FACTORS ON HOW THE NEW NORMAL AFFECTS

THE SHS OF PILAR COLLEGE STUDENTS

ACADEMIC PERFORMANCE

A Quantitative Research

presented to the Basic Education Department of

PILAR COLLEGE OF ZAMBOANGA CITY, INC.

R.T. Lim, Boulevard, Zamboanga City

In partial fulfillment of the requirements in

PRACTICAL RESEARCH 2

Linejan, Jehnever C.

Peñaflor, Al-ajmhier C.

Patadon, Ale-ebranhor G.

Grade 12- St.Augustine

RONALD M. SORIANO, LPT

Research Teacher

May 15, 2022

 ABSTRACT

According to a metaphor, education is the foundation of a nation. No nation can advance unless
it educates its people. Outstanding academic performance of students results in quality education.
In fact, the school is a tertiary education institution where students are enrolled to pursue
academic greatness which can be transformed to benefit the nation. This study seeks to uncover
the factors on how the new normal affects the academic performance of Pilar College's Grade 11
and 12 students. For accurate data analysis and conclusion, researchers used qualitative research
and the instruments used are survey questionnaires in Google form. As a result, Home-related
issues, lack of access to gadgets, internet connection, power interruptions and personal problems
are the factors that's been affecting a students academic performance. Home-related issues have a
significant effect on student performance, particularly attendance and performance. Family
issues, such as financial difficulties, relationships, and poor behavior, have an impact on students'
performance. Students' participation and engagement with school activities and projects suffer as
a result of a lack of financial support. The lack of access to gadgets has a negative impact on
their academic performance. Because of the new normal, gadgets are absolutely necessary for
students to be able to attend class and keep up with their schoolwork. Based on the result the
internet connection greatly affects a students academic performance because the internet in the
philippines is mostly slow that is why some students who have slow internet fails to submit their
works on time. It is apparent that power outages have an impact on academic achievement. The
findings also revealed that power outages have a detrimental impact on students' study habits and
learning experiences since students are unable to study adequately, group discussions and tutorial
sessions are canceled or delayed as a result of the power loss. On the other hand a student's
personal problems have a significant impact on their academic performance because they are
easily distracted and find it difficult to focus on their studies. This study claims that the factors
that affect PCZC Grade 11 and 12 students are home-related issues, a lack of access to gadgets,
an internet connection, power interruptions, and personal problems. With all of this information
gathered, researchers were able to analyze the data about the students' new academic learnings
and provide knowledge to other students and readers.

Keywords: Academic performance, Failure factors, Implications, Online learning, Pandemic,

Relationship, Students’ perspective, Success factors, Teachers’ perspective

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 ACKNOWLEDGMENT

This research would not have been possible without the help of each member who gave

their time and effort just to finish this research and to make it successful.

We would also like to thank the practical research supervisor, Mr. Ronald Soriano for

guiding the group through the journey of making their research and giving his full patience in

understanding the group.

Giving credits to the authors and researchers all over the world for making a study that

helped the students that gave them ideas throughout their research.

We would also like to extend our gratitude to all of the parents for the financial support

and for being understanding to their children giving advice and comfort to finish this research.

Above all, to the great almighty, the author of knowledge and wisdom, for his countless

love and guidance.

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 DEDICATION

This paper is dedicated to those who are unaware of how the new normal affects a

student's academic performance. To learn more about how factors affect a student's

academic performance in the new normal method of learning.

As the headline indicates, this study is for those interested in learning about the factors

that influence a student's academic performance in the new normal. The new normal

setting has had a significant impact on students' academic performance. As a result, it is

critical to understand why this is occurring and to be able to assist students in

improving their academic performance.

Researchers also would like to dedicate this study to our schoolmates at Pilar College in

Zamboanga City, particularly the senior high school students who have been a continual source

of inspiration for us. This initiative would not be possible without their collaboration and

assistance.

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 TABLE OF CONTENTS

Abstract……………………………………………………………………..…………….…i

Acknowledgement………………………………………………………….…………….…ii

Dedication………………………………………………………………..…………….……iii

Chapter 1

Introduction………………………………………………………………………..……....…1

Background of the Study…………………………………………………….………….……1-2

Statement of the Problem…………………………………………………………….………3-4

Significance of the Study……………………………………………………………….....…4-6

Scope and Delimitation……………………………………………………………....………4-5

Chapter 2

Related Literature……………………………………………………………………………7-30

Conceptual/Theoretical Framework……………………………………………….…...……30-31

Research Hypothesis…………………………………………………………………...……31-32

Definition of Terms and Variables…………………………………………………..………32

Chapter 3

Research Design…………………………………………………………………..…………33

The Sample………………………………………………………………………..…………33

The Instruments……………………………………………………………….….….………33

Data Collection Procedure…………………………………………………………...………34

Plan for Data Analysis……………………………………………………………….………34-35

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Chapter 4

Presentation and Analysis of Data…………………………………………………...……....36-62

Re-conceptualized Framework………………………………………………..…..…………62

Chapter 5

Introduction……………………………………………………………....……………..……63

Summary of Findings………………………………………..……………….………………63-66

Conclusions……………………………………………………………………………..……66-68

Recommendations……………………………………….....…….…………….………….…68

Bibliography ……………………………………………....…………………………………69-74

Appendices………………………………………………...…………………………………75-93

Curriculum Vitae……………………………………………………...……………………...94-96

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 Chapter I

INTRODUCTION

The objective of this study is to determine the factors on how the normal affects the

academic performance of senior high school students at Pilar College, as well as their respective

perspectives on the abrupt change in teaching methods.

Background of the Study

The coronavirus disease outbreak (COVID-19) had a significant impact on the country.

This circumstance has resulted in the massive cancellation of face-to-face events at educational

institutions in order to prevent the virus's transmission and minimize its impact.

In order to learn, students enrolling in online classes must have access to digital devices.

Students are required to have digital devices in their homes because the method of learning has

migrated to the internet and all educational institutions now administer education through online

platforms. They also want a fast internet connection or internet data on their phones, which most

middle-class families cannot afford. Students are frequently unable to attend daily classes and

submit assignments due to a lack of digital gadgets and internet connectivity. According to Jose

Tria's (2020) research, it has a knowledgeable attention in the new and future trends in the new

1
 normal education, and what is worth learning after returning to normality,and what is worth

learning after returning to normality, are the impacts that have arisen for the day after, that is,

what adjustments are needed, the depth of the circumstance, and to identify the basic dimensions

of teaching and learning in traditional education systems within an organization amid academic

descriptions.

Because of the government's lockdown policy, we are all currently confined to our houses.

However, learning should not come to a halt. During the epidemic, several countries around the

world implemented various solutions to continue the schooling process, including the advent of

online learning (UNESCO, 2020)

Every administrator will face difficulties as a result of changes in the grading system,

assessment, and evaluation of student performance. There is also a chance that the school will

demand pupils to be physically present in order to be evaluated through performance exams. In

order to acclimate to the new instructional format, teacher training in online education, blended

learning, and distant learning are also advised (Toquero, 2020)

All students have already tried online classes and modular, but we don't know what they

think about it yet, so we should conduct a study on it. That is why our goal here is to determine

how many senior high school students are affected by the new normal education in their

academic performance and what the best solution is for this.

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Statement of the Problem

This study aims to know The Factors on how the new normal affects the Grade - 11 and

12 Senior Highschool of Pilar College Students Academic Performance.

The purpose of this qualitative study is to determine the factors on how the new normal affects

the academic performance of senior high school students in pilar college. Students' grades in

higher education have been an increasing concern. The COVID-19 outbreak has pushed this

fragile population back to prominence.

These are the expected factors and specific questions

1. Home-related issues

1.1 Are you getting all the help you need with your schoolwork right now?

1.2 Do you think the problems in the house/family affects a student's academic performance?

2. Lack of access to gadgets

2.1 Do you think lack of access to gadgets affects a students academic performance?

3. Internet connection

3.1 Do you think internet connection affects a student's academic performance?

4. Power interruptions

4.1 Do you think power interruptions affect a student's academic performance?

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5. Teachers’ quality

5.1 Are you satisfied with the amount of time you spend speaking with your teachers?

5.2 Are you satisfied with the teacher's learning process?

6. Students’ learning skills

6.1 Are you still having a hard time adjusting to the new normal or blended learning?

7. Personal Problems

7.1 For you, do you think home-related issues, Financial problems, Family problems, Internet

connection and Power interruption can affect a students' academic performance?

Significance of the Study

This study will help determine the factors on how the new normal affects senior high

school students' academic performance at Pilar College of Zamboanga City, Inc. Users will

benefit from the study because it will help them improve their specific concerns.

Students

This research will assist Pilar College of Zamboanga City, Inc. senior high students in

becoming more aware of the factors on how the new normal affects senior high school students'

4
academic performance during their senior high school years, as well as what causes it, in order to

prevent their academic performance from deteriorating.

School Administration

The findings of this study will give school administrators with the usual data on the

factors on how the new normal affects senior high school students' academic performance and

what they might be lacking in this situation. This study will act as a guide for them on how to

resolve such a dilemma and how they will assist the students in resolving the circumstance.

Parents

This research will assist parents in identifying assumptions that may impair their

children's academic performance, allowing them to address those assumptions while also

assisting their child in coping with the issue.

Teachers

The outcome of this research will assist teachers in determining whether or not to

consider the students' condition and present alternative solutions that are sufficient to help

improve students' academic performance.

Scope and Delimitation

The scope of the study is to determine the factors that affect senior high school students'

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 academic performance at the particular institution. Education is widely seen as a fantastic

equalizer for young people in terms of future opportunities. Due to the discriminating nature of

online learning, however, the emergence of such differences would almost certainly have

resulted in the creation of negative attitudes about online learning. Some students are finding it

difficult to adjust to the new normal, and power outages have become more frequent

recently, despite the fact that the internet is becoming increasingly slow. As a result, several

students' academic performance dropped.

The fact that a large percentage of students, particularly those from developing countries,

come from financially disadvantaged families aggravates the situation. The researcher employed

an interview-survey that had to be completed at the same school to obtain relevant and accurate

information.

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 Chapter 2

REVIEW OF THE LITERATURE AND CONCEPTUAL FRAMEWORK

Related Literature

Academic performance is a measure of a student's achievement in various academic

subjects. Teachers and education officials typically assess achievement through classroom

performance, graduation rates, and standardized test results.

Factors on how the new normal affects the Academic Performance of students

Schools, colleges, and universities are all meaningless in the eyes of Irfan Mushtaq and

Shabana Nawaz Khan. Without the student, the most valuable asset is lost. The social and

economic development of a country is intricately intertwined for any educational system. In

terms of student academic success, academic attainment (performance) is critical. As a result, the

country is accountable for the country's economic and social well-being. It plays a key role in

creating the best quality graduates who will emerge as great leaders and sources of manpower for

societal progress (Ali et.al, 2009). Students' academic performance rating has gotten a lot of

attention. Previous study has concentrated on the challenging issues. Academic literature and the

performance of science students are influenced by social, psychological, economic, and political

issues, as well as environmental and personal ones. Factors differ from one person to the next

and from one country to the next. Literacy rates in Pakistan have recently grown. and education

increased, with the majority of Pakistani institutes boost educational standards in order to

generate well-educated,

7
 and competent workers capable of meeting the demands of a constantly growing market.

That is why researchers look into factors that influence student achievement, especially in rural

areas where pupils confront multiple problems. Previously, most studies of student academic

performance concentrated on gender differences, teacher education and teaching style, classroom

environment, socioeconomic factors, and family educational background. The outcomes of this

study range from region to region, as well as in cities and towns. The landscape.

The COVID-19 pandemic forced the shutdown of schools in 2020, affecting over 1.6

billion pupils in 190 nations (UNESCO 2020 [32]). Teachers, children, and parents were forced

to swiftly adapt to a new homeschooling environment, which might last anywhere from a few

weeks to several months depending on government policy. Due to the COVID-19 pandemic,

students were required to attend school from home, which has been linked to lower national test

performance [1–10] (note that reference [10] is pending peer review), higher stress and anxiety

[2, 3], lower sleep quality [4,] and a general decrease in student wellbeing [5–7]. While it may

take years, if not decades, to fully assess the impact of this outage, preliminary statistics suggest

immediate implications on student academic performance and well-being: Due to the COVID-19

epidemic, students were compelled to be educated at home, which has been related to lower

performance on national assessments [1–10] (notice that reference [10] is pending peer-review),

more stress and anxiety [2, 3], lower sleep quality [4,] and a general reduction in student

well-being. Preliminary study into the effects of the shutdown offers a grim image, reflecting a

negative influence on academic achievement and overall well-being. For example, in the

Netherlands,

8
 After school closures, national exam scores dropped by three percentile points compared

to previous years [8]. Another study involving students in Germany discovered that general

screen time (time spent watching television, playing computer games, or using social media)

increased by more than an hour per day, while study time was cut in half [9]. As families report

difficulty educating their children at home, less study time has been associated to major losses in

curriculum-based learning for children, adolescents, and young adults [10].Finally, increased

home time has been linked to higher rates of child abuse [6, 7].

