speci
alj
our
nal
sar
eusual
l
ypr
esent
edi
n
account
i
ngcl
assesal
ongwi
t
horsubsequentt
ot
heaccount
i
ngoper
at
i
onsand
pr
ocedur
esf
ormer
chandi
si
ngent
er
pr
i
ses.Consequent
l
y
,st
udent
shav
epr
ev
i
ousl
y
acqui
r
edabasi
cunder
st
andi
ngofj
our
nal
i
z
i
ngpr
i
nci
pl
est
hr
ought
heuseoft
wocol
umnandper
hapst
hecombi
nat
i
onj
our
nal
sandhav
epr
ogr
essedt
hr
ought
he
account
i
ngcy
cl
ef
oraser
v
i
cet
y
pebusi
ness.Thus,whenspeci
alj
our
nal
sar
e
i
nt
r
oduced,emphasi
si
nt
hel
ear
ni
ngpr
ocessi
sont
hosepr
i
nci
pl
esappl
i
cabl
et
o
speci
alj
our
nal
s and t
he r
el
at
ed pr
ocedur
aloper
at
i
ons.The t
eachi
ngl
ear
ni
ng
pr
ocessf
ort
hespeci
alj
our
nal
sshoul
di
ncl
udear
ev
i
ew ofpr
ev
i
ousl
ear
ni
ng,i
e.
,
t
wocol
umnj
our
nalandpossi
bl
ymul
t
i
col
umnj
our
nal
,al
ongwi
t
hi
dent
i
f
i
cat
i
onof
basi
cpr
i
nci
pl
esassoci
at
edwi
t
hspeci
alj
our
nal
sandr
easonsf
orusi
ngt
hem.The
ol
dadagesofpr
oceedi
ngf
r
om t
hesi
mpl
et
ot
hecompl
exandf
r
om t
heknownt
o
t
he unknown ar
e st
i
l
lef
f
ect
i
v
e maxi
ms t
of
ol
l
ow.A st
udy oft
he uni
que
char
act
er
i
st
i
csofeachoft
hespeci
alj
our
nal
sandt
eacherdemonst
r
at
i
onsoft
he
r
ecor
di
ngandpost
i
ngpr
ocedur
eswoul
dt
henbeappr
opr
i
at
east
hespeci
al
j
our
nal
s
ar
ei
nt
r
oduced.
Thi
sexpl
ai
nedt
hatt
hei
nst
r
uct
or
spr
opergui
dancet
ot
hest
udent
s
64
hav
et
headv
ant
aget
hatt
hel
ear
ner
smostl
i
kel
ywi
l
lunder
st
andt
heJour
nal
i
zi
ng
t
r
ansact
i
onv
er
ywel
l.Speci
f
i
cal
l
y
,i
nt
hel
essonswher
et
hespeci
alj
our
nal
shav
e
beeni
nt
r
oducedt
ot
hel
ear
ner
s,
ast
hi
spar
toft
hel
essoni
ssomehowchal
l
enget
o
t
hest
udent
sast
heyar
el
ear
ni
ngaf
or
matofj
ounal
i
zi
ng.
Howev
er
,r
esear
chi
ncogni
t
i
v
el
oadt
heor
y(
Cl
ar
ketal
.2006;Pl
assetal
.
2010)
,i
ndi
cat
est
hatgi
v
i
ngst
udent
ssuchhi
ghv
ar
i
abi
l
i
t
ypr
obl
emst
ooear
l
yi
nt
he
l
ear
ni
ng pr
ocess coul
d hav
e a depr
essi
ng ef
f
ecton l
ear
ni
ng out
comes by
pot
ent
i
al
l
yobscur
i
ngconnect
i
onsbet
weenr
el
ev
antaccount
i
ngconcept
sandt
he
pr
ocessesofanal
y
zi
ngdi
f
f
er
entt
r
ansact
i
ont
y
pes.Ther
esear
cher
sseet
hatt
hi
si
s
si
gni
f
i
cantt
ot
hest
udyast
hi
sexpl
ai
nedwhysomeoft
hest
udent
sdoesnot
under
st
andcl
ear
l
yt
heJour
nal
i
zi
ngt
r
ansact
i
on.I
ti
si
mpor
t
antt
oknow andbe
awar
et
hatt
her
est
udentwhof
oundnew l
ear
ni
ngar
eov
er
whel
mi
ngf
ort
hem and
doesnotmeant
hatt
heydonott
ot
al
l
yunder
st
andt
hel
essons.
I
nconcl
usi
on,t
her
esear
cher
st
hi
nkt
hati
ti
snecessar
yt
oknowt
hatmostof
t
heGr
ade12ABM st
udent
sar
eunder
st
andi
ngt
heJour
nal
i
zi
ngt
r
ansact
i
ondespi
t
e
ofhav
i
ngt
heeducat
i
oni
nt
hemi
ddl
eofpandemi
candhav
i
ngonl
i
necl
assast
he
modeoft
hel
ear
ni
ng.I
ti
sal
so goodt
oknow t
hatmor
eoft
hem ar
ecl
ear
l
y
under
st
andi
ngoneofmostcr
uci
alknowl
edget
heyneedknowbei
nganAccount
i
ng
Busi
ness and Managementst
udent
.And t
he r
esear
cher
s al
so wantt
o gi
v
e
awar
eness t
hatt
he pr
of
essorori
nst
r
uct
orpr
opergui
dance i
nt
eachi
ng new
l
essons i
s a si
gni
f
i
cantt
hi
ng t
ot
he st
udent
si
nl
ear
ni
ng t
hi
s Jour
nal
i
zi
ng
t
r
ansact
i
onsas,t
hei
rhel
pandknowl
edgear
esomuchbenef
i
ci
alt
ot
hebet
t
er
compr
ehensi
onoft
hest
udent
sandl
ear
ner
s.
65
Fi
gur
e4.
9
I
ncountof110,
howmuchofgui
def
r
om t
eachery
ouneededt
ounder
st
and
t
heJour
nal
i
zi
ngTr
ansact
i
onl
essons?
Outof15Gr
ade12ABM r
espondent
s,i
nacountofonet
ot
en,how muchgui
de
f
r
om t
eachery
ouneededt
ounder
st
andt
heJour
nal
i
z
i
ngt
r
ansact
i
onl
essons.Ther
e
i
s0or0%whoanswer
edcountnumber1.Ther
ei
sal
so0or0%whoanswer
ed
countnumber2.1or6.
7% whoanswer
edcountnumber3.Ther
e'
s0or0% who
answer
edcountnumber4.Onl
y1or6.
7%whoanswer
edcountnumber5.0or0%
whoanswer
edcountnumber6.Ther
ei
s3or20%whoanswer
edcountnumber7.
2 or13.
3% answer
ed countnumber8.Howev
ert
her
ei
sonl
y1or6.
7% who
answer
edcountnumber9andt
her
ei
s7or46.
7%whoanswer
edcountnumber10.
Ther
esear
cher
'
si
mpl
yt
hat12ABM st
udent
sneededagui
def
r
om t
eachert
o
under
st
andt
heJour
nal
i
zi
ngTr
ansact
i
on.
Fi
gur
e4.
9showst
hat mostoft
heGr
ade12ABM st
udent
sneedagui
def
r
om
t
eachert
of
ul
l
yunder
st
andt
heJour
nal
i
zi
ngTr
ansact
i
ons.Mostoft
hem r
esponses
7ori
nt
heper
centof46.
7i
nt
hef
r
equencyof5t
hatshowsmostoft
hem neededa
66
gui
def
r
om t
hei
rt
eacher
.
Teachi
ngmat
er
i
al
sar
eal
lmat
er
i
al(
bot
hi
nf
or
mat
i
on,
t
ool
s,andt
ex
t
s)compi
l
edi
n
a sy
st
emat
i
c manner
,whi
chdi
spl
ay
st
hef
ul
lf
i
gur
eofcompet
encyt
hatwi
l
lbe
mast
er
edbyst
udent
sandusedi
nt
hel
ear
ni
ngpr
ocesswi
t
ht
heai
m ofpl
anni
ng
and r
ev
i
ewi
ng t
he i
mpl
ement
at
i
on ofl
ear
ni
ng (
Pr
ast
owo,2014)
.One oft
he
t
eachi
ngmat
er
i
al
st
hatcanbedev
el
opedi
nt
hel
ear
ni
ngpr
ocessi
sst
udent
’
s
act
i
v
i
t
i
es Sheet(
LembarKer
j
a Si
swa/
LKS)
.LKS accor
di
ng t
ot
he gener
al
gui
del
i
nes f
or t
hedev
el
opmentof t
eachi
ngmat
er
i
al
s(
Mi
ni
st
r
yof Educat
i
on,
2008)ar
e sheet
s cont
ai
ni
ngt
askst
hatmustbedonebyst
udent
s.Thi
sLKS
cont
ai
nsi
nst
r
uct
i
ons or st
eps t
ocompl
et
e a t
ask, and t
het
ask i
si
n
accor
dancewi
t
h t
hebasi
c compet
enci
esr
equest
ed i
nt
he mat
er
i
al used.
Wher
easaccor
di
ngt
oTr
i
ant
o(
2013)LKSi
sast
udentgui
det
hati
susedt
ocar
r
y
outi
nv
est
i
gat
i
v
eact
i
v
i
t
i
esorpr
obl
em di
r
ect
i
on.I
naddi
t
i
on,accor
di
ngt
oPr
ast
owo
(
2014)LKSi
sapr
i
nt
edt
eachi
ngmat
er
i
ali
nt
hef
or
m ofpapersheet
scont
ai
ni
ng
mat
er
i
al
,
summar
i
es,
andi
nst
r
uct
i
onsf
ori
mpl
ement
i
ngl
ear
ni
ngt
askst
hatmustbe
donebyst
udent
s,whi
chr
ef
er
st
obasi
ccompet
enci
est
hatmustbeachi
ev
ed.
Tasks t
hatcan be gi
v
en t
ost
udent
scanbet
heor
et
i
calt
asksand/
orpr
act
i
cal
t
asks.Ther
esear
cherseet
hatst
udent
sneedst
hei
rt
eachert
of
ul
l
yunder
st
andt
he
l
essons.Teacher
sar
et
heonewhogui
deandl
eadt
hei
rst
udent
st
ogr
ow i
nt
hei
r
l
ear
ni
ng.Theyar
eal
sot
heonewhogi
v
est
hepossi
bi
l
i
t
yt
ot
hest
udent
st
ohaa
bet
t
erf
ut
ur
e.
I
n concl
usi
on,t
he r
esear
cher
st
hi
nkt
hatt
he st
udent
sneed t
hei
rt
eacher
st
o
i
mpr
ov
et
hei
rl
ear
ni
ngcapabi
l
i
t
i
esi
nJour
nal
i
zi
ngTr
ansact
i
on.Al
sot
her
esear
cher
s
t
hi
nkt
hati
ti
si
mpor
t
antt
o hav
ecommunacat
i
on wi
t
ht
hei
rt
eacher
st
of
ul
l
y
under
st
andhowt
oanal
y
zet
r
ansact
i
onsf
ort
hest
udent
st
oeasi
l
yj
our
nal
i
zei
tand
t
oav
oi
dconf
usi
oni
nev
er
yt
r
ansact
i
ons.
