CINCO FINAL PAPER.docx

THE PERCEPTION AND ACADEMIC PERFORMANCE OF THE GRADE 12
HUMSS STUDENTS OF NORTHEASTERN MINDANAO ACADEMY IN
THE TRANSITION OF LEARNING
A Research
Presented to
The Faculty of Senior High School
Humanities and Social Sciences Strand
NORTHEASTERN MINDANAO ACADEMY
P-10 Los Angeles, Butuan, City
In Partial Fulfillment
of the Requirements for the
INQUIRIES, INVESTIGATION AND IMMERSION
Submitted by:
ABRAHAM, VANESSA M.
ABUCAY, JERSON, H.
ASCARES, LADY MAE, M.
CANADALLA, HEPHER, O.
CINCO, IVY JANE
DAMALERIO, SOPHEA, E.
GALANZA, JULINA, B.
LIM, GERALD, H
MIONES, JANNAH, M.
SAJULGA, JASHLEY JARY, A.
VILLANUEVA, JAYVEE, V.
VISTAL, NENETH
MAY, 2023

Department of Education
Caraga Administrative Region
Division of Butuan City
Northeastern Mindanao Academy
SENIOR HIGH SCHOOL DEPARTMENT
APPROVAL SHEET
This research entitled, “THE PERCEPTION AND ACADEMIC
PERFORMANCE OF THE STUDENT’S IN THE TRANSITION OF
LEARNING” prepared and submitted by Ivy Jane Cinco, Jannah Miones,
Ladymae Ascares, Sophea Damalerio, Julina Galanza, Vanessa Abraham,
Jayvee Villanueva, Gerald Lim, Jerson Abucay, Hepher Canadalla,
Neneth Vistal and Jashley Jary Sajulga, in partial fulfillment of the
requirements for the subject Inquiries, Investigations, and Immersion, has
been examined and is hereby endorsed for oral examination, approval, and
acceptance.
SHS RESEARCH ADVISORY COMMITTEE
QUERY PEARL VYN S. REQUERME
Subject Teacher
MA. FE S. ABENIR, LPT JUSPER G. CASINILLO, LPT
Panel Member 1 Panel Member 2
KEVYN JONES C. REMOTIGUE
Panel Member 3

Recommending Approval:
QUERY PEARL VYN S. REQUERME
Subject Teacher
Approved by:
AARON D.MERCADER
School Principal

ACKNOWLEDGEMENT
The researchers would like to extend their heartfelt gratitude to the
following who contributed to make this research success.
To their families, who supported them financially and emotionally
for them to have stable mental health to make this study possible.
To their classmates and friends for helping and encouraging them
to continue with this paper.
To their I3 adviser, Miss Requerme, who gave them knowledge
and wisdom to be able to make this capstone research.
To our statistician, Sir Jusper G. Casinillo, for giving his time to
analyze the data.
To the Panel Members, who give supports and critiques.
Finally, to our God, our good Father, for letting us through all these
difficulties. This will not be successful without the guidance in the above.
Thank you very much!

DEDICATION
We dedicate this project to God Almighty our creator,
strong pillar, source of inspiration, wisdom, knowledge and
understanding. Also, to our teacher-in charge, Miss Query
Pearl Vyn Requerme, who has guided us all- through our
work inquiry research. We also dedicate the work to our
friends and family, who has encouraged us all the way and
those encouragement has made sure that we give it takes to
finish that which we have started.
The Researchers

TABLE OF CONTENTS Pages
TITLE PAGE................................................................................................................i
APPROVAL SHEET................................................................................................... ii
ACKNOWLEDGEMENTS..........................................................................................iii
DEDICATION..............................................................................................................iv
ABSTRACT.................................................................................................………….v
LIST OF TABLES .......................................................................................................vi
LIST OF FIGURES ......................................................................................................ix
LIST OF APPENDECES...............................................................................................x
CHAPTERS
1. THE PROBLEM
Introduction.......................................................................………………
Theoretical Framework.............................................................................
Conceptual Framework.............................................................................
Statement of the Problem.........................................................................
Hypothesis ............................................................................................…
Scope and Delimitation…………………………………………………
Significance of the Study..........................................................................
Definition of Terms.................................................................................
2. REVIEW OF RELATED LITERATURE
3. RESEARCH METHODOLOGY
Research Design.........................................................................................
Research Locale..............................................................................………
Participants of the Study............................................................................
Sampling Design .................................................................................…..
Research Instrument...............................................................……………
Validity and Reliability…………………………………………………..

Data Gathering Procedure………………………………………………..
Scoring and Quantification………………………………………………..
Statistic Treatment………………………………………………………..
4. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
5. SUMMARY, CONCLUSION AND RECOMMENDATION
SUMMARY……………………………………………………………..
CONCLUSIONS…………………………………………………………
RECCOMENDATIONS…………………………………………………
REFERENCES……………………………………………………………
APPENDICES……………………………………………………………
CURRICULUM VITAE…………………………………………………

