Republic of the Philippines
NORZAGARAY COLLEGE
Municipal Compound, Poblacion, Norzagaray, Bulacan
COLLEGE OF EDUCATION
A Quantitative Research
Presented to the Faculty of
Norzagaray College
ASSESSMENT ON THE IMPLEMENTED LEARNING MODALITIES OF NOZAGARAY
COLLEGE ACADEMIC YEAR 2022 - 2023
In Partial Fulfilment of the Requirements for the Subject
Research in Teaching Science
Researchers:
Atienza, Sandara R.
Concepcion, Julie Ann
Polledo, Cyrish Kiel DP.
Rigore, Romel P.
Tan, Maria Bianca E.
December 2022
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CHAPTER I
THE PROBLEM AND ITS BACKGROUND
This chapter consists of introduction, background of the study, statement of the problem,
hypothesis, conceptual/theoretical framework, scope and limitation of the study, significance of the
study and definition of terms that will help the researchers to introduce and formulate the research.
INTRODUCTION
The present study is about the situation of Norzagaray College students that encounter the
COVID-19 pandemic that has caused a lot especially the closure of academic school and has forced
face to face classes into online learning. This research context compels students to experience new
systems implemented learning modalities. The relevant factors that affect students in academic
development is one of the main concerns of the students because it affects the academic efficiency
and learner’s readiness because of encountering COVID-19 issues. Furthermore, the impact of
blended learning is new to students who enrolled, and it really matters for some students to continue
their study and others help their family to strive for everyday challenges that they encounter.
The mode of learning has changed because of encountering multitask work at the same time
wondering if they can survive without getting COVID-19 disease. The various research reviews show
that students affect their academic skills. There is a sort of rapid changes that could somehow affect
the consistency of learning in the era of “new normal” setbacks in the loss of student’s presence.
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BACKGROUND OF THE STUDY
Education is essential to the development and growth of the nation. The unexpected
occurrence of pandemic led the Philippines to continue the learning process by the means of an online
platform. It was very challenging for the late teachers to adapt to the changes which forced them to
adjust and learn the utilization of technology.
Today’s students are classified as digital natives (Prensky, 2001). They are capable of using social
media platforms to comfortably share and create meaningful ideas that can easily spread in the virtual
world. Technology affects the way they visualize things, their communication capabilities, and
learning strategies which is one of the main reasons behind implementation of the online system
education.
The researchers found significant relationships between learner’s readiness and the rest of the
variables related to the academic experience of students. Specifically, students’ academic
performances is associated with the quality of the classes received.
Blended learning through synchronous and asynchronous has emerged to address these needs and
has been adopted by various HEIs. Furthermore, it can help students develop critical twenty-firstcentury skills such as communication, information literacy, creativity, and collaboration and develop
the ability to use digital technologies for various purposes (Zurita, Hasbun, Baloian, & Jerez, 2015).
While they are necessary abilities, students' ability to learn them will depend on their mindset and
preparedness to study in a blended learning setting. However, not all students and academic staff
members are willing to adapt blended learning when it is introduced by their institutions. Despite the
fact that this method of teaching and learning has numerous benefits for both students and academic
staff, there are a number of things to take into account that could have an impact on how well it
adapts.
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CONCEPTUAL FRAMEWORK
This section consists of concepts together with their definitions and reference to relevant scholarly
literature, existing theory that will guide the proponent to come up with the utmost solution to prevent
problem. This chapter holds or supports a theory of design project.
INPUT
PROCESS
OUTPUT
Assessment on the
implemented
learning modalities
of BSED students
at Norzagaray
College
How the BSED
student learn and
assess their learning in
the implemented
modalities of
Norzagaray College.
Assessed the level of
satisfaction of BSED
students for their
learning in the use of
implemented
modalities of
Norzagaray College
S.Y 2021-2022
a.
b.
BSED
STUDENTS
SY.2021-2022
a.
b.
c.
d.
Data collection of
students profile
Administering
questionnaire
Organization of
students response
Statistical
analysis of data
Figure 1: Conceptual Framework
The figure above
IPO frame model visualizing three factors of Assessing the selected
students on the “Implemented Learning Modalities of Norzagaray College 2022 - 2023” BSED
students vary in their learning needs. It is widely recognized that it is important for teachers of
Norzagaray College to deal with these variations by adapting instruction to students’ needs.
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Several systematic meta-analyses have shown that the adaptation of instruction to the needs of
students can lead to improved learning and achievement although it has to be noted that these studies
include a wide variety of differentiation approaches between-class and within-class, homogeneous
ability grouping, computerized adaptive instruction, individualized learning and that the effects found
varied from no effects to moderate positive effects in the middle of the Covid19 pandemic during an
online scenario.
In order to adapt their instruction, teachers need to identify BSED students’ learning needs, and
use this as a basis to make informed decisions about instructional adaptations. Identifying students’
learning needs can be carried out by collecting data from students to analyzing and interpreting these
data.
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STATEMENT OF THE PROBLEM
This study was conducted to determine of how assessment on the synchronous, asynchronous,
and limited face to face classes affects the academic efficiency and learner’s readiness of selected
students of Norzagaray College. Specifically, the study aimed to provide answers to the following
questions :
1. What is the demographic profile of the implemented learning learners at Norzagaray
College in terms of :
1.1 Age
1.2 Gender
1.3 Income
1.4 Connection Provider
1.5 Location
2. How many assess the blended learning be described in terms of assess the :
2.1 Cost efficient
2.2 Time Management
3. How many assess the face to face be described in terms of :
3.1 Academic Efficiency
3.2 Learners Readiness
3.3 Professor - Student Interaction
4. How does the implemented learning modalities assess the BSED of Norzagaray College?
5. What recommendations can be made in order to address this concern?
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SIGNIFICANCE OF THE STUDY
The purpose of this quantitative study was to determine the modalities of the implemented
learning of online and face to face classes to the academic efficiency and learner’s readiness of
selected students of what they prefer in learning literacy during the pandemic that is currently
happening.
Educators will be able to analyze and observe these learning modalities that is one factor which
contributes to the development among learning skills that is essential to students that will lead the
future. Based on the findings, it will also help the teachers to know what pedagogical approach they
are going to use that is relative to the mental stability of the learner.
For Students. The present study will help the students to understand the implemented modalities to
maximize their learning outcomes.
