Taft National High School

Senior High School Department

Effectiveness of Face-to-Face Classes

Of High School Students

A Research Presented to the

Faculty of Senior High School of

Taft National High School

In Partial Fulfillment

Of the Requirements for the Subject

Inquiries, Investigations, and Immersion

Agnes Christine Anne B. Ragas

Lovely Ellar

Mark Joseph P. Presas

Mil S. Cabrera

June 2023
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APPROVAL SHEET

Effectiveness of Face-to-Face Classes

Of High School Students

Agnes Christine Anne B. Ragas

Lovely Ellar
Mark Joseph P. Presas
Mil S. Cabrera

In partial fulfillment of the requirements for the subject Inquiries, Investigations and
Immersion; this research has been reviewed and is recommended for acceptance for ORAL
EXAMINATION.

JEFERSON A. MOSA, M.A.

Adviser
=====================================================================
APPROVED by the committee for Oral Examination with grade of PASSED.

LIENI GEN B. LABIANO

Chair

ARNEZ JEWELL D. MANLIMOS, M.A. ERIC JOHN M. PAJO

Member Member
=====================================================================
CERTIFIED that this research is ACCEPTED in partial fulfillment of the requirements
for the subject Inquiries, Investigations and Immersion.

ENGR. RODERICK C. ESTRELLA

Senior High School Coordinator

Date of Oral Examination: June 6, 2023

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Acknowledgement

The researchers of this study would like to extend their profound gratitude in every

person who had been contributed to the accomplishment of this study.

Initially, to the teachers who have supported to the future researchers of students in

learning, understanding, being independent, and teaching them for overcoming their future in

helping the future researchers and students in succeeding these research study.

And also their students who study harder and want to be independent in their studies

which gives them a guide from their teachers was an impressive support in conducting and

completing the research paper. Furthermore, they were given time to spend to complete their

recommended activities or tasks to complete the data collection procedure of the research

study.

To the teachers, especially to Mr. Jeferson A. Mosa that was served as a class

adviser in this subject. He was being helped these team to accurately present vital findings

which can complete this research study at the right time through his patience, guidance,

effort, responses, and support.

They were thankfully to the Almighty God for granting us the grace of wisdom,

direction and determination to pursue and to finish our research paper that supports the

academic performance and give blessings that we received from the past present. To God to

be the glory.

The Researchers

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Abstract

This study was related to Effectiveness of Face-to-Face Classes of High School

Students of Taft National High School, Division of Surigao City. This research study was

determined the profile of the respondents in terms of age, sex, and grade level and there two

factors on the effects of face-to-face classes in terms of interaction and instruction. The data

were gathered from this research study by using and conducting a research questionnaire to

the respondents of the high school students of Taft National High School. The data has been

analyzed and interpret using the students on their experiences in face-to-face classes on

improving their skills and knowledge that gives support to the students to their learning skills

that was related on the effects of face-to-face classes or face-to-face learning.

The high school students response emphasize a good performance in academic

performance in terms of the face-to-face learning. The effect of face-to-face classes does not

affect the academic performance of the students it should be more effective for the students to

improve their skills in learning, knowledge, and understanding.

This study was conducted to the students academic performance to measure their

skills in learning in face-to-face classes than the other blended learning. Furthermore, most of

the students in face-to-face classes was impressive and effectively approved their abilities and

dignity in their studies than on blended learning.

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Table of Contents

Page

Title Page i

Approval Sheet ii

Acknowledgement iii

Abstract iv

Table of Contents v

List of Table viii

List of Figures ix

Chapter 1: The Introduction and Review of Literature

Introduction 1

Review of Related Literature 5

Conceptual Framework 16

Statement of the Problem 18

Hypothesis 19

Scope and Limitation 19

Significance of the Study 19

Definition of Terms 20

Chapter 2: Research Methodology

Research Methodology 21

Research Design 21
vi
Research Respondents 21

Research Instrument 23
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Research Environment 23

Ethics and Data Gathering 25

Data Analysis 25

Chapter 3: Results and Discussion

On the Profile of the Respondents 26

On the Interaction as Factor in Effectiveness of Face-to-Face Classes 27

On the Instruction as Factor in Effectiveness of Face-to-Face Classes 29

On the Academic Performance 30

On the Difference on Effectiveness of Face-to-Face Classes according to Profile 30

On the Relationship on Effectiveness of Face-to-Face Classes and

Academic Performance 31

Chapter 4: Summary, Conclusions, and Recommendations

Summary 32

Finding 33

Conclusion 33

Recommendation 34

References 35

Appendices

Appendix A: Letter to Conduct the Study 38

Appendix B: Letter to Collect the Grades of the Respondents 39 vii

Appendix C: Research Questionnaire 40

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Appendix D: Research Questionnaire’s Reliability 42

Appendix E: Validation Sheets 43

Appendix F: Statistician’s Certification 44

Curriculum Vitae 45

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List of Tables

Table

1. Distribution of the Respondents 22

2. Likert Scale as to Effect of Tardiness 23

3. Grading System of Department of Education 23

4. Profile of the Respondents 26

5. Interaction as Factor in Effectiveness of Face-to-Face Classes 28

6. Instruction as Factor in Effectiveness of Face-to-Face Classes 29

7. Academic Performance 30

8. Difference on Effectiveness of Face-to-Face Classes according to Profile 30

9. Relationship on Effectiveness of Face-to-Face Classes and Academic Performance 31

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List of Figures

1. Research Paradigm 17

2. Location Map of Taft National High School in the Division of Surigao City 24

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Chapter 1

This chapter concludes the research study through, introduction, review of related

literature, conceptual framework, statement of the problem, hypothesis, scope and limitation,

significance of the study, and definition of terms.

Introduction

According to (Manalili, 2020), face-to-face classes and distance learning specifically

the modular are forms of education that involve both students and teacher that gauge. The

knowledge acquired by students it also portrays the willingness of Taft National High School

Students to learn and improve as they engage with the learning attitudes given. Both forms

may test the attention span of students to learning especially those who can be easily

distracted, where in for face-to-face classes. The students of Taft National High School may

be subjected to a lot of distractions from their peers while for modular, the presence of

gadgets and other activities may distract them from studying for the difference of the face-to-

face classes are two-way learning where there is a live interaction between students and

teachers with ease in the communication. Furthermore, it is structured as there is a scheduled

time for each subject to attend and follow. Therefore, there is uniformity with their pacing.

Modular distance learning on the other hand, utilizes one-way learning and is more flexible,

the students have the freedom to choose which time they better to do and accomplish their

modules, as they are readily available anytime but with a specific deadline to much.

However, teachers cannot attend promptly to the questions, and they hardly communicate

with each other.