I
Chapter 1
Introduction
When COVID-19 was declared a global epidemic, overall health has
become risky, including emotional health. Many people, including scientists,
academics, businesspeople, and students, are required by the public governments
to keep themselves safe by isolating themselves or enacting a complete, as well
as partial, lockdown internationally (Cooper, I., Mondal, & Antonopoulos, C. G.
(2020)). According to Hasan (2020), e-learning laugh uncontrollably recognition
has a substantial favorable impact on students' emotional suffering, and fear of
academic failure is the main cause of mental anguish during COVID-19
confinement. Online courses are expected to be in high demand as an alternative
to the institutional closure at this peculiar time. Yet, due to a poor approach to
learning, both students and teachers encounter a variety of concerns, including
mental health problems (Alam & Bao, 2020).
The fruitful usage of e-learning frameworks relies upon how the program is
performed by understudies and educators (Thongsri, N., Shen, L., & Bao, Y.
(2019). Although internet education is one of the promising options in contrast to
the actual study hall, understudies show a negative impression of web-based
learning conduct (Rohman, M., Marji, D.S.A., Sugandi 12, R.M., and Nurhadi,
D.2022),which may be a critical result that is answerable for mental pain.
Understudies are experiencing mental illness because of insufficient blended
learning frameworks and fear of learned year misfortune.
This investigation additionally offers promising voluntary parts of
knowledge applicable to the advancement of understudies' emotional wellness. At
the same time, however, e-learning writing gives a resulting (Carpenter, T,
etal.2022, Renz, et al., 2017) comprehension of why understudies should stress
over a learned year misfortune and how the individual saw e-learning laugh
uncontrollably is.

II
We desire that the model would give a significant setting to a more thorough
comprehension of the psychological wellness improvement of understudies during
the COVID-19 experience and that prompt attention on prevention measures that
are required for this gathering of understudies.
In the event of a resulting enormous degree of scene-setting off a re-
appearance of lockdown, the condition would be further awful (OECD, 2020). The
surprising move from the homeroom to far away, web learning at the scene of the
Covid pandemic interrupted with learning for youngsters in low-vocations areas
around the world. Those whose families missed the mark on the budgetary method
to shoulder the expense of PCs and Wi-Fi web access were rapidly asleep. Despite
the challenges of confined web access, force, and PCs, "countries are keeping
adjusting appropriately through various removed learning procedures, for instance,
radio and TV programs, despite on the web stages and online media," forms
Franck Kuwonu for the Africa Renewal website by Bangani (2020).
School terminations, home isolation, and social separating actualized
worldwide can cause unexpected anxiety even among instructors. Educators
practice virtual learning, speak with the expert network, hold fast to isolate
requirements, and find purposeful exercises to manage nervousness because of
the suspension of public school-related practices in the nation brought by the
pandemic (Talidong, K. J. B., & Toquero, C. M. D. (2020).
Theoretical Framework
The theory of academic performance (ToP) was developed by Elger (2007).
The theory emphasizes six foundational concepts to form a framework that can be
used to explain performance as well as performance improvements. To perform is
to produce valued results. A performer can be an individual or a group of people
engaging in a collaborative effort. Developing performance is a journey, and level
of performance describes location in the journey. Current level of performance
depends holistically on six components: context, level of knowledge, levels
of skills, level of identity, personal factors, and fixed factors.

III
Blended learning does not have a pedagogy of its own, but it draws its
strength from the three basic theoretical perspectives on learning: behaviourism,
cognitivism, and constructivism. Therefore, a review of all these three basic
learning theories and a few other theories derived from these that have relevance
to the design of student-centered blended learning environments (e.g., social
constructivism, activity theory, and situated cognition) was made. Such a review
of learning theories is critical to formulate a scaffold upon which this study can be
grounded.
Conceptual Framework
Independent Variable Dependent Variable
Statement of the Problem
This research aims to identify the perception and academic performance of
the Grade 12 HUMSS Students of Northeastern Mindanao Academy in the
Transition of Learning.
More specifically, it seeks to find answers to the following questions:
1. What is the level of perception of the transition of Learning in the new normal in
terms of:
1.) Time Management?
 ACADEMIC
PERFORMANCE
 TIME MANAGEMENT
 PRODUCTIVITY
 ACADEMIC PERCEPTION

IV
2.) Productivity?
2. What is the level of academic perception of the students?
3. Is there any significant relationship between the academic performance interms
of time management and academic perception?
4. Is there any significant relationship between academic performance interms of
productivity and academic perception?
5. Is there any significant relationship between the overall academic performance
and academic perception of the students?
Statement of the hypothesis
Ho1: There is no significant relationship between the academic performance
interms of time management and perception.
Ho2: There is no significant relationship between academic performance
interms of productivity and academic perception.
Ho3: There is no significant relationship between the overall academic
performance and the academic perception of the students.
Scope and Delimitation
This study is limited only to the academic perception and academic
performance interms of time management and productivity of the grade 12 HUMSS
students of Northeastern Mindanao Academy.
Significance of the Study
The result of the research is significant as it will provide/contribute added
information to the local Government. The result of this study will provide sufficient
knowledge of the perception and academic performances of the grade 12 HUMSS
students of Northeastern Mindanao Academy in the transition of learning.

V
The Teacher, the outcome of this research will help the teachers to know the
influence of transitioning of learning in the new normal and be the eye-opener to
initiate more and more analysis about it.
The Students, the result of this research will help the students to discover and will
give new learnings on the influence of learning in the new normal to the academic
performance of their fellow students.
Definition of Terms
The following words are defined according to how they are used in this study
to better explain and understand the terms associated with this study.
Perception. The act or faculty of apprehending by means of the senses or of the
mind; cognition; understanding, immediate or intuitive recognition or appreciation,
as of moral, psychological, or aesthetic qualities; insight; intuition; discernment.
Transition of Learning - refers to the process of changing from one learning
environment or mode to another. In this study, it refers to the change of mode of
learning from online, modular, and blended learning due to pandemic to face-to-
face classes.
Students. A student is primarily a person enrolled in a school or other educational
institution and who is studying with knowledge management goals. In this study, it
refers to the Grade 12 HUMSS students of Northeastern Mindanao Academy.
Academic performance. Academic performance is the assessment of the
achievement of students across different academic subjects. Using classroom
performance, graduation rates, and performance from standardized exams.
Chapter 2
Review of Related Literature
Internet technology is one of the world's most rapidly growing and penetrating
technology. Given the internet's widespread availability and the benefits it provides,