For Professors/Instructors. This study will help the teachers to assess and evaluate the impact of
online and face to face classes that need to be studied in order to improve the quality of education.
For the School and the School Administration. This study will help the school to distinguish the
effective ways on how to maximize the learning process of their students.
For Future Researchers. The present study can help future researchers in intensive understanding
and development of technological tools such as instructional materials that is one of the effective
ways to utilize in pedagogical approach.
SCOPE AND DELIMITATION
The present study of “Assessment on the Implemented Learning Modalities” focused on 100
selected student - participants from 1st to 4th year College of Education in Norzagaray College. The
study was conducted during the first semester of the academic year 2022 - 2023, and survey method
of data gathering using google forms and printed questionnaires was used in order to gather necessary
information about the respondents.
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This study also used general weighted mean/s of the effectiveness of the blended and face to
face learning and the academic efficiency of the students analyzed through correlation using the
traditional correlation coefficient formula verified through correlation formula in excel. Any other
respondents, place/study locale, data-gathering methods and statistical treatments aside from the
aforementioned will not be part of the present study.
DEFINITION OF TERMS
The following terms are theoretically defined for better understanding of the present research
study. All term-definitions were sourced from Merriam Webster Dictionary.
Academic Performance
The assessment of student performance in a variety of
academic subjects.
Communication (as between computers) in which there
Asynchronous
is no timing requirement for transmission and in which
the start of each character is individually signaled by the
transmitting.
A method of learning which uses a combination of
Blended Learning
different resources, especially a mixture of classroom
sessions and online learning materials.
A mild to severe respiratory illness that is caused by a
Covid-19
corona virus (Severe acute respiratory syndrome corona
virus 2 of the genus Beta corona virus), is transmitted
chiefly by contact with infectious material (such as
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respiratory droplets) or with objects or surfaces
contaminated by the causative virus, and is characterized
especially by fever, cough, and shortness of breath and
may progress to pneumonia and respiratory failure.
A person who was born or raised in the digital age and is
Digital Natives
thus familiar with computers and the internet from a
young age.
If you talk to someone face to face, you talk directly to
Face to Face
them, not by phone, email, online, etc.
A previously unusual or unusual occurrence that has
New normal
now become commonplace, normal, or expected.
(of learning or teaching) happening with
Synchronous
a teacher and group of students who are all taking part in
a lesson at the same time, either physically together in
one place or using the internet.
Occurring over a wide geographic area (such as multiple
Pandemic
countries or continents) and typically affecting a
significant proportion of the population
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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter includes foreign and local studies related to the topic of preferences and were
correlated and summarized materially and theoretically which helped the researchers in order to
have a better understanding of the present study.
Age
Foreign Literature
According to Koh and Lim (2012) also studied the relationship between age, academic
performance, and the level of social interaction afforded by different web-based collaborative tools.
As the age of the student decreased, the student’s preference for tools that allowed for more online
means of communication increased. Younger students scored better on the assignment when they
could chat online, post pictures, share biographical information, and share comment.
Local Literature
According to Social Weather Stations (SWS-2021), only 4% in Metro Manila said that they don`t use
devices for distance learning, much lower compared to more than a half in the Visayas (56%) and
Mindanao (58%), and more than a third in Balance Luzon (36%), at school aged 5 to 20 years old.
Gender
According to Ashong and Commander, 2012, it has been specifically argued that boys may benefit
more than girls in the online classroom due to their higher perceived computer skills, comfort level,
and involvement.
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Income/ Economic Status
Foreign Literature
According to the U.S Census Bureau’s Household Pulse Survey (2020) That conversely, lowincome households reported higher rates of using paper materials sent home from school than highincome households do.
Local Literature
According to UNESCO, as of April 14, 188 countries around the world have closed schools
nationwide, affecting over 1.5 billion learners and representing more than 91 percent of total enrolled
learners. The world has never experienced such a dramatic impact on human capital investment, and
the consequences of COVID-19 on economic, social, and political indicators are unknown but
certainly will be dramatic. Among upper-middle income countries, more than 70 percent offer remote
learning opportunities, using a combination of online and broadcast. A lower share of lower-middle
income countries—66 percent—offer online and/or broadcast remote learning opportunities to their
students. But even when governments of low- and middle-income countries are trying to offer online
education materials, they will not reach most students. Only 36 percent of residents of lower-middle
income countries, for example, have access to the internet, a statistic that cannot easily be improved
during the pandemic.
Connection Provider
Foreign Literature
According to Mohan et al. (2020) on the impact of the COVID-19 pandemic on second-level
education finds that almost half of schools surveyed reported issues with a lack of access to highspeed broadband and/or a lack of access to appropriate digital devices for their students.
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This figure increases to approximately 58% for disadvantaged schools and schools in catchment areas
characterized by lower than median household incomes.
Local Literature
In a study by Fabito et al., (2020) the group revealed that one of the three barriers and challenges
that students encountered in online learning was a good internet connection.
Another related concept from Casillano (2019) indicated that only a minimum of the students has
internet access thus impeding them to access the e-learning platform.
Location
Foreign Literature
According to Wildana Wargadinata, Iffat Maimunah, Dewi Eva, Zainur Rofiq (2020) The corona
virus disease (COVID-19) pandemic forced many universities to apply online learning. The design
of this research is descriptive qualitative research. This study found online learning using the Whats
App Group to be the most effective in the early COVID-19 pandemic. Whats App is easy, simple,
and does not require a large data quota package. Through Whats App accounts, learning took place
optimally because students and lecturers could communicate and share PowerPoint files, Microsoft
Word files, JPGs, Voice Notes, Videos, and other learning resource links. The study recommends
that other researchers uncover the solution to obstacles experienced by students in online learning
and the development of other media to implement effective online lectures.
Local Literature
According to Maria Angela S Esteron (2021) stated that Due to the COVID-19 pandemic, faceto-face learning engagement of students and the teachers in the school has been suspended.
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This pandemic has paved the way to the implementation of the different distance learning
modalities as urgent response to ensure safety of the students and continuity of education. Online
learning has merits and demerits. Online learning is efficient, affordable, and flexible. It can also
suit various learning styles as a learning delivery modality. Online learning also has positive and
negative implication to the values and ethics of the learners. Some of the positive implication to
learners’ values is having persistence, self-discipline, and respect while having online learning. On
the other hand, there is also a negative implication to learners’ values like online academic fraud.
