Dagupan City National High School
Tapuac District, Dagupan City
THE EFFECTIVENESS OF FACE-TO-FACE LEARNING AMONG GRADE 10 STUDENTS
IN DAGUPAN CITY NATIONAL HIGH SCHOOL
DELOS SANTOS, MAYCA
REVIEW OF RELATED LITERATURE
This chapter discusses the relevant literature and studies that the researchers will
consider in strengthening the claim and significance of the present study. This research will
be focused on the Effectiveness of Face-to-face Learning among Grade 10 students in Dagupan
City National High School.
Face-to-face Learning is the most effective way to deliver instruction because it allows
the participants to provide visual cues and verbal feedback as well as communicate via body
language. Consequently, frequent interactions increase the learner’s motivation to learn (Daft &
Lengel, 1986).
According to Du (2022), Face-to-face classes are essentially teacher-centered, where
live interaction between a learner and an instructor is made apparent - creating the most
traditional type of learning instruction. Learners can benefit from a greater level of interaction
with their fellow students as well. In face-to-face learning, a better understanding and
recollection of lesson content is made secure while class members are also given a better
chance to bond with one another. Face-to-face learning is one of the most effective ways to learn
knowledge and skills because it often combines different ways of learning including writing,
reading, discussion, presentations, projects, group work, film clips, demonstrations, and practice.
Socie-cognitive theories of learning, all learning and teaching activities are social in
nature, and knowledge is constructed and gained through social interactions. Astleit-ner (2015)
states that leamers' interactions with instructors and classmates can contribute to learning
effectiveness because they can exchange messages and ideas, resulting in a correct understanding
of the content being constructed together Furthermore, leamers' interactions with instructors and
classmates can aid in the formation of new ideas and knowledge. Hodges, 2019) contends that
learning is a social and cognitive process rather than simply the transmission of information from
instructors to learners. A lack of interactions with instructors and classmates could cause learners
to withdraw from learning activities (Willging and Johnson, 2016) discover that a lack of learner
interaction in online courses may result in failure due to a sense of isolation Similarly, (Zielinski,
2018) shows that the lack of interaction among learners contributes to drop-out rates for online
courses. As a result, when creating online courses, it is critical to consider both the content and the
interactions involved in the learning process (Bernard, 2014) show that learners' interactions with
the instructor and each other lead to improved learning outcomes.
An article by Manila Times (2022) Vice President and DepEd Secretary
Sara Z. Duterte signed the DepEd Order (DO)44, series of 2022, which required both
private and public learning institutions to transition to five-day face-to-face classes starting
November 2, 2022, as it believes in-person classes "promote academic development and the
overall mental health and well-being" of the student.
INTRODUCTION
After 2 years of online classes due to the pandemic, we move to the next normal where
high school students around the world learn in classrooms or through face-to-face interaction.
Teachers were used to delivering their lessons through face-to-face lectures, interactive activities,
actual experiments, hands-on practice, and the like. Students were used to asking questions just
after the discussions, during the exam while the teacher was watching them closely. Due to the
pandemic, the performance of college students is severely impacted by several instances, a high
degree of anxiety, depression symptoms, a bad attitude toward school or studies on the part of the
student excessive internet usage, poor sleep a lack of effective study techniques, and the use of
alcohol or other addictive drugs are all risk factors. Fear is the unpleasant feeling associated with
the pandemic. In 2019, the pandemic widespread entered our lives, threatening the performance of
infinite individuals. Pandemic susceptibility has fortified the feeling of restlessness and worries
among the specific group (i.e., students), hindering the efficacy of the online learning system.
Indeed, the pandemic has multi-layered emotions. (Kernan,2019). Consistently, fear has disturbed
the academic schedule while profoundly damaging the academic performance of university
students (Sahu, 2020).
Face-to-face learning is a teaching method in which learners are taught lecture content
and learning material in person. This allows a learner and an instructor to interact in real-time. It
is the most widely used type of learning instruction. Face-to-face learning significantly
outperforms online learning in terms of public interactions, human engagement, and satisfaction.
In face-to-face leaming students are evaluated solely by teachers, who are their primary source of
information, and the quality of learning is strongly dependent on them. In e-learning students'
evaluations can be carried out using tools, they can access information from various documents
uploaded onto the platforms, and the quality of learning is heavily reliant on both the teachers'
level of digital training and their teaching style (Gherbes, Stoian, Farcasm, and Stanici, 2021).
In face-to-face learning, we can see the interaction between the teachers and students.
Teachers can see the student's performance in both modes of learning plays a vital role in
determining whether a lesson, a course, or a program that the students read was successful. Thus,
the student’s performance would help a teacher know whether the lesson thought was successful
or not. Students' performance can be influenced by the course content learned, the teacher's
pedagogical approaches, and the readiness to learn, among others. Student academic performance
can serve as a basis for evaluating a teacher's competencies. Many researchers have found a
difference in students' performance in online learning and classroom learning.
The most effective learning system is indeed done face-to-face so students and teachers
can interact directly without any distance limits, but at this time this is not possible because
students and teachers can meet with online media, because the media is one of the wrong ways.
one of the right media at this time, therefore the face-to-face system will exist in normal times later
after this pandemic ends, therefore the learning system, and teaching continues even though it is
done online first (Valentino VH, et al., 2021) ).
PURPOSE OF THE STUDY/ RATIONALE
The study aimed to know the effectiveness of face-to-face learning in a specific subject
area, namely environmental studies. The study sought to determine whether student performance
was affected by the instructional medium by focusing on a single indicator. However, it's
important to understand that there are limitations to this type of study. For example, it may be
difficult to account for all of the variables that may influence student performance, such as
motivation, prior knowledge, and study habits.
Problem
This study aims to determine the Effects of face-to-face classes in the students’
performance and mental health of Senior High School students in Taft National High School
during the S.Y. 2022-2023.
Specifically, the researchers want to answer the
following
questions:
1. What is the demographic profile of the students in terms of:
a. name c. gender
b. age
2. What are the effects of face-to-face classes in the academic performance of
Senior
High School students?
3. What are the effects of face-to-face classes in the mental health of Senior High
School students?
4. What extend does face to face after the academic performance and mental health
of the students?
Problem
This study aims to determine the Effects of face-to-face classes in the students’
performance and mental health of Senior High School students in Taft National High School
during the S.Y. 2022-2023. Specifically, the researchers want to answer the
following
questions:
1. What is the demographic profile of the students in terms of:
a. name c. gender
b. age
2. What are the effects of face-to-face classes in the academic performance of
Senior
High School students?
3. What are the effects of face-to-face classes in the mental health of Senior High
School students?
4. What extend does face to face after the academic performance and mental health
of the students?