67
Fi
gur
e4.
10
I
ncountof110,
howmuchy
oul
i
st
ent
ot
hedi
scussi
onofy
ourt
eacheri
n
Jour
nal
i
zi
ngt
r
ansact
i
onl
essons?
Outof15Gr
ade12ABM r
espondent
s,
i
nacountoft
eni
naquest
i
onhowmuchy
ou
l
i
st
ent
ot
hedi
scussi
onofy
ourt
eacheri
nj
our
nal
i
z
i
ngt
r
ansact
i
onl
essons,t
her
ei
s
0or0%whoanswer
edcountnumber1.0r
espondentor0%whoanswer
edcount
number2.0r
espondentor0%whoanswer
edcountnumber3.0r
espondentor0%
andwhoanswer
edcountnumber4.Ther
ei
s1r
espondentor6.
7%whoanswer
ed
countnumber5.0r
espondentor0% whoanswer
edcountnumber 6.Onl
y1
r
espondentor6.
7% answer
edcountnumber7.Ther
ei
s3r
espondentor20%
answer
edcountnumber8,5r
espondentor33.
3%answer
edcountnumber9.And
al
so5r
espondentor33.
3%answer
edcountnumber10.Ther
esear
cher
si
mpl
yt
hat
mostofgr
ade12abm st
udent
sar
el
i
st
ent
ot
hedi
scussi
onoft
hei
rt
eacher
.
Fi
gur
e4.
10showshow Gr
ade12ABM l
i
st
ent
ot
hedi
scussi
onoft
hei
rt
eacheri
n
j
our
nal
i
z
i
ngt
r
ansact
i
onl
essons.Basedont
hecol
umnchar
toutof15Gr
ade12
68
ABM st
udent
smostoft
hem r
esponsei
ncountnumber10i
nt
heper
centof33.
3%
andi
nt
hef
r
equencyof5r
esponsesandot
her5r
esponsesar
ei
nt
hecountof9,
and3r
esponsesi
nt
hecountnumber8.I
tshowst
hatmostofst
udent
sar
el
i
st
en
t
ot
hei
rt
eacher
'
sdi
scussi
on.
Lear
ner
sshoul
dbef
ami
l
i
arwi
t
ht
hecul
t
ur
alknowl
edgeofl
anguaget
hathasa
si
gni
f
i
cantef
f
ectont
hel
ear
ner
s’under
st
andi
ng.I
ft
hel
i
st
eni
ng t
aski
nv
ol
v
es
compl
et
el
ydi
f
f
er
entcul
t
ur
almat
er
i
al
st
hent
hel
ear
ner
smayhav
ecr
i
t
i
calpr
obl
ems
i
nt
hei
rcompr
ehensi
on.I
ti
st
her
esponsi
bi
l
i
t
yoft
eacher
st
ogi
v
ebackgr
ound
knowl
edgeaboutt
hel
i
st
eni
ngact
i
v
i
t
i
esi
nadv
ance(
Azmi
,Cel
i
k,Yi
dl
i
z
,&Tugr
ul
,
2014)
.Chast
ai
n(
1971)st
at
ed t
hatt
hegoalofl
i
st
eni
ng compr
ehensi
on i
st
o
compr
ehendt
hel
anguageatnor
malspeedi
nanaut
omat
i
ccondi
t
i
on.Hamouda
(
2013)sai
dt
hatl
i
st
eni
ngski
l
li
sv
er
yi
mpor
t
anti
nacqui
r
i
ngunder
st
andabl
ei
nput
.
Lear
ni
ngdoesnotoccuri
ft
her
ewi
l
lnotbeanyi
nput
.Pour
hosei
nGi
l
akj
aniand
Mohammadr
ezaAhmadi(
2011)expr
essedt
hatl
i
st
eni
nghasani
mpor
t
antr
ol
ei
n
t
he communi
cat
i
on pr
ocess.Accor
di
ng t
o Pour
hosei
n Gi
l
akj
aniand Sey
edeh
MasoumehAhmadi(
2011)
,outt
hef
ourmai
nar
easofcommuni
cat
i
onski
l
l
scal
l
ed
l
i
st
eni
ng,
speaki
ng,
r
eadi
ng,
andwr
i
t
i
ng,
l
i
st
eni
ngi
st
hemosti
mpor
t
antofal
l
.Goss
(
1982)sai
dt
hati
nl
i
st
eni
ngcompr
ehensi
onl
i
st
ener
st
r
yt
oconst
r
uctameani
ng
whent
heygett
hei
nf
or
mat
i
onf
r
om t
hel
i
st
eni
ngsour
ce.Ther
esear
cher
sseest
he
i
mpor
t
ance oft
hi
st
ot
he st
udyas i
ti
mpl
i
es t
hatl
i
st
eni
ng t
ot
he t
eacher
'
s
di
scussi
oni
sv
er
yi
mpor
t
antt
ounder
st
andt
hel
essons.
Accor
di
ngt
oRubi
n(
1988)
,met
acogni
t
i
v
est
r
at
egi
esar
emanagementt
echni
ques
usedbyl
ear
ner
st
ocont
r
olt
hei
rl
ear
ni
ngt
hr
oughpl
anni
ng,checki
ng,assessi
ng,
andchangi
ng.Fori
nst
ance,f
ormet
acogni
t
i
v
epl
anni
ngst
r
at
egi
es,l
i
st
ener
scl
ear
t
heai
msofal
i
st
eni
ngt
askandappl
yspeci
f
i
cf
eat
ur
esoft
heaur
all
anguagei
nput
t
hatmakeeasyt
heunder
st
andi
ngofaur
ali
nput
.Ast
r
uct
ur
edi
nt
er
v
i
ewwasdone
byVander
gr
i
f
t(
1997)t
oexami
net
hel
i
st
eni
ngst
r
at
egi
esofhi
ghschoolFr
ench
st
udent
satdi
f
f
er
entcour
sel
ev
el
s.St
udent
satal
ll
ev
el
sused met
acogni
t
i
v
e,
69
cogni
t
i
v
e,and soci
oaf
f
ect
i
v
est
r
at
egi
es.Ther
esul
t
sobt
ai
ned f
r
om t
hi
sst
udy
i
ndi
cat
ed t
hatcogni
t
i
v
e st
r
at
egi
es wer
et
he l
ar
gestper
cent
age ofst
r
at
egi
es
f
ol
l
owedbymet
acogni
t
i
v
est
r
at
egi
eswhi
chi
ncr
easedbypr
of
i
ci
encyl
ev
el
.Femal
es
wer
e mor
ei
nt
er
est
ed i
n met
acogni
t
i
v
e st
r
at
egi
es t
han mal
es.Soci
oaf
f
ect
i
v
e
st
r
at
egi
es al
so i
ncr
eased by l
ev
elcour
se.The i
mpor
t
ance ofmet
acogni
t
i
v
e
awar
enessi
nl
i
st
eni
ngcompr
ehensi
onhasbeenr
epeat
edl
yemphasi
zed.
Accor
di
ngt
oVander
gr
i
f
t
,Goh,Mar
eschal
,andTaf
aghodt
ar
i(
2006)andAl
Al
wan,Asassf
eh,andAl
Shboul(
2013)
,st
udent
swi
t
hhi
ghl
ev
el
sofmet
acogni
t
i
v
e
consci
ousnessar
ebet
t
eratpr
ocessi
ngandkeepi
ngnewi
nf
or
mat
i
onandl
ear
ner
s
canpr
act
i
ceandst
r
engt
henwhatt
heyhav
el
ear
ned.Ander
son(
2003)andAl
Al
wan,
Asassf
eh,andAl
Shboul(
2013)r
epr
esent
edt
hatmet
acogni
t
i
v
est
r
at
egi
esact
i
v
at
e
t
hi
nki
ng and can gui
de and i
mpr
ov
et
he l
ear
ner
s’l
ear
ni
ng per
f
or
mance.The
r
esear
cher
sseest
hatt
hi
si
ssi
gni
f
i
cantt
ot
hest
udyast
hi
sexpl
ai
nedwhymostof
t
hest
udent
sl
i
st
ent
ot
hedi
scussi
onoft
het
eacher
.I
ti
si
mpor
t
antt
oknow t
hat
st
udent
sar
el
i
st
eni
ngt
ot
het
eacher
'
sdi
scussi
on.
I
nconcl
usi
on,t
her
esear
cher
st
hi
nkt
hati
ti
sgoodt
oknowt
hatmostoft
heGr
ade
12ABM st
udent
sar
el
i
st
ent
ot
hedi
scussi
onoft
het
eacherdespi
t
eofhav
i
ng
onl
i
necl
assasmodeoft
henewnor
mall
ear
ni
ng.I
ti
sal
sonecessar
yt
oknowt
hat
f
ew oft
hem ar
enotl
i
st
enwel
lt
ot
het
eacher
'
sdi
scussi
on.Andt
her
esear
cher
s
al
sowantt
ogi
v
eawar
enesst
hatt
het
eacher
'
sdi
scussi
oni
ssi
gni
f
i
cantt
hi
ngt
ot
he
st
udent
st
ounder
st
andj
our
nal
i
zi
ngt
r
ansact
i
onl
essons.Li
st
ent
ot
hedi
scussi
on
oft
het
eacherar
ebenef
i
ci
al
t
ot
hebet
t
ercompr
ehensi
onoft
hest
udent
s.
70
Fi
gur
e4.
11
I
ncountof110,
howof
t
eny
ousear
chi
nt
hei
nt
er
nett
het
opi
c
Jour
nal
i
zi
ngt
r
ansact
i
ont
ogetmor
ei
deat
ol
ear
ni
t
?
Outof15Gr
ade12ABM r
espondent
s,
i
nacountofonet
ot
eni
naofquest
i
onhow
of
t
eny
ousear
chi
nt
hei
nt
er
nett
het
opi
cj
our
nal
i
zi
ngt
r
ansact
i
ont
ogetsomei
dea
t
ol
ear
ni
t
,
t
her
ei
s1or6.
7%whoanswer
edi
ncountnumber1,
i
ncountnumber2t
o
4t
her
ei
s 0or0%r
esponse.I
nt
hecountnumber5t
her
ei
s 2or13.
3%,andi
n
countnumber6t
her
ear
e1or6.
7%,whi
l
ei
nt
hecountnumber7and8t
heyhav
e
t
hesamet
ot
alofr
esponsewhi
chi
s3or20%,i
nt
hecountnumber9t
her
ei
s4or
26.
7%whor
espondedandi
ncountnumber10t
her
ei
s1or6.
7%whor
esponded.
Fi
gur
e4.