Equity in online learning in the Philippines is still in progress because not all learners can have a
good internet connectivity, a device to use and technological literacy.
Cost Efficient
Foreign Literature
According to Crompton et al. (2021) Students in low-income countries were less likely to have
Internet access. Students and teachers may also require access to hardware such as laptops and mobile
devices, keeping in mind that emergency situations are frequently accompanied by other financial
difficulties. While meeting the needs of all learners, the availability of software and its applicability
to language and other contextualized needs needed to be addressed. Many teachers had not received
professional development in online teaching, and many felt unprepared to implement it. Teacher
technology skills and knowledge were particularly lacking in low and low-middle income countries,
such as Sub-Saharan Africa, with only 64% of primary and 50% of secondary teachers receiving even
basic training. However, there were strategies to promote student learning and engagement, such as
virtual nagging via text or phone and providing phone-based assessments.
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Local Literature
Students who are presently enrolled at a tertiary institution have been chosen by Rotas, E., &
Cahapay, M. (2020). The content analysis revealed the following categories of remote learning
difficulties such as unstable internet connectivity, insufficient learning resources; power outages,
ambiguous learning contents; overloaded lesson activities; limited teacher scaffolds, poor peer
communication, conflict with home responsibilities, poor learning environment, financial problems,
physical health compromises and mental health struggles.
Time Management
Local Literature
According to Manalo, F. K. B., Reyes, V. P., & Bundalian, A. M. B. (2022) The majority of
students did not see obstacles in motivation, learning resources, a support structure, or digital self efficacy. Despite these positive outcomes, some students continue to struggle with issues including a
lack of enthusiasm, a shaky internet connection, and lengthy assignments. Additionally, the vast
majority of them saw potential in self - directed learning, learning outcomes, comfort and simplicity,
and accessibility. Students take ownership of their education, advance their digital literacy, and
sharpen their time management abilities.
Academic Efficiency
Foreign Literature
According to Phuong Huu Tung, Tran Thi Thu Hang, Tran Thi Mai Huong, Nguyen Thi Hop
Review of International Geographical Education Online 11 (2021) In recent years, many Vietnamese
students have actively participated in mindfulness meditation courses, attracting the attention of
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scholars. Research has shown that there is a "positive and significant relationship" between
mindfulness meditation practice, vocabulary retention, and learning outcomes in students learning a
foreign language. In particular, mindfulness meditation practice serves as a moderator between
students' vocabulary retention level and foreign language learning efficiency.
Local Literature
According to Laurice E Damo, Reynold C Padagas (2020) Hybrid learning is an intentional
integration of traditional and online learning in order to provide educational opportunities that
maximize the benefits of each mode of delivery to facilitate students’ learning. Institutions of higher
learning are being challenged to adopt such modality to deliver quality instruction. Results showed
high assessments of the hybrid learning dimensions, namely, learning design, learning objectives and
outcomes, learning materials, technology, learning support, administrative and organizational
commitment, amount and quality of interaction between teachers and students, and quality and
amount of learning experience.
Learner's Readiness
Foreign Literature
According to Marzieh Rafiee, Salman Abbasian-Naghneh Computer Assisted Language Learning
34 (5-6), 730-750, 2021 Over the past few decades, rapid advances in technology have led many
researchers to study the factors that influence successful implementations in various fields. Therefore,
the current study aimed to identify the factors that influence e-learning acceptance and readiness in
the context of foreign language learning. The results reveal a complex relationship between perceived
usefulness, perceived ease of use, motivation for e-learning, self-efficacy in online communication,
and language learners' acceptance and readiness for e-learning. rice field. Furthermore, results
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indicated that perceived enjoyment did not influence e-learning acceptance and readiness in language
learners through a mediating role of perceived usefulness.
Local Literature
According to I Lopez, Jimmy E Valdez, Julieta A Villanueva, Weyalein L Balonquita, Jam Flores
(2021) The level of readiness of the teachers and students in blended learning modalities was
generally high. Among the six dimension of readiness, only online learning scored low for both
teachers and students. Teachers most common difficulties encountered in blended learning were
unstable internet connectivity, insufficient time to prepare learning materials, captivating students’
focus in learning, and difficulty in addressing individual needs of their learners. The most common
worst experiences they had were the following: online engagement thru chats, teaching problem
solving skills online, unavailability of materials for the experiment, and the academic dishonesty of
the students. From the difficulties that the teachers have encountered, all of them looked for better
internet service provider, trained themselves how to do the recording for the video lessons using
online resources or through departmental tutorials, used alternative household materials for the
experiment, and consistent online interaction to the learners thru personal chats via messenger and
text as well as sent emails.
Professor - Student Interaction
Foreign Literature
According to Anna Toropova, Eva Myrberg, Stefan Johansson Educational review 73 (1), 71-97,
2021 As teacher shortage is an international problem, teacher job satisfaction deserves more attention.
Job satisfaction is not only closely related to teacher retention, but also contributes to teacher-student
well-being, school-wide cohesion, and the reputation of the teaching profession.
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More specifically, teacher workload, teacher collaboration, and teacher perceptions of student
discipline in school were the factors most closely associated with teacher job satisfaction. Female
teachers, teachers who are enthusiastic about professional development, and teachers with good
grades tend to be more satisfied with their jobs. Furthermore, we found that the association between
teacher cooperation and job satisfaction was more pronounced for male teachers, and that student
discipline was more important to job satisfaction for teachers with low self-efficacy. More on policy
implications.
Local Literature
According to Juliet Aleta R Villanueva (2021) stated that flexible learning options and blended
learning programs continue to serve marginalized student populations under the Alternative Delivery
Mode of the Philippine K-12 system. However, blended learning interactions in these programs
remain hidden. Qualitative data were gathered through interviews, focus group discussions, class
observations, stored data, and field notes to investigate teacher and student blended learning
interactions. Students manifested teaching presence through directing and regulating their learning.
Areas for improvement which relate to teaching presence were also revealed, particularly in the
communication and the timeliness of feedback, and online facilitation of discourse.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter explains various methodologies that we will use in gathering data and analysis
which are relevant to the research. The methodologies will include areas such as the research
design, method technique use, respondents of the study, research instrument, data gathering
procedure and statistical treatment of data.
RESEARCH DESIGN
Descriptive Research Design - The researchers used research on assessment in technologysupported learning environments has increased. Our research design is likely common to students
who are currently enrolled this year and to understand the common problem and effectiveness of
online learning and face to face amid the pandemic.
