Effectiveness of The Limited Face to Face Teaching to The Performance of The Grade 5 Pupils in Edukasyong Pantahanan At Pangkabuhayan

AUTHOR(S)

Rannie V. Conui

ABSTRACT

This study aimed to determine the effectiveness of the limited face to face to the performance of the grade 5 pupil in EPP. The findings of the study served as a basis of a proposed intervention plan. This study used the quasi-experimental design of research to evaluate the significant difference before and after the implementation of the limited face to face through their academic performance in the 3rd and 4th quarter grades. The researcher utilized universal Sampling in selecting the respondents of the study. the test of difference pretest (grade of the grade 5 learners in the 3rd quarter) and Posttest (grades of the grade 5 learners in 4th quarter grading period) which was basically resulted in the delivery of the different most essential learning competencies in EPP. Based on the findings in table 3 , which is the result of the grade 5 learners after they took the examination in the 3rd quarter and 4th quarter examination. It shows that the weighted mean gained by the grade 5 learners in 3rd quarter which is equal to 85.09 is basically lower than the grades that the grade 5 gained after they took the final rating or 4th grading period which is equal to 87.44. The results of the academic performance of the Grade 5 learners in the 3rd quarter and 4th quarter resulted to the computed t value of 0.984 which is basically higher than the critical t value of 0.468. so the hypothesis which states that there is no significant difference of the grades of the grade 5 pupils in the 3rd quarter and 4th quarter before and after the validation of their academic performance of the aforementioned grading period is accepted.
The results implied that even if the learners already give positive result in terms of their academic performances based from the different learning modalities they experienced from the past school years in the implementation of the different learning modality still majority of the learners are not really improving or having no big leap in terms of their academic performance after to the limited fac the implementation of the fac. One of the reasons why they already responded not so positively to the limited face to face it’s because during their learning to the different topics, they will already familiar on the strategies that the teachers gave to them though during difficult times they have experience and they asked the teachers every time they will find difficult lessons to handle with. It is not really suffice to address their needs. Moreover, they need a full face to face to fully attained their learning needs as well as to increase their academic performance to very satisfactory to excellent level of performance.