The history of human life, educational system, and economic development has been

occurred by a lot of pandemics like COVID-19 Pandemic.(Editors, 2020). In Taft National 2

High School, the normal or full face-to-face classes was still ongoing during School Year
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2019-2020 before the Coranavirus Disease 2019 began in March 2020. On that time, all of

the classes was suspended and cancelled to keep the students safe from the virus. The

Department of Education planned for the arrangement of classes for the next school year so

the students keep away from the disease while learning and studying. From this situation,

some of the students are fear and afraid to go to school to study and learn more because the

Coronavirus Disease 2019 can be infected from the disease, so the students are needed to stay

safe and stay at home.

In (Zhu & Liu, 2020), as introduced online learning platforms, use Blackboard, Zoom,

TronClass, Classin, and Wechat group platforms, and conducted online training, and all

courses that collects information were introduced as an online learning platforms. At Taft

National High School, the type of blended learning used from School Year 2020-2021 was

Modular Distance Learning. The classes began in October 5, 2020 and all of the students or

learners are answering the modules at home. All of the modules that answered by the students

have answer key at the end of the module in every activity. Some of the activities are

explanations which answers may vary or own opinion or idea. Most students at Taft National

High School are copying the answer key for them to answer all of the activities in each

module while the other students uses and searching from the internet to find answers. The

challenges of modular distance learning was difficult or harder the students to learn the topic

on each subject. Most of the students want to have face-to-face classes to get learning and

improve the knowledge of the learner. On modular distance learning, there will be given

summative test or exams in each quarter to determine the students from their learning and its

knowledge of the learner. In the end of School Year 2020-2021, the Moving Up Ceremony 3
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and Graduation Rites were virtually presented for the students promoted for the next grade

level, the students were listening it at home to prevent the spreading of the virus.

Based on the study of (Winthrop, 2020), that distance learning and training to teachers

are able to less provided in low-income countries will be the most negatively affected through

education system. Furthermore, by the School Year 2021-2022, the Modular Distance

Learning was ongoing at the time of the pandemic. At September 13, 2021, the first day of

classes for School Year 2021-2022 which is also having a modular classes. The formation of

this kind of blended learning was similarly at the last school year. Aside from releasing of

modules, the teacher’s also give some of special activities which is the performance tasks for

the students for them to answer and represent that one. Between the time of the modular

distance learning, most of the students at Taft National High School have most challenges in

the kind of blended learning because the learners wants to learn more about the topics in each

subject. In January 2022, the Taft National High School are preparing to have limited face-to-

face classes on the 2nd semester in 3rd quarter, but it was cancelled due to the most record

cases of Coronavirus a day and a new variants of the Coronavirus Disease which affects to

the students learning. On March 2022, the school was planning again for the limited face-to-

face classes when they give a parent’s consent if the parents or the guardian of students wants

their children to join the limited face-to-face classes or not for the 4 th quarter. The limited

face-to-face classes at Taft National High School was started at April 11, 2022 and the

students were excited for them to learn at school. But some of the other students are ongoing

with the modular distance learning for them to keep safe from the Coronavirus Disease. At

the end of school Year 2021-2022 the Moving Up Ceremony and Graduation Rites were 4

actually face-to-face for the promotion for the next grade level.
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According to(Crawford et al., 2020), through the collaboration with education officers

and school teachers are need to give awareness for parents and students as much as possible

they can try to learn from their studies and make sure that children are safe at home during

school closures. In addition, in the School Year 2022-2023, all of the students at Taft

National High School were enrolled for the face-to-face classes. On the 22 nd of August 2022,

the first day of full face-to-face classes has started for the School Year 2022-2023. There are

many students or learners at the school campus for the first day of school for them to learn

and to improve the knowledge of the students. From the current school year, the full face-to-

face classes were back and ongoing during the time of pandemic.

Review of Related Literature

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According to (Mehdinezhad, 2020) from the UNESCO’s report, that the education in

all different countries and all countries in the world which is affected by the COVID-19

Pandemic. From all the 195 countries in the world was decision to stop the educational and

school activities in anytime; which was affects the 1.6 billion students. On this study, it

targets to investigate and review the academic performance of students during the COVID-19

Pandemic which companies students on face-to-face classes. Furthermore, the students are

needed to have face-to-face classes to help them in learning and to study exactly to the high

school students in their studies and a good learning to improve their knowledge. The method

of this study, was describes the cross-section and it’s targeted population in all to high school

students which was chosen or selected in the same population which was used in a sample

size of determination table. The researcher about this study creates a questionnaire into five

choices which was collected data in a scale of Likert. From the effectiveness of face-to-face

classes shows the results if it was relatively good or relatively moderate in the field of

cognition. The students amount from their academic activities in the virtual education or

distance learning was less than compared than to the effectiveness of face-to-face classes, that

the face-to-face classes is more important than modular distance learning or other blended

learning, so that the learner or students will be guided and learn more. And mostly the student

wants to have face-to-face classes to fulfil their studies and to improve knowledge in

learning.

According to (Valencia, Gonzalez; Enriquez, Amparo; Agredo, Medina, 2017) this

study was consisted in characterizing the strategies which is used by the professors and the
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virtual educational platforms was being implemented. This research was being studied by the

classrooms of the school of the Santiago de Cali University, which is same participated by the

two professors of the university from the Faculty of Education and having a virtual space of

the virtual platform of Chamilo. The investigation of the medical approach of this study about

face-to-face classes is qualitative, and the procedure of collected data was used in observation

and interviews. The different strategies that was used by the professors was obtained and

analyze the results of the literature show through implementation of the virtual educational

platform of Chamilo gives a support for face-to-face classes, different intentions at the

moment by the professor was being implemented to recognize it’s utility.

On the study of (Bali & Liu, 2018), the implications of online learning and face-to-

face classes has been discussed in higher education for a several years. This study have an

examine issues toward online learning and face-to-face learning of the perception of students

in the context of social presence, social interaction, and satisfaction in the University of

Indonesia Open University, Taiwan. The online learning and face-to-face learning was group

conducted a comparison to explore the perceptions of student-learning regardless of the

course delivery method and the online environment. The result of this study that face-to-face

classes indicate the perception was higher than online class in terms of social presence, social

interaction, and satisfaction. However, this study has no significant difference among the

level of students in learning preference. Meanwhile, in online learning, some students were

very comfortable since the chance is led them to be innovative in using computer

technology. 7

In the study of (Mather, 2018), the rapid expansion attracted a large number of

students in a recent years of higher education in online learning. In this research study, the
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perceptions of both online classes and face-to-face classes was examining and conducting a

qualitative study as a survey on students from Ontario community college. One of the

objectives of the student perspective is to explore on the issues of learner reference,

interactivity, workload, performance, and challenges. The purpose of this study was to

analyze face-to-face classes from online learning to show the differences about the

perceptions and experiences of students in learning and understanding.