VI
it is clear that educators would like to take advantage of it for educational purposes
(Al-Busaidi KA, Al-Shihi H. 2010). Adopting the blended model of learning, and how
it affects the academic performance of students comes to the mind of educators (Li,
Lorentz, Tao, et al., 2014).
Blended learning integrates typical face-to-face teaching and learning
experiences with various types of technology-based instruction, as opposed to pure
e-learning, which refers to using only electronic media to learn. Today, many higher
education institutions use blended learning as an alternative means of developing
the vocabulary skills of students (Tosun S. (2015). Blended learning helps teachers
by using online tools and resources that they are either using or familiar with to find
ways that better engage students (Pape, 2010). Lightbown, P.M. & Spada, M.
(2013). also agree that teachers will help learners expand their range of learning
strategies and thus develop greater versatility in their approach to language learning
concerning the variations between individual learners and classroom instruction.
Therefore, various teaching resources, such as videos, blogs, online forums, and
other multimedia tools, give students the ability to learn the language outside the
language the class. Students take advantage of the typical face to-face learning
experience in the blended learning environment, where they communicate with their
teachers, as well as enjoy the versatility provided by e-learning (López-Pérez MV,
Pérez-López MC, Rodríguez-Ariza LZ. 2011).
There are several advantages and disadvantages of a blended learning
modality. Some of the advantages of it are by using a combination of digital
instruction and one-on-one face time, students can work on their own with new
concepts which free teachers up to circulate and support individual students who
may need individualized attention.
The use of information and communication technologies has been found to
improve student attitudes towards learning and by incorporating IT into class
projects, communication between lecturers and part-time students has improved,
and students were able to better evaluate their understanding of course material via
the use of computer-based qualitative and quantitative assessment modules.

VII
Blended learning allows data collection and customization of instruction and
assessment as two major benefits of this approach. It includes software that
automatically collects student data and measures academic progress, providing
teachers, students and parents detailed students’ data (e.g. Stuudium in Estonia).
Often, tests are automatically scored, providing instantaneous feedback.
Student logins and work times are also measured to ensure accountability. Blended
learning allows for personalized education, replacing the model where a teacher
stands in front of the classroom and everyone is expected to stay at the same pace.
It allows students to work at their own pace, making sure they fully understand new
concepts before moving on. A classroom environment that incorporates blended
learning naturally requires learners to demonstrate more autonomy, self-regulation,
and independence to succeed.
This virtual learning environment helps connect professors with students
without physically being present, thus making this a ‘virtual café’. The advantages
of blended learning are dependent on the quality of the programs being
implemented. Some indicators of excellent 6 blended learning programs are
facilitating student learning, communicating ideas effectively, demonstrating an
interest in learning, organizing effectively, showing respect for students, and
assessing progress fairly.
Many different challenges are facing blended learning, considering its many
advantages. IT literacy can serve as a significant barrier for students attempting to
get access to the course materials, making the availability of high-quality technical
support paramount. Another aspect of blended learning that can be challenging is
group work because of difficulties with management in an online setting. Reportedly
the use of lecture recording technologies can result in students falling behind on the
materials.
Another critical issue is access to network infrastructure. Although the digital
divide is narrowing as the Internet becomes more pervasive, many students do not
have pervasive and ubiquitous access to the Internet – even in their classrooms.
Any attempt to incorporate blended learning strategies into an organization’s

VIII
pedagogical strategy needs to account for this. This is why learning centers are built
with good Wi-Fi connections to make sure this issue is addressed. Educational
technology (Edu Tech) is giving both students and teachers more opportunities to
network through the use of collaborative tools such as Google Docs, online
calendars, and virtual workrooms. Plus, Skype, email, and even texting allows us to
stay in touch with our students and meet other colleagues from around the world.
As Edu Tech continues to grow and develop, students and educators alike are sure
to reap the benefits as long as effective pedagogy remains at the center of
education.
There are also some self-destructive behavior issues, including suicide, that
in many parts of the world have become a significant public health issue (James,
Reddy, Ruiter, et al., 2013).
Learners have control over the content, the sequence of learning, the pace
of education, the time, and sometimes the media, allowing them to adapt their
experience to meet personal learning goals. Internet technologies enable digital
content to be widely distributed to several users simultaneously, anytime and
anywhere. Several studies indicate that sleep timing, as well as its consistency and
quantity, is associated with the learning skills and academic performance of
students and that students are frequently chronically deprived of sleep (Rupashri,
2015).
Technology has progressed day by day, which is extremely helpful for
students with educational aspects, such as implementing the iPad method without
bringing heavy textbooks or notebooks (Thejeswar EP, Thenmozhi MS. 2015).
Many schools do not obtain articulation agreements from the various e-learning
services available because they do not think that the level of education by online
schools is the same as that of a typical university (Rupashri, 2015).

IX
Chapter 3
RESEARCH METHODOLOGY
A description of the research process is presented in this chapter. It
provides information concerning the method that was used in undertaking this

X
research as well as a justification for the use of this method. The chapter also
describes the various stages of the research, which includes the research design,
research respondents, research instruments, statistical tool, and data gathering.
Moreover, it discusses the role of the researcher in quantitative research.
Research Design
The research design that will be used in this study is descriptive quantitative
research since this is a theory based design, where the researcher is primarily
interested in describing the topic that is the subject of the research which is about
evaluating the perception and academic performance of the student’s in the
transition of learning. This method includes data collection, analysis, and
presentation. It lets the researcher present the problem statement to allow others
to better understand the need for this kind of research. According to Gay (1992:
217), descriptive research involves gathering information to test hypotheses or
answer questions about the current situation of the research subject. A descriptive
research project determines and reports the current state of affairs.
Research Locale
The study will be conducted at Northeastern Mindanao Academy, Purok-10
Los Angeles, Butuan City, Agusan Del Norte Caraga Region.
Northeastern Mindanao Academy is located alongside the national highway
in Brgy. Los Angeles. 14.4 kilometers away from the city proper of Butuan. The
school has a junior high school and a senior high school department.
The researchers chose Northeastern Mindanao Academy since it was
convenient for both of the researchers and the respondents.