In the same way that the epidemic had a global influence on people's lives, it had a

tremendous impact on the whole economy. Various people have different perspectives on their

way of life and its effects. Education differs depending on the field of society. Furthermore, as a

result of this scenario, a new normal is introduced.educational system The Department of

Education believed that an online learning system is the most effective technique of continuing a

student's education when the world is in the grip of a pandemic. Given that education is

important in everyone's life for the sole goal of becoming a better citizen, finding a

higher-paying job, and having a happy attitude in life. This new normal learning method, on the

other hand, is something we are still working on.

As a result of the pandemic, this has more than doubled. These are only a few instances.

Some of the factors that have been introduced as a result of the pandemic ICT exposure include

video games and social media platforms, time management, and a general lack of social

connection. Factors such as whether it has a favorable or negative impact on pupils' academic

achievement can be considered. It takes some time to become used to the new default setting. It

is challenging since it differs from what pupils are accustomed to.

9
 Due to unanticipated events, the kids have been forced to relocate and have been

accustomed to this new normal setting. Even before Covid-19, there are various elements that

influence pupils' performance in this situation. Academic performance takes into account things

like kids' learning capacities. This report explores the aspects that can influence children'

academic achievement in this new typical situation, such as parental background, peer influence,

and instructor caliber. The researchers seek to determine where students have gone wrong.

Which are challenging and which are helpful to students?

Academic performance is a key determinant of pupils' future success (Junio - Pachejo &

Allaga, 2013; Orlanda-Ventayen, 2019). Students' performance can be monitored through exam

results or the general average every quarter or semester, and it serves as a firm basis for each

student's graduation. The Philippines is one of the most recent countries to introduce the Senior

High School education program. Pangasinan, as a province in the country, follows the law and

the directives of the Department of Education (Tucay, 2015). One of Sta's schools is Mathematic

National High School. Barangay High Schools in Cruz, Pangasinan native Barbara. The Junior

and Senior High Academic have 546 and 102 pupils, respectively, for the 2017-2018 school year.

Some Grade 11 pupils in Senior High School performed below average in the first

semester in terms of academic achievement. Despite the teachers' remedial lessons, some

students still failed the quizzes and tests. It was then determined that Senior High School

students do not regularly study. Due to the increasing nature of the below average academic

performance of Senior High School Grade 11 students in the first and second quarters, the

School Head gathered all of the teachers in the SHS Department and held a brainstorming

session about the students' performance.

10
 It was not on the teachers' instructional methodologies because the school provides

everything teachers and pupils require. The researcher then advised that the student must do

extraordinarily well in order to acquire good study habits. The researcher then investigated the

elements or signs of the students' study habits that could have led to this circumstance (Crede &

Kuncel, 2008).

Many governments have opted to close schools for several weeks in spring 2020 due to

the COVID-19 pandemic. The empirical evidence on the influence of school closures related to

COVID-19 on academic success is still in its early stages. The goal of this study was to conduct

the first systematic assessment of evidence-based studies on the general and differential effects

of COVID-19-related school closures in spring 2020 on primary and secondary student

attainment. According to the findings, school closures had a negative impact on student

attainment, particularly among younger kids and those from low-income families.

Furthermore, Certain mitigation techniques for these harmful impacts can be discovered.

The findings are explored in light of the consequences for national educational policies in the

face of prospective school closures

The goal of this article was to investigate the impact of social media on higher education

student studies. Social networks have influenced various educational methods and processes

outside from recreational and academic reasons. The purpose of this article was to highlight the

usage of media technologies in higher education and to identify some of the aspects.

Furthermore, we hope to provide insights into the effects of a social network on educational

quality, actual use of social media, and performance impact in higher education through a review,

11
 of related articles. A questionnaire survey on constructivism was distributed to 206

university students as the primary method of data collection. This study hypothesizes that

educational quality and actual social media usage benefit education, and that constructivism for

educational quality and actual social media use enhances students' satisfaction and performance

impact. Furthermore, all research findings were obtained using a quantitative method known as

Structural Equation Modeling (SEM-AMOS). The findings of this study show that students who

have a behavioral intention to use social media for teaching and learning in higher education

have a positive effect on their academic performance. Furthermore, The findings address the

usage of social media for learning reasons, as well as the use of social media to facilitate the

exchange of knowledge, discussions, and information to improve students' learning activities.

Further research on the incorporation of technology in the teaching process is advised, which

university educators should consider when building their curricula.

The COVID-19 epidemic has prompted many changes in the global education industry,

and school curriculums have had to adjust to a non-face-to-face method of instruction.

International research, however, has established that this method has an effect on pupils'

academic achievement. The current study sought to compare a sample of college students'

academic performance before the commencement of quarantine with their current performance,

as well as to determine whether certain demographic factors influenced these changes in

conjunction with alcohol intake. Researchers used a non-experimental, comparative, and

longitudinal design to administer an ad hoc survey alongside the AUDIT answer the questions to

a sample of college students (n = 341), but we also collected data on academic average and

ended in failure subjects. The demographic factors that influence academic performance were

12
 gender (p 0.01), age (p 0.01), and alcohol consumption (p = 0.001). The majority of the

students accelerated their academic performance during the quarantine time. Throughout this

time period, women with no failing subjects and low-risk caffeine intake had a higher average.

Finally, gender, age, and alcohol consumption level were significantly linked with academic

achievement throughout the COVID-19 pandemic quarantine period, with women outperforming

men.

Because of the Coronavirus (COVID-19) epidemic, colleges have changed away from

face-to-face instruction and toward open and distance learning (ODL), in which teaching and

learning take place remotely and on digital platforms. Students continue to struggle with

interacting and contributing in the learning process, despite the fact that ODL is recognized as a

feasible solution to teaching and learning challenges. Some students have difficulty participating

in digital learning because they lack consistent internet access and/or technology.

As a result, this study was done among first-year diploma students at a public institution

in Malaysia. The purpose of this research is to investigate the characteristics that influence ODL

learning performance among first-year college students. In this study, the quantitative method

was applied. Purposive sampling was used to obtain data from 92 respondents. The data was

collected through online surveys and processed using SPSS version 27. The study found that

motivation has a substantial impact on students' academic achievement but not on other aspects.

As a result, as a learning trend in Malaysian higher education institutions, this study can

contribute to the ODL literature. The aim of this study was to investigate the factors impacting

fourth-year student nurses' academic performance. A lot of things influence a student's academic

achievement.

13
 In line with this, this study was conducted to discover the elements that influence nursing

students' academic performance, which may ultimately contribute to the improvement of both

students and teachers. Students may benefit from this research since it will help them better

understand the issues that can affect their academic achievement. They may be able to improve

their academic performance based on the outcomes of this study. A quantitative-descriptive

design was employed. A self-reporting questionnaire was used to obtain the majority of the

data.The significance of the various factors that affect respondents' academic achievement was

calculated using the average weighted mean. The first two (2) elements in the personal

conditions category are determined to have a high impact. Meanwhile, the previous three (3)

items in the same subset were in the low range. On the other hand, with the exception of the last

item, which was placed somewhat l

all indicators included in the category of study habits were deemed extremely influential.

Home-related Student nurses regarded variables as having little influence. The first six (6)

components have a high impact on school-related aspects, whereas the seventh indicator has a

minor impact.

Among the teacher-related elements, only item 1 was discovered to have a very high

influence, with the remainder posed to have a high impact. In the subset of personal factors,

feeling drowsy in class was reported as having the biggest impact. The signal 'I only study when

there is a quiz' was determined to have the most influence on study habits. Meanwhile, the most

influential home-related factor was revealed to be 'I live far away from school.' The indicator 'the

time schedule is followed' was shown to have the greatest influence among the school-related

items. The teacher-related elements had the greatest impact of the five domains.According to the

14
 data, various factors have a substantial impact on the academic performance of student

nurses, with teacher-related factors leading the list. Among the five (5) domains, study habits and

school-related variables trail teacher-related factors. Regardless, both groups are thought to have

a considerable impact. Personal circumstances and home-related issues, on the other hand, have

minimal influence on student nurses' academic success.

Because of the Internet, online education has expanded in popularity. Many students who

would not have had access to higher education otherwise have profited from online education.

Many students, though, were dropping out of the online program. Furthermore, just a few

researchers have looked attentively and intensively at this phenomenon for purely online

students. The current study was thus launched to identify not just the obvious variables of

persistence that apply to online students in degree-granting institutions, but also underlying

patterns and connections between those elements The study is unusual and strong in that it used

two techniques of data gathering as well as two methods of data analysis A questionnaire and

content analysis were used to collect the data. and the data was examined qualitatively and

quantitatively.

A literature assessment of over 500 research publications revealed the elements that

determine student perseverance in the body of knowledge. The variables were distributed to

faculty members who teach online courses in the form of a survey, which included a statement

and/or additions to the list. The list generated by the two data collection methods was then used

in an online survey of students to establish what aspects were important to them and in

advancing in the online format. Using open programming and content analysis methods, the data

was analyzed qualitatively. Descriptive statistics, as well as three multivariate approaches, were

15
 used in quantitative analyses (Multidimensional scaling, factor analysis, and cluster

analysis). The elements were divided into four groups by the study's latent structure: personal

commitment, support systems, persistence, and academic confidence. Academic assurance and

perceived competence can be used in pedagogical ways to improve perseverance programs,

courses, and projects, according to the study's findings. There are technological implications to

the institutional commitment variables that can be applied to HCI, user satisfaction, and the

production of supporting equipment and apps. Commitment and social assistance can aid in the

administration of online education.

The Factors That affect Students' Virtual Learning Result And during COVID-19 Disease

outbreak: A Bayesian Experimental research Confirmatory Factor The hypothesis of factors

affecting students' online learning outcomes in particular and the efficiency of using technology

in general is derived from Davis' presented TAM to explain people's attitudes and actions in

implementing advanced in the appearance of other external factors. This model is frequently

used in the research of technological use behavior to better understand why people accept or

reject information systems. Information technology may have particular strengths, provide a new

teaching environment, and revolutionize educational activities,

all of which are related to the simplicity of IT operations. Accessibility of use,

information quality, and skill in information technologies all have a direct impact on users'

perspective and drive to learn [11]. TAM elements such as perceived simplicity use and the

perceived usefulness have been shown in studies to positively improve student learning results.

Students' online learning obstacles during the epidemic and how they cope: The instance of the

Philippines 2020.

16
 Georgia has become one of 188 countries throughout the world to halt the educational

process. The paper investigates the country's and its population's capacities to keep the education

process at schools through online distance learning. The study examines the various obtainable

platforms and indicates those that were used with government support, such as online portals, TV

School, and Microsoft teams for public education, as well as alternatives such as Zoom, Slack,

and Google Meet, EduPage platform which can be used for online learning and live

communication.

The authors created a case study in which the Google Meet platform was installed for

online education in a private school with 950 pupils, displaying the system's usage statistics for

the first week of the online education process. The findings confirm that the swift transition to

online education was a success, and the learned experience can be applied in the future. The

experience and studies can help other countries who haven't figured out how to change yet. The

lesson acquired from the 2020 pandemic will compel the development of new laws, rules,

platforms, and solutions for future cases, when countries, governments, and populations will be

better prepared than they are now. During a SARS-CoV-2 Coronavirus outbreak, schools should

transition to online education.

Learning and the COVID-19 Epidemic In December 2019, a pandemic of a novel

coronavirus known as COVID-19 appeared in China and quickly spread around the globe.

COVID-19 is an infectious disease produced by a new coronavirus strain that targets the

respiratory system (World Health Organization, 2020). COVID-19 had infected 94 million

people and killed 2 million people in 191 countries and territories as of January 2021. (John

Hopkins University, 2021). This pandemic has wreaked havoc on educational systems,

17
 affecting nearly 1.5 billion students. It has compelled the government to cancel national

examinations and schools to temporarily close, discontinue face-to-face instruction, and severely

enforce physical distance. These events catalyzed the digital transformation of higher education

and questioned its capacity to respond quickly and effectively. Schools implemented necessary

technologies, developed learner and staff resources, established systems and infrastructure,

implemented new teaching protocols, and revised curricula.