In the study of (Kintu, Zhu & Kagambe, 2017), this research paper investigates the

effectiveness of face-to-face learning through to other blended learning through analyzing

the relationship between students about their characteristics/background on face-to-face

learning and online learning, from its design features and learning outcomes. This study

determines the significant predictors of the face-to-face classes and other blended learning

by the student characteristics/background and the independent variable was a design

features and the dependent variable was their learning outcomes. To gather the data about

the students’ characteristic/background, design features and learning outcomes is to conduct

and administered a survey to their respondents and the respondents in this study was

students. The results of the evaluation were used as a measure for the outcome of the

performance on the final semester. The online self-regulatory learning questionnaire was

being applied for data on learner on self-regulation, the motivation of intrinsic inventory to

get data on intrinsic motivation and other self-developed instruments to measure the other

constructs of the study. The results of analysis of multiple regression shows that blended
8
learning design features the supports on quality of technology, online tools and face-to-face

learning support, and the characteristics of students was their attitude and self-regulation

which was predicted as an outcome on students satisfaction. Some of the student

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characteristics/backgrounds and design features are significant predictors were indicated the

results of student learning outcomes in face-to-face learning and other blended learning.

According to (Yen, Lo, Lee & Enriquez, 2018), that the purpose of this study of

face-to-face, online, and blended learning modalities in an undergraduate Child

Development course was to compare and conduct a comparison in three-ways to determine

the student’s academic outcomes and course satisfaction across modalities if there are some

differences in learning. The outcomes of student academic performance were measured by

three examinations, one research paper, and the overall course total grade. The Student

Opinion Questionnaire (SOQ) across the three teaching modalities and the Constructivist

On-Line Learning Environment Survey (COLLES) to online and blended modalities are

used to measure in administering the course satisfaction. All three examinations, research

paper, and the overall course total grade across three teaching modalities, allaying

traditional reservations about online and blended teaching efficacy was an examination

which indicates the results of the equally performance of students in academic. The analysis

of SOQ and COLLES found out that the students from the three modalities were equally

satisfied with some experiences on learning. Face-to-Face Interaction and Learn on Demand

(Flexibility) identified in a Two-Factor Model as factors to determine the student academic

outcomes which was being proposed. This study has been discussed with its implications,

limitation, and future research direction.

According to the study of (Flanigan et. al, Ray, Titsworth, Hosek & Kim, 2021), that

the behaviors and contextual factors were examined the college instructors’ perceptions to

allow with their students to initiate and to maintain rapport. Based on the phenomenological
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interviews that the college instructors indicate to the instructors on different strategies and

contextual factors which can rely to initiate and the students across the semester can maintain

rapport. The instructors rely on a variety of connecting, common grounding, and information

sharing behaviors and leverage baked-in rapport from their students which cultivate a sense

of rapport at the beginning of the semester. The instructors take place on more emphasis

while engaging continually in connecting behaviors on attentive and courteous behaviors of

the students. Furthermore, that maintaining a strong sense of rapport across the semester are

essential to delicate the situations to the instructors by identifying personalized instruction

and tactful responses for face-to-face learning. From the present study provide some findings

to the college instructors by initiating and maintaining rapport with students in their

classrooms with their framework.

On the study of (Correa, González, Sepúlveda, Burón, Salinas, Cavagnaro, Pediatrica,

de Pediatria, et.al, 2021), during the COVID-19 pandemic implicates the closing educational

establishments for the discussion about the opening of face-to-face classes, considering them

to invite and require from positions and responsibilities, and the changes that make as a

society at the educational level. In other words, this refers for the students to have limited

face-to-face classes to help the students improve their skills and knowledge on learning and

understanding in every topic that actually discussed by their teachers. In this article, the

information has been collected by a group of health professionals and the repercussions of 10

returning or not to school activities was reflected in terms of physical and emotional health

and academic education. The study was based on the protective factors and possible threats to

return, to conclude each local reality of its own informed decision to make which is possible,

with the participation of all its members, seeking the common good, that favors on students,

protects teachers, and the educational system in socio-emotional learning are roles to
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privilege its learning. School is a space for the students and their families that experienced in

these uncertain times for containing the emotions and adaptation needs. Around these issues

that link education, physical and mental health, social collaboration, and individual

responsibility have a level of responsibility in building a new civilization on educational

learning. In people's living conditions and unequal opportunities have differences that more

visible than before and create an opportunity for changes that we must face together the

students on face-to-face learning during the pandemic.

Based on the study of (Soffer & Nachmias, 2018), that this study examined the

effectiveness of three online courses compared format compared with three the same courses

in a face-to-face learning, which had the same characteristics on the instructor and final exam

content and place. The effectiveness of face-to-face learning was examined by utilizing a

wide range of variables, including two objective measures: grades and completion rate; and

nine subjective measures: seven measures include instructional aspects, engagement, and

satisfaction in course structure, learning content, lessons watched, assignments,

communication. The significant differences between online and F2F courses in most of the

examined variables indicates its significant findings. In the online courses has reported a

better understanding of the students in the course structure, course staff with a better

communication, listening more by watching the videos and higher engagement and 11

satisfaction. The face-to-face classes of the students reported better contribution of the

learning content. The final grades of the student’s academic performance were higher in the

online courses, and there are no differences were found in the completion rate. This study

examines the findings in many suggest on effectiveness aspects, online courses are as

effective as, or more effective than, F2F courses. The research study has been discussed on

the interpretations of the findings.

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According to (Khodabandeh & Hemmati, 2022), on the emergence of new

instructional assessments of writing in foreign language classes, peer assessment (PA) the

teachers over the past decades receiving a special attention on the peer assessment (PA). The

English Foreign Language Learners’ (EFL) is an essay writing that uses in face-to-face,

blended, and flipped classes that this study aimed to investigate the impact of PA. The

Oxford Placement Test (OPT), that most of the students were homogenized and they were

joined on blended, flipped, and face-to-face were randomly assigned to three groups. At the

beginning of the study was to inspect the participants’ prior writing proficiency is to write an

argumentative essay as a pre-test was administrated. The flipped group was instructed to use

PA within the online class, and the blended group regards the treatment which received an

instruction in an online class and applied PA in a one face-to-face learning, while the face-to-

face classes was instructed to use PA in the conventional class on the face-to-face group. The

post-test on these treatment sessions is to write an argumentative essay and all groups are

attended. In comparing the mean scores of the pre-and post-tests of each group was to paired

sample t-test and Analysis of Variance (ANOVA). The experimental groups outperformed

the control group in the post-test that shows results of data analysis of the experimental

groups. There is no any significant difference between the effect of PA in the flipped and 12

blended groups in the post-test based on the implications on the results conducted by

Analysis of Variance (ANOVA). The results of this study there are interested in using

different technologies in teaching study can be useful for English language students, teachers,

and researchers.