XI
Figure 2. Google Map of the Research Locale
Research Respondents
The researchers have selected respondents under the requirement that
they: 1.) are students of Northeastern Mindanao Academy at the time of the
conduct of the study, and 2.) are grade twelve (12) HUMSS students at the time of
the research.
The number of the participants are shown in the table below:
Table 1.
Participants of the Study
Participants Population Number of Participants
Jasper 29 29
Sardonyx 36 36
Total: 65 65
______________________________________________________________
Sampling Design
Simple random sampling, a probability sampling technique, was employed
by the researchers. They applied fishbowl methods.
The researchers will employ the use of the z-power formula to determine
the sample size to be taken from the population. Using the formula, the

XII
researchers will determine that of the population will be the sample size for the
research study.
The researchers will survey all grade 12 HUMSS students studying at
Northeastern Mindanao Academy, whereby each section will be designated as a
sample. To find out the number of respondents per sample, the researchers will
gain access to the master list of the number of students per section. Using the data
retrieved from the registrar, the researchers will use the value derived using the z-
power formula, which is 30 percent.
Research Instruments
The researchers used a structured questionnaire according to four-point
Likert’s scale. This will be utilized as a survey questionnaire for self-assessment
of the unquantifiable variables. There will only be four given responses in the
questionnaire: strongly disagree, disagree, agree, and strongly agree. The pilot
test will be analyzed to determine its reliability in the actual data gathering and
identify the variable and domain of the research. The main objective of conducting
a sample survey before the exact data gathering is to prove its accuracy and
reliability to conclude the study.
Each questionnaire is composed of 15 questions written in English which
the respondents can fully comprehend. The code statements are rated through a
4-point Likert Scale (4- Strongly Agree; 3-Agree; 2-Disagree and; 1-Strongly
Disagree). According to McLeod (2009), Likert developed the principle of
measuring non-quantifiable data, such as attitudes, by asking people to answer a
series of statements in terms of the extent to which they agree with them. With the
Likert scale as a foundation, the researchers have designed a self-assessment
questionnaire wherein the respondents may choose from a set of predetermined
responses which have been assigned nominal values ranging from one to four (1
– 4); strongly agree is designated to the value of four (4), agree is designated the
value of three (3), disagree is paired with two (2), and strongly disagree has been
assigned to the value of one (1). Likert-scale questionnaires are the most widely

XIII
used form of a method for measuring affective variables such as motivation and
self-efficacy, according to Tomoko Nemoto, David Beglar (2014), provided that
they enable researchers to collect large quantities of data with relative ease. With
the Likert scale as a foundation, the researchers have designed a self-assessment
questionnaire wherein the respondents may choose from a set of predetermined
responses which have been assigned nominal values ranging from one to four (1
– 4); strongly agree is designated to the value of four (4), agree is designated the
value of three (3), disagree is paired with two (2), and strongly disagree has been
assigned to the value of one (1). The research questionnaire will then be validated
by teachers or other professionals to ensure the accuracy of the questions in terms
of grammar and sentence structure. The researchers will also determine the
perception and academic performance of the new learning on students based on
the mean of their responses to the indicators. Below is the table for the
interpretation of the mean value and their corresponding level:
Scoring and Data gathering
Table 2. Mean Range, Level and Interpretation of questionnaire result.
Mean Range Interpretation
3.26-4.00 Very High The respondents experience a
great impact on the transition of
learning when it comes to his/her
academic performance.
2.51-3.25 High The respondents experience
a high impact on the transition
of learning when it comes to
his/her academic performance.
1.76-2.50 Low The respondents experience a
Less impact on the transition of

XIV
learning when it comes to
1.OO-1.75 Very Low The respondents experience
Lesser impact on the transition of
learning when it comes to
Validity and Reliability of the Research Instrument
The research instrument will be examined to (2) experts from Main
department and (z) from language department from NEMA. The instrument will be
piloted to Grade 11-students of the same school.
The responses of the participants gathered will be statistically threated to
find out or not true data collected from the instrument are reliable.
Data Gathering Procedure
The researchers will aim to know the perception and academic performance
of the students in the transition of learning to grade 12 HUMSS students of
Northeastern Mindanao Academy. The study will be done in Northeastern
Mindanao Academy- Senior High School Department.is located alongside the
national highway in Los Angeles. 14.4 kilometers away from the city proper of
Butuan. The school has a junior high school and a senior high school department.
The researchers will survey assigned sections from Senior High School Strand
HUMANITIES and SOCIAL SCIENCES (HUMSS) only. A letter of consent to
conduct the study will be sent to the Northeastern Mindanao Academy Principal,
for the authorization to conduct the study. For permission to conduct the interview,
the researchers will hand letters to the respondents requesting their full approval
on the interview. The researchers will obtain full consent from the respondents
before the study. If consent is given, students will be asked to answer the survey