11showshowof
t
enGr
ade12ABM st
udent
s sear
chi
nt
hei
nt
er
nett
he
t
opi
cJour
nal
i
zi
ngt
r
ansact
i
ont
ogetsomei
deat
ol
ear
ni
t
.Basedont
hecol
umn
char
toutof15Gr
ade12ABM St
udent
s,
t
hemaj
or
i
t
yoft
hem r
espondedi
ncountof
9i
nt
heper
cent
ageof26.
7%,
i
nt
hef
r
equencyof4r
espondent
sandi
nt
hecountof
7and8wi
t
haper
cent
ageof3or20%,
andi
ncountof5t
her
ear
e2or13.
3%,
i
nt
he
bot
ht
hecount1,
6and10wi
t
ht
hesamet
ot
alamountofr
esponsewi
t
h1or6.
7%of
71
st
udent
shav
er
esponded.Whatdoesi
ti
ndi
cat
ewhenGr
ade12ABM St
udent
sl
ook
upt
het
opi
cj
our
nal
i
zi
ngt
r
ansact
i
om ont
hei
nt
er
nett
ogai
nsomel
ear
ni
ngi
deas.
Jour
nal
i
z
i
ngi
spr
esent
edi
nav
ar
i
et
yofmet
hodsi
nf
i
nanci
alaccount
i
ngt
ext
books.
Somet
ext
spl
aceagr
eat
eremphasi
sont
heaccount
i
ngequat
i
ont
hanot
her
s.
Somest
ar
twi
t
hasmal
lnumberoft
r
ansact
i
onst
hatsol
el
yef
f
ectbal
ancesheet
account
s,whi
l
eot
her
sst
ar
twi
t
hal
ar
gernumberoft
r
ansact
i
onst
hatt
ouchbot
h
bal
ancesheetandi
ncomest
at
ementaccount
s.
St
anl
eyandEdwar
ds(
2005)
,
Usi
ng
i
nt
er
netmany st
udent
s hav
ei
dea and l
ear
nt
o how t
o sol
v
ej
our
nal
i
zi
ng
t
r
ansact
i
ons.Ont
heot
herhand,t
endedt
ot
r
eataccount
i
ngt
hemesasdi
scr
et
e
subj
ect
s,wi
t
hi
ndi
v
i
dualchapt
er
si
nt
ext
booksandi
nt
er
net dev
ot
edt
oasset
s,
l
i
abi
l
i
t
i
es,equi
t
y
,andsoon.
Manyst
udent
shav
eapoorunder
st
andi
ngofhowt
he
dat
at
hey ar
ej
our
nal
i
zi
ng t
r
av
el
st
hr
ough an account
i
ng sy
st
em because
account
i
ngt
opi
csar
et
y
pi
cal
l
yt
aughti
nt
hi
smanner
.Fur
t
her
mor
e,manyst
udent
s
ar
eunawar
eofhow account
i
ngconcept
sar
ei
ncor
por
at
edi
nt
oasy
st
em ort
he
si
gni
f
i
canceoft
hi
sknowl
edge.I
l
i
asG.
Basi
oudi
saandPaulA.
deLangeb(
2009)
,
Thei
mpactanduseofi
nf
or
mat
i
onandcommuni
cat
i
ont
echnol
ogyonl
ear
ni
ng
out
comesf
oraccount
i
ngst
udent
si
snotwel
lunder
st
ood.Thi
sst
udyi
nv
est
i
gat
es
t
hei
mpactofdesi
gnf
eat
ur
esofBl
ackboar
d1usedasaWebbasedLear
ni
ng
Env
i
r
onment(
WBLE)i
nt
eachi
ngunder
gr
aduat
eaccount
i
ngst
udent
s.Speci
f
i
cal
l
y
,
t
hi
si
nv
est
i
gat
i
onr
epor
t
sonanumberofBl
ackboar
ddesi
gnf
eat
ur
es(
e.
g.del
i
v
er
y
ofl
ect
ur
enot
es,announcement
s,onl
i
neassessmentandmodelanswer
s)usedt
o
del
i
v
erl
ear
ni
ngmat
er
i
al
sr
egar
dedasnecessar
yt
oenhancel
ear
ni
ngout
comes.
Responsesf
r
om 369oncampusst
udent
spr
ov
i
deddat
at
odev
el
opar
egr
essi
on
modelt
hatseekst
oexpl
ai
nenhancedpar
t
i
ci
pat
i
onandment
alef
f
or
t
.Thef
i
nal
r
egr
essi
onshowst
hatst
udentsat
i
sf
act
i
onwi
t
ht
heuseofaWBLEi
sassoci
at
ed
wi
t
hf
i
v
edesi
gnf
eat
ur
esorv
ar
i
abl
es.Thesei
ncl
udeusef
ul
nessandav
ai
l
abi
l
i
t
yof
l
ect
ur
enot
es,
onl
i
neassessment
,
modelanswer
s,
andonl
i
nechat
.RezaM.Monem
(
2006)
,
Deci
di
ngwhet
hert
or
el
easet
ut
or
i
alsol
ut
i
onst
ost
udent
si
squi
t
eof
t
ena
di
l
emmaf
ori
nst
r
uct
or
s.Thi
spaperpr
ov
i
desempi
r
i
calev
i
denceont
heef
f
ectof
72
r
el
easi
ngt
ut
or
i
alsol
ut
i
onsi
nj
our
nal
i
zi
ngt
r
ansact
i
onsi
naccount
i
ngcour
seata
l
ar
geAust
r
al
i
anuni
v
er
si
t
y
.Fort
hi
spur
pose,t
hi
spaperdev
el
opsabasemodelf
or
pr
edi
ct
i
ngper
f
or
mancei
nt
hecour
seandexpandst
hemodelt
oi
ncor
por
at
ea
v
ar
i
abl
e capt
ur
i
ng t
he r
el
ease oft
ut
or
i
alsol
ut
i
ons.Consi
st
entwi
t
h pr
ev
i
ous
r
esear
ch(
e.
g.Dor
anetal
.
,1991;DankoMcGheeandDuke,1992;Kav
anaghand
Rohde,1996)
,i
nt
he base model
,al
t
hough per
f
or
mances i
n an i
nt
r
oduct
or
y
account
i
ngcour
seandt
hemi
dsemest
ert
estwer
ef
oundt
obegoodpr
edi
ct
or
sof
per
f
or
mancei
nt
hef
i
nalexami
nat
i
on,ev
i
denceont
her
ol
eofgenderandagewas
weak.I
nt
he expanded model
,t
her
e was no ev
i
dence t
hatr
el
easi
ng t
ut
or
i
al
sol
ut
i
onsi
mpr
ov
edper
f
or
mancei
nt
hef
i
nal
exami
nat
i
on.Thef
i
ndi
ngsoft
hi
spaper
hav
epol
i
cyi
mpl
i
cat
i
onsf
oreducat
or
sand admi
ni
st
r
at
or
si
neducat
i
oni
ndeci
di
ng
whet
hert
or
el
easet
ut
or
i
alsol
ut
i
onst
ost
udent
s.
Ther
esear
cher
sseest
hatt
hi
si
s
si
gni
f
i
cantt
ot
hi
sst
udyt
hatal
mostGr
ade12ABM St
udent
suset
hei
nt
er
nett
o
t
hor
oughl
ymast
ert
hej
our
nal
i
zi
ngt
r
ansact
i
on;usi
ngonl
i
net
ut
or
i
al
s,st
udent
scan
bet
t
erunder
st
andt
het
r
ansact
i
onst
heyar
ehav
i
ngt
r
oubl
ewi
t
h.
I
nconcl
usi
on,t
her
esear
cher
sbel
i
ev
et
hati
ti
si
mpor
t
antt
oknow t
hatt
he
maj
or
i
t
yofGr
ade12ABM St
udent
suset
hei
nt
er
nett
ogai
nabet
t
erunder
st
andi
ng
ofj
our
nal
i
zi
ng t
r
ansact
i
ons.Thei
nt
er
nethast
hepot
ent
i
alt
o assi
stst
udent
s,
par
t
i
cul
ar
l
yGr
ade12ABM st
udent
s,
whoar
ehav
i
ngpr
obl
emswi
t
ht
hei
rspeci
al
i
z
ed
t
opi
c.I
tpr
ov
i
desaccesst
oamul
t
i
t
udeofi
nf
or
mat
i
on,
knowl
edge,
andeducat
i
onal
r
esour
ces,
expandi
ngl
ear
ni
ngoppor
t
uni
t
i
esbot
hi
nsi
deandbey
ondt
hecl
assr
oom.
73
Fi
gur
e4.
12
I
ncountof110,
howof
t
eny
out
akenot
est
hei
mpor
t
antdet
ai
l
si
nt
he
di
scussi
onofJour
nal
i
zi
ngt
r
ansact
i
on?
Outof15Gr
ade12ABM r
espondent
s,
i
nacountonet
ot
enquest
i
on,
howof
t
eny
ou
t
akenot
est
hei
mpor
t
antdet
ai
l
si
nt
hedi
scussi
onofj
our
nal
i
zi
ngt
r
ansact
i
on,t
her
e
i
s0or0%r
esponsef
r
om countnumber1t
o4.Whi
l
ei
nt
hecountnumber5t
her
ei
s
2r
esponsesor13.
3%.I
ncountnumber6t
her
ei
s0r
esponseor0%.I
ncount
number7t
heyar
esameascountnumber5wi
t
h2r
esponseor13.
3%.I
nt
hecount
number8t
her
ei
s1r
esponseor6.
7%.Howev
eri
nt
hecountnumber9t
o10hav
e
samer
esponseswhi
chi
s5r
esponsesi
nt
heper
centof33.
3%.
Fi
gur
e4.
12 showhowof
t
enGr
ade12ABM t
akenot
est
hei
mpor
t
antdet
ai
l
si
nt
he
di
scussi
onofj
our
nal
i
zi
ngt
r
ansact
i
on.Basedont
hecol
umnchar
t
,outof15Gr
ade
12ABM st
udent
smostoft
hem ar
er
esponsei
nt
hecountnumber9and10wi
t
ht
he
per
centof33.
3%i
nt
hef
r
equencyof5.I
tshowst
hatmostoft
heGr
ade12ABM ar
e
t
aki
ngnot
eswhent
heyar
ei
nt
hedi
scussi
onofj
our
nal
i
zi
ngt
r
ansact
i
onev
eni
ti
s
nott
het
r
adi
t
i
onalf
acet
of
acecl
assst
i
l
lt
heyt
akenot
est
hei
mpor
t
antdet
ai
l
st
hat
t
hepr
of
essorsayorwr
i
t
ei
nt
hescr
een.Theyst
i
l
luset
hest
r
at
egyoft
aki
ngnot
es
74
oft
hei
mpor
t
antdet
ai
l
si
nt
hedi
scussi
oni
nt
henewnor
mal
educat
i
onsy
st
em.