In the study of (Parcel, Radu & Gonzales, Laura Fitzwater, 2018), the student

learning and background characteristics were analyzed the multiple sections of an upper-
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division undergraduate work and sociology course to family, two taught face-to-face and

four offered completely online. The two delivery modes were strictly controlled by the

learning environments, in all six sections with the same instructor, the same assignments,

and the same grading standards. The students select either online or face-to-face sections to

match their perceived learning styles that suggests the qualitative data and their academic

schedules were accommodated, as well as work and family obligations. Most of the learning

outcomes do not differ by delivery mode were the quantitative results was suggested. The

favoring online students have seen any differences in levels of class participation; students

with higher GPAs participate more, while those with higher levels of activity hours and who

are taking more online credits participate less. The students face a trade-off between

working more hours participating in online classes. In obtaining the findings in other upper-

division sociology classes is to determine the results of needed replication.

According to (Kim & Choi, 2018), this study addressed two goals: first, it reports on

how some functions in Learning Management System for face-to-face classes were it was

utilized. One hundred forty-four students was attending a mandatory first-year English course

in two levels which is responded with some survey questions on a five-point Likert scale

and one open-ended question. The regression analysis was carried out by the factor analysis. 13

The

degree of positive attitude and levels of participation on the results suggested to quality

performance which may not always lead, particularly in relation to examinations. The quality

performance of the learners was not directly derived on its satisfaction. Beyond the classroom

than the intermediate-level learners appeared the basic-level on their less tendency for

expanding their learning. The Learning Management System (LMS) functions were

comprised the class procedure were employed for three steps; the learners’ participation in
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the vocabulary quizzes recorded the highest mean among all others, which was followed by

the pair/group activities, and recorded a relatively high score on the question and answer

portion. These results, along with positive comments from the learners, that the LMS added

variety to the classroom that can be interpreted as a signal that promotes the learner 14

satisfaction.

On the basis on the study of (Wilson, 2018), the financial balance demands to offer a

high quality with the ability from the higher education environment and it has different

modalities and times in variety from the practical courses. The institutions are increasingly

which rely about these modern educational demands on adjunct faculty to help bring these

demands because of this new reality on modern educational demands. To meet these

growing demands the college schools and universities were looking and previewing to

expand their technological investments. The potential of affecting student satisfaction

should be rapport outside from left behind of the classroom. The faculty and students,

implementing online communication tools are available for the increase of technology

which can use by the adjunct faculty with the growing use that could help offering more

faculty/student on the classroom setting from the engagement outside to bridge the

challenge. The online communication tools which can be looked at the baseline of the

quantitative study to adjunct face-to-face courses on faculty teaching at Mid-Atlantic

University. The completion of University sponsored trainings was still look for the impact

by the faculty of the usage in the university, as their experience in online fully teaching as

well, and hybrid courses as well.

From the study of (Lopez-Fernandez, Burgueno, Garcia & Gil-Espinosa, 2021), the

challenges that caused by COVID-19 pandemic the instructional changes were attempted to

effectively respond by the educational system. The predominantly face-to-face teaching were

processed the adaptation to a virtual one for the Physical Education (PE) teachers which a
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substantial effort was being involved the process of adapting on teaching and learning. There

are no studies have analyzed by the teachers at-home on the units on Physical Education

(PE). From a curricular perspective, this research study aimed at examining of the proposals

of distinct at-home PE in order that their characteristics was to ascertain,

good teaching practices should share instances, and the useful guidelines to help their

students proposal in the future of design quality was provided by the teachers. An individual

motor exercise focused on physical fitness that the result of the profile of the predominant

activity has been evidenced and the challenge was introduced with the aid of the internet

which students repeat a specific movement sequence.

Based on the idea of (Agasen, Cabardo, Lapuz & Alvarez, 2022), the limited face-to-

face classes assessed the willingness and the critical stakeholders were expected on the

descriptive comparative of the study. The descriptive inferential statistics, reliability,

validity, and normality test was utilized by this research. The organization’s construct

among the respondents got the highest expectation were the result of the study was revealed,

the learning environment of physical learning was consisted and the community and 15

education aspects that followed on health services. The stakeholders are willing to join and

participate in the limited F2F classes similarly on the environment of physical learning and

the services of health care system are planned well and executed. The Higher Education

Institutions in Manila were selected among the stakeholders found a significant difference in

both willingness and expectations on this study.

Here are the subtopics of this study:

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Classes During Pandemic. This study was conducting an analysis of a case study with a

survey on students’ about their perceptions on online learning or online classes during the

pandemic (Agung, A. N., Surtikanti, M. W., & Quinones, C. A., 2020).

Face-To-Face Classes. It gives significant process which approaches to the teaching-learning

process for the students (Salamuddin, 2021).

Interaction. The interaction of psychology research of the New Cornhell found out that

sitting on face-to-face, was rather than from shoulder-to-shoulder, enhances learning and

innovation is should be harder from the perspective from its learning complex of physical

skills (Dean, 2022).

Instruction. The instruction face-to-face classes techniques which includes blended

classrooms also using a technology to provide in online learning classes so that students can

do at home (Gonzalez, 2020).

16

Conceptual Framework

This study is anchored on the idea Darkwa (2021) From Classroom to Online:

Comparing the Effectiveness and Student Academic Performance of Face-to-Face Learning.

This study recognizes to student about their experiences the effects of face-to-face learning

which affects their academic performance. The aim of this study is to present the
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effectiveness of face-to-face learning that compares to the academic performance of the

students.

In Figure 1 research paradigm of the students. The profile of high school students

regards their age, sex, and grade level. On the other way, this represents the factors on the

effectiveness of face-to-face classes of high school students in terms of interaction and

instruction and how is this related to academic performance.

17
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What is the profile Effectiveness of

of respondents in Face-to-Face
Academic
terms of: Classes in terms of:
• Age • Interaction Performance
• Sex • Instruction
• Grade Level

Figure 1 18

Research Paradigm

Statement of the Problem

1.) What is the profile of the respondents in terms of:

1.1. Age;

1.2. Sex and;

1.3. Grade Level?

 Taft National High School
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2.) What are the effectiveness of face-to face classes in terms of:

2.1. Interaction and;

2.2. Instruction?

3.) What is the academic performance of the respondents in first quarter of School Year

2022-2023?