XV
questionnaire given. The principle of informed consent involves researchers
providing adequate data and affirmations about taking part to permit individuals
and understand the implications of respondents and to reach a fully informed and
considered freely given decisions without the exercise of any pressure or
compulsion. The researchers will use a researcher-made questionnaire, which will
be a composition of 15 questions (indicators) to assess the perception and
academic performance student’s in the transition of learning. Different materials
will then be used in analyzing their answers, such as calculators, pens, and record
books. The researchers will guarantee that the respondents will be secured in any
type of discrimination and any risk during and after the study. In addition to this,
the confidentiality of the identities answers of the respondents will be guarantee by
the researchers. Respondents reserve the option to pull out from the investigation
at any stage if they wish to do as such.
Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF RESULTS
This particular chapter of the research contains the presentation and
analysis of the gathered data. Specifically, the chapter aims to determine the levels

XVI
of perception and academic performance of the respondents during the transition
in learning. Moreover, this chapter provides a discussion of the findings related to
the differences in the students’ perceptions towards the transition from blended to
face-to-face learning.
Academic Performance
The table below shows the indicators for the students’ academic performance in
terms of time management, the means of items, and the interpretations.
Table 1. Level of Students’ Academic Performance in terms of Time
Management
Indicators Mean Interpretation
1 I can finish my school work a week before retrieval. 2.94 High
2 I can pass all the assessment and still have enough time
doing school work and household chores.
2.88 High
3 I had proper rest during the given time to answer tasks. 2.72 High
4 I can balance my time between studying and socializing. 3.09 High
5 I can manage to organize my tasks that are needed to be
done in a day.
2.82 High
6 Too much leisure time, less time for school works. 2.63 High
Overall Mean 2.85 High
Scaling: Very Low (1.00-1.75); Low (1.76-2.50); High (2.51 – 3.25); Very High (3.26 – 4.00)
Table 1 shows that the lowest arithmetic mean of the responses of the students is
High (2.63) for the item ‘Too much leisure time, less time for school works.’ This implies
that the students did have much time for leisure. The highest arithmetic mean of the
responses of the students is High (3.09) for the item ‘I can balance my time between
studying and socializing.’ This implies that the students know how to balance their social
and academic lives. Overall, the level of academic performance in terms of time
management of the students is High (2.85).
Managing your academic and social lives while in college is one of the
most crucial skills you can acquir. Your ability to manage time, stress, and even
indirectly your mental health is subsequently aided by this. The signs that you need
to focus on juggling your obligations and time can include feeling weary, becoming
sick, or experiencing a decline in your grades. This skill will be useful to you long
after you graduate. The key to learning and enjoying your time at school as much
as possible is to be aware of receptive to and flexible with your needs, duties, and
pleasure. (The Jed Foundation)

XVII
There are many things happening as the school year comes to a close, including
graduation, prom, and spring sports! You could feel a little overwhelmed by
everything going on! Do you struggle to strike a balance between your school life,
extra curricular interests, and school? Here are some excellent suggestions for
effective time management. Many students enter a higher education setting with
the serious intention of excelling academically. Maintaining a balance between
your academic and social lives is a problem in a setting where you are suddenly
given the freedom to choose which subjects to study, how you spend the time in
between classes and how many extracurricular activities you join.
(Teenhealthmatters, April 3, 2017)
One of the most crucial personal development skills we can learn is how to
effectively manage our time and stay focused in orderto meet deadlines. Hey,
perhaps you're that person that everyone knows who is always late for everything.
The table below shows the indicators for the students’ academic performance in
terms of Productivity, the means of items, and the interpretations.
Table 2. Level of Students’ Academic Performance in terms of Productivity
1 I finished my school works a week before retrieval. 2.91 High
2 I experienced difficulty concentrating or staying focused. 2.89 High
3 I tends to procrastinate due to lack of motivation. 2.71 High
4 I have been experienced struggles finishing my work. 2.98 High
5 I am Having a hard time understanding the lesson all by
myself.
2.98 High
6 I had a hard time finding resources about the lesson. 2.77 High
7 I understand and recall all the finished topics. 2.69 High
8 I Finished 3-5 modules a day. 2.35 Low
Table 2 shows that the lowest arithmetic mean of the responses of the students is
High (2.35) for the item ‘I Finished 3-5 modules a day.’ This implies that the students
barely finished 3-5 modules a day. The highest arithmetic mean of the responses of the
students is High (2.98) for the items ‘I have been experienced struggles finishing my work’
and ‘I am having a hard time understanding the lesson all by myself.’ These imply that the

XVIII
students had struggles in finishing their works and they had a hard time understanding their
lessons. Overall, the level of academic performance in terms of productivity is High (2.79).
Everybody occasionally struggles to understand a particular topic. In
particular when you have a lot on your plate, overcoming these challenges is a
crucial component of learning. These issues might range from brief hitches to a
sustained lack of productivity and drive.
At some point, everyone struggles to understand a particular concept.
Overcoming these challenges is a crucial component of learning, especially when
you have a lot on your plate. These issues might range in severity from brief hitches
to a sustained lack of drive and productivity.
Low motivation may occur in specific subjects or across the board; some of
the most common triggers include: They are tired and nervous, and they've got a
lot on their plate. There are more interesting things to do. They find the topic boring
or for some other reason don't like it. (June 30, 2021)
Perception
The table below shows the level of perception of the students, the mean and the
corresponding interpretation.
Table 3. Level of Students’ Academic Perception
1 My public speaking improved significantly. 2.90 High
2 I benefit from face-to-face as it challenges me to think
critically and creatively
3.25 High
3 I think that face-to-face classes help me understand the
concepts/ lessons better.
3.35 Very High
4 I find that face-to-face classes motivates me to study harder
and participate more.
3.40 Very High
5 I don't find face-to-face classes helpful in my academic
performance.
1.70 Very Low