SAMPLING TECHNIQUE
Convenience Sampling -
In this study, the researchers used a convenience sampling
methodology. The study's respondents are one hundred (100) 1st to 4th year students enrolled in the
Norzagaray College during the First Semester of the Academic Year 2022-2023. Convenience
sampling technique on the other hand is a type of non-probability sampling method where the sample
is taken from a group of people easy to contact or to reach.
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RESEARCH INSTRUMENT
Survey Questionnaire using Google Forms - The instrument used to collect data was the survey
questionnaire. This was used because it gathered data faster than any other methods.
Besides the respondents were First to Fourth Year Students from the College of Education. They
could read and answer the questionnaire with ease.
The researchers prepared their own questionnaire. The draft of the questionnaire was drawn
out based on readings, reviewed published and unpublished theses relevant to the study. The
researcher saw that there were enough items to collect data to cover all aspects of the problem and to
answer all the specific questions under the statement of the problem. Then, the researcher submitted
the questionnaire to the adviser and grammarian for correction after which it was finalized.
After the revision from the grammarian, the copies of questionnaires, particularly google
forms were distributed to the students. They were asked if all the items were clear and unequivocal
to them; if the number of items were adequate enough to collect data pertinent to the study; if all the
items were objective and not biased: and if all items were relevant to the research problem.
DATA GATHERING PROCEDURE
During the first phase of the study, the researchers chose a topic to focus on and began with an
introduction as they acquired adequate material. Looking for online benefits are provided on how it
can aid the schools and beneficiaries of this study. The researchers also stated the study's scope and
limitations. The researchers gathered related literature and studies about the Assessment on the
Implemented Learning Modalities of Norzagaray College.
The researchers use this to develop questionnaires that they may use to collect the information
needed to prove their study. Before disseminating the survey questionnaire to the potential and target
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participants of the study, which are educational students from Norzagaray College
who are
knowledgeable and capable of answering the research survey questionnaire, the researchers consulted
their research professor for approval and additional details. The researcher distributed the
questionnaire to the participants after it had been finalized. The data was then gathered, processed,
and tabulated by the researchers.
RESPONDENTS OF THE STUDY
The respondents of the students in First to Fourth Year are the BSED Major in General Science.
Individuals who complete a survey or interview for the researcher, or who contribute data to be
examined for the research project, are known as respondents.
STATISTICAL TREATMENT
The researchers used general weighted mean. General weighted mean is a mean where some
values contribute more than others.
Mean Formula:
TF= x1* f + x2 * f + x3 * f + x4 * f ; where x is the legends given and f is the frequency.
WM= Σx/N ; where WM is the weighted mean,
Σx is the total frequency,
N is 100, the total number of respondents
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Correlation Coefficient Formula:
Pearson Correlation Coefficient = r
Pearson's correlation coefficient is the test statistics that measures the statistical relationship, or
association, between two continuous variables. It is known as the best method of measuring the
association between variables of interest because it is based on the method of covariance. It gives
information about the magnitude of the association, or correlation, as well as the direction of the
relationship.
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CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents and interprets the data gathered from the questionnaire. It illustrates tables
showing how psychological effects of online classes affect the students’ learning. Another table will
show the advantages and disadvantages of online classes to the learning outcomes of students.
Demographic Profile
The demographic profile of sampled students of Norzagaray College A.Y 2022-2023 was
determined and summarized below using tabular presentation.
Table 1: Demographic Profile in terms of Age
Age
Frequency
Percent
18-22
89
89%
23-27
6
6%
28-32
3
3%
33-37
2
2%
Total
100
100%
Table 1 shows the corresponding frequency and percentage distribution of sampled students in
terms of their age. The results show that the highest percentage students at 89% of the total number
of respondents, have an age range of 18 to 22. The next highest percentage of 6% came from the
group of students with an age range of 23 – 37.
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There were 3 out of 100 of the total number of sampled students aging below 28 – 32 years old had
a percentage of 3% and the remaining 2% of them aged between 33 – 37 years old. Generally, the
results imply that the sampled students of Norzagaray College were young ones.
Similarly, the demographic profile sampled students of Norzagaray College in terms of their
gender was also determined and summarized below.
Table 2: Demographic Profile in terms of Gender
Gender
Frequency
Percent
Female
72
72%
Male
28
28%
Total
100
100%
The preceding table shows the corresponding frequency and percentage distribution of the
sampled students of Norzagaray College in terms of their gender. Apparently, the table shows that 72
out of 100, or 72% of the total number of respondents were females. On the other hand, 28 out of 100
or2% of the total number of respondents were males. With the higher number of frequencies, female
students are said to be more dominant than male students.
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Correspondingly, the demographic profile of Norzagaray College was also determined and
summarized below using tabular presentation in terms of their year level & section.
Table 3: Demographic Profile in terms of Year Level and Section
Year Level & Section
Frequency
Percent
BSED 1A
15
15%
BSED 1B
18
18%
BSED 2A
15
15%
BSED 2B
13
13%
BSED 3A
10
10%
BSED 4A
18
18%
BSED 4B
11
11%
Total
100
100%
Table 3 shows the corresponding frequency distribution of the selected BSED students in
terms of their year level and section. It can be clearly gleaned from the table that most of the sampled
BSED were first year students with a combined percentage equal to 33% which was followed by the
fourth-year students with a combined percentage equal to 29%. Whereas, the students from the second
and third year gained an equal percentage of 28%. In terms of their section, there were a greater
number of students from the section 1B of the first-year students when compared to section 1A. For
the second-year students, the number of students from section 2A is greater than those who were in
section 2B. For the third-year students, all of them were from section 3A. Lastly, students from
section 4A were more dominant than those who were in section 4B.
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In this part of the study, the demographic profile of the selected BSED students in terms was
also determined and summarized below using tabular presentation in terms of their economic status.
Table 4: Demographic Profile in terms of Economic Status
Economic Status
Frequency
Percent
10, 000 to 20, 000 Pesos
20
20%
5, 000 to 10, 000 Pesos
43
43%
Less than 5, 000 Pesos
33
33%
Others
4
4%
Total
100
100%
Table 4 shows the corresponding frequency distribution of the respondents’ economic status
in terms of their family monthly income. Obviously, the table shows that 43% of the families of the
sampled students had an income between 5, 000 and 10, 000 pesos. It is followed by those students
with a family income lesser than 5, 000 pesos. Interestingly, there were 20% of students whose family
income were greater than 10, 000 pesos. On the other hand, the remaining 4% of the total sampled
students disclosed their family income.