However, for some schools, the transfer was straightforward, while for others,

particularly those from developing nations with insufficient infrastructure, it was difficult (Pham

& Nguyen, 2020; Simbulan, 2020).

COVID-19 Effects on Grade 12 Student Performance: STEM Education Implications

With all learning institutions closing on March 20, 2020, and all citizens advised to self-isolate to

prevent the spread of COVID-19, this was theorized that COVID-19 will indeed negatively

affect pupils' performance in the 2020 Grade 12 external examinations in mathematics, science,

and design and technology subjects. A constant increase in the number of confirmed COVID-19

cases, as well as low levels of technology adoption in Zambian secondary schools due to its

limited technological resources, indicate a tough era in a new nation that has just recently begun

statewide STEM education implementation.

Three teachers from a public high school in Zambia's Eastern Province's Chipata Region

participated in this study.The Department Heads of Mathematics and Natural Sciences, as well as

one science teacher, were interviewed. Semi-structured phone interviews were conducted to

collect comments from experts on how the COVID-19 impacts will affect students' overall

18
 performance in their subject areas.According to the study's conclusions, the pass rate of

secondary school pupils in this year's national tests is likely to diminish if the COVID-19

outbreak is not addressed as soon as possible, given that the school academic cycle was abruptly

disrupted by the untimely closure of all schools.

Learning and Teaching Continuity During and After the Pandemic COVID-19 has caused

significant disruption in the educational system, which institutions must address as quickly as

possible. The demand is for institutions of higher learning to create a resilient learning system

based on evidence-based and needs-based data in order to implement responsive and proactive

interventions. Adapting with the impacts of COVID-19 at higher education institutions

necessitates a diverse set of opinions from stakeholders.

Consultation should include the administration, which supports its teaching-learning

processes, the students, who are the system's core, the faculty or teachers who perform diverse

academic responsibilities, and the parents and guardians who share responsibility of learning

continuity.as well as the external collaborators who contributes to the accomplishment of the

students' educational requirements These complex identities demonstrate that a higher education

institution has a vast range of stakeholders (Illanes et al., 2020; Smalley, 2020). Universities

must begin to comprehend and identify the medium- and long-term repercussions of the

epidemic on education, teaching, school community, facilities, operation, and staff in the

framework of the pandemic. Scenario analysis and an awareness of each university's setting are

required to address the present difficulties they face (Frankki et al., 2020).In times of crisis,

universities must be robust. In the educational system, resilience is defined as the ability to

withstand all types of challenges–trauma, tragedy, and crises–and come out stronger, smarter,

19
 and more individually powerful (Henderson, 2012).

The higher education system should prepare to move forward as well as face the new

normal following the catastrophe. Higher education must tackle teaching - learning process

continuity during and after the epidemic in order to be resilient.

This Covid-19 Pandemic when Seen Through Lens of Education in the Country: The

New Normal The current COVID-19 pandemic has brought tremendous obstacles and has

harmed the education sectors, and no one knows when it will end. Every country is currently

establishing plans and processes to limit the virus, and infections are continuing on the rise. In

the educational context, the new normal should be considered in the formulation and

implementation of the "new normal educational policy" to preserve and offer excellent education

amid lockdown and community quarantine.And through perspective of education in the Country

- the new teaching norm - this essay discusses chances for reacting to difficulties, problems, and

tendencies that are currently developing and therefore will emerge in the future as a result of the

COVID-19 pandemic.

Learners' virtual learning obstacles during the epidemic and how they cope: A case study

from the Philippines While many concentrated on federal priorities, career development, as well

as curriculum, others concentrated on students' specific learning experiences throughout the

pandemic. Copeland et al. (2021) and Fawaz et al. (2021) investigated the effect of COVID-19

on college students' mental health and coping methods. According to Copeland et al. (2021), the

pandemic had a negative impact on pupils emotional and behavioral functioning, notably

attention and externalizing issues

20
 (i.e., mood and wellness behavior), which were brought about by isolation,

economic/health consequences, and uncertainty Students expressed worries about learning and

evaluation techniques, unmanageable task load, technical challenges, and confinement in Fawaz

et al(2021) .'s study. To deal with these issues, children took an active role in the situation,

requesting assistance from instructors and relatives and participating in activities.

Pupils' active-oriented coping mechanisms were consistent with Carter et al(2020), who

investigated students' self-regulation strategies. A Mental Health of High School Pupils During

the COVID-19 Epidemic The COVID-19 pandemic had a tremendous global influence on the

lives and education of over 1.6 billion pupils at its peak (UNESCO 2021). To combat the

pandemic, the United States, like many other countries, has implemented a policy of school

lockdowns beginning in mid-March 2020. Because of the lockdown, schools embraced and

pursued remote learning using teleconferencing methods. Teachers, pupils, and associated

families have faced a variety of issues, including increasing stress and worry, which has harmed

their mental health. The problems have been exacerbated by strict social distancing measures

imposed as a result of a scarcity of immunizations and high mortality rates (nearly two million

deaths worldwide).

This coronavirus epidemic 2019 (COVID-19), initially found in Wuhan, China's east, in

December 2019 [1,] has spread at an astonishing speed and has become a serious global public

health challenge [2]. The World Health Organization (WHO) officially declared an emergency of

worldwide concern in response to this pandemic on January 30, 2020 [3]. COVID-19 mortality

rates were initially lower outside of China [4],leading to the idea that the disease's influence on

the public health system would be small, which was not the case.

21
 Government officials in France, as in many other countries, announced the closure of

middle and high schools, universities, and other educational institutions in order to stop

COVID-19 from spreading quickly by severing critical transmission lines [5]. More than 2.7

million students were affected by this preventive intervention. Students have been identified as a

vulnerable group who experience considerable levels of stress, anxiety, and sadness, negatively

impacting their mental health [6, 7]. One in every five college students in the world had one or

more diagnosable mental problems prior to the pandemic [8, 9]. The academic years are thought

to be crucial in laying a foundation for favorable health practices that will last into adulthood

[10]. Young adults confront a number of obstacles and are exposed to major dangers that can

negatively impact their lives at this time.

Academic disruption can influence the university's instructional delivery and result in

psychosocial ramifications for its university community, according to research on the impact of

COVID-19 on student education and wellbeing. During the epidemic, students often experience

heightened worry, which can contribute to decreased motivation to study [6], as well as increased

concerns about academic, social, and economic well-being [7]. College students may experience

loneliness and isolation not only as a result of social isolation, but also as a result of the abrupt

interruption of the semester, which may result in the cessation of research projects and

internships, causing uncertainty about graduation and job market availability [6]. Students'

research output can also be significantly diminished if hospital or clinical research is abandoned.

Academic success has become the gatekeeper to higher education institutions throughout

the last century, influencing professional routes and personal life trajectories.

22
 As a result, significant psychological study has been devoted to discovering predictors of

academic achievement, with intellect and effort as the primary factors. In this study, we suggest

that a third agent, intellectual curiosity, be added to the standard set of predictors. According to a

collection of route models based on meta-analytically determined correlation matrices,

intelligence is the single most powerful predictor of academic performance. Personality qualities

have little influence on academic success when it comes to intellect. Intelligence, integrity (as a

measure of effort), and typical intellectual activity (a measure of intellectual curiosity) are all

linked to academic success. According to our findings, intelligence, integrity (as an indicator of

effort), and the classic additive relationship "hungry mind" are all important predictors of

individual differences in performance.

William Spady developed the WTO concept, which he presented in the United States

roughly 20 years ago. WTO is defined by Morke, Dornan, and Eika (2013) as an educational

strategy in which curricular decisions are based on the results that students must produce by the

end of the course. The opposite of input-based learning, according to Biggs and pTang (2011), is

result-oriented thinking, which stresses the educational process. To put it another way, the

curriculum development process emphasizes and identifies the learning outcome, i.e., what is

expected from post-graduate studies to equip students with the necessary skills and abilities

before they begin working, and then returns to curriculum,

The project development highlights and identifies the educational objectives, that is, what

is anticipated from post-graduate studies to enable learners with the skills and abilities before

they start working, and then returns to enhance teaching and learning development, system and

23
 and course outcomes, guidelines, methods of doing things, and suitable evaluation

methodologies. Section 5 of Republic Act 10533 in the Philippines states, "The law on enlarged

basic education The Dept of Education (DepEd) is set up to facilitate with

The Ministry of Higher Education (CHED) in the structure of the K-12 curriculum, which

expressly requires graduates to demonstrate how they can know, understand, and be allowed to

do premised on this credential (the results of the training), and also how specialists in one system

can move to another." OBE is a mentoring project that helps students prepare to reach certain

professional standards (RA 10533, 2013). As a curriculum, curriculum, and quality assurance

structure (QA), OBE provides a road map for Philippine education to meet the long-term desired

objective of rapid, inclusive, and sustainable economic growth: one that creates jobs and

livelihoods for the poor and raises their income.

Academic success is determined by examining progress over time (von Stumm, Hell, &

Premuzic, 2011). Academic accomplishment is measured by cumulative GPA and the attainment

of educational milestones such as secondary school diplomas and bachelor's degrees. Academic

achievement is a crucial driver of retention and graduation, according to numerous studies (Ball,

Dyer, & Garton, 2002; Garton, Dyer, & King, 2001; Kennett & Reed, 2009). The researchers

also discovered that a high grade point average is a good predictor.

This study looked into the role of self-regulatory and motivational aspects as mediators

and moderators in the relationship between learning experience and academic accomplishment.

384 Hong Kong university undergraduate students self-reported measures of learning experience,

and academic accomplishment.

24
 384 Hong Kong university undergraduate students self-reported measures of learning

experience, self-regulation, and motivation. According to structural equation modeling,

self-regulation and motivation fully mediated the association between learning experience and

academic performance. Furthermore, multilevel regression analysis revealed that both

self-control and motivation had a minor mitigating effect on the relationship between learning

experience and academic performance. In other words, for students with lower levels of

self-control and drive, the link between the learning experience and cumulative GPA got greater.

Learn how to be motivated in college and how to increase your grades.

Do kids who work hard do better? The relationship among studying investment of time

and academic accomplishment in higher education is complex, with inconsistent findings. At

Hasselt University (Belgium), this study underlines the importance of study time on academic

achievement by taking into consideration student characteristics while designing an active,

task-based teaching method (e.g., gender, previous territory).

Even more than student attributes, study time predicted grades in most programs. varied

depending on the program, emphasizing the necessity of evaluating correlations just at process

level rather than at the individual level connecting applications worldwide. Course parameters

are substantial indicators for study hours.

Hew claims that K. et al. (2020), all face-to-face courses were postponed during the shutdown of

these schools, and several institutions, including our school, were compelled to close. Switch

from face-to-face to fully online lessons right now.

25
 Many professors and students that prefer face-to-face instruction find the abrupt shift to

totally online learning particularly difficult. Web - based learning is frequently portrayed as a less

effective choice with lesser educational quality than lecture hall training (Hodges et al. 2020).

Most instructors and students are ignorant of the value of full online learning, despite years of

online learning. Many teachers had to devise a quick online learning solution for the present

health emergency (Hodges et al. 2020). All queries were posted on the module forum

asynchronously.

Other professors took notes for learners to view the lecture series asynchronously &

answer queries later after the session (typically at least an hour). According to one student, "It's

tedious to remain in front of my laptop and hear two lectures without engaging in active learning

like quizzes and games. Collective effort! "A comprehensive online course, in fact, feels rather

like an interactive textbook than just a classroom without active learning like peer exchanges

(Sutterlin2018). Online learning classes which are well and active are considerably different

from virtual emergency classes that are offered in reaction to a disaster (Hodges et al. 2020).

The educational method of a wholly online flipped classroom model, subsequently

referred to as the internet flipped classroom model, is a promising tool for fostering active online

learning.

Spitzer claims that M. & S. Musslick College closures as a result of COVID 19's rapid

expansion in 2021 pose a threat to childhood education, particularly the widening of educational

inequities.

26
Through a coursework online math learning software, we'll look at how closings in 2020 are

affecting German kids' grades in this article.

It will take years, though not decades, for the full effects of this disturbance to become

apparent. According to preliminary statistics, there is a direct link between school success and

student happiness. Students must be homeschooled due to the COVID 19 pandemic. Anxiety and

stress levels have increased, as has the quality of sleep and general student well-being.

Shorter study time is linked to a major drop in coursework learning for kids, teens, and

young adults, as families report challenges with homeschooling children Finally, the greater the

rate or child sexual abuse, more the time children spend at home. The rising disparity in

academic achievement between pupils in the same group is a significant consequence of closing

schools. According to a recent poll in the United Kingdom, children from low-income parents

are less likely to attend online courses, spend 30percentage points less study time at homes, and

have restricted access to education. These disparities in teaching strategies are said to widen the

gap between pupils who get good results and those who get bad grades.