XIX
The table above shows that the highest arithmetic mean of the responses of the
students is Very High (3.40) for the item ‘I find that face-to-face classes motivates me to
study harder and participate more.’ This implies that the students had very high level of
perception about studying and participating more during face-to-face class. The lowest
arithmetic mean of the responses of the students is very low (1.70) for the item ‘I don't find
face-to-face classes helpful in my academic performance.’ This implies that the students
consider face-to-face classes helpful. Overall, the level of academic perception of the
students is High (2.92). According to the findings of this study, face-to-face learning was
perceived as being superior to online learning in terms of social presence, social
engagement, and satisfaction. Nevertheless, there is no statistically significant difference
across student levels in terms of preferred methods of learning. In a routine, typical
classroom setting, you might feel more at ease and learn more quickly. Through the voice
and body language of the teacher and other pupils, you can access more details and a deeper
comprehension. Face-to-face instruction ensures a better understanding of the material
being taught and helps students form bonds with one another. The fundamental nature of
face-to-face learning, which varies greatly between cultures, is that it is a teacher-centered
approach to education.
Significant Relationship between Perception and Academic Performance
The table below shows the correlation between academic performance in terms of
time management and academic perception. It includes, the N, r, and p values, and the
decision.
Table 4. Correlation between Academic Performance in terms of Time Management and
Academic Perception
N r p – Value Decision
Time Mgt. 65
20
.431 .058 Accept Ho 1
Perception
*Correlation is significant at the 0.05 level (2-tailed).
Table 4 shows that there were 65 respondents for time management while 20
respondents for the academic perception. The Pearson r = .431 or moderate positive
relationship. This means that the higher the academic perception of the students, the higher
the level of time management will be. The p-value (.058) is greater than the level of

XX
significance set in the study. This implies that the null hypothesis is accepted. Meaning,
there is no significant relationship between the levels of perception and time management
of the students.
Time management practices or abilities, it is suggested, can help students
manage their courses and learn their objectives more effectively. The purpose of
the study is to determine how time management affects students' academic
performance among KAU students studying diagnostic radiology technology.
Cross-sectional survey research was used for this study. From September
2020 to February 2021, it was administered to King Abdul-Aziz University
diagnostic radiology technology students.
The target population for this study consisted of 152 students, 142 of whom
completed the questionnaire, yielding a response rate of 93.4%. 75 (52.8%) of the
142 participants were female, and 52 (36.6%) were from the 2018 group. 107
(75.4%) of the students, or the majority, had GPAs between 4.5 and 5.
The table below shows the correlation between academic performance in terms of
productivity and academic perception. It includes, the N, r, and p values, and the
decision.
Table 5. Correlation between Academic Performance in terms of Productivity and
Academic Perception
Productivity 20
20
.388 .091 Accept Ho 2
Perception
Table 5 shows that there were 20 respondents for time management while 20
respondents for the academic perception. The Pearson r = .388 or weak positive
relationship. This means that the higher the level of academic perception of the students,
there is a small tendency that the level of academic performance in terms of productivity
will get higher. The p-value (.091) is greater than the level of significance set in the study.

XXI
This implies that the null hypothesis is accepted. Meaning, there is no significant
relationship between the levels of academic perception and productivity of the students.
The level or evaluation of a student's accomplishments in all academic
areas is referred to as academic performance. Academic productivity is a term
used to describe how one's academic journey advances and improves through
time.
Academic performance is the measurement or scope of a student's
accomplishments in all academic subjects. Academic productivity is a term used
to express how far one has come and how much they have improved.
Everything has a flip side, and this holds true for academic success as well.
Academic performance may require a high degree of innate intelligence, mental
prowess, and academic excellence, but it may also require a high degree of
diligence and dedication.
The table below shows the correlation between the students’ level of overall
academic performance. It includes, the N, r, and p values, and the decision.
Table 6. Correlation between Overall Academic Performance and Academic Perception
Overall
Performance
20
19
.241*
.321 Accept Ho 3
Perception
Table 6 shows that there were 20 respondents for the overall academic performance
while 19 respondents for the academic perception. The Pearson r = .321 or weak positive
relationship. This means that the higher the level of academic perception of the students,
there is a small tendency that the level of academic performance will get higher. The p-
value (.321) is much greater than the level of significance set in the study. This implies that
the null hypothesis is accepted. Meaning, there is no significant relationship between the
levels of academic perception and academic performance of the students.

XXII
According to their academic standing, students' perceptions of their learning
environment varied in the study. However, when the kids' academic developed,
their impression did not follow a predictable trend.
A study conducted in a problem-based learning (PBL) medical school found
that students lost some of the neutrality they exhibited in the first year and became
more critical of the learning environment as they progressed through the
program.25 This finding is consistent with several studies.21-24 The main factors
affecting students' perception of their learning environment include curriculum
contents, teaching style, and handling of the education atmosphere.21
The way in which high achievers view the classroom is noticeably different
from how poor achievers do. Students in various academic years were found to
differ significantly from one another. Targeting particular areas, further research
on the variations in pupils' academic performance is needed. To distinguish
between the strengths and weaknesses of each academic level, a thorough
research is needed.
CHAPTER 5
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

XXIII
This chapter presents the summary of the data, conclusions, and
recommendations
Summary
The study sought to determine the perception and the academic
performance of grade- 12 HUMSS students in the transition of Learning. The study
used correlational-quantitative research design with 20 HUMSS students, 10 from
jasper section and 10 from sardonyx section. All the respondents were randomly
selected by utilizing the lottery method. Data were collected through a structured
questionnaire according to the four-point likert’s scale. The results of data was
analyzed using percentage distribution.
Based on the presentation analysis and interpretation of the gathered
data the following were findings:
1. The researchers found that the levels of academic performance and
academic perception are both high.
2. The researchers found that there is no significant relationship between
the academic performance and academic perception of the students.
Conclusions