Not
et
aki
ngski
l
l
sshoul
dnotbeunder
est
i
mat
ed.Whet
herst
udent
sar
er
ecor
di
ng
not
esf
r
om sci
ent
i
f
i
cobser
v
at
i
ons,dur
i
ngcl
assdi
scussi
ons,orathomef
r
om
t
ext
books,not
et
aki
ng ski
l
l
s ar
ei
mpor
t
antt
o acqui
r
e,used al
mostdai
l
y
,and
ut
i
l
i
zedt
hr
oughoutt
hei
rl
i
f
et
i
me.I
naddi
t
i
on,t
oper
f
or
mi
ngwel
lont
est
s,t
her
ear
e
ot
herr
easons whyst
udent
s need be t
o ef
f
i
ci
entnot
et
aker
s.The t
wo most
commonar
e:not
et
aki
ngai
dsst
udentunder
st
andi
ngofl
ect
ur
ei
nf
or
mat
i
onand
not
esser
v
et
opr
eser
v
el
ect
ur
ei
nf
or
mat
i
on,i
nt
hef
or
m ofawr
i
t
t
endocument
,f
or
l
at
erst
udy
.Resear
cher
s(
Ai
ken,Thomas,&Shennum,1975;Br
et
z
i
ng&Kul
hav
y
,
1979;Di
Vest
a&Gr
ay
,1973;Ti
t
swor
t
h,2004)hav
el
ongdemonst
r
at
edt
hatst
udent
not
et
aki
ngdur
i
ngl
ect
ur
esi
sadv
ant
ageousf
ori
ncr
easi
ngcompr
ehensi
onand
i
mpr
ov
i
ng l
at
err
ecal
lofi
nf
or
mat
i
on.Forexampl
e,st
udent
s who t
ook not
es
i
ncr
easedt
hei
rat
t
ent
i
ont
ol
ect
ur
emat
er
i
al(
Ki
ewr
a,1987)
,wer
eact
i
v
el
yengaged
i
nl
ect
ur
es (
Di
Vest
a & Gr
ay
,1973)
,par
aphr
ased and el
abor
at
ed on l
ect
ur
e
i
nf
or
mat
i
on (
May
er
,1996;Sur
i
t
sky & Hughes,1996)
,soughtt
o cl
ar
i
f
yt
hei
r
under
st
andi
ng ofconf
usi
ng poi
nt
s(
Ruhl& Sur
i
t
sky
,1995)
,ef
f
ect
i
v
el
yl
ear
ned
concept
si
nmi
ddl
eschoolcl
asses(
Ri
sch& Ki
ewr
a,1990)
,andi
ncr
easedt
est
per
f
or
mance of mi
ddl
e schooll
ect
ur
e cont
ent(
Lai
dl
aw etal
.
,1993)
.The
r
esear
cher
st
hi
nkt
hatt
het
aki
ngnot
esi
soneoft
hei
mpor
t
antwayf
orst
udent
st
o
i
ncr
easet
hei
rcompehensi
onandi
mpr
ov
i
ngl
at
err
ecal
lofi
nf
or
mat
i
onaf
t
ert
he
di
scussi
onandi
ti
sonewayt
of
ocusedont
hecl
assdur
i
ngdi
scussi
onoft
he
t
eacher
.
Oneoft
hemaj
orbenef
i
t
si
nt
aki
ngnot
es,i
st
hatt
hest
udent
scanbeact
i
v
el
y
engagedi
nal
ect
ur
ebyl
i
st
eni
ngt
ot
hei
nst
r
uct
orf
ori
mpor
t
antknowl
edge,wr
i
t
i
ng
i
ti
nt
hei
rown wor
ds.I
nar
ecentst
udy
,r
esear
cher
sf
ound t
hatnot
et
aki
ng
i
mpr
ov
edl
ear
ni
ngandi
ncr
easedunder
st
andi
ngt
hr
oughact
i
v
eengagementi
nnot
e
t
aki
ngwi
t
ht
hecont
ent(
Bohayetal
.
,
2011)
.Whenst
udent
sact
i
v
el
yl
i
st
enandwr
i
t
e
downi
mpor
t
anti
nf
or
mat
i
on,i
tal
l
owst
hem t
ocogni
t
i
v
el
ypr
ocessi
t
,whi
chi
nt
ur
n
75
al
l
owst
hem t
obet
t
erunder
st
andt
hei
nf
or
mat
i
ont
hatt
heyar
el
ear
ni
ng.Thi
si
san
excel
l
entski
l
lt
ohav
e,assomest
udent
swi
l
lj
ustwr
i
t
eandnotcogni
t
i
v
el
ypr
ocess
t
hei
nf
or
mat
i
ont
hatt
heyar
ewr
i
t
i
ng.St
r
at
egi
candex
t
ensi
v
enot
et
aki
ngi
mpr
ov
es
st
udent
sl
ear
ni
ngaswel
lasachi
ev
ementi
nacl
ass.Resear
chsuggest
st
hatact
i
v
e
pr
ocessofst
r
at
egi
cnot
et
aki
ngseemst
oi
mpr
ov
est
udentl
ear
ni
ng(
Pr
i
nce,2004)
.
Accor
di
ngt
o onest
udy
,not
et
aki
ngandr
ev
i
ewi
ng hav
easubst
ant
i
alposi
t
i
v
e
i
mpact on st
udent
s’l
ear
ni
ng (
Kobay
ashi
,2006)
.
St
r
at
egi
c not
et
aki
ng f
or
ms
i
mpr
ov
epr
obl
emsol
v
i
ngandsel
f
expl
anat
i
onandl
eadt
oenhancedl
ear
ni
ngand
under
st
andi
ng (
Tr
af
t
on & Tr
i
cket
t
,2001)
.St
udent
s ar
e wel
lawar
e of t
he
i
mpor
t
anceoft
her
ol
et
hatl
ect
ur
enot
et
aki
ngpl
ay
si
nt
hei
reducat
i
onalexper
i
ence
(
Dunkel&Dav
y
,1989)
.Fur
t
her
mor
e,St
r
at
egi
cnot
et
aki
ngi
sconsi
der
edausef
ul
l
ear
ni
ng st
r
at
egyt
hati
mpr
ov
espr
obl
emsol
v
i
ng ski
l
l
sand i
t
sbenef
i
t
si
ncl
ude
maki
ngsenseofdat
aandnotj
ustmemor
i
zat
i
onandr
ecal
l(
Tr
af
t
on&Tr
i
cket
t
,
2001)
. Accor
di
ng t
o Moos (
2009)
,not
et
aki
ng wi
t
hout deep at
t
ent
i
on or
modi
f
i
cat
i
onsr
est
r
ai
nsmeani
ngf
ull
ear
ni
ng;t
hati
st
r
ansmi
t
t
i
ngcour
se’
scont
ent
f
r
om onef
or
mt
oanot
hert
ext
bookt
onot
ebookwi
t
houtchangi
ngandi
nt
er
nal
i
zi
ng
i
tr
educesl
ear
ni
ng.Ther
esear
cher
st
hi
nkt
hei
mpor
t
anceoft
hi
st
ot
hest
udyi
st
he
not
et
aker
sst
udent
si
mpr
ov
et
hepr
obl
em sol
v
i
ngandsel
fexpl
anat
i
ont
hatusual
l
y
needi
nt
hej
our
nal
i
zi
ngt
r
ansact
i
ons.I
ti
st
hewayoft
hest
udent
st
obef
ocused
andi
mpr
ov
et
heski
l
l
st
heyneedi
nt
hej
our
nal
i
zi
ngt
r
ansact
i
ons.
I
nconl
usi
on,t
her
esear
cher
sconcl
udet
hatt
heGr
ade12ABM st
udent
sar
eusi
ng
t
hest
r
at
egyofnot
et
aki
ngt
oi
ncr
easet
hei
rcompehensi
onandi
mpr
ov
i
ngl
at
er
r
ecal
lofi
nf
or
mat
i
onaf
t
ert
hedi
scussi
onandi
ti
sonewayt
of
ocusedont
hecl
ass
dur
i
ngdi
scussi
onoft
het
eacher
.Andal
sot
oi
mpr
ov
et
hei
rsol
v
i
ngpr
obl
em and
sel
fex
pl
anat
i
on.Thi
sst
r
at
egyar
eusedbyal
mostGr
ade12ABM i
nt
henew
educat
i
on sy
st
em because t
heyf
i
nd i
teasyt
or
ecal
lal
lt
he di
scussi
on and
answer
edt
hei
rLear
ni
ngExper
i
encebyt
hei
rnot
es.
76
Fi
gur
e4.
13
I
ncountof110,
howof
t
eny
our
ewat
cht
hev
i
deor
ecor
di
ngofy
ourt
eacher
t
ounder
st
andmor
et
hej
our
nal
i
zi
ngl
essons?
Outof15Gr
ade12ABM r
espondent
s,
i
ncountonet
ot
enquest
i
on,
howof
t
en
y
ou r
ewat
ch t
he v
i
deo r
ecor
di
ng ofy
ourt
eachert
o under
st
and mor
et
he
j
our
nal
i
z
i
ngl
essonst
her
ei
s0or0%ofr
esponsei
nt
hecountnumber1t
o3.Then1
or6.
7%r
esponsei
ncountnumber4andal
so0or0%r
esponsei
nt
hecountnumber
5and6.Bot
hcount
snumber7and8hav
et
hesamet
ot
alofr
esponseswhi
chi
s2
or13.
3%.I
nt
hecountnumber9and10,
t
her
ear
e5or33.
3%r
esponses.
Fi
gur
e4.
13showst
hedi
f
f
er
entt
ot
alornumberofst
udent
swhor
ewat
ch
t
hev
i
deor
ecor
di
ngofy
ourt
eachert
ounder
st
andmor
eaboutt
hej
our
nal
i
zi
ng
l
essons.Ther
esear
cher
sseet
hati
nt
hecountnumber9and10wast
hemostt
ot
al
ornumberofst
udent
swhor
ewat
cht
hev
i
deor
ecor
di
ng,whi
chwas5or33.
3%
r
esponses.Wecanseet
hatmostGr
ade12ABM r
espondent
sr
ewat
cht
hev
i
deo
r
ecor
di
ngoft
het
eachert
ounder
st
andmor
eaboutt
hej
our
nal
i
z
i
ngl
essons.
Ri
chandHannaf
i
n(
2009)f
oundt
hatspeci
f
i
c,ubi
qui
t
ous,andeasyt
ouse
77
t
ool
ssuchasv
i
deor
ecor
di
ngandanal
y
si
susedf
orr
ef
l
ect
i
oncoul
dencour
age
suchdel
i
ber
at
er
ef
l
ect
i
v
ebehav
i
or
.Theper
manenceandobj
ect
i
v
i
t
ypot
ent
i
alof
v
i
deocanal
l
ow educat
or
st
or
epeat
edl
yandcl
osel
yexami
necl
assr
oom pr
act
i
ce
(
Or
l
ov
a,
2009)andsust
ai
npr
of
essi
onaldev
el
opment(
Hennessey&Deaney
,
2009)
.