Table 5: Demographic Profile in terms of Connection Provider
Connection Provider
Frequency
Percent
Data
51
51%
Wi-Fi
49
49%
Total
100
100%
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In terms of connection provider, table 5 shows the corresponding frequency distribution of
the students. Obviously, the table shows that more than half (51%) of the total number of respondents
depended too much in using a mobile data. On the other hand, the remaining 49% of the total sampled
students had a Wi-Fi internet connection.
Table 6: Demographic Profile in terms of Location
Location
Frequency
Percent
Angat
11
11%
DRT
2
2%
NHV Tigbe
1
1%
Norzagaray
79
79%
Sta. Maria
7
7%
100
100%
Total
Table 6 shows the corresponding frequency distribution of the respondents in terms of their
location. Obviously, the table shows that most of the total number of respondents come from the
different places. The table states that most of the students which comprised of 79% were from
Norzagaray itself. Followed by the students from Angat with 11%, were. Additionally, 7 out of 100
students were from Sta Maria, 2 of them were from DRT and only 1 of them came from NHV Tigbe.
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Assessment on the implemented Learning Modalities of Norzagaray College A.Y 2022-2023
(Online Class)
The succeeding tables presents the students’ assessment on the implemented learning
modalities of Norzagaray College A.Y 2022-2023.
Table 7: Assessment on the Implemented Learning Modalities
in terms of Cost Efficient
Cost Effective
AWM
SD
Descriptive Equivalent
CE1
3.61
1.16
Agree
CE2
3.64
1.13
Agree
CE3
4.37
0.87
Strongly Agee
CE4
3.64
1.15
Agree
CE5
3.12
1.25
Moderately Agree
Overall
3.68
1.18
Agree
Table 7 summarizes the results regarding assessment on the implemented learning modalities
in terms of cost effective. The overall mean equal to 3. 68 with standard deviation equal to 1.18
implies that the sampled students generally “Agree” to the implemented learning modalities in terms
of cost effective under the blended learning.
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Table 8: Assessment on the Implemented Learning Modalities
in terms of Time Management
Time Management
AWM
SD
Descriptive Equivalent
TM1
4.16
0.72
Agree
TM2
3.5
0.84
Agree
TM3
4.03
0.81
Agree
TM4
3.89
0.87
Agree
TM5
3.98
0.85
Agree
Overall
3.91
0.85
Agree
Similarly, table 8 summarizes the results regarding assessment on the implemented learning
modalities in terms of time management. The overall mean equal to 3. 91 with standard deviation
equal to 0.85 implies that the sampled BSED students all “Agree” to the implemented learning
modalities in terms of time management under the blended learning.
28
Assessment on the implemented Learning Modalities of Norzagaray College A.Y 2022-2023
(face to face classes)
Table 9: Assessment on the Implemented Learning Modalities
in terms of Academic Efficiency
Academic Efficiency
AWM
SD
Descriptive Equivalent
AE1
4.03
0.79
Agree
AE2
4.02
0.79
Agree
AE3
4.4
0.74
Strongly Agee
AE4
4.51
0.69
Strongly Agee
AE5
3.98
0.81
Agree
Overall
4.19
0.79
Agree
In the same manner, table 9 summarizes the results regarding assessment on the implemented
learning modalities in terms of academic efficiency. The overall mean equal to 3. 91 with standard
deviation equal to 0.85 implies that the sampled BSED students mostly “Agree” to the implemented
learning modalities in terms of academic efficiency under the face-to-face classes.
29
Table 10: Assessment on the Implemented Learning Modalities
in terms of Learners Readiness
Learners Readiness
AWM
SD
Descriptive Equivalent
LR1
3.86
1.02
Agree
LR2
3.98
0.85
Agree
LR3
3.97
0.89
Agree
LR4
4.11
0.77
Agree
LR5
3.59
0.86
Agree
Overall
3.9
0.9
Agree
Correspondingly, table 10 summarizes the results regarding assessment on the implemented
learning modalities in terms of learners’ readiness. The overall mean equal to 3. 9 with standard
deviation equal to 0.9 implies that the sampled BSED students all “Agree” to the implemented
learning modalities in terms of learners’ readiness under the face-to-face classes.
30
Table 11: Assessment on the Implemented Learning Modalities
in terms of Professor-Students Interaction
Professor-Students
Interaction
AWM
SD
PS1
4.22
0.7
PS2
4.34
0.68
PS3
4.28
0.71
PS4
4.23
0.76
PS5
4.44
0.62
Overall
4.3
0.7
Descriptive
Equivalent
Strongly Agee
Strongly Agee
Strongly Agee
Strongly Agee
Strongly Agee
Strongly Agee
Finally, table 11 summarizes the results regarding assessment on the implemented learning
modalities in terms of professor-students interaction. The overall mean equal to 3. 91 with standard
deviation equal to 0.85 implies that all of the sampled BSED students assessed “Strongly Agree” to
the implemented learning modalities in terms of professor-students interaction under the face-to-face
classes.
31
CHAPTER V
SUMMARY, CONCLUSION AND RECOMMENDATION
This chapter provides a summary of findings along with the
recommendations based on the data that have been evaluated and interpreted.
SUMMARY
The purpose of this research is to assess the implemented learning modalities in Norzagaray
College during the academic year 2022-2023. The study aims to evaluate the effectiveness and
efficiency of the different learning modalities in terms of student learning outcomes and satisfaction.
The research used a mixed-methods approach, incorporating
quantitative data collection and
analysis. A survey was administered to a sample of students to gather quantitative data on their
perceptions of the different learning modalities. In likertscale type google form questionnaire were
conducted with a subset of the students to gather more detailed and nuanced insights. The results of
the study showed that the majority of students preferred a combination of online and in-person
learning, citing the convenience and flexibility of online learning as well as the benefits of face-toface interaction. The use of technology in the classroom, such as virtual whiteboards and online
collaboration tools, was also highly rated by students.
However, the study also identified some challenges with the implemented learning modalities,
such as technical difficulties and a lack of support for students with limited access to technology.
These challenges suggest the need for further improvements and support to ensure that all students
have equal opportunities to succeed in their studies.