XXIV
Based on the findings it is safe to conclude that the transition in
learning from blended learning to face-to-face brought a positive relationship
to the grade 12 HUMSS students. Moreover we conclude that academic
perception is not a factor of academic performance.
Recommendations
In light of the results of the study it is recommended that schools
should maintain and continue face-to-face classes except only when
circumstances does not allow such as the case of COVID-19 pandemic. It is
recommended further that there should be another similar research
conducted among other grade levels and strands.
RESEARCH QUESTIONNAIRE

XXV
Dear respondent,
As part of the course requirements of Inquiry, Immersion and
Investigation (Quantitative Research) under the Humanities and Social
Sciences (HUMSS) Strand of Northeastern Mindanao Academy – Senior High
School, we, the researchers, are conducting a survey that investigates The
perception and academic performance of the grade 12 HUMSS students of
Northeastern Mindanao Academy in the transition of learning. We would
highly appreciate it if you could complete the following table, needed for the
said requirement. Any information obtained in connection with this study is
held highly confidential.
Respondent’s Profile
Name: ________________________ Sex: Male
Age: ___________ Female
Strand: __________
Instructions: Put a check (/) on the box provided below.
Questions Strongly
Agree
Agree Disagree Strongly
Disagree
A. TIME MANAGEMENT
● I can finish my school works a
week before retrieval.
● I can pass all the assessments
and still have enough time
doing school works and
household chores.
● I had proper rest during the
given time to answer tasks.
● I can balance my time between
studying and socializing.
● I can manage to organize my
tasks that are needed to be
done in a day.
● Too much leisure time, less
time for school works.

XXVI
● My public speaking improved
significantly.
● I benefit from face to face as it
challenges me to think
critically and creatively.
● I think that face to face classes
help me understand the
concepts/lessons better.
● I find that face to face classes
motivates me to study harder
● I don’t find face to face classes
helpful in my academic
performance.
● My public speaking improved
significantly.
● I benefit from face to face as it
challenges me to think
critically and creatively.
● I think that face to face classes
help me understand the
concepts/lessons better.
● I find that face to face classes
motivates me to study harder
● I don’t find face to face classes
helpful in my academic
performance.
REFERENCES

XXVII
Al-Busaidi KA, Al-Shihi H. Instructors' acceptance of learning management
systems: A theorectical framework. Communications of the IBIMA.
2010
Chase, C. (2012). Blended Learning – Combining Online Technology with
Classroom Instruction: 1 of 3 Make Edtech Happen. http://chip
chase.com/2012/03/21/blended‐learning‐combining ‐onlinetechnology
with‐classroom‐instruction‐1‐of‐3/ 2.
Cooper, I., Mondal, A., & Antonopoulos, C. G. (2020). A SIR model
assumption for the spread of COVID-19 in different communities. Chaos,
Solitons & Fractals, 139, 110057.
Garrison, D. & Vaughan, N. (2008). Blended learning in higher education:
Framework, principles, and guidelines. San Francisco, CA: John Wiley &
Sons.
Hasan, N., & Bao, Y. (2020). Impact of “e-Learning crack-up” perception on
psychological distress among college students during COVID-19
pandemic: A mediating role of “fear of academic year loss”. Children and
Youth Services Review, 118, 105355.xiii
Kaium, M. A., Bao, Y., Alam, M. Z., & Hoque, M. R. (2020).
Understanding
continuance usage intention of mHealth in a developing country.
International Journal of
Pharmaceutical and Healthcare Marketing.
Li, Z., Tsai, M. H., Tao, J., & Lorentz, C. (2014). Switching to blended
learning:
The impact on students’ academic performance. Journal of Nursing
Education and Practice, 4(3).
Lightbown, P.M. & Spada, M. (2013). How languages are learned (fourth
edition). Oxford: Oxford University Press

XXVIII
López-Pérez MV, Pérez-López MC, Rodríguez-Ariza LZ. Blended learning
in
higher education: Students’ perceptions and their relation to
outcomes.Computers & Education. 2011; 56: 818-826.
Pape L. Blended Teaching & Learning. School Administrator. 2010; 67(4):
16-21.
Rupashri SV. Survey on sleep habits and academic performance of dental
college students. Int J Life Sci Rev 2015;1:268-78.
Shilubane, H. N., Ruiter, R. A., van den Borne, B., Sewpaul, R., James, S.,
&
Reddy, P. S. (2013). Suicide and related health risk behaviours among
school learners in South Africa: Results from the 2002 and 2008 nationalxiv
youth risk behaviour surveys. BMC public health, 13(1), 1-14.
Stalker, H., & Horn, M. B. (2012). Classifying K–12 blended learning.
Mountain
View, CA: Innosight Institute, Inc.
http://www.innosightinstitute.org/innosight/wpcontent/uploads/2012/05
/Classifying‐K‐12‐blended‐learning2.pdf
Talidong, K. J. B., & Toquero, C. M. D. (2020). Philippine teachers’
practices to
deal with anxiety amid COVID-19. Journal of Loss and Trauma, 25(6-7),
573-579.
Thejeswar EP, Thenmozhi MS. Educational research-iPad system vs
textbook
system. Res J Pharm Tech 2015;8:1158-60
Thongsri, N., Shen, L., & Bao, Y. (2019). Investigating factors affecting
learner’s perception toward online learning: evidence from ClassStart
application in Thailand. Behaviour & Information Technology, 38(12),