Recent developments in current computer and network technologies have fueled the rise

of distant learning, according to Fam's study. Furthermore, a COVID-19 pandemic, a worldwide

public health emergency declared by Health Organization (WHO) early January 2020, has

created remote learning via e-learning systems an essential and indispensable requirement. I am.

The amount of study into the elements that influence pupil online learning results has increased

significantly.

27
 Access to social media, according to, is a valuable source of information &

communication, therefore enhanced communication technology allows for an easy learning

method. Both students ’ instructional learning systems consider online technology to be an active

component. Many people believe that today's educational dilemma is caused by online learning.

The majority of students are uninterested in Recent developments in current computer and

network technologies that have fueled the rise of distant learning, according to Fam's study.

Furthermore, a COVID-19 pandemic, a worldwide public health emergency declared by

Health Organization (WHO) early January 2020, has created remote learning via e-learning

systems an essential and indispensable requirement. I am. The amount of study into the elements

that influence pupil online learning results has increased significantly. Access to social media,

according to, is a valuable source of information & communication, therefore enhanced

communication technology allows for an easy learning method. Both students ’ instructional

learning systems consider online technology to be an active component. Many people believe

that today's educational dilemma is caused by online learning. The majority of students are

uninterested inDue to restricted interactions, unpredictable sound and video quality due to

reliance on Internet connectivity, and technical devices not reaching demand, online learning is

becoming less popular.

Governments all throughout the world are prioritizing the training of future health

workers. Traditionally, on-campus activities such as face-to-face interaction among students and

classmates have been the primary support for this education.

as well as work-based learning (Can). Lecture halls, medical complexes, operation occurs

28
 frequently informally through encounters among peers and colleagues in social contexts

including such hospital tea houses, coffee shops, and office lobbies. live. Due to the COVID19

pandemic, all formally and informally face-to-face learning opportunities have been closed, so

courses for healthcare workers are now exclusively delivered through education. Online learning

The impact of this transformation on learners and teachers' teaching and learning is yet largely

unknown undefined. Using online training as part of a blended learning program allows tutors to

adjust and analyze how students learn. According to Kumar, AThis can assist teachers in

providing pupils with support they require, input that may not be accessible in face-to-face

encounters with big groups. et al (2021).

This pandemic has shone a spotlight on America's inequity: education cuts and social

isolation affect all pupils, particularly those from low-income families. Their learning weakens it

even further, resulting in a psychotic episode in which many pupils do not appear to have

accessibility to the school's resources. The notion that pupils will forget anything they learnt in

school during the summer is not new. However, the researchers emphasize that there is a

significant difference between the two.

Summer churned and pandemic school churn: During summer, formal learning ceases,

but churn learning increases significantly in proportion to all students. During the pandemic, the

tutorial was patchy, as some pupils were able to take part through online learning while others

faced obstacles such as a lack of internet connectivity They were hampered by their access to the

internet. Students will, on average, explore considerable breakthroughs in both reading and

arithmetic,

29
with roughly three months more skills in learning and five years better in math, according to the

study. Megan Kufeld, the study's principal author, believes that the biggest benefit seems to be

that students can enroll after varied degrees of rate cuts, rather than there will be losses. Closed

fields are highly disruptive for weak-willed youngsters and thus do not consolidate

environmental mental health support. Research studies on patients with mental awareness are

linked. According to Terada, YChronic stress changes the chemical constitution and mechanical

laws of the brain, affecting cognitive skills like attention, focus, memory, and creativity. (2020).

Conceptual/Theoretical Framework

This study is supported by Herbert J. Walberg's idea of educational productivity

Walberg's theory addresses the factors on education that affect a student's academic success.

Walberg's theories are concerned with the educational aspects that influence a student's

academic performance. It is an academic accomplishment inquiry in which Walberg employed a

range of methodologies to uncover the elements influencing an academic success of a student.

Several studies have been conducted in order to identify issues that affect students'

academic performance. Students' academic performance is influenced by a variety of

socioeconomic factors such as the presence of trained teachers in school, the teacher-student

ratio, class attendance, the student's gender, and family income. Various studies have been

30
 undertaken to discover issues affecting pupils' academic achievement. A range of

socioeconomic factors influence students' academic achievement, including the involvement of

qualified educators, the teacher-student ratio, school attendance, the student's gender, and

household income.School systems can construct adaptive teaching and learning experiences with

the objective of turning and developing a new teaching style for both educators and learners.

Multiple statements are correlated with the usage of e-learning or web-based learning during the

pandemic, including the following: connectivity, cost, adaptability, learning pedagogy, home

learning, and policy (Dhawan, 2020). However, academic performance is one of the most

common issues for students in online learning, which can then be caused by a range of variables.

Individual students' psychological qualities, as well as their immediate psychological

circumstances, according to Walberg's theory of academic accomplishment, impact academic

performance (cognitive, behavioral, and attitudinal) (Reynolds & Walberg, 1992).

A pedagogical cornerstone for interactive discussions that replace straight lecturing,

whether in a face-to-face or online class, is reflective practice by both the learner and the teacher.

This theoretical framework can be used as a theoretical basis for this study to even further

clarify and evaluate how a student's behavior, cognitive thinking, and social construct

proportionally affects their learning capabilities in an online learning setting, as well as how it

can and has affected their academic performance.

Research Hypothesis (es)

-The pandemic’s enormous factors on how new normal effects on students' academic

performance and academic career.

31
-Student’s in Pilar College will be counseled by teachers on how to deal with it.

-The panelists examine the results of cross-selections study involving 400 Pilar College senior

high school students (ages 16-20).

-The above-mentioned investigations into the COVID-19 pandemic and its factors on how the

new normal affects senior highschool students’ have focused on a broader range of academic

performance issues.

Definition of Terms and Variables

Online Pedagogy- is a teaching philosophy, approach, or strategy that supports and facilitates the

delivery of online education in an online learning environment through the use of technology and

digital communication means.

Traditional learning- is a scenario in which the dissemination of data and knowledge is

controlled and moderated by a teacher. Students are required to study about a matter beyond the

school by completing homework assignments. The major resource for the students is the

instructor, who solely educates them face-to-face. Blended learning- is a term that refers to the

technique of teaching students using both online and in-person learning experiences.

Academic Performance- is a way of evaluating student performance in a range of academic

subjects Educators and education administrators frequently utilize students' learning, completion

rates, and summative assessment results to assess student achievement.

32
 Chapter 3

METHODOLOGY

Research Design

The study makes use of quantitative research This is known as descriptive research. A survey

form was used as a research tool by the researchers. Respondents will be given an interview

survey form, which will be used to collect data. The survey form was designed to capture

adequate information related to the research's goal.

The Sample

The new normal in the learning system may vary right now, where online learning affects

the academic performance of SHS students, so we chose Pilar College's Grade 11 and 12

Senior High School Students as our respondents.

Therefore, 72 respondents from grades 11 and 12 will be chosen at random, with 6

respondents from each section. A random sampling procedure will be used to select a

number of students from each grade level.

The Instrument(s)

In this study, the research instrument to be used to collect data is a survey form conducted

using Google forms. It enables users to effectively respond using their digital devices

while also avoiding the spread of the COVID-19 virus, which is still prevalent today.

33
Data Collection Procedure

To acquire the data needed, The researchers will receive permission from their teacher to

begin data collection; the teacher will also check to see if the questionnaire is ready and

appropriate for the study. The link to the interview via Google Forms will be sent to the

respondents following the random selection, with the permission of the teacher, by the appointed

researcher.

Plan for Data Analysis

Data will be gathered through the use of questionnaires. We will also use cross-sectional studies.

It is a type of survey that uses a questionnaire to learn about a specific subject from a sample

over a set period of time. The researchers utilized the following approaches to evaluate and

evaluate the data:

1. Content analysis will be used to collect data, which will be gathered through the use of

questionnaires. The essential benefit of content analysis is that it aids in the minimization

and simplicity of data obtained while also producing quantitative results. Content

analysis, according to (krippendorff and Bock 2008), allows researchers to structure

quantitative data that has been collected in a way that satisfies the achievement of

research goals. Moreover, negligence is deeply involved in content analysis as there is a

risk that researchers will misinterpret the data gathered, resulting in false and unreliable

findings.

34
2. Summarizing the numerical data into context. This would be accomplished through a tally

based on the specific responses of the respondents in the survey questionnaires using

percentage and in-depth case study.

3. The hypothesis of our topic will be determined by verbal interpretation of the produced

outcome. Is there a significant factor influencing the effect of online classes on the

academic performance of Pilar College's grade 11 and 12 students, or are there no

significant factors influencing the effect of online classes on the academic performance of

Pilar College's grade 11 and 12 students

35
 Chapter 4

PRESENTATION OF DATA AND ANALYSIS

Introduction

This chapter presents the data presentation and the research findings obtained through the

study. The findings are presented in tabular form with an interpretation and the main source of

the data is the having an interview with the respondents

Table 1

DEMOGRAPHIC PROFILE OF THE RESPONDENTS

DEMOGRAPHICS FREQUENCY PERCENTAGE

GRADE LEVEL 11 36 50%

12 36 50%

TOTAL 72 100%

GENDER Female 42 59.7%

Male 28 40.3%

TOTAL 72 100%

AGE 15 0 0%
16 6 8.3%
17 31 43.1%
18 27 37.5%
19 8 11.1%
TOTAL 72 100%

36
Based on Second Question in the SOP

Home-related issues

Table 1- Are you getting all the help you need with your schoolwork right now?
Responses Frequency Percentage Mean Standard Deviation Rank
Agree 26 36.1% 1.80 0.320 2
Disagree 5 6.9% 0.34 0.068 4
Neutral 34 47.2% 2.36 0.400 1
Strongly 6 8.3% 0.41 0.082 3
Agree
Strongly 1 1.5% 0.06 0.009 5
Disagree
TOTAL 72 100% 4.97 0.879

Analysis

The table above shows if the students’ have the enough help they need in their schoolwork,

the majority of the students with a number of 34 students with the percentage of 47.2% feels

NEUTRAL with the enough help that they are receiving for their schoolwork and has a mean of

2.36. Next, with a number of 26 students with a percentage of 36.1% AGREED that they are

receiving enough help for their schoolwork with a mean of 1.80. Next, with the number of 6

students with a percentage of 8.3% who STRONGLY AGREE with a mean of 0.41 and 5

students with a percentage of 6.9% who DISAGREE with a mean of 0.34. The least number with

the number of 1 student with a percentage of 1.5% who STRONGLY DISAGREE that they are

receiving enough help with their schoolwork with a mean of 0.06.

Interpretation

With 47.2% of students saying that they are receiving enough help with their schoolwork is

37
impartial. Some students are receiving enough help while others don't, the other students are

also independent enough that they don’t need or ask for help when it comes to their schoolwork.

The majority of students have reported neutrally about receiving enough help for their

schoolwork.

Table 2- Do you think the problems in the house/family affects a student's academic
performance?
Responses Frequency Percentage Mean Standard Deviation Rank
Agree 23 31.9% 1.59 0.288 2
Disagree 0 0% 0 0 4
Neutral 15 20.8% 1.04 0.196 3
Strongly 34 47.2% 2.36 0.400 1
Agree
Strongly 0 0% 0 0 5
Disagree
TOTAL 72 100% 4.99 0.884

Analysis

The table 2 shows how the problems in the house/family affects a student's academic

performance. The majority that family problems affect a students academic performance is

STRONGLY AGREE by the students with a number of 34 students with a percentage of 47.2%

and with a mean of 2.36. Next, the students AGREE with a number of 23 students with a

percentage of 31.9% and with a mean of 1.59. Next, NEUTRAL with a number of 15 students

with a percentage of 20.8% and with a mean of 1.04. DISAGREE and STRONGLY DISAGREE

with a zero percentage.

38
Interpretation

With 34 students agreeing and a score of 47.2 percent, the majority of students

STRONGLY AGREE that problems in the home/family have an affect on a student's academic

achievement. As a result, family issues have a significant effect on student performance,

particularly attendance and performance. Family issues, such as financial difficulties,

relationships, and poor behavior, have an impact on students' performance. Students'

participation and engagement with school activities and projects suffer as a result of a lack of

financial support. Students would rather skip class than go hungry on a single day of school. In

contrast, family interactions have an impact on the student's emotional reaction. It has an impact

on their capacity to focus in class. Students develop undesirable attitudes and behaviors as a

result of their family's terrible culture. Family troubles are inescapable and have a substantial

impact on students' academic achievement. This insight may assist instructors and parents in

assisting kids who are experiencing major family problems to continue their education despite

these troubles and hurdles. They must develop a sense of responsibility and outlook on life.