Goodl
ad (
1984)f
ur
t
herasser
t
ed t
hatwi
t
h“
t
he av
ai
l
abi
l
i
t
y ofr
esour
ces f
or
v
i
deot
api
ng l
essons f
orpur
poses ofsel
f
exami
nat
i
on,t
eacher
s can engage
successf
ul
l
yi
naconsi
der
abl
eamountofsel
fi
mpr
ov
ement
”(
p.127)
.Whi
l
esome
mayconsi
derest
abl
i
shi
nggui
del
i
nesf
orr
ef
l
ect
i
onant
i
t
het
i
calt
ot
henot
i
onof
dev
el
opi
ngsel
f
awar
eness,pr
ov
i
di
ngmet
hodswi
t
hwhi
cht
of
ost
erar
ef
l
ect
i
v
e
ex
per
i
encecanencour
agesuchbehav
i
or(
Jay
,2003)
.Ay
er
s(
2003)not
edt
hat
t
eacher
smustbesel
f
cr
i
t
i
cal
l
estt
heyl
osecapaci
t
yf
orpr
of
essi
onal
gr
owt
h.
Accor
di
ngt
oWhat
l
ey
,
J.&Ahmad,
A.(
2007)
,
v
i
deoasat
oolf
ort
eachi
ngand
l
ear
ni
ngi
nhi
ghereducat
i
oni
samul
t
i
medi
aappl
i
cat
i
onwi
t
hconsi
der
abl
epr
omi
se.
I
ncl
udi
ngv
i
deowi
t
hi
nt
heonl
i
nesuppor
tmat
er
i
al
f
oramodul
ecanhel
pst
udent
st
o
gai
n an under
st
andi
ng oft
hemat
er
i
aland pr
epar
ef
orassessment
.Wehav
e
exper
i
ment
edwi
t
husi
ngshor
tv
i
deost
hatsummar
i
z
et
hel
ect
ur
esgi
v
en,asanai
d
f
orst
udent
st
ousewhenr
ev
i
si
ng.Ani
nt
er
pr
et
i
v
emet
hodhasbeenadopt
edt
o
i
nv
est
i
gat
et
heusest
udent
smakeoft
hesev
i
deos,dur
i
ngt
het
eachi
ngt
er
m and
whenr
ev
i
si
ngf
orassessment
.
I
nconcl
usi
on,t
her
esear
cher
st
hi
nkt
hati
ti
snecessar
yt
oknow t
hatmost
Gr
ade12ABM st
udent
sar
er
ewat
chi
ngt
hev
i
deor
ecor
di
ngoft
hei
rt
eacher
st
o
hel
pt
hem under
st
andt
hei
rJour
nal
i
zi
ngl
essonev
eni
fweex
per
i
encet
hi
ski
ndof
pandemi
c.I
ti
sal
sogoodt
oknow t
hatmostoft
hem ar
er
ewat
chi
ngt
hev
i
deo
r
ecor
ded,si
nce we al
lknow t
hatJour
nal
i
z
i
ng l
essons i
s nott
hateasy t
o
under
st
andi
fwedon’
thav
et
hegui
danceofourt
eacher
sandi
nt
hesi
t
uat
i
ont
oday
.
78
CHAPTER05
SUMMARY,
CONCLUSI
ON,
ANDRECOMMENDATI
ON
Thi
schapt
eri
sr
epr
esent
edi
nt
hr
eesect
i
ons.Thef
i
r
stsect
i
oni
ssummar
yoft
he
f
i
ndi
ngsf
ol
l
owedbyt
hei
rconcl
usi
onandt
her
eccommendat
i
onoft
her
esear
cher
s
t
hatwi
l
lhel
pi
nenchanci
ngwr
i
t
i
ngoft
hest
udent
s,
andot
hersect
or
s,
andspeci
al
l
y
f
ort
hef
ut
ur
er
esear
cher
s.
SUMMARY
Thef
i
gur
e4.
1ort
hef
i
r
stgr
aphr
epr
esentt
hegenderorsexoft
hepar
t
i
ci
pant
s.
Thi
s
pr
ov
est
hatt
hesetcr
i
t
er
i
aar
ebei
ngf
ol
l
owed.And,
accor
di
ngt
ot
hegr
aph,
mostof
t
her
espondent
sar
ef
emal
e.Thesexorgenderoft
hepar
t
i
ci
pant
scanadd t
ot
he
f
act
orwi
t
ht
hedi
f
f
er
enceofst
udyhabi
tandbehav
i
orwheni
tcomest
ost
udy
i
ng
Jour
nal
i
z
i
ng.Andt
her
esear
cher
sal
sot
hi
nkt
hatt
hedi
f
f
er
encebet
weengenderor
sexaf
f
ect
st
heper
cept
i
onandabi
l
i
t
yoft
hel
ear
ner
s.Thef
i
gur
e4.
2ort
hesecond
gr
aphr
epr
esent
st
hegr
adeandsect
i
onoft
her
espondent
s.Thi
sal
soi
mpl
i
est
hat
t
hesetcr
i
t
er
i
aar
ef
ol
l
owed.Theyar
et
her
espondent
sast
heGr
ade12ABM hav
e
t
heexper
i
encel
ear
ni
ngJour
nal
i
zi
ngi
nt
hei
rspeci
al
i
zedsubj
ect
.Thet
hi
r
dgr
aphor
f
i
gur
e4.
3 r
epr
esentt
heschoolandbr
anchoft
her
espondent
s.Thi
si
soneof
cr
i
t
er
i
at
hatneededi
nt
hest
udy
.TheGr
ade12ABM ofFEAPI
TSATTanz
aar
et
he
r
espondent
st
hatneeded i
nt
hest
udyt
o gett
heaccur
at
eanswer
si
n sur
v
ey
quest
i
ons.Thef
i
gur
e4.
4ort
hef
our
t
hgr
aphpr
esent
st
het
wot
y
peofr
espondent
s;
t
heonl
i
neandt
hemodul
ar
.Thi
sf
act
ori
sneededasi
tcanshowcaset
hedi
f
f
er
ence
ofst
udent
s and t
hei
rexper
i
enced di
f
f
i
cul
t
i
es i
n st
udy
i
ng Jour
nal
i
zi
ng.The
r
esear
cher
st
hi
nkt
hatt
heyar
esi
gni
f
i
cantt
ot
hest
udyast
heycanaddawar
eness
wi
t
ht
hedi
f
f
er
encest
r
uggl
esandhar
dshi
pofbot
ht
y
peofst
udent
st
heyar
e.The
f
i
f
t
hgr
aphort
hef
i
gur
e4.
5pr
esentt
henumberoft
r
ansf
er
eest
udent
s.Andbased
ont
hegr
apht
her
ei
sonl
y1t
r
ansf
er
eer
espondent
soutofal
lot
herGr
ade12ABM
st
udent
s.Ther
esear
cher
st
hi
nkst
hati
ti
sneededt
oknow i
ft
her
espondent
sar
e
t
r
ansf
er
eeornotas,f
ort
hem t
oknow wet
hert
heyt
akeandhav
eknownt
he
79
Jour
nal
i
z
i
ngl
essonf
r
om t
hei
rf
or
mergr
adel
ev
elorschool
s.Thi
si
snecessar
yf
or
t
her
esear
cher
st
oknowi
ft
heywi
l
li
ncl
udet
hatr
espondent
sornotasi
tdoesnot
hav
eabackgr
oundknowl
edget
ot
het
opi
candi
ssueoft
hest
udy
.
Thef
i
gur
e4.
6showshowdi
st
r
act
edGr
ade12ABM st
udent
swhent
heyar
et
aki
ng
orl
ear
ni
ngJour
nal
i
zi
ngt
r
ansact
i
onsl
esson.Thi
sf
act
or
si
sneededt
oknowi
ft
he
st
udent
sar
ewel
lf
ocusedornotwhent
heyar
est
udy
i
ng.I
nt
hef
i
gur
e4.
6gr
aph,
t
he
r
esear
cher
sar
eabl
eseet
henumber
sofst
udent
st
hatar
ebei
ngdi
st
r
act
edornot
.
Mostoft
hear
ei
nt
hemi
ddl
eofdi
st
r
uct
edandnotdi
st
r
uct
edorcountnumber5,
onl
yf
ew oft
hem answer
ed t
hei
nt
heot
hercountnumber
.Ev
en t
hough t
he
educat
i
onsy
st
em t
odayar
et
ot
al
l
ydi
f
f
i
cul
tf
ort
hest
udent
st
her
ear
esomeoft
hem
ar
et
r
y
i
ngnott
ogetdi
st
r
uct
edwhent
heyar
ei
nt
hecl
assofspeci
al
i
z
edsubj
ect
t
hati
ncl
udest
hej
our
nal
i
zi
ngt
r
ansact
i
on.Butsomeoft
hem ar
edi
st
r
uct
edi
nt
he
cl
ass.
Thef
i
gur
e4.
7pr
esent
show st
r
esst
heGr
ade12ABM st
udent
swhent
heyar
e
answer
i
ngJour
nal
i
zi
ng.Thi
sshowshow di
f
f
i
cul
tf
ort
hest
udent
st
oanswerand
anal
y
zi
ngt
heJour
nal
i
zi
ng.Thi
sf
act
orcandet
er
mi
nedwhet
hert
heGr
ade12ABM
st
udent
sar
ehav
i
nghar
dt
i
meornotwhent
heyar
edoi
ngt
hei
ract
i
v
i
t
i
esabout
Jour
nal
i
z
i
ng.Andbasedont
hegr
apht
her
esear
cher
sar
eabl
et
oseet
hel
ev
elof
st
r
essGr
ade12ABM st
udent
sar
eexper
i
enci
ng.Mostoft
hear
ef
eel
i
ngst
r
essed
whent
heyar
eanswer
i
ngt
heexer
ci
sest
hatt
het
eachergi
v
et
ot
hem.Butsomeof
t
hem ar
enott
hatst
r
essedwhent
heyar
eanswer
i
ng,andal
sot
her
ear
esomeof
t
hem ar
ef
eel
i
ngsuperst
r
essedwhent
heyar
eanswer
i
ngt
heexer
ci
sest
hatt
he
r
el
at
edonj
our
nal
i
zi
ngt
r
ansact
i
on.
The f
i
gur
e 4.
8 shows how much Gr
ade 12 ABM st
udent
s under
st
and t
he
Jour
nal
i
z
i
ngt
r
ansact
i
ons.Andbasedont
hegr
aphmostoft
her
espondent
sar
e
abl
et
ounder
st
andt
heJour
nal
i
zi
ngt
r
ansact
i
ons.Thi
sf
act
orshowst
hatev
eni
ft
he
st
udent
sar
ehav
i
nghar
dt
i
me,t
heyar
est
i
l
labl
et
ounder
st
andt
hej
our
nal
i
zi
ng
80
t
r
ansact
i
on.Thi
sgr
aphcanal
sogi
v
eawar
enesst
hatnotal
l
t
hest
udent
sar
ehav
i
ng
t
hesamecapaci
t
yt
ol
ear
nsomet
hi
ngt
hateasyf
ort
hem t
obeabl
et
oadapta
l
essont
hatf
ast
.