4.) Is there a significant difference on the effectiveness of face-to-face classes according to

profile?

5.) Is there a significant relationship between the effectiveness of face-to-face classes and

academic performance?

19

Hypothesis

To solve the problem, the researchers made the following:

Ho1: There is no significant difference on the effectiveness of face-to-face when grouped

classes according to profile.

Ho2: There is no significant relationship between the effectiveness of face-to-face classes and

academic performance.
 Taft National High School
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Scope and Limitation

Content. This study focuses on effectiveness of face-to-face classes of High School students

in Taft National High School.

Respondents. The respondents of this study are the High School Students of Taft National

High School.

Place and Time. This study conducted on the School Year 2022-2023 at Taft National High

School.

Significance of the Study

Teacher. They focuses the study of the students by improving their knowledge to

accomplished their research study and academic performance.

Students. They focuses their study to improve their knowledge on accomplishing their

research study and academic performance.

Researchers. This research will be their ideas and knowledge for conducting another

research on study.

20

Definition of Terms

Face to Face Classes. This is where the teacher and the students meet in a set place for a set

time, for either one-on-one learning or, most commonly, in group class lessons similar to

what happens in school.

High School Students. A public school student enrolled in grades 7 to grade 12.
 Taft National High School
Senior High School Department

Academic Performance. is the measurement of student achievement across various

academic subjects. Teachers and education officials typically measure achievement using

classroom performance, graduation rates and results from standardized tests.

21

Chapter 2

Research Methodology

The chapter of this study is including research design, research environment, research

respondents, research instrument and analyzed the Effectiveness of Face-to-Face Classes of

Taft National High School student according to their interaction and instruction.
 Taft National High School
Senior High School Department

Research Design

This study will uses descriptive type of qualitative research. In this design,

specifically descriptive will be used to describe the profile of the respondents. Moreover, it

was the Effectiveness of Face-to-Face Classes of High School Students.

Research Respondents

The research respondents are individuals who completed the survey or an interview of

the research questionnaires for the researcher which is conducted the data and analyzed their

research study. The respondents of this study are including Junior High School Students and

Senior High School Students of Taft National High School.

22

The Table 1 shows the distribution of the respondent’s perception

Table 1

Distribution of the Respondents

Grade Level Section Population Samples Percentage
A 34 8 2.82%
B 40 10 3.32%
Grade 7 C 40 10 3.32%
D 47 12 3.90%
E 33 8 2.74%
 Taft National High School
Senior High School Department

F 47 12 3.90%
A 41 10 3.40%
B 39 10 3.24%
Grade 8 C 40 10 3.32%
D 49 12 4.07%
E 44 11 3.65%
F 41 10 3.40%
A 41 10 3.40%
B 46 11 3.82%
Grade 9 C 51 13 4.23%
D 50 12 4.15%
E 49 12 4.07%
A 41 10 3.40%
B 36 10 2.98%
Grade 10 C 43 11 3.57%
D 43 11 3.57%
E 41 10 3.40%
A 32 8 2.65%
Grade 11 B 39 11 3.24%
C 34 8 2.82%
D 39 11 3.24%
A 42 10 3.49%
Grade 12 B 41 10 3.40%
C 42 10 3.49%
Total: 1205 301 100.00%

23

Research Instrument

This research study was used by a data connection which is the questionnaire. There

are some set of questionnaire intended for High School Students of Taft National High

School. Part 1 consist the profile of the respondents and part 2 is about the study on the

Effectiveness of Face-to-Face Classes of High School Students. In Part 2, it was sub divided

into two, A.) Interaction and B.) Instruction.

 Taft National High School
Senior High School Department

Table 2
Likert Scale as to Effectiveness of Face-to-Face Classes

Scale Parameter Description

4 3.46-4.00 Strongly Agree
3 2.46-3.45 Agree
2 1.46-2.45 Disagree
1 1.00-1.45 Strongly Disagree

Table 3: Grading System of Department of Education

Grade Grading Scale Descriptive Rating

90-100 Passed Outstanding
85-89 Passed Very Satisfactory
80-84 Passed Satisfactory
75-79 Passed Fairly Satisfactory
Below 75 Failed Did not meet expectations

Research Environment

This study was conducted at Taft National High School which was located at Nueva

Extension, Surigao City. This place can be travelled through using of motorcycle, cars,

automobiles, and other transportation. Most of the students are coming nearby barangays

while few of the students live from the island schools. And it had all 29 sections or
24
classrooms in this school, 22 rooms are in Junior High and 7 rooms are in Senior High.
 Taft National High School
Senior High School Department

Figure 2 25
Location Map of Taft National High
School in the Division of Surigao City

Ethics and Data Gathering

The questionnaire of this study was distributed to the High School Students of Taft

National High School. A written permit was forward to the Principal’s Office of Taft

National High School. By given approval that the research personally conducted

questionnaire validity and reliability of the questionnaire.

 Taft National High School
Senior High School Department

Validity. Hard copies of the questionnaire were distributed to the research panelist and the

contents were subjected to revisions. Pearson r will be use to test the reliability of the

research questionnaire.

Reliability. Test rated method was use for reliability to the selected High School Students of

Taft National High School Students will calculated to determine reliability of questionnaire.

Data Analysis

The following statistical tools will be used to analyze the data:

Frequency and Percentage Distribution. This was used to determine the Profile of the

Respondents.

Weighted Mean and Standard Deviation. This was used to determine the effects of face-to-

face classes of High School Students of Taft National High School.

Analysis of Variance (ANOVA). This was used to know the significant difference on the

Effectiveness of Face-to-Face Classes of High School Students.

Pearson r. This was used to know the significant relationship between the Effectiveness of

Face-to-Face Classes. 26

Chapter 3

Results and Discussion

This chapter presents, interprets, and analyzes the results of the study based on the

problems cited in Chapter 1.

On the Profile of the Respondents

 Taft National High School
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The data are analysed collectively for the whole study. The consecutive table shows

the profile of the respondents in terms of age, sex, and grade level.

Table 4

Profile of the Respondents

Profile f (n=301) Percentage

<13 years old 71 23.6
14-15 years old 122 40.5
Age 16-17 years old 74 24.6
18-19 years old 29 9.6
>20 years old 5 1.7
Male 134 44.5
Sex
Female 167 55.5
7 60 19.9
8 63 20.9
Grade 9 58 19.3
Level 10 52 17.3
11 38 12.6
12 30 10.0

Age. The table reveals that out 301 high school student-respondents, 71 or 23.6% of

the respondents were from 13 years old and below, 122 or 40.5% of the respondents were

from 14-15 years old, 74 or 24.6% of the respondents were from 16-17 years old, 29 or

9.6% of the respondents were from 18-19 years old, and 5 or 1.7% of the respondents were 27

from 20

years old and above. This means that majority of the respondents who respond as to their

perception on effectiveness of face-to-face classes are age 14-15 years old.