According to research published in the journal Pediatric Child Health, children from low-income

homes have poorer scores in vocabulary, focus, teamwork, and other areas. These studies

indicate the influence that economic insecurity can have on a child's academic achievement.

39
Table 3- Do you feel motivated doing your schoolworks at home?

Responses Frequency Percentage Mean Standard Deviation Rank

Agree 16 22.2% 1.11 0.207 2
Disagree 10 13.0% 0.69 0.134 4
Neutral 39 54.2% 2.70 0.446 3
Strongly 5 6.9% 0.34 0.068 1
Agree
Strongly 2 2.8% 0.13 0.027 5
Disagree
TOTAL 72 100% 4.97 0.885

Analysis

As the table above shows, working or studying from home might be difficult, but there are

a few things that can help you stay motivated. 54 pupils said completing their homework at home

motivates them, with 54.2 percent saying it is neutral. After that, 22 pupils (22.2%) claim they

feel inspired to finish their assignments at home. Following that, many 13 pupils disagree, with

14% claiming to be motivated to finish their schoolwork at home.

Interpretation

Many students will now be taught through 'blended learning,' which is a combination of

online sessions off-campus and face-to-face classes on campus. 54.2 percent of students

indicated they felt encouraged to perform their schoolwork from home. It will take some time for

you to acclimatize to this new way of studying and to spend more time at home throughout your

college years. It would be beneficial to write down these motivators and have them somewhere

visible. Making a vision board or sprinkling post-its throughout your study area may be a fun

way to keep track of your goals. When working from home, many students struggle to maintain

40
attention. Staying concentrated may be challenging without the structure and regularity of

lectures, as well as the sensation of being on campus and surrounded by other students. If you are

late, you are not alone. You may do a few things to make your assignment easier to complete.

Lack of access to gadgets

Table 1- Do you think lack of access to gadgets affects a students academic

performance?
Responses Frequency Percentage Mean Standard Deviation Rank
Agree 20 27.8% 1.38 0.246 2
Disagree 1 1.4% 0.06 0.014 5
Neutral 19 26.4% 1.31 0.243 3
Strongly 30 41.7% 2.08 0.361 1
Agree
Strongly 2 2.8% 0.13 0.027 4
Disagree
TOTAL 72 100% 4.96 0.891

Analysis

The table 1 shows that the lack of access to gadgets does really affect the academic

performance of a student. Majority of the students answered STRONGLY AGREE with the

number of 30 students with a percentage of 41.7% and with a mean of 2.08. The next leading,

with the number of 20 students with a percentage of 27.8% and with a mean of 1.38 who

answered AGREE. Next, 19 students answered NEUTRAL with a percentage of 26.4% and with

a mean of 1.31. With the number of 2 students answered STRONGLY DISAGREE with a

percentage of 2.8% and with a mean of 0.13 and 1 student answered DISAGREE with a

percentage of 1.4% and with a mean of 0.6.

41
Interpretation

It is plainly mentioned that 41.7 percent of students strongly agree that lack of access to

gadgets affects their academic performance. Especially now because of the new normal, gadgets

are really required for the students to be able to attend the class and be updated for their

schoolwork.

Internet connection

Table 1- Do you think internet connection affects a student's academic performance?

Responses Frequency Percentage Mean Standard Deviation Rank
Agree 18 25% 1.23 0.232 2
Disagree 1 1.4% 0.06 0.014 5
Neutral 17 23.6% 1.18 0.219 3
Strongly 34 47.2% 2.36 0.400 1
Agree
Strongly 2 2.8% 0.13 0.027 4
Disagree
TOTAL 72 100% 4.96 0.892

Analysis

The table above shows that internet connection affects a student’s academic performance,

the majority of the students with a number of 34 students with the percentage of 47.2% rated

STRONGLY AGREE with the internet connection affecting a student’s academic performance

and has a mean of 2.36. Next, with a number of 18 students with a percentage of 25% AGREE

that internet connection affects a student’s academic performance with a mean of 1.23. Next,

with the number of 17 students with a percentage of 23.6% rated NEUTRAL with a mean of

1.18 and 2students with a percentage of 2.8% who STRONGLY DISAGREE with a mean of

42
0.13. The least number with the number of 1 student with a percentage of 1.5% who DISAGREE

that internet connection affects a student’s academic performance with a mean of 0.06.

Interpretation

With 47.2% of students saying that they STRONGLY AGREE that internet connection

affects a student’s academic performance. According to, students from low-income families and

minority students are frequently at a disadvantage (Matthew Lynch Mar 31, 2017). Students of

color perform worse on standardized test scores and are less likely to earn a degree. On the SAT,

educators from higher-income families consistently outperform those from lower-income

families. The so-called achievement gap will be exacerbated by a lack of reliable, high-speed

internet. Low-income and minority students may now have to contend with the gap between

students who have and do not have internet access. This new form of discrimination is known as

the generation gap, and it is becoming more prevalent in education. One of the most serious

issues that students without home internet access face is their failure to complete homework.

Homework has remained a source of contention among educators. Should homework be given?

Those who argue in favor of homework argue that it allows students to keep learning at home

and prepares them for the hardships of college. Others argue that homework is unfair because it

is not a level playing field, and some students have more resources and a better environment in

which to complete homework.

Power interruption

Table 1- Do you think power interruptions affect a student's academic performance?

43
Responses Frequency Percentage Mean Standard Deviation Rank
Agree 26 36.1% 1.80 0.320 2
Disagree 0 0% 0 0 5
Neutral 14 19.4% 0.97 0.183 3
Strongly 30 41.7% 2.08 0.361 1
Agree
Strongly 2 2.8% 0.13 0.027 4
Disagree
TOTAL 72 100% 4.98 0.891

Analysis

The table above shows how power interruptions affect a student's academic performance.

The majority of the result is STRONGLY AGREE with the number of 30 students with a

percentage of 41.7% and with a mean of 2.08. The next leading, with the number of 26 students

with the percentage of 36.1% and with a mean of 1.80 who rated AGREE. Next, NEUTRAL

with the number of 14 students with a percentage of 19.4% and with a mean of 0.97.

STRONGLY DISAGREE with the number of 2 students with a percentage of 2.8% and with a

mean of 0.13. Last, DISAGREE with the number of 0 students and percentage.

Interpretation

With 41.7 percent of students, it is clear that power outages have an impact on academic

performance. The findings also revealed that power outages have a negative impact on students'

study habits and learning opportunities because students are unable to study well, and group

discussions and ways to learn are decided to cancel or rescheduled as a result of the power

outage. Most students study in the middle of the night after normal classroom lectures, when the

sun has set, and these classes are frequently canceled due to power outages. This finding is

44
 consistent with Noble's (2006) findings that students' performance is greatly associated

with study habits and experiential learning. When a power outage inhibits students from studying

effectively, their learning experiences suffer.

Teachers’ quality

Table 1- Are you satisfied with the amount of time you spend speaking with your teachers?
Responses Frequency Percentage Mean Standard Deviation Rank
Agree 33 45.8% 2.29 0.390 1
Disagree 7 9.7% 0.48 0.095 3
Neutral 27 37.5% 1.87 0.331 2
Strongly 5 6.9% 0.34 0.068 4
Agree
Strongly 0 0% 0 0 5
Disagree
TOTAL 72 100% 4.98 0.884

Analysis

The table 1 shows if the student’s satisfied with the amount of time they spend speaking

with their teachers. The majority of the result is AGREE with the number of 33 students with a

percentage of 45.8% and with a mean of 2.29. The next leading, with the number of 27 students

with the percentage of 37.5% and with a mean of 1.87 who rated for NEUTRAL. Next,

DISAGREE with the number of 7 students with a percentage of 9.7% and with a mean of 0.48.

STRONGLY AGREE with the number of 5 students with a percentage of 6.9% and with a mean

of 0.34. Last, STRONGLY DISAGREE with the number of 0 students and percentage.

Interpretation

With 45.8% of students, who rated AGREE says that a lot of senior high school students

45
 are having a hard time speaking to their teachers online. Because of the new normal

students and teachers are having a hard time communicating properly. Having a lack of

communication between students and teachers has a great impact on the academic performance

of a student. Because not everything can be answered by the internet, the students still need

guidance from their teachers to be able to do their work properly.

Table 2- Are you satisfied with the teacher's learning process?

Responses Frequency Percentage Mean Standard Deviation Rank
Agree 37 51.4% 2.56 0.428 1
Disagree 6 8.3% 0.41 0.080 3
Neutral 25 34.7% 1.73 0.309 2
Strongly 3 4.2% 0.20 0.041 4
Agree
Strongly 1 1.4% 0.06 0.014 5
Disagree
TOTAL 72 100% 4.96 0.872

Analysis

Table 2 shows how students are satisfied with the teacher's learning process. Most of the

students 37 with a percentage of 51.4% AGREE that they are satisfied with the teacher's learning

process with a mean of 2.56. 25 students with a percentage of 34.7% rated NEUTRAL with the

satisfaction with the teacher's learning process with a mean of 1.73, 6 students with a percentage

of 8.3% DISAGREE with the satisfaction with the teacher's learning process with a mean of

0.41, 3 students with a percentage of 4.2% STRONGLY AGREE with a mean of 0.20, and the

46
least number of students 0 and percentage.

Interpretation

51.4% of the students AGREE with the satisfaction with the teacher's learning process,

while others rated 34.7% NEUTRAL about the learning process of the teachers. As a result the

learning process of the teachers is really good despite the new normal method or online classes.

Because of this students are able to adapt to the new normal because of the help of the teacher’s

learning process.

Table 3- Are your teachers efficiently able to help you with school related problems?
Responses Frequency Percentage Mean Standard Deviation Rank
Agree 31 43.1% 2.15 0.366 1
Disagree 4 5.6% 0.27 0.055 4
Neutral 30 41.7% 2.08 0.361 2
Strongly 6 8.3% 0.41 0.082 3
Agree
Strongly 1 1.4% 0.06 0.014 5
Disagree
TOTAL 72 100% 4.97 0.878

Analysis

The table 3 shows how the teachers are efficiently able to help students with school related

problems. The majority of the result is AGREE with the number of 31 students with a percentage

of 43.1% and with a mean of 2.15. The next leading, with the number of 30 students with the

percentage of 41.7% and with a mean of 2.08 who are NEUTRAL on how the teachers are

efficiently able to help students with school related problems. Next, STRONGLY AGREE with

the number of 6 students with a percentage of 8.3% and with a mean of 0.41. DISAGREE with

47
the number of 4 students with a percentage of 5.6% and with a mean of 0.27. Last, STRONGLY

DISAGREE with the number of 1 student with a percentage of 1.4% and with a mean of 0.6.

Interpretation

With 443.1% of students, it's indeed clear how the teachers are efficiently able to help

students with school related problems. It can be concluded that not all but the majority of

students are satisfied with how the teachers are able to accommodate them. It’s easier and more

enjoyable to do schoolworks when the teachers are also helping students with the things that they

are having trouble understanding.

Students’ learning skills

Table 1- Are you still having a hard time adjusting to the new normal or blended learning?
Responses Frequency Percentage Mean Standard Deviation Rank
Agree 25 34.7% 1.73 0.041 2

Disagree 4 5.6% 0.27 0.309 4

Neutral 31 43.1% 2.15 0.463 1

Strongly 12 16.7% 0.83 0.027 3

Agree
Strongly 0 0% 0 0 5
Disagree
TOTAL 72 100% 4.98 0.84

Analysis

The table above shows if the students are still having a hard time adjusting to the new normal

or blended learning. Majority of the students answered NEUTRAL with the number of 31

students with a percentage of 43.1% and with a mean of 2.15. The next leading, with the number

48
 of 25 students with a percentage of 34.7% and with a mean of 1.73 who answered

AGREE. Next, 12 students answered STRONGLY AGREE with a percentage of 16.7% and with

a mean of 0.83. With the number of 4 students answered DISAGREE with a percentage of 5.6%

and with a mean of 0.27 and 0 students answered STRONGLY DISAGREE with a percentage of

0 and mean.

Interpretation

It is plainly mentioned that 43.1 percent of students are still impartial if they're still having a

hard time adjusting to the new normal or blended learning. Though there are 34.7% students who

are still having a hard time adjusting to the new normal or blended learning, this can also be the

reason why mostly a lot of students' grades are getting lower.