Fi
gur
e4.
9r
epr
esent
showmuchgui
def
r
om t
echery
ouneededt
ounder
st
andt
he
j
our
nal
i
zi
ngt
r
ansact
i
onl
essons.Thi
sf
act
ori
snecessar
yf
ort
her
esear
cher
st
obe
abl
et
oknowhowmanyoft
her
espondent
sanswer
ed t
heneedst
ot
hei
rt
eachert
o
f
ul
l
yunder
st
andt
heJour
nal
i
zi
ngt
r
ansact
i
on.Mostoft
hem answer
edt
hatt
hey
needf
ul
l
ygui
def
r
om t
hei
rt
eachert
ounder
st
andt
hej
our
nal
i
zi
ngt
r
ansact
i
ons.I
n
t
henew del
i
v
er
yofl
essons,t
hi
si
soneoft
hedi
f
f
i
cul
t
i
est
hatmostofst
udent
s
f
aced.Theydi
dn'
tgett
hel
essonst
hatt
het
eacher
sdi
scuss.
Fi
gur
e4.
10 r
epr
esent
show much t
heGr
ade12 ABM st
udent
s l
i
st
en t
ot
he
di
scussi
onoft
het
eacheri
nj
our
nal
i
zi
ngt
r
ansact
i
onl
essons.Thi
sf
act
ori
sneeded
t
o det
er
mi
ne i
ft
he st
udent
s ar
el
i
st
eni
ng t
ot
he t
eacher
'
s di
scussi
on.The
r
esear
cher
sseet
hatmostofGr
ade12ABM st
udent
sar
el
i
st
eni
ngt
ot
het
eacher
'
s
di
scussi
oni
nj
our
nal
i
zi
ngt
r
ansact
i
onl
essons.I
ti
soneoft
hest
r
at
egyt
hatusedt
o
under
st
andt
hel
esson.Ev
ent
hought
heyneedt
hef
ul
l
ygui
def
r
om t
eachert
o
under
st
andt
hel
essonofj
our
nal
i
zi
ngt
r
ansact
i
on.At
l
eastt
heyl
i
st
ent
odi
scussi
on
butt
hatdi
scussi
oni
snotenoughtf
ort
hem t
of
ul
l
yunder
st
andt
hej
our
nal
i
zi
ng
t
r
ansact
i
onl
essons.
Fi
gur
e4.
11shows how of
t
en Gr
ade12ABM st
udent
ssear
chi
nt
hei
nt
er
nett
he
t
opi
cj
our
nal
i
zi
ngt
r
ansact
i
ont
ogetsomei
deat
ol
ear
ni
t
.Themaj
or
i
t
yofGr
ade12
ABM st
udent
suset
hei
nt
er
nett
o gai
n abet
t
erunder
st
andi
ng ofj
our
nal
i
zi
ng
t
r
ansact
i
onst
hatmadest
udent
sgetabet
t
erunder
st
andi
ngi
n t
hej
our
nal
i
zi
ng
t
r
ansact
i
on.Thest
udent
sbr
owsei
nt
hei
nt
er
netasast
r
at
egyt
ogetanai
dea
aboutt
hej
our
nal
i
zi
ngt
r
ansact
i
on.I
ti
sawayt
ot
hem t
ogetabet
t
eranddeeper
under
st
andi
ngaboutj
our
nal
i
zi
ngt
r
ansact
i
on.Whent
heydon'
tknowt
hel
essonsor
whent
heydi
dn'
tgeti
ti
nt
hel
essont
heyusual
l
ybr
owseont
hei
nt
er
net
.
81
Fi
gur
e4.
12showshowof
t
enGr
ade12ABM t
akenot
est
hei
mpor
t
antdet
ai
l
swhen
t
heyar
ei
nt
hecl
assofspeci
al
i
zedsubj
ectt
hatcont
ai
nsj
our
nal
i
z
i
ngt
r
ansact
i
on
l
essons. Mostoft
heGr
ade12ABM st
udent
sar
eanot
et
aker
.I
ti
si
mpor
t
ant
st
r
at
egyt
hatusual
l
ymostoft
hest
udent
susedev
eni
nt
het
r
adi
t
i
onaleducat
i
on
sy
st
em upt
onow t
hatnew nor
maleducat
i
onsy
st
em used.TheGr
ade12ABM
st
udent
si
nFEAPI
TSATTanzausedi
tt
or
ecal
lt
hedi
scussi
ont
hatt
het
eacher
di
scuss.I
ti
ssomehowaadv
ant
aget
ot
hem,i
tcani
mpr
ov
et
hei
rcompr
ehensi
on,
pr
obl
em sol
v
i
ng ski
l
l
s and ev
en t
hei
rsel
fex
pl
anat
i
on ski
l
l
st
hatneeded i
n
answer
i
ngj
our
nal
.
Fi
gur
e4.
13r
epr
esent
showof
t
ent
heGr
ade12ABM st
udent
sr
ewat
cht
hev
i
deo
r
ecor
di
ngofy
ourt
eachert
ounder
st
andmor
eaboutj
our
nal
i
zi
ngl
essons.Thi
s
f
act
ori
sneededt
odet
er
mi
nei
ft
hest
udent
sar
er
ewat
chi
ngt
hev
i
deor
ecor
di
ngof
y
ourt
eacher
.Maj
or
i
t
yoft
hest
udent
sr
ewar
cht
hev
i
deor
ecor
di
ngoft
hei
rt
eacher
i
nj
our
nal
i
zi
ngt
r
ansact
i
on.I
tseet
hatt
heGr
ade12ABM st
udent
sofFEAPI
TSAT
Tanz
ausedt
hi
sasast
r
at
egyt
ounder
st
andt
hel
essons.Si
ncet
hedel
i
v
er
yoft
he
l
essont
odayi
st
hr
uonl
i
net
her
eacherar
er
equi
r
edt
or
ecor
dt
hecl
assofonl
i
ne
st
udent
ssot
hemodul
arst
udent
shav
eacopyoft
hev
i
deot
hatt
heyneedt
o
under
st
andt
hel
essont
heyhav
e.
CONCLUSI
ON
Ther
esear
cher
st
her
ef
or
econcl
udet
hatt
henew nor
maleducat
i
onaf
f
ect
st
he
Gr
ade12ABM st
udent
si
nFEAPI
TSATTanzai
nt
er
msofdi
f
f
i
cul
t
i
esar
emostoft
he
st
udent
sar
e bei
ngdi
st
r
act
edandunabl
et
oconcent
r
at
ewhent
heyar
el
ear
ni
ng.
TheGr
ade12ABM st
udent
sar
eal
soexper
i
enci
ngst
r
esswhent
heyar
eanswer
i
ng
j
our
nal
i
zi
ng.Howev
er
,asi
de f
r
om t
he har
dshi
ps t
hey ar
e goi
ng t
hr
ough,t
he
st
udent
s ar
e st
i
l
labl
et
o under
st
and t
he Jour
nal
i
zi
ng t
r
ansact
i
ons.And t
he
st
udent
sar
est
i
l
ll
i
st
eni
ngv
er
ywel
lt
ot
hei
ri
nst
r
uct
ordespi
t
eofhav
i
ngcl
asses
onl
i
neandal
sobei
ngamodul
arst
udent
.
82
Ther
esear
cher
st
her
ef
or
econcl
udet
hatt
henew nor
maleducat
i
onaf
f
ect
st
he
Gr
ade12ABM st
udent
si
nFEAPI
TSATTanzai
nt
er
msoft
hest
r
at
egi
est
heyused
ar
eabl
et
obr
i
nggoodr
esul
t
st
ot
hem.Andoneoft
hest
r
at
egi
est
heyar
eusedi
sr
ewat
chi
ngt
her
ecor
dedv
i
deosev
er
y
t
i
met
heydonotunder
st
andt
hel
esson.The
st
udent
s ar
e al
so t
ake not
es t
he i
mpor
t
antdet
ai
l
s oft
he l
essons about
j
our
nal
i
z
i
ngt
r
ansact
i
onsot
hatt
heyar
eabl
et
ohav
eagui
dewhent
heyar
edoi
ng
t
hei
ract
i
v
i
t
i
es.Thest
udent
sar
eal
sol
ook/br
owse i
nt
hei
nt
er
nett
of
i
ndmor
e
i
deas and i
nf
or
mat
i
on aboutt
hei
rt
opi
ci
n Jour
nal
i
z
i
ng.Thi
s means t
hatt
he
st
udent
sar
est
i
l
l
t
r
y
i
ngt
ol
ear
nev
eni
ft
heyar
eexper
i
enci
ngdi
f
f
i
cul
t
i
esi
nmi
ddl
eof
pandemi
cwer
et
hedel
i
v
er
yofl
essonsar
edi
f
f
er
entf
r
om t
hewayt
hatt
hest
udent
s
usedt
obe.
RECOMMENDATI
ON
Thi
sst
udyi
sabout
,
t
hei
mpactofnewnor
maleducat
i
oni
nGr
ade12ABM st
udent
s
i
nt
er
msofl
ear
ni
ngcapabi
l
i
t
yi
nj
our
nal
i
z
i
ngi
nFEAPI
TSATTanz
a.Andhowdoes
new nor
maleducat
i
onaf
f
ectt
heGr
ade12ABM St
udent
si
nFEAPI
TSATTanzai
n
l
ear
ni
ng j
our
nal
i
zi
ng i
nt
er
ms of di
f
f
i
cul
t
i
es and st
r
at
egi
es t
hat t
hey ar
e
exper
i
enci
ngi
nt
henewmodeofdel
i
v
er
yoft
hel
essons.
Recommendedt
hest
udyast
hev
ar
i
oussect
or
sasf
ol
l
ows:
 THEABM STUDENT
Ther
esear
cher
sr
ecommendt
hi
st
ot
hedi
r
ectr
eci
pi
entoft
hi
sst
udy
,t
heABM
st
udent
s.Si
ncet
hi
sst
udycanhel
pt
hem t
ogi
v
eanaddi
t
i
onalknowl
edgeaboutt
he
har
dshi
ps and t
he appr
oach oft
hei
rcost
r
and st
udent
s when l
ear
ni
ng about
Jour
nal
i
z
i
ng.
 THEACCOUNTI
NGSUBJECT
83
The r
esear
cher
sr
ecommend t
hi
st
o t
he account
i
ng subj
ect
,as l
ear
ni
ng
Jour
nal
i
z
i
ngi
sconnect
edt
ot
het
hi
ssubj
ect
.Thi
scangi
v
eaddi
t
i
onalr
ef
er
ences
aboutl
ear
ni
ngJour
nal
i
zi
ngi
nt
henewnor
mal
educat
i
on.