32
Overall, the research provides valuable insights into the effectiveness and efficiency of the different
learning modalities in Norzagaray College and can inform future decisions on the use of these
modalities. It also highlights the importance of addressing the challenges and ensuring equity in the
implementation of these modalities to support student learning and success.
SUMMARY OF FINDINGS
GENDER
Corresponding frequency and percentage distribution of the sampled students of Norzagaray
College in terms of their gender. Apparently, the table shows that 72 out of 100, or 72% of the total
number of respondents were females. On the other hand, 28 out of 100 or2% of the total number of
respondents were males. With the higher number of frequencies, female students are said to be more
dominant than male students.
AGE
The corresponding frequency and percentage distribution of sampled students in terms of their age.
The results show that the highest percentage students at 89% of the total number of respondents, have
an age range of 18 to 22. The next highest percentage of 6% came from the group of students with an
age range of 23 – 37. There were 3 out of 100 of the total number of sampled students aging below
28 – 32 years old had a percentage of 3% and the remaining 2% of them aged between 33 – 37 years
old. Generally, the results imply that the sampled students of Norzagaray College were young ones.
33
ECONOMIC STATUS
The corresponding frequency distribution of the selected BSED students in terms of their year
level and section. It can be clearly gleaned from the table that most of the sampled BSED were first
year students with a combined percentage equal to 33% which was followed by the fourth-year
students with a combined percentage equal to 29%. Whereas, the students from the second and third
year gained an equal percentage of 28%. In terms of their section, there were a greater number of
students from the section 1B of the first-year students when compared to section 1A.
For the second-year students, the number of students from section 2A is greater than those who were
in section 2B. For the third-year students, all of them were from section 3A. Lastly, students from
section 4A were more dominant than those who were in section 4B.
CONNECTION PROVIDER
In terms of connection provider, table 5 shows the corresponding frequency distribution of the
students. Obviously, the table shows that more than half (51%) of the total number of respondents
depended too much in using a mobile data. On the other hand, the remaining 49% of the total sampled
students had a Wi-Fi internet connection.
LOCATION
The corresponding frequency distribution of the respondents in terms of their location. Obviously,
the table shows that most of the total number of respondents come from the different places. The table
states that most of the students which comprised of 79% were from Norzagaray itself. Followed by
the students from Angat with 11%, were. Additionally, 7 out of 100 students were from Sta Maria, 2
of them were from DRT and only 1 of them came from NHV Tigbe.
34
COST EFFICIENT
Summarizes the results regarding assessment on the implemented learning modalities in terms of
cost effective. The overall mean equal to 3. 68 with standard deviation equal to 1.18 implies that the
sampled students generally “Agree” to the implemented learning modalities in terms of cost effective
under the blended learning.
TIME MANAGEMENT
Summarizes the results regarding assessment on the implemented learning modalities in terms
of time management. The overall mean equal to 3. 91 with standard deviation equal to 0.85 implies
that the sampled BSED students all “Agree” to the implemented learning modalities in terms of time
management under the blended learning.
ACADEMIC EFFICIENT
Summarizes the results regarding assessment on the implemented learning modalities in terms of
academic efficiency. The overall mean equal to 3. 91 with standard deviation equal to 0.85 implies
that the sampled BSED students mostly “Agree” to the implemented learning modalities in terms of
academic efficiency under the face-to-face classes.
LEARNERS READINESS
The results regarding assessment on the implemented learning modalities in terms of learners’
readiness. The overall mean equal to 3. 9 with standard deviation equal to 0.9 implies that the sampled
BSED students all “Agree” to the implemented learning modalities in terms of learners’ readiness
under the face-to-face classes.
35
PROFESSOR-TEACHER INTERACTION
Summarizes the results regarding assessment on the implemented learning modalities in terms of
professor-students interaction. The overall mean equal to 3. 91 with standard deviation equal to 0.85
implies that all of the sampled BSED students assessed “Strongly Agree” to the implemented learning
modalities in terms of professor-students interaction under the face-to-face classes.
CONCLUSIONS
Based on the findings, the researchers conclude the following:
•
The implemented learning modalities for the academic year 2022-2023 have been successful
in providing students with access to education during the pandemic.
•
Faculty members have demonstrated adaptability and flexibility in transitioning to online
teaching.
•
Students have shown a willingness to embrace and utilize new technology for learning.
•
The mix of online and in-person learning modalities has allowed for a balance of flexibility
and personal interaction.
•
The use of online resources and materials has been beneficial in supplementing in-person
instruction.
•
Regular communication and collaboration among faculty, staff, and students has contributed
to the success of the implemented learning modalities
•
Most of the respondents were age 18 to 22 years old
•
Most of the respondents were female
•
Most of the respondents were under BSED 1B and BSED 4B
•
Most of the respondents family monthly income were under 5,000 and 10,000
•
Most of the respondents are using data connection as connection provider
•
Most of the respondents are live in Norzagaray Bulacan
36
•
Most of the respondents agree for staying at home if the matter is money and savings
•
Most of the respondents agree for staying at home because they can manage their time,
studying and doing house hold chores at the same time
•
Most of the respondents are able to pay school miscellaneous fee on their own because they
are working students therefor online class make their study manageable
•
As a result of having work, students unable to meet the school deadlines for their school task
•
Most of the respondents agree in self studying
•
Most of the respondents agree that having a face to face classes intend them to learn more
compare into online classes.
•
Most of the respondents agree of having face to face if the matter is learning because they
learn more and familiarize in their major subject into face to face class.
•
Most of the respondents agree of having face to face if the matter is learning because they
learn more and familiarize in their minor subject into face to face class.
•
Most of the respondents have high expectation to have a better grade in academic setting in
the help of face to face class.
•
Most of the respondents have high expectations having a good academic performance in the
help of face to face class.
•
Most of the respondent expect to understand the importance of having a good grade.
•
Most of the respondents expect to build confidence and self-esteem to make a good
performance.
•
Most of the respondents expect to have a good outcome of academic difficulties
•
Most of the respondents expect of having capability to make strategies in academic settings
with the guide and help of their instructor
•
Most of the respondents expect a better sense of dedication to their activities and interests
•
Most of the respondents expect they are highly motivated to their ability to become success
37
•
Most of the respondents believe in themself to fulfill academic success with the guide and
help of their instructor
•
Most of the respondents high expect their ability to meet their learning need.