Table 2- Are you satisfied with the online learning method?

Responses Frequency Percentage Mean Standard Deviation Rank
Agree 18 25% 1.25 0.231 2

Disagree 8 11.1% 0.55 0.108 3

Neutral 42 58.3% 2.91 0.472 1

Strongly 2 2.8% 0.13 0.027 4

Agree
Strongly 2 2.8% 0.13 0.027 5
Disagree
TOTAL 72 100% 4.97 0.865

Analysis

Table 2 shows if the students are satisfied with the online learning method. Most of the

students 42 with a percentage of 58.3% NEUTRAL the satisfaction with the online learning

49
method of 2.91, 18 students with a percentage of 25% AGREE of the satisfaction with online

learning method with a mean of 1.25, 8 students with a percentage of 11.1% DISAGREE with a

mean of 0.55, 2 students with a percentage of 2.8% STRONGLY AGREE AND STRONGLY

DISAGREE with a mean of 0.13.

Interpretation

With 58.3% of the students satisfied with the online learning method, We can clearly see

that a lot of students are still impartial and some are satisfied and dissatisfied with the online

learning method. Still a lot of students still prefer the old learning method because they can learn

and have fun at the same time. That's probably the reason why the majority of the students rated

for neutral.

Table 3- Do you think it's better to learn virtually than to learn face to face?
Responses Frequency Percentage Mean Standard Deviation Rank
Agree 5 6.9% 0.34 0.068 4

Disagree 16 22.2% 1.11 0.207 3

Neutral 26 36.1% 1.80 0.320 1

Strongly 5 6.9% 0.34 0.068 5

Agree
Strongly 20 20.8% 1.38 0.254 2
Disagree
TOTAL 72 100% 4.97 0.917

Analysis

The table 3 shows if the student’s think it's better to learn virtually than to learn face to

face, the majority of the students with a number of 26 students with the percentage of 36.1%

50
rated it's better to learn virtually than to learn face to face NEUTRAL and has a mean of 1.80.

Next, with a number of 20 students with a percentage of 20.8% rated that it's better to learn

virtually than to learn face to face STRONGLY DISAGREE with a mean of 1.38. Next, with the

number of 16 students with a percentage of 22.2% who rated DISAGREE with a mean of 1.11

and 5 students with a percentage of 6.9% who rated AGREE and STRONGLY AGREE with a

mean of 0.34.

Interpretation

With 36.1% of students are impartial if it's better to learn virtually than to learn face to

face, next 20.8 students strongly disagree, because we all know that learning face to face is easier

than virtually. In face to face we are able to learn a lot and socialize with other people. Online

learning not only cuts back on paper and electricity use, but also on carbon emissions commuting

to a campus. Online courses use 90% less energy and have 85% fewer carbon emissions than

traditional, face-to-face classes.

Table 4- Are you still motivated to learn more despite the new normal?
Responses Frequency Percentage Mean Standard Deviation Rank
Agree 22 30.6% 1.52 0.277 2

Disagree 10 13.9% 0.69 0.134 3

Neutral 35 48.6% 2.43 0.409 1

Strongly 4 5.6% 0.27 0.055 4

Agree
Strongly 1 1.4% 0.69 0.007 5
Disagree
TOTAL 72 100% 5.6 0.882

51
Analysis

The table 4 shows if the students are still motivated to learn more despite the new normal.

The majority is NEUTRAL with a number of 35 students with a percentage of 48.6% and with a

mean of 2.43. Next, AGREE with a number of 22 students with a percentage of 30.6% and with

a mean of 1.52. Next, DISAGREE with a number of 10 students with a percentage of 13.9% and

with a mean of 0.69. STRONGLY AGREE with a number of 4 students with a percentage of

5.6% and with a mean of 0.27. Lastly, the students rated 1 STRONGLY DISAGREE with a 1.4%

and 0.69 mean.

Interpretation

The majority shows if the students are still motivated to learn more despite the new

normal. NEUTRAL, with 35 students impartial to this and a rate of 48.6 percent. As a result, it's

impartial to know if the students are still motivated to learn more despite the new normal.

Although 22 students rated that they are still motivated to learn more despite the new normal.

Table 5- Do you get easily distracted when doing your schoolworks?

Responses Frequency Percentage Mean Standard Deviation Rank
Agree 25 34.7% 1.73 0.309 1
Disagree 2 2.8% 0.13 0.027 4
Neutral 18 25% 1.25 0.231 3
Strongly 25 1.73 1.73 0.309 2
Agree
Strongly 2 2.8% 0.13 0.027 5
Disagree
TOTAL 72 100% 4.97 0.903

52
Analysis

The table above illustrates how readily children can become sidetracked when conducting

schoolwork. When students consider all of the other chores they have to complete, they often

become sidetracked. Strongly Agree is the majority opinion of 34 students, with 35% admitting

that they become easily sidetracked when performing schoolwork. Next, 33 pupils stated that

they are easily distracted when completing schoolwork, with a rate of 34.7 percent agreeing.

Next, most of the 25 students (25%) agreed that they are easily distracted when performing

schoolwork, which is Neutral.

Interpretation

Regarding schoolwork, 35% of pupils are easily distracted. Cele’s claims that (2020).

Internal or external study distractions are also possible. Physiological requirements and

emotional concerns are two internal study distractions. Technology and people are two external

study distractions. To complete and comprehend what he or she is learning, your child must be

able to focus on his or her schoolwork. You may help your youngster succeed by making sure

that they are not distracted when studying.

53
Personal Problems

Table 1- Do you feel thrilled when you join an online class?

Responses Frequency Percentage Mean Standard Deviation Rank
Agree 25 34.7% 0.20 0.041 2

Disagree 4 5.6% 1.73 0.309 4

Neutral 31 43.1% 2.84 0.463 1

Strongly 12 16.7% 0.13 0.027 3

Agree
Strongly 0 0% 0 0 5
Disagree
TOTAL 72 100% 4.9 0.84

Analysis

The table 1 shows if the students still feel thrilled when they join an online class. The

majority of the students if they still feel thrilled when they join an online class rated by the

students is NEUTRAL with a number of 31 students with a percentage of 43.1% and with a

mean of 2.84. Next, AGREE with a number of 25 students with a percentage of 34.7% and with

a mean of 0.20.. Next, STRONGLY AGREE with a number of 12 students with a percentage of

16.7% and with a mean of 0.13. DISAGREE with a number of 4 students with a percentage of

5.6% and with a mean of 1.73. Lastly, STRONGLY DISAGREE was rated 0 by the student with

a zero percentage.

Interpretation

The majority of students feel thrilled is NEUTRAL whenever they join an online class,

with 31 students rated to this and 43.1 percent. And 25 students with a percentage of 34.7

54
AGREE that they feel thrilled whenever they join an online class. As a result, Some students

don't attend online classes because of anxiety attacks. That’s why a lot of students couldn;t learn

properly because they don't have the courage to join.

Table 2- Does your emotions affect your academic performance?

Responses Frequency Percentage Mean Standard Deviation Rank
Agree 22 30.6% 1.52 0.277 2

Disagree 1 1.4% 0.06 0.014 5

Neutral 24 33.3% 1.66 0.299 1

Strongly 23 31.9% 1.59 0.288 3

Agree
Strongly 2 2.8% 0.13 0.027 4
Disagree
TOTAL 72 100% 4.96 0.905

Analysis

The tables above show how the researchers found that students with higher emotional

intelligence tended to get higher grades and better achievement test scores than those with lower

emotional intelligence scores, with a lot of 33 students the percentage of 33.3% agreed that their

emotions affect their academic performance is NEUTRAL. Next, a lot of 31 students with a

percentage of 31.9% agreed that their emotions affect their academic performance is

STRONGLY AGREE. Next, with the number of 30 students with a percentage of 31% agreeing

that their emotions affect their academic performance, is STRONGLY DISAGREE.

55
Interpretation

33.3 percent of pupils believe their emotions influence their academic achievement. Jim

Sliwa believes (2019). According to American Psychological Association research, children who

really are better able to effectively manage their emotional responses, a skill referred to as

emotional intelligence, outperform their less-skilled peers in school, as assessed by grades and

standardized test scores. "Students with higher levels of emotional intelligence may be better

able to deal with negative emotions such as anxiety, boredom, and disappointment," she added.

These children may also be better able to manage their social atmosphere, forming stronger

bonds with teachers, peers, and relatives, all of which are important for academic success.

Table 3- Do you think online class affects your daily routine?

Responses Frequency Percentage Mean Standard Deviation Rank

Agree 21 29.2% 1.45 0.266 2

Disagree 6 8.3% 0.41 0.082 4

Neutral 29 40.3% 2.01 0.351 1

Strongly 16 22.2% 1.11 0.207 3

Agree

Strongly 0 0% 0 0 5

Disagree

TOTAL 72 100% 4.98 0.906

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Analysis

The results in table 4 shows how the students feel neutral with the online class affects their

daily routine. Majority of the students answered NEUTRAL with online classes affecting their

daily routine, with a total of 29 with a percentage of 40.3% and with a mean of 2.01 students

from grade 11 and 12. Next, 21 students rated themselves as AGREE with a percentage of 29.2%

and with a mean of 1.45, followed by 16 students rating that online class affects their daily

routine as STRONGLY AGREE with a percentage of 22.2% and with a mean of 1.11. Next, 6

students have rated their academic performance as satisfied with a percentage of 8.3% and with a

mean of 0.41 while none or 0 students answered STRONGLY DISAGREE if online class affects

their daily routine.

Interpretation

Most of the Senior high school students rated NEUTRAL about the online class affecting

a students daily routine. It seems that, for students, it's all about time management, because if

you have time management you will be able to do all the things that you need to do without

wasting time. The students that rated AGREE might still be adjusting to the new normal that is

why they find online classes affecting their daily routine.

57
Table 4- Does online class affect your behavior or mood?

Responses Frequency Percentage Mean Standard Deviation Rank

Agree 21 37.5% 1.45 0.288 2

Disagree 11 15.3% 0.76 0.146 4

Neutral 22 30.6% 1.52 0.277 1

Strongly 12 16.7% 0.83 0.159 3

Agree

Strongly 0 0% 0 0 5

Disagree

TOTAL 72 100% 4.56 0.87

Analysis

The table 5 shows if online class affects a students’ mood or behavior. Majority of the

students answered NEUTRAL with the number of 22 students with a percentage of 30.6% and

with a mean of 1.52. The next leading with the number of 21 students with a percentage of

37.5% and with a mean of 1.45 who answered AGREE. Next, 12 students answered

STRONGLY AGREE with a percentage of 16.7% and with a mean of 0.83. with the number of

11 students answered DISAGREE with the percentage of 15.3% and with a mean of 0.76 and 0

students answered STRONGLY DISAGREE about online classes affecting a students mood or

behavior.

58
Interpretation

It is plainly mentioned that 30.6% of students feel neutral about online classes affecting

students' mood or behavior. Students who took the online course reported more frustration,

anxiety, and anger, but less enjoyment, as according (Front. Educ., 04 October 2019).

Furthermore, online students reported a higher level of achievement, task value, and

technological control. The value of technology was significantly related to enjoyment.

Table 5- Do you think online learning will be helpful for the growth in student’s careers?

Responses Frequency Percentage Mean Standard Deviation Rank

Agree 22 30.6% 1.52 0.277 2

Disagree 7 9.7% 0.48 0.095 3

Neutral 36 50% 2.5 0.419 1

Strongly 5 6.9% 3.62 0.114 4

Agree

Strongly 2 2.8% 0.13 0.027 5

Disagree

TOTAL 72 100% 8.25 0.932

Analysis

The table above shows how the student's flexible and interactive nature of online learning makes

59
it highly effective in career advancement, increasing the employability of many students and

making faculty members better prepared to work in the digital age. Total students with a lot of 50

students with a percentage of 50% agreed that they think online learning will be helpful for the

growth in student's careers is NEUTRAL. Next, with the number of 30 students with a

percentage of 31% agreeing that they think online learning will be helpful for the growth in

student's careers, is AGREE. Next, with the number of 9 students with a percentage of 10%

agreed that they think online learning will be helpful for the growth in student's careers in

DISAGREE.

Interpretation

50% of students believe that online learning will help them advance in their jobs. Allyson Klein

believes (2021). The global epidemic is expected to hasten a trend which had already started:

enabling people to work from home part-time or full-time. Citizens with occupations that are

now unimaginable in a mostly virtualized world are included. You'd think that the educational

advances made during the pandemic—during which almost every K-12 student was exposed to

some form of online learning—would help most kids prepare for future digital careers.