 THETEACHERS
The r
esear
cher
s ar
er
ecommendi
ng t
hi
st
ot
he t
eacher
s as i
tcan ser
v
e an
awar
enessaboutt
hest
r
uggl
esofst
udent
st
hatt
heyencount
er
.Si
ncet
hi
sst
udy
pr
esentt
henat
ur
alexper
i
encesofev
er
yst
udentwhenl
ear
ni
ngi
nt
hemi
ddl
eof
pandemi
c.Theycanal
sounder
st
andt
hedi
f
f
er
encesofl
ear
ni
ngcapabi
l
i
t
yofeach
st
udent
s.
 THEFUTURERESEARCHERS
Ther
esear
cher
sr
ecommendt
hi
sf
ort
hef
ut
ur
er
esear
cher
ssi
ncei
tcanser
v
easa
r
ef
er
encef
ort
hei
rf
ut
ur
est
udi
es.I
tcanhel
pt
hem under
st
andt
heexper
i
encesof
ABM st
udent
swhenl
ear
ni
ngJour
nal
i
z
i
ng.
84
REFERENCES
 Ony
ema,E.M.
,Eucher
i
a,N.C.
,Obaf
emi
,F.A.
,Sen,S.
,At
ony
e,F.G.
,Shar
ma,
A.
,&Al
say
ed,A.O.(
2020)
.I
mpactofCor
onav
i
r
uspandemi
coneducat
i
on.
Jour
nalofEducat
i
onandPr
act
i
ce,
11(
13)
,
108121
 Al
v
ar
ado,K.(
2019)
.The di
f
f
i
cul
t
i
es f
aced by ABM st
udent
si
nt
hei
r
speci
al
i
zedsubj
ect
s.
 Dadano,A. (
2016)
. ABM (
Account
ancy and Busi
ness Management
)
.
Ret
r
i
ev
edNov
ember24,
2017,
f
r
om ht
t
p:
/
/
ar
nol
dadano.
bl
ogspot
.
com
I
ndeed.Febr
uar
y12,2021.Jour
nal
i
zi
ngTr
ansact
i
onsi
nAccount
i
ng(
Wi
t
h
Exampl
es)
I
ndeed.
com.
ht
t
ps:
/
/
www.
i
ndeed.
com/
car
eer
adv
i
ce/
car
eer
-
dev
el
opment
/
j
our
nal
i
zi
ngt
r
ansact
i
onsi
naccount
i
ngwi
t
hexampl
es.
 Saj
st
.(
n.
d.
)
.Vi
ew of Enhanci
ng The Account
i
ng Ski
l
l
s of Gr
ade 12
Account
ancy
,Busi
ness and ManagementLear
ner
si
n Don Eul
ogi
o de
Guz
man Memor
i
alNat
i
onalHi
gh School|Sout
heastAsi
an Jour
nalof
Sci
ence
and
Technol
ogy
.
ht
t
ps:
/
/
saj
st
.
or
g/
onl
i
ne/
i
ndex
.
php/
saj
st
/
ar
t
i
cl
e/
v
i
ew/
144/
88.
 Bal
l
ada,Wi
n(
2010)
.Basi
c Account
i
ng.Made EasyBooks.Sampal
oc,
Mani
l
a,Phi
l
i
ppi
nes.I
SBN9789719449386. 15t
hEdi
t
i
on. Pp 137.
 Tugas,F.Sal
endr
ez,H & Rabo,J.(
2016)
.Fundament
al
sofAccount
ancy
,
Busi
nessandManagement1.Tex
t
book.Vi
balGr
oupI
nc.Ar
anet
aAv
enue,
QuezonCi
t
y
85
 Quat
t
ar
a(
2017)
.St
udent
s’
Ex
per
i
enceofLear
ni
ngBookkeepi
ng.Ar
t
i
cl
e(
PDF
Av
ai
l
abl
e)
.Sept
ember2017DOI
: 10.
15604/
ej
ss.
2017.
05.
03.
001.London
Sout
hBankUni
v
er
si
t
y
 Lumant
a,G.
,
,De Vi
l
l
a,E.
,& De Mesa,R.
,
.(
2020)
.Vi
ew ofSt
udent
’
s
Compet
enci
esandLear
ni
ngEx
per
i
encesonBookkeepi
ngofGr
ade9and11
ABM
St
udent
s
i
n
Canda
Nat
i
onal Hi
gh
School
. ht
t
ps:
/
/
al
-
ki
ndi
publ
i
sher
.
com/
i
ndex.
php/
j
bms/
ar
t
i
cl
e/
v
i
ew/
856/
701.
 ALVARADO,K.et
.
al
.
,(
2019)
.THEDI
FFI
CULTI
ESFACEDBYABM STUDENTS
I
NTHEI
RSPECI
ALI
ZEDSUBJECTS.
 Jonassen,
D.H.1997.I
nst
r
uct
i
onaldesi
gnmodel
sf
orwel
l
st
r
uct
ur
edandi
l
l
st
r
uct
ur
ed pr
obl
emsol
v
i
ng l
ear
ni
ng out
comes.Educat
i
onalTechnol
ogy
Resear
chandDev
el
opment45(
1)
:
65–94
 Phi
l
l
i
ps,F.
,&Hei
ser
,L.(
2011)
.AFi
el
dEx
per
i
mentExami
ni
ngt
heEf
f
ect
sof
Account
i
ngEquat
i
onEmphasi
sandTr
ansact
i
onScopeonSt
udent
sLear
ni
ng
t
o Jour
nal
i
ze. I
ssues i
n Account
i
ng Educat
i
on, 26(
4)
, 681–699.
doi
:
10.
2308/
i
ace50051
 TI
PON,
F.
,
VI
LLANUEVA,
A.
,
BALUYOT,
M.
,
JUAN,
K.
,
&DELACRUZ,
N.(
2021)
.
THE SELFEFFI
CACY AND I
TS RELATI
ONSHI
P TO THE ACADEMI
C
MOTI
VATI
ON OFTHE SENI
OR HI
GH SCHOOLSTUDENTS FROM PUBLI
C
SCHOOLSAMI
DSTTHENEW NORMALEDUCATI
ON I
N THEPHI
LI
PPI
NES,
VOLUME7(
I
SSUE12021)
.
 ANCHETA,R.
,& ANCHETA,H.(
2020)
.I
NTERNATI
ONAL JOURNAL OF
EDUCATI
ONAL MANAGEMENT AND DEVELOPMENT STUDI
ES.THE NEW
NORMAL I
N EDUCATI
ON: A CHALLENGE TO THE PRI
VATE BASI
C
EDUCATI
ONI
NSTI
TUTI
ONSI
NTHEPHI
LI
PPI
NES?VOLUME1(
I
SSUE1)
86
 AMI
N,I
.
,& SUKESTI
YARNO,Y.(
2015)
.I
NTERNATI
ONAL JOURNAL OF
EDUCATI
ON AND RESEARCH.ANALYSI
S METACOGNI
TI
VE SKI
LLS ON
LEARNI
NGMATHEMATI
CSI
NHI
GHSCHOOL,
VOLUMENO.3(
I
SSUENO.
3)
.
 CAPRARA,G.
,FI
DA,R.
,VECCHI
ONE,M.
,& BARBARANELLI
,C.(
2008)
.
JOURNALOFEDUCATI
ONALPSYCHOLOGY.LONGI
TUDI
NALANALYSI
S
OFTHEROLEOFPERCEI
VED SELFEFFI
CACYFOR SELF-REGULATED
LEARNI
NGI
NACADEMI
CCONTI
NUANCEANDACHI
EVEMENT,VOLUME
100(
I
SSUENO.
3)
,
525534.DOI
:
10.
1037/
00220663.
100.
3.
525
 HERNA VALENTI
NA SI
TORUS1,EKO WAHYU NUGRAHADI
2,KUSTORO
BUDI
ARTA2NOVEMBER2019
 SQUI
RE,L.
,& PHI
LLI
PS,F.(
2009)
.AN EXPERI
MENT EXAMI
NI
NG THE
EFFECTS OF TRANSACTI
ON SCOPE AND ACCOUNTI
NG EQUATI
ON
EMPHASI
S ON STUDENTS LEARNI
NG TO JOURNALI
ZE.RETRI
EVED
FROM
HTTPS:
/
/
PAPERS.
SSRN.
COM/
SOL3/
PAPERS.
CFM?
ABSTRACT_
I
D=15262
11
 LI
NDSAYCARTERSQUI
REANDFREDPHI
LLI
PSEDWARDSSCHOOLOF
BUSI
NESSUNI
VERSI
TYOFSASKATCHEWANSASKATOON,SK,CANADA,
S7N5A7DECEMBER20,
2009
 BLENDED
LEARNI
NG: THE NEW
NORMAL AND
EMERGI
NG
TECHNOLOGI
ES /
DZI
UBAN ET AL. I
NTERNATI
ONAL JOURNAL OF
EDUCATI
ONALTECHNOLOGYI
NHI
GHEREDUCATI
ON(
2018)15:
3/
87
 BUDAPESTI
NTERNATI
ONALRESEARCH AND CRI
TI
CSI
N LI
NGUI
STI
CS
ANDEDUCATI
ON(
BI
RLE)JOURNALVOLUME2,
NO4,
NOVEMBER2019/
 EDWARDS SCHOOL OF BUSI
NESS UNI
VERSI
TY OF SASKATCHEWAN
SASKATOON,
SK,
CANADA,
S7N5A7DECEMBER20,
2009/
 NARCI
SOAMARTI
NJR,DOLPHYHPATACSI
L,RI
CKYDRETUERNE,
AND
DONI
TASGALI(
2020)
 ROYCEBURNETT,
MARKFRI
EDMAN,
YAWENYANG(
2008)
 CHARLESDZI
UBAN,
CHARLESR.GRAHAM,PATSYD.MOSKAL,ANDERS
NORBERG,
ANDNI
COLESI
CI
LI
A15FEBRUARY2018
 TanhuecoTumapon(
2020)
.Educat
i
onandt
heNew Nor
mal
.Av
ai
l
abl
e
onl
i
neatwww.
mani
l
at
i
mes.
net
,
Dat
eAccessed,
26Jul
y2020
 War
den,C.
A.
,St
anwor
t
h,J.
O.
,Ren,J.
B. & War
den,A.
R. (
2013)
.
Sy
nchr
onous l
ear
ni
ng best pr
act
i
ces: An act
i
on r
esear
ch st
udy
.
Comput
er
s& Educat
i
on,Vol
ume63,Apr
i
l2013,Pages197207.DOI
:
ht
t
ps:
/
/
doi
.
or
g/
10.
1016/
j
.
compedu.
2012.
11.
010
 Bower
,M.
,Dal
gar
no,M.
J.&Kennedy
,G.