XXIX
1243-1258.
Tosun, S. (2015). The effects of blended learning on EFL students’
vocabulary
enhancement. Procedia-Social and Behavioral Sciences, 199(1), 641-647
CURRICULUM VITAE

XXX
PERSONAL DATA
Name: Ivy Jane Cinco
Age: 20
Date of Birth: January 18, 2003
Gender: Female
Address: Purok 1-A Baan Km 3 Butuan City
Contact Number: 09101670741
Email:
Civil Status: Single
Father’s Name: Reynaldo P. Elloren
Mother’s Name: Lucena Cinco
EDUCATIONAL BACKGROUND
Elementary: Florencio R. Sibayan Central Elementary School, Agusan Del
Norte
Junior High School: Alviola Village Integrated Secondary School
Senior High School: Northeastern Mindanao Academy, P-10 Los Angeles,
Butuan City
CERTIFICATION AND AFFILIATION
Year- certificate of __________
SKILLS: Singing and Drawings

XXXI
CURRICULUM VITAE
PERSONAL DATA
Name: Jannah Nina M. Miones
Age: 19
Gender: Female
Address: P-6, Baobaoan, Butuan City
Email: mionesjannahnina@gmail.com
Father’s Name: Meriande G. Miones
Mother’s Name: Imelda M. Miones
Elementary: Baobaoan Elementary School
Junior High School: Northeastern Mindanao Academy
Senior High School: Northeastern Mindanao Acadmy
SKILLS ,

XXXII
CURRICULUM VITAE
PERSONAL DATA
Name: Lady Mae M. Ascares
Age: 17
Date of Birth: May 21, 2005
Gender: Female
Address:P-10 Bantolinao Padiay Sibagat Agusan del sure
Email: ascaresladymae@gmail.com
Father’s Name: Jimuel C. Ascares
Mother’s Name: Marissa M. Ascares
Elementary: Bantolinao Elementary School
Senior High School: Northeastern Mindanao Academy
SKILLS ,

XXXIII
CURRICULUM VITAE
PERSONAL DATA
Name: Neneth G. Vistal
Age: 18
Gender: Female
Address: P-2A Sumilihon Butuan City
Email: nenethvistal804@gmail.com
Father’s Name: Jerome Vistal
Mother’s Name: Lucinda Vistal
Elementary: Sumilihon Central Elementary School
SKILLS: Dancing

XXXIV
CURRICULUM VITAE
PERSONAL DATA
Name:Jayvee V. Villanueva
Age: 18
Date of Birth: February 11, 2005
Gender: Male
Address: P-2A Sumilihon Butuan City
Contact Number:09566638921
Email: geneticbear12@gmail.com
Father’s Name: Orlando D. Villanueva
Mother’s Name: Myra V. Villanueva
SKILLS ,

XXXV
CURRICULUM VITAE
PERSONAL DATA
Name: Gerald H. Lim
Age: 18
Date of Birth: September 06, 2004
Gender: Male
Address: P-4 Sumilihon Butuan City
Email: geraldlim129@gmail.com
Father’s Name: Daniel J. Lim
Mother’s Name: Mariana H. Lim
SKILLS ,

XXXVI
CURRICULUM VITAE
PERSONAL DATA
Name: Sophea Angella Damalerio
Age: 17
Gender: Female
Address: P-7 Dinakpan Los Angeles
Email: damaleriosopheaangella@gmail.com
Father’s Name: Arman B. Damalerio
Mother’s Name: Rubelyn E. Damalerio
Elementary: Los Angeles Elementary School
SKILLS: Singing and playing Instruments

XXXVII
CURRICULUM VITAE
PERSONAL DATA
Name: Hepher O. Canadalla
Age: 18
Date of Birth: March 27, 2005
Gender: Male
Address: P-2D San Andres Bunawan Agusan Del
Sur
Email: Jbcanadalla@gmail.com
Father’s Name: Hepher L. Canadalla Sr.
Mother’s Name: Julieta O. Canadalla
Elementary: San Andres Elementary School
SKILLS: Playing Basketball

XXXVIII
CURRICULUM VITAE
PERSONAL DATA
Name: Jerson H. Abucay
Age: 20
Date of Birth: April 13, 2003
Gender: Male
Address: P-8 Batolinao Padiay Sibagat Agusan Del Sur
Email: abucay@gmail.com
Father’s Name: Romeo A. Abucay
Mother’s Name: Elsie B. Abucay
Elementary: Bantolinao Elementary School
Junior High School: Sibagat National High School
SKILLS : Basketball

XL
CURRICULUM VITAE
PERSONAL DATA
Name: Julina B. Galanza
Age: 25
Gender: Female
Address: P-5 Buhangin Butuan City
Email: julinagalanza@gmail.com
Father’s Name: Arthuro B. Galanza
Mother’s Name: Julieta B. Galanza
Elementary: Riverside Central Elementary School
S.Y 2003-2009
Junior High School: Agusan National High school (SHS Department)
S.Y 2010-2013
Senior High School: Norheastern Mindanao Academy
S.Y 2022-2023
SKILLS: Cooking

XLI
CURRICULUM VITAE
PERSONAL DATA
Age: 25
Gender: Female
S.Y 2003-2009
S.Y 2010-2013
S.Y 2022-2023
SKILLS: Cooking,

XLII
CURRICULUM VITAE
PERSONAL DATA
Age: 25
Gender: Female
S.Y 2003-2009
S.Y 2010-2013
S.Y 2022-2023
SKILLS: Cooking,

CINCO FINAL PAPER.docx

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to CINCO FINAL PAPER.docx

Similar to CINCO FINAL PAPER.docx (20)

Recently uploaded

Recently uploaded (20)

CINCO FINAL PAPER.docx