Table 5- For you, do you think home-related issues, Financial problems, Family problems,
Internet connection and Power interruption can affect a students' academic performance?
Responses Frequency Percentage Mean Standard Deviation Rank
Agree 12 16.7% 0.83 0.159 2
Disagree 1 1.4% 0.06 0.014 5
Neutral 11 15.3% 0.76 0.146 3
Strongly 46 63.9% 3.19 0.504 1
Agree
Strongly 2 2.8% 0.13 0.027 4
Disagree
TOTAL 72 100% 4.97 0.85

60
Analysis

The table above indicates how home-related concerns, financial problems, family

troubles, internet connections, and power outages can impair students' academic performance.

Because of home-related concerns, financial troubles, family problems, internet connections, and

power outages, 63 students (63.9%) agreed that these could impair their academic performance.

Next, 16.7% of students stated that home-related concerns, financial problems, family problems,

internet connectivity, and power outages can influence their academic performance. Finally, 15.3

percent of 15 students agreed that home-related concerns, financial problems, family problems,

internet connections, and power outages can all have an impact on their academic performance.

Interpretation

The total of 64% students shows how students can affect their academic performance

because of home-related issues, financial problems, family problems, internet connections, and

power interruptions. According to Lynch Matthew (2017). While it may appear that almost

everyone has access to the internet, a surprising number of families do not have access to fast or

reliable internet. There are around 5 million families with school-age children who do not have

home access to high-speed internet. As a result, millions of students will fall behind. A student's

academic performance can be hindered in a variety of ways if he or she does not have access to

the internet. Students without internet connections are unable to communicate with teachers or

classmates, do independent research, or seek online assignment aid. Families without an internet

connection may miss out on critical information or lose communication with schools and

instructors. Several proposals have been given. Some school districts now offer free Wi-Fi on

61
school buses, allowing students to complete assignments while traveling to and from school.

Low-income households can get an internet connection through government-funded and

non-profit organizations. However, nothing has completely closed the digital divide, and millions

of students still lack internet access.

Re-conceptualized Framework

If some or all findings are different from expected, have a section on re-conceptualized

framework at end of Chapter 4 and make diagrams of re-conceptualized framework. Starting

with text, cite figure (diagram) of re-conceptualized framework. Explain changes vis-à-vis

Conceptual Framework of the Study.

62
 CHAPTER 5

CONCLUSIONS AND RECOMMENDATIONS

Introduction

This section provides the study's summary of findings and conclusion, which is to

determine the factors on how the new normal affects a student's academic performance, as well

as recommendations that can be implemented by the participants.

The study was conducted at Pilar College of Zamboanga City Inc. The respondents were

the grade grade 11 to Grade 12 students, 6 respondents per grade level and a total of 72

respondents. They were selected through random sampling, the data were gathered through

Google forms. Mean, standard deviation, percentage, and independent T-test were the statistical

methods used.

SUMMARY OF FINDINGS

The findings of the study were summarized according to the statement of the problem

stated in chapter1.

● Are you getting all the help you need with your schoolwork right now?

Out of 72 respondents only 26 agreed with a percentage of 36.1 that they are getting all

the help they need for their schoolworks. And 34 students are impartial about it. There

are also 5 respondents who strongly disagree and 1 respondent that disagree that they are

getting all the help they need for their schoolworks.

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● Do you think the problems in the house/family affects a student's academic performance?

34 respondents strongly agreed that the problems in the house/family can affect a students

academic performance. As a result, family problems seriously affect the performance of

the students in particular to their attendance and performance. And out of 72 respondents

15 students are impartial if the problems in the house/ family affects a students academic

performance.

● Do you think lack of access to gadgets affects a students academic performance?

Out of 72 respondents 41.7 percent of respondents strongly agree that a lack of access to

gadgets has a negative impact on their academic performance. Because of the new

normal, gadgets are absolutely necessary for students to be able to attend class and keep

up with their schoolwork.

● Do you think internet connection affects a student's academic performance?

With 72 respondents, the majority of the respondents had a number of 34 students with a

percentage of 47.2 strongly agreed that internet connection does affect a students

academic performance. 23.6 percent of respondents are impartial.

● Do you think power interruptions affect a student's academic performance?

Regarding 41.7 percent of pupils, it is apparent that power outages have an impact on

academic achievement. The findings also revealed that power outages have a detrimental

impact on students' study habits and learning experiences since students are unable to

64
 study adequately, group discussions and tutorial sessions are canceled or delayed as a

result of the power loss. 19.4 respondents are neutral, while 2.8 strongly disagree.

● Are you satisfied with the amount of time you spend speaking with your teachers?

The majority of the respondents agreed that they are satisfied with the amount of time

that they are able to speak with their teachers with a 45.8 percentage. And 9.7

respondents who disagree that they are satisfied with the amount of time spent speaking

to their teachers.

● Are you satisfied with the teacher's learning process?

51.4 percent of respondents agreed with the satisfaction with the teacher's educational

process, while 34.7 percent were neutral towards the instructors' learning process. As a

result, despite the new usual method or online classrooms, the teachers' learning process

is quite good. As a result of the teacher's learning process, kids are able to adjust to the

new normal.

● Are you still having a hard time adjusting to the new normal or blended learning?

It may be clearly stated that 43.1 percent of respondents are still neutral if they are still

struggling to adjust to the new normal or blended learning. Though 34.7 percent of

respondents are still having difficulty adapting to new normal or blended learning, this

could also be the reason why many students' grades are declining.

● For you, do you think home-related issues, Financial problems, Family problems, Internet

connection and Power interruption can affect a students' academic performance?

65
 Home-related issues, financial difficulties, family problems, internet connections, and

power outages can all have an impact on students' academic performance. 63.9 percent of

respondents strongly agreed that home-related worries, financial difficulties, family

problems, internet connections, and power outages could impede their academic

performance. Home-related worries, financial troubles, family problems, internet

connectivity, and power outages all influenced 16.7 percent of respondents' academic

performance. 15.3 percent stated that home-related concerns, financial problems, family

problems, internet connections, and power outages can all have an effect on academic

performance.

CONCLUSIONS

Based on the findings of the study, the following conclusions were developed:

● Studying from home might be difficult, but there are a few things that can help you stay

motivated. 22.2% pupils said completing their homework at home motivates them.

Staying concentrated may be challenging without the structure and regularity of lectures,

as well as the sensation of being on campus and surrounded by other students. If you are

late, you are not alone. You may do a few things to make your assignment easier to

complete. Majority of the students felt neutral about being motivated while doing their

schoolworks. 10 pupils disagreed, seeming like they were too lazy or not inspired enough

and got bored too easily. A student being motivated to do schoolworks greatly affects a

student’s academic performance, because they'll be able to finish and submit all they need

to on time.

66
 Unlike the uninspired ones, they tend not to care because they aren't motivated enough

for it.

● The results showed that there are changes in their life, especially in their education. They

overcome a lot of challenges that they are facing right now amidst the pandemic. The

students are still motivated in giving their best in their school performance.

● Most of the students answered “neutral” for being motivated in doing their school work at

home even if there is a change in our way of learning.

● The students from Grade 11 to Grade 12 level “agree” that it's indeed clear the power

interruptions affect academic performance of a student. The results showed that power

outage affects students' study habits amf learning experiences negatively as students

cannot study well, group discussions and tutorials classes are canceled or rescheduled due

to power outbreak.

● The results showed that most students are having a hard time learning, because of their

internet connection. Which also affected their academic performance, they couldn’t

submit on time because of the low internet connection.

● The findings of the study show that there are still students who are impartial about having

a hard time adjusting to the new normal, meanwhile 34.7% of students rated “agree” that

they are still having a hard time adjusting to the new normal or blended learning method.

● The results showed that 4.97 mean out of the 72 respondents rated “agree” that the

teacher’s were able to assist them with school related problems. Though it can be

67
 concluded that not all but the majority of the students are satisfied with how the teachers

are able to accommodate them.

● The students from Grade 11 to Grade 12 level “strongly agree” that their problems in the

house or family affect their student's academic performance but despite that, they are still

continuing to study hard and achieve the things they want in life.

RECOMMENDATIONS

In addition to the abovementioned result, the following recommendations are made by this study:

● Based on the findings of this research, the following recommendations were made in

order to improve and sustain the students’ academic performance for senior high school.

● Researchers recommend that teachers should provide more time on every subject,

especially for students who want to learn.

● The researchers recommend that the school administration should ask the government to

provide free wifi so students will not spend money everyday for load/data.

● The researchers recommend that senior high school students should consider opening up

to their parents or teacher about their weakness regarding their studies

● The researchers recommend the senior high school students to focus on their modules to

improve their academic performance rather than doing nothing.

68
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74
 APPENDICES

Appendix A: Letter to the Respondents

Praise be Jesus and Mary!

We are Grade 12 students of Pilar College of Zamboanga City – Senior High

School, taking up Humanities and Social Sciences(HUMSS) and conducting a
study on "FACTORS ON HOW THE NEW NORMAL AFFECTS THE SHS OF
PILAR COLLEGE STUDENTS ACADEMIC PERFORMANCE".

We are writing to seek your permission to conduct this survey from you to gather
significant information and accomplish our research study. Rest assured, all
gathered information will be strictly treated with confidentiality and is purely for
academic and scholarly purposes only.

Your contribution to the success of our research is greatly appreciated.

Thank you for your time and cooperation.

Sincerely,

The Researcher

75
Appendix B: Questionnaire

Email* Your answer

Demographic Profile

Name* Your answer

Section*
○Grade 11- Our Lady of Holy Rosary
○ Grade 11- Our Lady of Pillar
○ Grade 11- Our Lady of Guadalupe
○ Grade 11- Our Lady of Lourdes
○ Grade 11- Our Lady of Fatima
○ Grade 11- Our Lady of Mt. Carmel
○ Grade 12- St. Thomas Aquinas
○ Grade 12- St. Francis of Assisi
○ Grade 12- Paul the Apostle
○ Grade 12- St. Augustine
○ Grade 12- John Paul II
○ Grade 12- Pedro Calungsod

Sex
-Female
-Male

Age
Your answer

DATA PRIVACY
We, the researchers, would like to request your permission to utilize your data in our
study. You can rest assured that all of the information you provide will be kept private
and secure while the study is being conducted. You have the option of disagreeing with or
accepting this phrase.

Will you let the researchers use your information?*

-Yes
-No
76
Part II.

1. Are you getting all the help you need with your schoolwork right now?*
-Agree
-Disagree
-Neutral
-Strongly Agree
-Strongly Disagree
2.Are you satisfied with the amount of time you spend speaking with your teachers?*
-Agree
-Disagree
-Neutral
-Strongly Agree
-Strongly Disagree
3. Do you think the problems in the house/family affects a student's academic
performance?*
-Agree
-Disagree
-Neutral
-Strongly Agree
-Strongly Disagree

4. Are you still having a hard time adjusting to the new normal or blended learning?*
-Agree
-Disagree
-Neutral
-Strongly Agree
-Strongly Disagree

77
5. Do you think internet connection affects a student's academic performance?*
-Agree
-Disagree
-Neutral
-Strongly Agree
-Strongly Disagree
6.Are you satisfied with the teacher's learning process?*
-Agree
-Disagree
-Neutral
-Strongly Agree
-Strongly Disagree
7. Are you satisfied with the online learning method?*
-Agree
-Disagree
-Neutral
-Strongly Agree
-Strongly Disagree
8. Do you think power interruptions affect a student's academic performance?*
-Agree
-Disagree
-Neutral
-Strongly Agree
-Strongly Disagree
9. Are your teachers efficiently able to help you with school related problems?*
-Agree
-Disagree
-Neutral
-Strongly Agree
78
 -Strongly Disagree
10. Do you think it's better to learn virtually than to learn face to face?*
-Agree
-Disagree
-Neutral
-Strongly Agree
-Strongly Disagree
11. Are you still motivated to learn more despite the new normal?*
-Agree
-Disagree
-Neutral
-Strongly Agree
-Strongly Disagree
12. Do you think lack of access to gadgets affects a student's academic performance?*
-Agree
-Disagree
-Neutral
-Strongly Agree
-Strongly Disagree
13. Do you feel thrilled when you join an online class?*
-Agree
-Disagree
-Neutral
-Strongly Agree
-Strongly Disagree
14. Does your emotions affect your academic performance?*
-Agree
-Disagree
-Neutral
79
 -Strongly Agree
-Strong Disagree
15. Do you think online learning will be helpful for the growth in students'
careers?*
-Agree
-Disagree
-Neutral
-Strongly Agree
-Strongly Disagree
16. Do you think online classes affect your daily routine?*
-Agree
-Disagree
-Neutral
-Strongly Agree
-Strongly Disagree
17. Does online class affect your behavior or mood?*
-Agree
-Disagree
-Neutral
-Strongly Agree
-Strongly Disagree
18. Do you feel motivated doing your schoolworks at home?*
-Agree
-Disagree
-Neutral
-Strongly Agree
-Strongly Disagree
19. Do you get easily distracted when doing your schoolworks?*
-Agree
80
 -Disagree
-Neutral
-Strongly Agree
-Strongly Disagree
20. For you do you think home-related issues, Financial problems,
Family problems, Internet connection and Power interruption can affect a
students' academic performance?*
-Argree
-Disagree
-Neutral
-Strongly Agree
-Strongly Disagree

81
 Appendix C: Tabulated Data

The table 1 shows the demographic profile of the respondents showing

the number and percentage of the age, and Grade level.