E.(
2013)
.Bl
endedSy
nchr
onous
Lear
ni
ng:Pat
t
er
ns And Pr
i
nci
pl
es ForSi
mul
t
aneousl
y Engagi
ng CoLocat
ed And Di
st
r
i
but
ed Lear
ner
s. 30t
h asci
l
i
t
e Conf
er
ence 2013
Pr
oceedi
ngs,
pp92–102
 UNESCO. (
2020)
. COVI
D19 Educat
i
onalDi
sr
upt
i
on and Response.
Ret
r
i
ev
edf
r
om ht
t
ps:
/
/
en.
unesco.
or
g/
cov
i
d19/
educat
i
onr
esponse
88
 Cr
awf
or
d,J.
,But
l
er
Hender
son,K.
,Jur
gen,R.
,Mal
kawi
,B.H.
,Gl
owat
z
,M.
,
Bur
t
on,R.
,Magni
,P.
,&Lam,S.(
2020)
.COVI
D19:20count
r
i
es’hi
gher
educat
i
oni
nt
r
aper
i
od di
gi
t
alpedagogyr
esponses.Jour
nalofAppl
i
ed
Lear
ni
ng&Teachi
ng,
3.ht
t
ps:
/
/
doi
.
or
g/
10.
37074/
j
al
t
.
2020.
3.
1.
7
 Bao,
W.(
2020)
.COVI
D‐
19andonl
i
net
eachi
ngi
nhi
ghereducat
i
on:Acase
st
udyofPeki
ngUni
v
er
si
t
y
.HumanBehav
i
orandEmer
gi
ngTechnol
ogi
es.
ht
t
ps:
/
/
doi
.
or
g/
10.
1002/
hbe2.
191
 CHED.(
2020)
.CHED COVI
D19 ADVI
SORY NO.3.Ret
r
i
ev
ed f
r
om
ht
t
ps:
/
/
ched.
gov
.
ph/
wpcont
ent
/
upl
oads/
CHEDCOVI
D2019Adv
i
sor
y
No.
3.
pdf
 DepEd.(
2020)
.Of
f
i
ci
alSt
at
ementDepar
t
mentofEducat
i
on.Ret
r
i
ev
ed
f
r
om ht
t
ps:
/
/
www.
deped.
gov
.
ph/
2020/
05/
06/
of
f
i
ci
al
st
at
ement
2
 Toquer
o,
C.M.(
2020)
.Chal
l
engesandOppor
t
uni
t
i
esf
orHi
gherEducat
i
on
ami
dt
he COVI
D19 Pandemi
c:The Phi
l
i
ppi
ne Cont
ex
t
.Pedagogi
cal
Resear
ch,
5(
4)
.ht
t
ps:
/
/
doi
.
or
g/
10.
29333/
pr
/
7947
 Basi
l
ai
a,G.
,& Kv
av
adze,D.(
2020)
.Tr
ansi
t
i
ont
o Onl
i
neEducat
i
oni
n
School
s dur
i
ng a SARSCoV2 Cor
onav
i
r
us (
COVI
D19)Pandemi
ci
n
Geor
gi
a.Pedagogi
cal
Resear
ch,
5(
4)
.
 Lear
ni
ngcent
er
.
(
n.
d.
)
.
Di
st
r
act
i
ons
–
Lear
ni
ng
Cent
er
.
ht
t
ps:
/
/
l
ear
ni
ngcent
er
.
unc.
edu/
t
i
psandt
ool
s/
t
akechar
geof
di
st
r
act
i
ons/
.
 Ri
cht
el
,Mat
t
.(
Nov
ember21,2010)
.www.
ny
t
i
mes.
com -Gr
owi
ng Up
Di
gi
t
al
,
Wi
r
ed
f
or
Di
st
r
act
i
on
-
NYTi
mes.
com.
ht
t
ps:
/
/
get
l
i
ner
.
com/
f
i
l
e/
pdf
/
7KSCT99SW93XFQJJSSF66ARV7S.
89
 Tur
ner
,J.L.
,S.A.Hol
mes,andC.W.Wi
ggi
ns.1997.Fact
or
sassoci
at
ed
wi
t
hgr
adesi
ni
nt
er
medi
at
eaccount
i
ng.Jour
nalofAccount
i
ngEducat
i
on
15(
2)
:
269–288.
 Cl
ar
k,R.C.
,F.Nguy
en,and J.Swel
l
er
.2006.Ef
f
i
ci
encyi
n Lear
ni
ng:
Ev
i
denceBasedGui
del
i
nest
oManageCogni
t
i
v
eLoad.SanFr
anci
sco,
CA:
Pf
ei
f
f
e
 Gar
r
i
son,
L.L.(
1980)
.Teachi
ngSpeci
alJour
nal
s.TheJour
nal
ofBusi
ness
Educat
i
on,
55(
7)
,
305–309.doi
:
10.
1080/
00219444.
1980.
10772633
 St
anl
ey
T.And Edwar
dsP.(
2005)
.
I
nt
er
act
i
v
e Mul
t
i
medi
a Teachi
ng of
Account
i
ng ,St
udentPer
cept
i
ons and Vi
ews.
Jour
nalofAccount
i
ng
Educat
i
on23(
1)
;
2146.
I
l
i
asG.
Basi
oudi
saandPaulA.
deLangeb(
2009)
.
I
nt
er
netasanOnl
i
ne
Cour
se ManagementSy
st
em Ser
v
i
ce f
oreducat
or
s and Adv
ances i
n
Account
i
ng,
Vol
ume25,
I
ssue1,
Pages1319
 Reza M.Monem,Does accesst
ot
ut
or
i
alsol
ut
i
ons enhance st
udent
per
f
or
mance?Ev
i
dencef
r
om anaccount
i
ngcour
se,
Account
i
ng&Fi
nance,
10.
1111/
j
.
1467629X.
2006.
00199.
x,
47,
1,
(
123142)
,
(
2006)
.
 Chast
ai
n,K.(
1971)
.TheDev
el
opmentofModer
nLanguageSki
l
l
s:Theor
y
t
oPr
act
i
ce.Phi
l
adel
phi
a:
Cent
erf
orCur
r
i
cul
um Dev
el
opment
.
 Hamouda,A.(
2013)
.An I
nv
est
i
gat
i
on of Li
st
eni
ng Compr
ehensi
on
Pr
obl
emsEncount
er
edbySaudiSt
udent
si
nt
heELLi
st
eni
ngCl
assr
oom.
I
nt
er
nat
i
onalJour
nalofAcademi
cResear
chi
nPr
ogr
essi
v
eEducat
i
onand
90
Dev
el
opment
,
2(
2)
,
11315.
 Pour
hosei
n,G.A.
,&Ahmadi
,S.M.(
2011)
.TheEf
f
ectofTex
tFami
l
i
ar
i
t
y
onI
r
ani
anEFLLear
ner
s’Li
st
eni
ngCompr
ehensi
on.Jour
nalofLanguage
Teachi
ngandResear
ch,
2(
4)
,
783789.
 Pour
hosei
n,G.A.
,&Ahmadi
,M.R.(
2011)
.ASt
udyofFact
or
sAf
f
ect
i
ng
EFLLear
ner
s’Engl
i
shLi
st
eni
ngCompr
ehensi
onandt
heSt
r
at
egi
esf
or
I
mpr
ov
ement
.Jour
nal
ofLanguageTeachi
ngandResear
ch,
2(
5)
,
977988.
 Goss,B.(
1982)
.Li
st
eni
ngasI
nf
or
mat
i
onPr
ocessi
ng.Communi
cat
i
on
Quar
t
er
l
y
,
30,
304307.ht
t
p:
/
/
dx.
doi
.
or
g/
10.
1080/
01463378209369465
91
APPENDI
CES
SURVEYQUESTI
ONS:
1. I
ncountof110,how muchdi
st
r
act
edar
ey
ouwheny
ouar
et
aki
ng/
l
ear
ni
ngJour
nal
i
zi
ngt
r
ansact
i
onl
esson?
2.I
ncountof110,
howst
r
essar
ey
oui
nt
er
msofanswer
i
ngJour
nal
i
z
i
ng?
3.I
n countof110,how much do y
ou under
st
and t
he Jour
nal
i
zi
ng
Tr
ansact
i
on?
4.I
n countof110,how much ofgui
de f
r
om t
eachery
ou needed t
o
under
st
andt
heJour
nal
i
zi
ngTr
ansact
i
onl
essons?
5.I
ncountof110,
howmuchy
oul
i
st
ent
ot
hedi
scussi
onofy
ourt
eacheri
n
Jour
nal
i
zi
ngt
r
ansact
i
onl
essons?
6.I
n countof110,how of
t
en y
ou sear
ch i
nt
he i
nt
er
nett
he t
opi
c
Jour
nal
i
zi
ngt
r
ansact
i
ont
ogetmor
ei
deat
ol
ear
ni
t
?
7.I
ncountof110,how of
t
eny
out
akenot
est
hei
mpor
t
antdet
ai
l
si
nt
he
di
scussi
onofJour
nal
i
zi
ngt
r
ansact
i
on?
8.I
ncountof110,how of
t
eny
our
ewat
cht
hev
i
deor
ecor
di
ngofy
our
t
eachert
ounder
st
andmor
et
hej
our
nal
i
zi
ngl
essons?
92
SURVEYOVERALLRESULTS
93
94
95
96
97
98
99
100
101
102
KYLI
ENETHA.FERNANDEZ
0384Pur
ok9,
Bacao2,
Ci
t
yofGener
al
Tr
i
asCav
i
t
e
Mobi
l
eNo.
:
09757845446
Emai
l
Add:ky
l
f
er
@f
eapi
t
sat
.
com
EDUCATI
ONALATTAI
NMENT:
SENI
ORHI
GHSCHOOL: FarEastAsi
aPaci
f
i
cI
nst
i
t
ut
eofTour
i
sm Sci
enceand
Technol
ogy
JI
M Bl
dg.DaangAmay
aI
,
TanzaCav
i
t
e
Account
ancy
,
Busi
nessandManagement
S.
Y2020-Pr
esent
JUNI
ORHI
GHSCHOOL: Emi
l
i
anoTr
i
aTi
r
onaMemor
i
al
Nat
i
onal
Hi
ghSchool
Kawi
t
,
Cav
i
t
e
S.
Y2016-2019
PRI
MARY:
BacaoEl
ement
ar
ySchool
Bacao2,
Ci
t
yofGener
al
Tr
i
asCav
i
t
e
S.
Y2011–2016
PERSONALDATA:
Dat
eofBi
r
t
h
Pl
aceofBi
r
t
h
Ci
v
i
l
St
at
us
Ci
t
i
zenshi
p
Sex
Age
Rel
i
gi
on
NameofFat
her
:
:
:
:
:
:
:
:
Mar
ch24,
2004
Cav
i
t
eCi
t
y
Si
ngl
e
Fi
l
i
pi
no
Femal
e
17y
ear
sol
d
RomanCat
hol
i
c
Ar
nol
dR.Fer
nandez
103