Sex. The table reveals that out of 301 high school student-respondents, 134 or 44.5%

of the respondents are male and 167 or 55.5% of the respondents are female. This means that
 Taft National High School
Senior High School Department

majority of the respondents who respond as to their perception on effectiveness of face-to-

face classes are female.

Grade Level. The table reveals that out of 301 high school student-respondents, 60 or

19.9% of the respondents are grade 7, 63 or 20.9% of the respondents are grade 8, 58 or

19.3% of the respondents are grade 9, 52 or 17.3% of the respondents are grade 10, 38 or

12.6% of the respondents are grade 11, and 30 or 10.0% of the respondents are grade 12. This

means that majority of the respondents who respond as to their perception on effectiveness of

face-to-face classes are grade 8.

On the Interaction as Factor in Effectiveness of Face-to-Face Classes

On the Interaction, the item number 1 is having a mean of 3.49 and a standard

deviation of 0.55 and has a Description of Strongly Agree. And the item number 2 is having a

mean of 3.42 and a standard deviation of 0.57 and has a Description of Agree. And the item

number 3 is having a mean of 3.45 and a standard deviation of 0.56 and has a Description of

Agree. And the item number 4 is having a mean of 3.51 and a standard deviation of 0.58 and

has a Description of Strongly Agree. And the item number 5 is having a mean of 3.45 and a

standard deviation of 0.57 and has a Description of Agree. And the item number 6 is having a

mean of 3.46 and a standard deviation of 0.55 and has a Description of Strongly Agree. And 28

the item number 7 is having a mean of 3.33 and a standard deviation of 0.54 and has a

Description of Agree. And the item number 8 is having a mean of 3.23 and a standard

deviation of 0.62 and has a Description of Agree. And the item number 9 is having a mean of

3.40 and a standard deviation of 0.62 and has a Description of Agree. And the item number

10 is having a mean of 3.34 and a standard deviation of 0.64 and has a Description of Agree.
 Taft National High School
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The interaction having an average mean is 3.41 and an average standard deviation of 0.55 and

an average verbal interpretation of Agree.

Table 5

Interaction as Factor in Effectiveness of Face-to-Face Classes

A. Interaction Mean SD Verbal

Interpretation
1. I have to follow safety protocols in face-to-face 0.5
3.49 Strongly Agree
classes. 5
2. I like participating in all subjects in face-to-face classes 0.5
3.42 Agree
than modular distance learning. 7
3. I follow the rules and regulations during face-to-face 0.5
3.45 Agree
classes. 6
4. I want to get more knowledge and expectation in 0.5
3.51 Strongly Agree
School Year 2022-2023 during face-to-face classes. 8
5. I want to study in every lesson of the teacher. 0.5
3.45 Agree
7
6. I want to be active at any time of the school classes. 0.5
3.46 Strongly Agree
5
7. I ask my teacher for help that is related in school 0.5
3.33 Agree
classes. 4
8. I am being mindfulness during classes. 0.6
3.23 Agree
2
9. Making of assignments is helpful in improving skills 0.6
3.40 Agree
and its knowledge. 2
10. I can communicate easily with my teacher and 0.6
3.34 Agree
classmates during face-to-face classes. 4
Average 0.5
3.41 Agree
5

29

On the Instruction as Factor in Effectiveness of Face-to-Face Classes

On the Instruction, the item number 1 is having a mean of 3.42 and a standard

deviation of 0.62 and has a Description of Agree. And the item number 2 is having a mean of
 Taft National High School
Senior High School Department

3.40 and a standard deviation of 0.58 and has a Description of Agree. And the item number 3

is having a mean of 3.51 and a standard deviation of 0.56 and has a Description of Strongly

Agree. And the item number 4 is having a mean of 3.54 and a standard deviation of 0.53 and

has a Description of Strongly Agree. And the item number 5 is having a mean of 3.43 and a

standard deviation of 0.59 and has a Description of Agree

Table 6

Instruction as Factor in Effectiveness of Face-to-Face Classes

B. Instruction Mean SD Verbal

Interpretation
1. I am happy with my seatmate. 3.42 0.62 Agree
2. I can do the tasks and assignments. 3.40 0.58 Agree
3. I love my classmates and teachers. 3.51 0.56 Strongly Agree
4. I always respect my classmates and teachers. 3.54 0.53 Strongly Agree
5. I obey the rules and requirements in the school 3.43 0.59
Agree
campus.
6. I am so excited during classes. 3.43 0.59 Agree
7. I want to observe cleanliness in the classroom. 3.52 0.53 Strongly Agree
8. I help my classmates during activities. 3.41 0.60 Agree
9. I can share ideas from class discussion. 3.46 0.58 Strongly Agree
10. I feel confident during classes. 3.38 0.66 Agree
Average 3.45 0.62 Agree

. And the item number 6 is having a mean of 3.43 and a standard deviation of 0.59

and has a Description of Agree. And the item number 7 is having a mean of 3.52 and a

standard deviation of 0.53 and has a Description of Strongly Agree. And the item number 8

is having a mean of 3.41 and a standard deviation of 0.60 and has a Description of Agree. 30

And

the item number 9 is having a mean of 3.46 and a standard deviation of 0.58 and has a

Description of Strongly Agree. And the item number 10 is having a mean of 3.38 and a
 Taft National High School
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standard deviation of 0.66 and has a Description of Agree. The instruction having an average

mean is 3.45 and an average standard deviation of 0.62 and an average verbal interpretation

of Agree.

On the Academic Performance

The table below reveals the verbal description of Satisfactory rating as to the mean of

the academic performance of the respondents which is 81.06 means students in generally

passed. An academic performance is the measurement of grades of a student in all academic

subjects as a rate of performance that they have in school.

Table 7

Academic Performance

Mean SD Verbal Description

Average 6.6
81.06 Satisfactory
GPA 0

On the Difference on Effectiveness of Face-to-Face Classes according to Profile

Age. As shown in the table below, in interaction is having a χ² of 3.72 and a p of

0.445 and the interpretation is not significant and the decision is do not reject Ho. In

instruction is having a χ² of 6.67 and a p of 0.155 and the interpretation is not significant and

the decision is do not reject Ho.

Sex. As shown in the table below, in interaction is having a χ² of 3.09 and a p of 0.079

and the interpretation is not significant and the decision is do not reject Ho. In instruction is

having a χ² of 2.42 and a p of 0.120 and the interpretation is not significant and the decision 31

is do not reject Ho.