RECOMMENDATIONS
1. Implement a mix of online and in-person learning modalities to provide flexibility and
accommodate the needs of all students.
2. Offer training and support to faculty members to ensure they are comfortable and proficient in
using technology for online teaching.
3. Consider offering synchronous and asynchronous options for online classes to accommodate
students with different schedules and time zones.
4. Evaluate and improve the quality and accessibility of online resources and materials provided to
students.
Monitor and assess the effectiveness of the implemented learning modalities on a regular basis and
make adjustments as needed.
5. Foster a culture of open communication and collaboration among faculty, staff, and students to
ensure a smooth transition to hybrid or online learning.
38
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province in the Philippines. Indian Journal of Science and Technology, 12(10), 1-4.
https://doi.org/10.17485/ijst/2019/v12i10/137594
Bisht R.K., Jasola, S., & Bisht, I.P. (2020). Acceptability and challenges of online higher education
in the era of COVID-19: A study of students’ perspective. Asian Education and Development Studies,
(ahead of print). https://doi.org/10.1108/AEDS-05-2020-01
Crompton, H., Burke, D., Jordan, K., & Wilson, S. W. G. (2021). Learning with technology during
emergencies: A systematic review of K-12 education. British Journal of Educational
Technology, 52(4), 1554– 1575.
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Adjusts the Relatiobship Between Vocabulary Retention And Foreign language Learning Efficiency
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Natalia Dugalich, Natalia Alontseva, Yulia Vasilileva, Irna Rubannikova, Maria Mikheeva, Nina
Kurdyashova Revista Inclusiones, 151 - 163, (2020) Increasing Efficiency of Foreign Language
Teaching : Gamification Technologies In Education
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Marzieh Rafiee, Salman Abbasian - Naghneh Computer Assisted Language Learning 34 (56), 730 750, (2021) E - Learning : Development of a Model to Assess the Acceptance and Readiness of
Technology among Language Learners
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Yungwei Hao Computers in Human Behavior 59, 295 - 303 2016 Middle School Students Flipped
Learning Readiness in Foreign Language Classrooms
https://www.sciencedirect.com/science/article/abs/pii/S0747563216300395
39
Anna Toropova, Eva Myrberg, Stefan Johansson Educationa Review 73 1, 71 - 97 - (2021) Teacher
Job Satisfaction : The Importance of School Working Conditions and Teacher Characteristics
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Juliet Aleta R. Villanueva (2021) Teaching Presence in K-12 Belnded Learning Classes under the
Alternative Delivery Mode
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Laurice E Damo, Reynold C Padagas (2020) Can Hybrid Learning Supplant the Brick and Stone
Classroom in Teaching “Strategies fo Academic Success in College?”
https://pdfs.semanticscholar.org/e22d/2b69b62f6aa706c0226976bd88903db642433.pdf
40
Republic of the Philippines
NORZAGARAY COLLEGE
Municipal Compound, Poblacion, Norzagaray, Bulacan
COLLEGE OF EDUCATION
Permission Letter
Maricar Joy C. Buluran, Ph.D.
Dean, College of Education
Norzagaray College
Dear Ms. Buluran,
Greetings!
Part of the requirement in the program Bachelor of Secondary Education (BSED) is the Thesis
Writing or Research 2 which aims to measure our academic consciousness as an educator in the
society.
We, the 4th year Bachelor of Secondary Education - Major in General Science students at
Norzagaray College, are now doing a research entitled "Assessment on the Implemented Learning
Modalities of Norzagaray College A.Y. 2022-2023." The purpose of this study is to assess the
preferred learning modes of BSED students at Norzagaray College. As of now, we need to collect
data for our study, which will be geared at BSED students.
In order to succeed, we would like to ask your permission to conduct an online survey through
Google Forms. Rest assured that all the information gathered from them will be for educational
purposes only and will keep confidential.
Your positive comments will be very helpful for us to do well and complete this study. You can
rest assured that when our research is complete we will not hesitate to provide you a copy.
We hope for your kind consideration and positive response on this matter. Your approval will be
highly appreciated.
41
Sincerely yours,
Researchers:
Atienza, Sandara R.
Concepcion, Julie Ann
Polledo, Cyrish Kiel DP.
Rigore, Romel P.
Tan, Maria Bianca E.
Noted by:
Ronald A. Rayo, LPT
Research Instructor
Maricar Joy C. Buluran, Ph.D.
Dean, College of Education
42
CERTIFICATE OF VALIDATION
43
44
Republic of the Philippines
NORZAGARAY COLLEGE
Municipal Compound, Poblacion, Norzagaray Bulacan
COLLEGE OF EDUCATION
___________________________________________________________
SURVEY QUESTIONNAIRES
“Assessment on the implemented Learning
Modalities of Norzagaray College A.Y 2022-2023.”
NAME:______________________________________
AGE:__________GENDER:______________
YEAR LEVEL & SECTION:_______________________________________
Economic Status (Family Monthly Income)
____ Less than 5,000
____ 10,000 to 20,000
____ 5,000 to 10,000
____ Others: Be specific ______________
Connection Provider
____ WIFI
____ DATA
Location
____ ANGAT ____ NORZAGARAY
OTHER:_______________
____ DRT
____ SANTA MARIA
INSTRUCTIONS: Rate how strongly you agree or disagree with each of the following statements by
placing a check mark(/) in the appropriate box.
Legend: (5) Strongly Agree
(4) Agree
(3) Moderately
(2) Disagree
(1) Strongly Disagree
45
2.1 COST EFFICIENT (BLENDED LEARNING)
5
4
3
5
4
3
2
1
1. I prefer to staying at home than to spend my
money for transportation going to school.
2. After going home from school I still have an extra
money for my savings.
3. Having a wi-fi make less cost of money rather
than choosing data connection as connection
provider.
4. My parents can always provide me an allowance
for my education.
5. I able to pay my educational expenses on my own.
2.2 TIME MANAGEMENT (BLENDED LEARNING)
2
1
1. Blended learning helps me to manage my time.
2. I found it hard to meet deadlines by using blended
learning.
3. I encourage to study more and discover many things
on my own time.
4, Blended learning makes me more productive to
accomplished my task day by day.
5. I can do multitasking, doing household chores and
making my school activities.
46
3.1 ACADEMIC EFFICIENCY (FACE TO FACE CLASSES)
5
4
3
2
1
1. I’m fully satisfied at my performance and also the
way I learned the lesson of my major subjects.