Table 1
DEMOGRAPHIC PROFILE OF THE RESPONDENTS
DEMOGRAPHICS FREQUENCY PERCENTAGE

GRADE LEVEL 11 36 50%

12 36 50%

TOTAL 72 100%

GENDER Female 42 59.7%

Male 28 40.3%

TOTAL 72 100%

AGE 15 0 0%
16 6 8.3%
17 31 43.1%
18 27 37.5%
19 8 11.1%
TOTAL 72 100%

Based on Second Question in the SOP

Home-related issues

Table 1- Are you getting all the help you need with your schoolwork right now?

82
Responses Frequency Percentage Mean Standard Deviation Rank

Agree 26 36.1% 1.80 0.320 2

Disagree 5 6.9% 0.34 0.068 4

Neutral 34 47.2% 2.36 0.400 1

Strongly 6 8.3% 0.41 0.082 3

Agree

Strongly 1 1.5% 0.06 0.009 5

Disagree

TOTAL 72 100% 4.97 0.879

Table 2- Do you think the problems in the house/family affects a student's academic

performance?

Responses Frequency Percentage Mean Standard Deviation Rank

Agree 23 31.9% 1.59 0.288 2

Disagree 0 0% 0 0 4

Neutral 15 20.8% 1.04 0.196 3

Strongly 34 47.2% 2.36 0.400 1

Agree

Strongly 0 0% 0 0 5

Disagree

TOTAL 72 100% 4.99 0.884

Table 3- Do you feel motivated doing your schoolworks at home?

83
Responses Frequency Percentage Mean Standard Deviation Rank

Agree 16 22.2% 1.11 0.207 2

Disagree 10 13.0% 0.69 0.134 4

Neutral 39 54.2% 2.70 0.446 3

Strongly 5 6.9% 0.34 0.068 1

Agree

Strongly 2 2.8% 0.13 0.027 5

Disagree

TOTAL 72 100% 4.97 0.885

Lack of access to gadgets

Table 1- Do you think lack of access to gadgets affects a students academic performance?

Responses Frequency Percentage Mean Standard Deviation Rank

Agree 20 27.8% 1.38 0.246 2

Disagree 1 1.4% 0.06 0.014 5

Neutral 19 26.4% 1.31 0.243 3

Strongly 30 41.7% 2.08 0.361 1

Agree

Strongly 2 2.8% 0.13 0.027 4

Disagree

TOTAL 72 100% 4.96 0.891

84
Internet connection

Table 1- Do you think internet connection affects a student's academic performance?

Responses Frequency Percentage Mean Standard Deviation Rank

Agree 18 25% 1.23 0.232 2

Disagree 1 1.4% 0.06 0.014 5

Neutral 17 23.6% 1.18 0.219 3

Strongly 34 47.2% 2.36 0.400 1

Agree

Strongly 2 2.8% 0.13 0.027 4

Disagree

TOTAL 72 100% 4.96 0.892

Power interruption

Table 1- Do you think power interruptions affect a student's academic performance?

85
Responses Frequency Percentage Mean Standard Deviation Rank

Agree 26 36.1% 1.80 0.320 2

Disagree 0 0% 0 0 5

Neutral 14 19.4% 0.97 0.183 3

Strongly 30 41.7% 2.08 0.361 1

Agree

Strongly 2 2.8% 0.13 0.027 4

Disagree

TOTAL 72 100% 4.98 0.891

Teachers’ quality

Table 1- Are you satisfied with the amount of time you spend speaking with your teachers?

Responses Frequency Percentage Mean Standard Deviation Rank

Agree 33 45.8% 2.29 0.390 1

Disagree 7 9.7% 0.48 0.095 3

Neutral 27 37.5% 1.87 0.331 2

Strongly 5 6.9% 0.34 0.068 4

Agree

Strongly 0 0% 0 0 5

Disagree

TOTAL 72 100% 4.98 0.884

Table 2- Are you satisfied with the teacher's learning process?

86
Responses Frequency Percentage Mean Standard Deviation Rank

Agree 37 51.4% 2.56 0.428 1

Disagree 6 8.3% 0.41 0.080 3

Neutral 25 34.7% 1.73 0.309 2

Strongly 3 4.2% 0.20 0.041 4

Agree

Strongly 1 1.4% 0.06 0.014 5

Disagree

TOTAL 72 100% 4.96 0.872

Table 3- Are your teachers efficiently able to help you with school related problems?

Responses Frequency Percentage Mean Standard Deviation Rank

Agree 31 43.1% 2.15 0.366 1

Disagree 4 5.6% 0.27 0.055 4

Neutral 30 41.7% 2.08 0.361 2

Strongly 6 8.3% 0.41 0.082 3

Agree

Strongly 1 1.4% 0.06 0.014 5

Disagree

TOTAL 72 100% 4.97 0.878

Students’ learning skills

Table 1- Are you still having a hard time adjusting to the new normal or blended learning?

87
Responses Frequency Percentage Mean Standard Deviation Rank

Agree 25 34.7% 1.73 0.041 2

Disagree 4 5.6% 0.27 0.309 4

Neutral 31 43.1% 2.15 0.463 1

Strongly 12 16.7% 0.83 0.027 3

Agree

Strongly 0 0% 0 0 5

Disagree

TOTAL 72 100% 4.98 0.84

Table 2- Are you satisfied with the online learning method?

Responses Frequency Percentage Mean Standard Deviation Rank

Agree 18 25% 1.25 0.231 2

Disagree 8 11.1% 0.55 0.108 3

Neutral 42 58.3% 2.91 0.472 1

Strongly 2 2.8% 0.13 0.027 4

Agree

Strongly 2 2.8% 0.13 0.027 5

Disagree

TOTAL 72 100% 4.97 0.865

Table 3- Do you think it's better to learn virtually than to learn face to face?

88
Responses Frequency Percentage Mean Standard Deviation Rank

Agree 5 6.9% 0.34 0.068 4

Disagree 16 22.2% 1.11 0.207 3

Neutral 26 36.1% 1.80 0.320 1

Strongly 5 6.9% 0.34 0.068 5

Agree

Strongly 20 20.8% 1.38 0.254 2

Disagree

TOTAL 72 100% 4.97 0.917

Table 4- Are you still motivated to learn more despite the new normal?

Responses Frequency Percentage Mean Standard Deviation Rank

Agree 22 30.6% 1.52 0.277 2

Disagree 10 13.9% 0.69 0.134 3

Neutral 35 48.6% 2.43 0.409 1

Strongly 4 5.6% 0.27 0.055 4

Agree

Strongly 1 1.4% 0.69 0.007 5

Disagree

TOTAL 72 100% 5.6 0.882

Table 5- Do you get easily distracted when doing your schoolworks?

89
Responses Frequency Percentage Mean Standard Deviation Rank

Agree 25 34.7% 1.73 0.309 1

Disagree 2 2.8% 0.13 0.027 4

Neutral 18 25% 1.25 0.231 3

Strongly 25 1.73 1.73 0.309 2

Agree

Strongly 2 2.8% 0.13 0.027 5

Disagree

TOTAL 72 100% 4.97 0.903

Personal Problems

Table 1- Do you feel thrilled when you join an online class?

Responses Frequency Percentage Mean Standard Deviation Rank

Agree 25 34.7% 0.20 0.041 2

Disagree 4 5.6% 1.73 0.309 4

Neutral 31 43.1% 2.84 0.463 1

Strongly 12 16.7% 0.13 0.027 3

Agree

Strongly 0 0% 0 0 5

Disagree

TOTAL 72 100% 4.9 0.84

Table 2- Does your emotions affect your academic performance?

90
Responses Frequency Percentage Mean Standard Deviation Rank

Agree 22 30.6% 1.52 0.277 2

Disagree 1 1.4% 0.06 0.014 5

Neutral 24 33.3% 1.66 0.299 1

Strongly 23 31.9% 1.59 0.288 3

Agree

Strongly 2 2.8% 0.13 0.027 4

Disagree

TOTAL 72 100% 4.96 0.905

Table 3- Do you think online class affects your daily routine?

Responses Frequency Percentage Mean Standard Deviation Rank

Agree 21 29.2% 1.45 0.266 2

Disagree 6 8.3% 0.41 0.082 4

Neutral 29 40.3% 2.01 0.351 1

Strongly 16 22.2% 1.11 0.207 3

Agree

Strongly 0 0% 0 0 5

Disagree

TOTAL 72 100% 4.98 0.906

Table 4- Does online class affect your behavior or mood?

91
Responses Frequency Percentage Mean Standard Deviation Rank

Agree 21 37.5% 1.45 0.288 2

Disagree 11 15.3% 0.76 0.146 4

Neutral 22 30.6% 1.52 0.277 1

Strongly 12 16.7% 0.83 0.159 3

Agree

Strongly 0 0% 0 0 5

Disagree

TOTAL 72 100% 4.56 0.87

Table 5- Do you think online learning will be helpful for the growth in student’s careers?

Responses Frequency Percentage Mean Standard Deviation Rank

Agree 22 30.6% 1.52 0.277 2

Disagree 7 9.7% 0.48 0.095 3

Neutral 36 50% 2.5 0.419 1

Strongly 5 6.9% 3.62 0.114 4

Agree

Strongly 2 2.8% 0.13 0.027 5

Disagree

TOTAL 72 100% 8.25 0.932

Table 5- For you, do you think home-related issues, Financial problems, Family problems,

Internet connection and Power interruption can affect a students' academic performance?

92
Responses Frequency Percentage Mean Standard Deviation Rank

Agree 12 16.7% 0.83 0.159 2

Disagree 1 1.4% 0.06 0.014 5

Neutral 11 15.3% 0.76 0.146 3

Strongly 46 63.9% 3.19 0.504 1

Agree

Strongly 2 2.8% 0.13 0.027 4

Disagree

TOTAL 72 100% 4.97 0.85

93
 CURRICULUM VITAE

Name: Jehnever C. Linejan

Age: 19

Address: Mango Drive San Roque, Zamboanga City

Contact Number: 09991607378

Email Address: jehnever@icloud.com

Mother’s name: Jennevieh M. Camajalan

Father’s name: Johniver C. Linejan

EDUCATION

Elementary: San Roque Elementary School

Junior High School: Pilar College of Zamboanga City

Senior High School: Pilar College of Zamboanga City

About Myself: I’m very gullible and friendly, that's why I get along with nice people. Also I’m
allergic to seafood.

Skills: Baking, Cooking, Dancing, Singing and Playing online games

94
Name: Ali-Ebranhor G. Patadon

Age: 17

Address: Guiwan Callejon Drive, Zamboanga City

Contact Number: 09559818734

Email Address: aleebranhorpatadon@gmail.com

Mother’s name: Nora K. Gaca

Father’s name: Ibrahim A. Patadon

EDUCATION

Elementary: Brokenshire College Toril, Davao City, Inc.

Junior High School: Pilar College of Zamboanga City

Senior High School: Pilar College of Zamboanga City

About Myself: I am interested in Korean Pop Music. I like reading and collecting novel books. I
also like to take pictures, especially nature.

Skills:Creativity, Flexibility, Emotional intelligence and Responsibility

95
Name: Al-ajmhier C. Peñaflor

Age: 19

Address: Tetuan Don Alfaro St. Zamboanga City

Contact Number: 09770472688

Email Address: alajmhierp@gmail.com

Mother’s name: Jackelyn A. Colombo

Father’s name: Ronaldo N. Peñafor

EDUCATION

Elementary: Claret College of Isabela

Junior High School: Claret College of Isabela

Senior High School: Pilar College of Zamboanga City

About Myself: I’m Al Ajmhier Peñaflor, 19 years of age and I live in A.S. Don Alfaro st.
Tetuan Zamboanga city.

Skills: I am not good at anything, but i'm a fast learner and i'm good at memorizing

96