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    Chapter 5

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    Daichi Sawamura
    This study examined the impact of physical and online learning modalities on STEM students' participation in tasks, discussions, and school performance. The respondents received higher scores and were more engaged in discussions with the online modality. However, there was no significant difference in school performance between the two modalities. The study recommends that the school conduct post-assessments for online students and encourage efforts to maintain academic success despite online challenges.

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    Chapter 5

    Uploaded by

    Daichi Sawamura
    12 views2 pages
    This study examined the impact of physical and online learning modalities on STEM students' participation in tasks, discussions, and school performance. The respondents received higher scores and were more engaged in discussions with the online modality. However, there was no significant difference in school performance between the two modalities. The study recommends that the school conduct post-assessments for online students and encourage efforts to maintain academic success despite online challenges.

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    This study examined the impact of physical and online learning modalities on STEM students' participation in tasks, discussions, and school performance. The respondents received higher scores and were more engaged in discussions with the online modality. However, there was no significant difference in school performance between the two modalities. The study recommends that the school conduct post-assessments for online students and encourage efforts to maintain academic success despite online challenges.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    12 views2 pages

    Chapter 5

    Uploaded by

    Daichi Sawamura
    This study examined the impact of physical and online learning modalities on STEM students' participation in tasks, discussions, and school performance. The respondents received higher scores and were more engaged in discussions with the online modality. However, there was no significant difference in school performance between the two modalities. The study recommends that the school conduct post-assessments for online students and encourage efforts to maintain academic success despite online challenges.

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    You are on page 1of 2

    Chapter 5

    (Summary, Conclusion, and Recommendation)

    This study was conducted at St. Mary Magdalene School - Kawit. The respondents
    were grade 12 STEM students. This study used quantitative research method, and it was
    selected using random sampling. Collected data were acquired using survey questionnaire
    sent to the respondents through links via messenger app. The statistical tools used is T-test.

    Summary Findings

    The findings of the study were summarized according to the statement of the
    problems stated in chapter 1.

    1) Scores in Output
    2) Engagement in discussions
    3) Performance in School

    Is there a significant impact between physical and online modality on STEM students’
    participation in tasks and discussions of the study in terms of:

    1. Scores in Outputs
    The result showed that respondents who participated in task and online
    conversations received exceptionally high scores, with a weighted mean of 4.58.
    Conversely, respondents who participated in a physical modality received a fair
    grade, with a weighted mean of 4. The findings show that online modality is more
    appropriate to the respondents than physical modality.

    2. Engagement in discussions
    As stated in the table 4 and 8 the Engagement in discussions in the Online
    factors of the Respondents Is higher than the Physical factors of the Respondents
    because the total Weighted Mean of the online factor of the respondents is 4.21 and
    the participants performed “always” with standard of 0.83 and in the Physical
    factors of the Respondents the Weighted Mean is 4.08 but the participants
    performed “Often/frequently” with standards 0.93. It is shown here that the data
    obtained by students are higher when it comes to online factors rather than physical
    factors.

    3. Performance in School
    Lastly, for the performance in school the findings indicate that in tables 4
    and 8 participants performed "often/frequently" in terms of performance in school
    on online and physical modalities. In table four, the weighted mean is 3.5, and in
    table eight, the weighted mean is 4. The findings revealed that there is not a
    significant distinction in participant performance in school between online and
    physical modalities.
    RECOMMENDATION

    Based on the findings and conclusions presented, the following


    recommendations are suggested

    1. At the end of the school year, the school should conduct a post-assessment for
    those students who are attending online. The school should implement more
    effort-based interventions that will encourage learners to accomplish their
    academic learning in school, which also increases their chances of achieving
    their goals. Students should think about and use additional techniques to
    maintain and improve their grades that will also support their academic
    success.

    2. The number of pupils who are concentrated on the discussion of the strategies
    and processes employed by the researcher to process and analyze to come up
    with essential information may be utilized and monitored by the school. The
    respondents will be urged to study further as long as it has no adverse effect
    on their academic success. Some students participate in on-demand learning
    and resources to modify and demonstrate that their academic performance is
    unaffected by online difficulties.

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