Grade Level. As shown in the table below, in interaction is having a χ² of 8.51 and a

p of 0.130 and the interpretation is not significant and the decision is do not reject Ho. In
 Taft National High School
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instruction is having a χ² of 2.20 and a p of 0.068 and the interpretation is not significant and

the decision is do not reject Ho.

Table 8

Difference on Effectiveness of Face-to-Face Classes according to Profile

χ² P Interpretation Decision
Age Interaction 3.72 0.445 Not significant Do not reject Ho
Instruction 6.67 0.155 Not significant Do not reject Ho
Sex Interaction 3.09 0.079 Not significant Do not reject Ho
Instruction 2.42 0.120 Not significant Do not reject Ho
Grade Level Interaction 8.51 0.130 Not significant Do not reject Ho
Instruction 2.20 0.068 Not significant Do not reject Ho

On the Relationship on Effectiveness of Face-to-Face Classes and Academic Performance

As shown in the table below on the relationship on effectiveness of face-to-face

classes and academic performance, in interaction, is having an r-value of 0.795, and the p-

value of <0.001, and the interpretation is significant, and the decision is to reject Ho. In

instruction, is having an r-value of 0.767, and the p-value of <0.001, and the interpretation is

significant, and the decision is to reject Ho.

Table 9

Relationship on Effectiveness of Face-to-Face Classes and Academic Performance

r-value p-value Interpretation Decision

Instruction Academic 0.795 <0.001 Significant Reject Ho
Interaction Performance 0.767 <0.001 Significant Reject Ho

32

Chapter 4

Summary, Conclusions, and Recommendations

 Taft National High School
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This chapter contains the summary and findings of the study. From the findings,

conclusions are drawn as bases for recommendations.

Summary

This study assessed the expectations of Effectiveness of Face-to-Face Classes of High

School Students of Taft National High School, in Surigao City. Specifically, it determines the

profile of the students/respondents in terms of age, sex, and grade level, the effectiveness of

face-to-face classes in terms of two factors such as interaction and instruction, and it

determines the academic performance of the students/respondents in the first quarter of

School Year 2022-2023. Aside from that, this study also determines the significant difference

on effectiveness of face-to-face classes according to profile and significant relationship on

effectiveness of face-to-face classes and academic performance. On the academic

performance of the respondents has an average APA of 81.06 in mean and 6.60 in standard

deviation (SD), so the verbal description is satisfactory. The significant difference on

effectiveness of face-to-face classes according to profile from age, sex, and grade level are

not significant. The significant relationship on effectiveness of face-to face classes and

academic performance has an r-value of 0.795 in interaction and 0.767 in instruction and the

p-value is <0.001 so the interpretation is significant. This study supports to the students about

their learning they have during face-to-face classes to help them improve their knowledge

and skills in their studies that they have learned from school.
33

Finding

1. There are female than male respondents and are 14-15 years old. Moreover, grade 8 has the

highest count.
 Taft National High School
Senior High School Department

2. The responses on effectiveness of face-to-face classes is described as agree

3. The mean grade of the respondents is described as satisfactory.

4. There is no significant difference on the effectiveness of face-to-face when grouped

according to profile.

5. There is a significant relationship between the effectiveness of face-to-face classes and

academic performance.

Conclusion

1. Majority of the respondents are female, are 14-15 years old and grade 8.

2. Respondents agreed on the effects of face-to-face classes.

3. Respondents perform well in class.

4. The responses on the effects of face-to-face class of the respondents are the same.

5. Face-to-Face classes affects academic performance.

34

Recommendations

Based on the findings and conclusions of this study, the following recommendations

are given:
 Taft National High School
Senior High School Department

Teacher. They encourage the student from their studies and their learning to teach them a

lesson in school for their responsibilities, appreciating student hard work as soon as possible

they understand. These will help to motivate the student positively toward their studies they

have learned.

Parents. They will give a support to their children about their skills in learning and their

academic performance in school so that their children will help themselves in understanding

the lessons.

Students. You should participate in your study. They were learners who participate,

cooperate, and respond in every activities in school.

Researcher. They may inspire and persuade a research to conduct and beyond for more

variable of this study.

35

References

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Expectation and Willingness for Limited Face-to-Face Classes
 Taft National High School
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 Agung, A. N., Surtikanti, M. W., & Quinones, C. A. (2020). Students’ perception of

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face-to-face L2 class. Multimedia-Assisted Language Learning, 21(3), 39-62.

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38

Appendix A
Letter to Conduct the Study
Taft National High School
March 2, 2023
 Taft National High School
Senior High School Department

ARTHUR E. JAMERA, PhD

School Principal IV
Taft National High School

Dear Dr. Jamera,

Good Day!

The undersigned students of this school are currently conducting a research study on
“Effectiveness of Face-to-Face Classes of High School Students” as partial fulfillment of
the requirement of the subject in Inquiries, Investigations, and Immersion.
In connection to this, we would like to ask permission to conduct these research
questionnaires in high school students of Taft National High School. Moreover, we could like
to request for the list of students every section and their corresponding average grade in first
quarter of the current year.
Your kind consideration and approval will really help us in the completion of this research
paper.
Thank you very much!

Respectfully yours,

(SGD) AGNES CHRISTINE ANNE B. RAGAS

(SGD) LOVELY ELLAR

(SGD) MARK JOSEPH P. PRESAS

(SGD) MIL S. CABRERA

Noted by:

(SGD) JEFERSON A. MOSA

Research Adviser

Approved by:
39

(SGD) ARTHUR E. JAMERA, PhD

School Principal IV

Appendix B
Letter to Collect the Grades of the Respondents
March 22, 2023
 Taft National High School
Senior High School Department

ARTHUR E. JAMERA, PhD

School Principal IV
Taft National High School

Dear Dr. Jamera,

Good day!

The undersigned are conducting a study about “Effectiveness of Face-to-Face Classes

High School Students” as a partial fulfillment of the requirements for the subject Inquiries,
Investigation, & Immersion.

In connect to this, we would like to ask to conduct the study. Furthermore, we would like
to ask your permission to ask for the List of Students and their average grades in First Quarter
of the Current School year.

The researcher are highly anticipating your kind approval regarding this matter.