2. I’m fully satisfied at my performance and also the
way I learned the lesson of my minor subjects.
3. Having a F2F classes allow me to learn more and
effectively in all of my subjects.
4. As a BSED students having a major subjects,F2F
classes help me to grow and familiarize the
information I need at my chosen course.
5. I’m satisfied with the grades I got.
3.2 LEARNERS READINESS (FACE TO FACE CLASSES)
5
4
3
2
1
1. After having 2 consecutive school year of online
class, I found myself having a hard time to adjust in
F2F classes.
2. I actively participating in my classes.
3. I see myself being more actively participating,
joining discussion,answering recitation at F2F class
compare to online class.
4. I’m a flexible BSED students who can adjust and
follow the implemented learning modalities of
Norzagaray College.
5. Before the day of my class I always practice
advance reading so in that way I prepare my idea on
what we going to discuss.
47
3.3 PROFESSOR-STUDENTS INTERACTION (FACE TO FACE CLASSES)
5
4
3
2
1
1. In the guidance of my Instructor/Professor I
improved the quality of my learning activities and
makes my work more meaningful.
2. F2F classes provide a strong bond and strong
communication with my Instructor/Professor.
3. F2F classes provide effective and frequent
feedback from my Instructor/Professor about my
inquires and school works.
4. My Instructor/Professor execute the lesson
much better in F2F classes compare to virtual
class.
5. Being with my classmates and having presence
of my Instructor/Professor make me more
motivated to study.
48
CERTIFICATE OF STATISTICIAN
CERTIFICATION
This is to certify that Sandara R. Atienza, Julie Ann Concepcion, Cyrish Kiel D.P
Polledo, Romel P. Rigore and Maria Bianca E. Tan from
undergone
Data Analysis and Interpretation
of
Norzagaray College has/have
his/her/their
research
questionnaire/thesis/dissertation from the undersigned statistician for their research study entitled:
‘‘ Assessment on the Implemented Learning Modalities of Norzagaray College A.Y. 2022-2023 ’’.
This certification is issued on
December 20,2022
upon their request to further
ensure that the undersigned has completed and fulfilled his transaction to the him/her.
Signed by:
ROMEL S. BALUCANAG
SHS Mathematics Teacher/Statistician
SDO Pangasinan II, Binalonan, Pangasinan
PRC License No.:1798983
lemmorbalucanag20@gmail.com
49
SANDARA R. ATIENZA
Blk. 129 Lot 61 Phase 7 Altea St. Las Palmas Guyong,
Santa Maria, Bulacan
+639761730035
atienzasandara@gmail.com
Educational Background:
Elementary
Apolinario Mabini Elementary School, 2011 - 2012
Junior High School
Tala High School, 2016 - 2017
Senior High School
Saint Dominic de Guzman Catholic School 2017 - 2019
General Academic Strand (GAS)
College
Norzagaray College, 2019-Present
Bachelor of Secondary Education Major in General Science
Personal Information:
Age : 22 years old
Citizenship : Filipino
Civil Status : Single
Character References:
Mrs. Archia Pauline C. Ignacio
Bachelor of Secondary Education Major in Science
Teacher I
+639650680804
50
JULIE ANN CONCEPCION
Blk 130 Lot 53 Phase Rafflesia St. Las Palmas Subdivision Guyong,
Sta. Maria Bulacan
+09477741644
julieannconcepcion8@gmail.com
Educational Background:
Elementary
Tococ Elementary School 2007-2013
Junior High School - Completed
Judge Juan Luna High School 2013-2017
Senior High School - Completed
Lucrecia R. Kasilag Senior High School 2017- 2019
College
Norzagaray College 2019 Present
Bachelor of Secondary Education Major in Science
Personal Information:
Age: 23 years old
Citizenship: Filipino
Civil Status: Single
Character References:
Ms. Rosemarie Jean E. Smith
Bachelor of Secondary in Veterinary Medicine
Master Teacher I
+639171304492
51
CYRISH KIEL DP. POLLEDO
Blk 233 Lot 9 Phase 1 Libya St. Bitungol Norzagaray, Bulacan
+639772465466
cyypolledo@gmail.com
Educational Background:
Elementary
North Hills Village Elementary School, 2011 - 2012
Junior High School
North Hills Village High School, 2016 - 2017
Senior High School
Jose Panganiban National High School, 2017 - 2019
General Academic Strand (GAS)
College
Norzagaray College, 2019 - Present
Bachelor of Secondary Education Major in Science
Personal Information:
Age : 21 years old
Citizenship : Filipino
Civil Status : Single
Character References:
Ms. Shenna Rose L. Polledo
Bachelor of Secondary Education Major in Biology
Teacher I
+639663118940
52
ROMEL P. RIGORE
Address: 0402 Legaspi St., Sto. Cristo, Angat, Bulacan
Contact No.: 09393882734
romelrigore7@gmail.com
Educational Background:
Elementary
Matias A. Fernando Memorial School
San Roque, Angat, Bulacan Graduated 2011
Junior High School
Pres. Diosdado P. Macapagal Memorial High School
Senior High School
Pres. Diosdado P. Macapagal Memorial High School
Sta. Cruz, Angat, Bulacan Graduated 2018
Tertiary
Collegio de San Gabriel Arcangel 2018-Unfinished Program
Norzagaray College 2018-Present
Personal Information:
Age: 25 years old
Citizenship: Filipino
Civil Status: Single
Character References:
Mr. Miguel Arcangel Lazaro - English Major
Master Teacher I
0945 554 6621
53
MARIA BIANCA E. TAN
563 Evangeline Street Tabing Bakod, Sta Maria, Bulacan
+639757620857
bianxiatan16@gmail.com
Educational Background:
Elementary, 6th Honorable Mention
Sta. Quiteria Elementary School, 2011 - 2012
Junior High School - Completed
Gloria Marizz Academy of Bulacan, 2016 - 2017
Senior High School with Honor
Gloria Marizz Academy of Bulacan, 2017 - 2019
Accountacy, Business Management (ABM)
College
Norzagaray College, 2019 - Present
Bachelor of Secondary Education Major in Science
Personal Information:
Age : 23 years old
Citizenship : Filipino
Civil Status : Single
Character References:
Ms. Rosemarie Jean E. Smith
Bachelor of Science in Veterinary Medicine
Master Teacher l
+639171304492
54