CHAPTER II

REVIEW OF RELATED LITERATURE

The articles and information stated below represent the data needed for this

research study to support the results and conclusion of this study. The included literature

includes a variety of studies and citations about knowledge and skills of students. The

articles also demonstrate the knowledge and skills of students during limited face to face

classes. As a result, the analyses and data acquired will be summarized to reveal the

study's principal concern. In addition, the information in this area aids in the

confirmation of further details of future outcomes and findings derived from

the data. Finally, it provides a way to understand the purpose of the study vividly.

Limited Face-to-face learning is an instructional method where course content and

learning material are taught in person to a group of students. This allows for a live

interaction between a learner and an instructor. It is the most traditional type of learning

instruction. Learners benefit from a greater level of interaction with their fellow students

as well. In face-to-face learning, students are held accountable for their progress at the

class’s specific meeting date and time. Face-to-face learning ensures a better

understanding and recollection of lesson content and gives class members a chance to

bond with one another.

Foreign Literature

According to (Nguyen, 2015) online learning is a form of distance education

which mainly involves internet‐based education where courses are offered synchronously
(i.e. live sessions online) and/or asynchronously (i.e. students access course materials

online in their own time, which is associated with the more traditional distance

education). On the other hand, traditional limited face to face learning is real time or

synchronous learning. In a physical classroom, instructors engage with the students in

real time, while in the online format instructors can offer real time lectures through

learning management systems (e.g. Blackboard Collaborate), or record the lectures for

the students to watch later. Purely online courses are offered entirely over the internet,

while blended learning combines traditional limited face to face classes with learning

over the internet, and learning supported by other technologies.

Moreover (Arias et al., 2018), online learning is also particularly suited for

nontraditional students who require flexibility due to work or family commitments that

are not usually associated with the undergraduate student population (Arias et al., 2018).

Initially the nontraditional student belonged to the older adult age group, but with

blended learning becoming more commonplace in high schools, colleges and universities,

online learning has begun to traverse a wider range of age groups. However, traditional

limited face to face classes are still more beneficial for learners that are not so self‐

sufficient and lack discipline in working through the class material in the required time

frame.

On the other hand, evidence by Brown and Liedholm (2002) based on test scores

from macroeconomics students in the United States suggest that limited face to face

students tend to outperform online students. These findings are supported by Coates et al.

(2004) who base their study on macroeconomics students in the United States, and Xu
and Jaggars (2014) who find negative effects for online students using a data set of about

500,000 courses taken by over 40,000 students in Washington. Furthermore, Almatra et

al. (2015) compare overall course grades between online and limited face to face students

for a Telecommunications course and find that limited face to face students significantly

outperform online learning students. In an experimental study where students are

randomly assigned to attend live lectures versus watching the same lectures online, Figlio

et al. (2013) observe some evidence that the traditional format has a positive effect

compared to online format. Interestingly, Callister and Love (2016) specifically compare

the learning outcomes of online versus F2F skills‐based courses and find that limited face

to face learners earned better outcomes than online learners even when using the same

technology. This study highlights that some of the inconsistencies that we find in the

results comparing online to limited face to face learning might be influenced by the

nature of the course: theory‐based courses might be less impacted by in‐person

interaction than skills‐based courses.

According to Leonard (2002), "sociocultural theory is concerned with the

causal relationship between social interaction and individual cognitive

development. According to sociocultural theory, learning occurs as a result of social

interactions and takes place within a particular cultural environment (Bates, 2019;

Leonard, 2002; Nagel, 2012).

A further theory that support our study is Social constructivism, a theory of social

learning developed by Russian psychologist Lev Vygotsky, asserts that individuals

are active participants in their own knowledge construction (Schreiber & Valle,
2013). Vygotsky believed that rather than occurring solely within the individual,

learning occurs primarily in social and cultural contexts (Schreiber & Valle, 2013).

Local Literature

The study was conducted by Rodado (2021) The Implementation of Limited

Face-to-Face Classes that is essentially offered in physical spaces (classrooms,

laboratories, libraries, and computer rooms, among others) where the teacher has direct

contact with the students. Usually, he establishes objectives, plans activities, prepares

resources, delivers the session, and assesses students. the main characteristics of limited

face-to face education are the presence of the teacher in front of the students in a room

ensuring greater interaction, the time and location are defined, the content of the course

consists of notes prepared by the teacher to present and discuss in class and the

theoretical basis of instruction can be behaviorism, cognitivism, constructivism, or a

combination of these. But with the health crisis that the country is facing today, limited

face-to-face learning is impossible. With that, students have to be confined at home to do

their modules with their learning facilitators of which some of them cannot provide the

appropriate assistance and guidance that the students are expecting from them during the

implementation of modular learning modality, the teachers are doubtful on the outputs of

the pupils whether those answer are coming from them or from their learning facilitators.

Thus, a need to have limited face-to face reading lessons to improve their reading

comprehension skills. Since the school is in area where no positive case of COVID-19 is

recorded, the researcher decided to conduct this study to evaluate the implementation of
limited face-to-face classes proposed improvement plan will be formulated based on the

findings of the study.

According to DepEd
(2021), they announce
that President Rodrigo
Roa
Duterte has authorized
the pilot introduction of
face-to-face seminars
in low-
risk regions as part
of the administration.
Nonetheless, we
would want to
underline that the pilot
will only be open to at
least 100 public and 20
private
schools as part of its
participation
requirements. These
schools are located in
low-risk areas as
determined by the
Department of Health
(DOH), and they
must have passed the
safety assessment
conducted by the
Department of
Education (DepEd)
using the school safety
assessment tool, as
well as the
support of the local
government unit in the
form of a resolution or
support
letter. Even though the
public schools have
already gone through a
selection
procedure, the
participants from
private schools will still
have to go through a
selection process.
Participating schools
also need to get the
written endorsement
and
approval of the parents
of pupils who will be
participating in the
pilot program.
No student will be
compelled to
participate in the
experimental
deployment of
face-to-face courses in
this project. For two (2)
months, a mix of face-
to-face
sessions at school and
distant learning
modalities will be used
to experiment.
According to DepEd (2021), they announce that President Rodrigo Roa Duterte

has authorized the pilot introduction of limited face-to-face seminars in low-risk regions

as part of the administration. Nonetheless, we would want to underline that the pilot will

only be open to at least 100 publics and 20 private schools as part of its participation

requirements. These schools are located in low-risk areas as determined by the

Department of Health (DOH), and they must have passed the safety assessment

conducted by the Department of Education (DepEd) using the school safety assessment
tool, as well as the support of the local government unit in the form of a resolution or

support letter. Even though the public schools have already gone through a selection

procedure, the participants from private schools will still have to go through a selection

process.

Participating schools also need to get the written endorsement and approval of the

parents of pupils who will be participating in the pilot program. No student will be

compelled to participate in the experimental deployment of face-to-face courses in this

project. For two (2) months, a mix of face-to-face sessions at school and distant learning

modalities will be used to experiment.