Respectfully yours,

(SGD) AGNES CHRISTINE ANNE B. RAGAS

(SGD) LOVELY ELLAR
(SGD) MARK JOSEPH P. PRESAS
(SGD) MIL S. CABRERA

Noted by:
(SGD) JEFERSON A. MOSA
Research Adviser

Approved by:
(SGD) ARTHUR E. JAMERA, PhD
School Principal IV 40

Appendix C
Effectiveness of Face-To-Face Classes of High School Students

I. Profile of the Respondents

 Taft National High School
Senior High School Department

Name: _______________________________ (Optional)

Sex: Male: _____ Female: _____

Age: _____ 13 years old and below _____ 18-19 years old
_____ 14-15 years old _____ 20 years old and above
_____ 16-17 years old

Grade Level: _____

II. Direction: Please check and rate yourself honestly based on what you actually do given the
statement using the following scales:

Legend: 4 – Strongly Agree 2 - Disagree

3 – Agree 1 – Strongly Disagree

Interaction Strongly Agree Disagree Strongly

Agree (3) (2) Disagree
(4) (1)
1. I have to follow safety protocols in face-to-
face classes.
2. I like participating in all subjects in face-to-
face classes than modular distance learning.
3. I follow the rules and regulations during face-
to-face classes.
4. I want to get more knowledge and
expectation in School Year 2022-2023 during
face-to-face classes.
5. I want to study in every lesson of the teacher.
6. I want to be active at anytime of the school
classes.
7. I ask my teacher for help that is related in
school classes.
8. I am being mindfulness during classes.
9. Making of assignments is helpful in
improving skills and its knowledge.
10. I can communicate easily with my teacher 41
and classmates during face-to-face classes.

Instruction Strongly Agree Disagree Strongly

Agree (3) (2) Disagree
(4) (1)
 Taft National High School
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1. I am happy with my seatmate.

2. I can do the tasks and assignments.
3. I love my classmates and teachers.
4. I always respect my classmates and teachers.
5. I obey the rules and requirements in the
school campus.
6. I am so excited during classes.
7. I want to observe cleanliness in the
classroom.
8. I help my classmates during activities.
9. I can share ideas from class discussion.
10. I feel confident during classes.

Thank you!

42

Appendix D
 Taft National High School
Senior High School Department

Research Questionnaire’s Reliability Result

Cronbach’s Alpha 0.82027864

Split-Half (odd-even) Correlation 0.61679386
Spearman-Brown Prophecy 0.76298392
Mean for Test 67.4333333
Standard Deviation for Test 6.11927737
KR21 5.54840478
KR20 5.55979129

Questions Subjects
20 30

43

Appendix E
 Taft National High School
Senior High School Department

Validation Sheets

Validator # 1

Validator # 2 Validator # 3

44

Appendix F
Statistician’s Certification
 Taft National High School
Senior High School Department

This certifies that this research study, “Effectiveness of Face-to-Face Classes of

High School Students” by the proponents Cabrera, M., Ellar, L., Presas, M., Ragas, A., of

S.Y. 2022-2023 has undergone statistician analysis.

This certification is issued to ensure that the school received quality research work.

ERIC JOHN M. PAJO

Statistician

Date:

45

Curriculum Vitae
Name: Agnes Christine Anne B. Ragas
 Taft National High School
Senior High School Department

Sex: Female
Date of Birth: October 1, 2004
Place of Birth: Caraga Regional Hospital, Surigao City,
Surigao del Norte, Philippines
Age: 18
Status: Single
Citizenship: Filipino
Religion: Catholic
Parents/Guardian: Prudencio D. Ragas Jr.

Educational Attainment:
Elementary: Surigao City Pilot School (SCPS)
Surigao City, Philippines
S.Y. 2016-2017
High School:
Junior High: Northeastern Mindanao Colleges (NEMCO)
Rizal St. Surigao City, Philippines
S.Y. 2017-2018 to S.Y. 2019-2020

Taft National High School (TNHS)

Nueva Ext. Surigao City, Philippines
S.Y. 2020-2021

Senior High: Taft National High School (TNHS)

Nueva Ext. Surigao City, Philippines
S.Y. 2021-2022 to S.Y. 2022-2023

Track: Technical-Vocational Livelihood

Strand: Information and Communication Technology 46
Specialization: Computer Systems Servicing

Curriculum Vitae

Name: Lovely Ellar

 Taft National High School
Senior High School Department

Sex: Female

Date of Birth: September 21, 2004

Place of Birth: Surigao City, Surigao del Norte, Philippines

Age: 18

Status: Single

Citizenship: Filipino

Religion: LDS (mormons)

Parents/Guardian: Lorena E. Alaba

Educational Attainment:
Elementary: Mariano Espina Memorial Central Elementary School (MEMCES)
Navarro Street, Surigao City, Surigao del Norte, Philippines
S.Y 2016-2017
High School:
Junior High: Taft National High School (TNHS)
Nueva Ext. Surigao City, Philippines
S.Y. 2017-2018 to S.Y. 2020-2021

Senior High: Taft National High School (TNHS)

Nueva Ext. Surigao City, Philippines
S.Y. 2021-2022 to S.Y. 2022-2023

Track: Technical-Vocational Livelihood

Strand: Information and Communication Technology
47
Specialization: Computer Systems Servicing

Curriculum Vitae

Name: Mark Joseph P. Presas

 Taft National High School
Senior High School Department

Sex: Male

Date of Birth: January 14, 2004

Place of Birth: Caraga Regional Hospital, Surigao City

Surigao del Norte, Philippines

Age: 19

Status: Single

Citizenship: Filipino

Religion: Roman Catholic

Parents/Guardian: Joseph Relly D. Presas

Alicia P. Presas

Educational Attainment:
Elementary: Children’s Garden Learning Center (GCLC)
Diez Street, Surigao City, Philippines
S.Y. 2016-2017
High School:
Junior High: Taft National High School (TNHS)
Nueva Ext. Surigao City, Philippines
S.Y. 2017-2018 to S.Y. 2020-2021

Senior High: Taft National High School (TNHS)

Nueva Ext. Surigao City, Philippines
S.Y. 2021-2022 to S.Y. 2022-2023

Track: Technical-Vocational Livelihood 48

Strand: Information and Communication Technology
Specialization: Computer Systems Servicing

Curriculum Vitae

Name: Mil S. Cabrera

 Taft National High School
Senior High School Department

Sex: Male

Date of Birth: February 9, 2005

Place of Birth: Surigao City, Surigao del Norte, Philippines

Age: 18

Status: Single

Citizenship: Filipino

Religion: Roman Catholic

Parents: Lorna Cabrera

Educational Attainment:
Elementary: Canlanipa Central Elementary School
Brgy. Canlanipa, Surigao City, Philippines
S.Y. 2016-2017
High School:
Junior High: Taft National High School (TNHS)
Nueva Ext. Surigao City, Philippines
S.Y. 2017-2018 to S.Y. 2020-2021

Senior High: Taft National High School (TNHS)

Nueva Ext. Surigao City, Philippines
S.Y. 2021-2022 to S.Y. 2022-2023

Track: Technical-Vocational Livelihood

Strand: Information and Communication Technology
Specialization: Computer Systems Servicing