TAGUIG CITY UNIVERSITY

College of Education

Extent of Readiness of Working Students to Face-to-Face Resumption:

Basis for a Proposed Flexible Learning Scheme

An Undergraduate Action Research Presented to the

Faculty of the College of Education
Taguig City University

In Partial Fulfillment
Of the Requirements for the Degree
Bachelor of Physical Education

By

ALMARIO, PRECIAN EDEN M.

CAGUETE, KARLO IVAR
MAGAYON, SHANNEN M.
MASANCAY, ELIOSA
RONDA, JACENT C.
SISON, DAISY ANN V.

JULY2022
 TAGUIG CITY UNIVERSITY 1
College of Education
INTRODUCTION

Context and Rationale

One of the sectors that took a beating at the height of the COVID-19 pandemic

was education. The UNICEF, which continues to advocate for the resumption of in-

person classes in various countries, mentioned in an article that in 2020, while

schools globally were forced to suspend operations for an average of 79 days,

schools in the Philippines did not hold face-to-face classes for more than a year and

opted instead to have classes through online and distant learning modalities.

The indefinite suspension of classes and the subsequent, abrupt shift to new

forms of learning modalities posed several challenges, particularly for marginalized

students, such as unequal access to gadgets and online resources. This was another

blow to the country which, prior to the pandemic, was already struggling to raise the

quality of basic education. Two years after the government implemented lockdowns

and strict safety restrictions to quell the spread of the COVID-19 virus, the DepEd has

formally opened schools for face-to-face classes.

According to Laura W. Perna and Taylor K. Odle When academically qualified

people do not have the financial resources needed to enroll and succeed in education

fails to fulfill the promise of promoting social mobility and may actually serve to

reinforce social inequities. The cost of college attendance is rising faster than family

incomes, and increases in federal, state, and institutional grants have been
 TAGUIG CITY UNIVERSITY
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insufficient to meet all students’ demonstrated financial needs between 2008-2009

and 2017–2018. Students who do not have sufficient savings, wealth, or access to

other financial resources have few options for paying costs that are not covered by

grants: they can take on loans, get a job, or do both. While these options pay off for

many students, a higher education finance system that requires the use of loans and

paid employment disproportionately disadvantages individuals from groups that

continue to be underrepresented in and underserved by higher education.

There are amazing things to be said about working while studying, student

work must be managed well. There’s no pressure for you to start working the second

you step onto that campus as a first-year freshman. Students study and try to earn

money for some specific reasons. Additionally, students before should only take on

work that they can handle but when a pandemic occurs more students decide to work

and there are some factors affecting how they can manage work and studies. Due to

the Pandemic working students are having difficulties managing work and studies at

the same time, but there are some resources that they can use to learn like video

records, power point modules, and etc. Also, they can attend classes through/using

their device. The importance of this study is to proposed flexible learning scheme to

justify the working students in third- and fourth-Year College pursuing bachelor's

degrees in physical education and elementary education are capable of attending the

Face-to-Face resumption and that doing so, won't have an adverse effect on their

employment or financial situation. It is also important to know if they are prepared to

learn.
 TAGUIG CITY UNIVERSITY
College of Education
THEORETICAL FRAMEWORK

Bandura’s Theory (1986)

The Social Cognitive Career Theory (SCCT)

Figure 2. The social cognitive career theory model of person, contextual, and

experiential factors that affect career-related choice behavior (From Lent et al. 1994.

R. W. Lent, S. D. Brown, and G. Hackett). This theory affirms that personal attributes

such as an individual’s internal cognitive and affective states, external environmental

factors as well as overt behaviors influences one another. In terms of career-related

behaviors, Lent and Brown (1996) identified three building blocks that regulate an

individual’s career behavior. These are self-efficacy beliefs, outcome expectations

and personal goals. A person’s self-efficacy beliefs enable the individual to judge his

or her capacity to not only organize but to implement various courses of action in
 TAGUIG CITY UNIVERSITY
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order to arrive at a goal. Outcome expectations are the beliefs that are associated

with the consequence or the outcome of engaging in a particular behavior. Personal 4

goals become the motivation factor because they determine the individual’s intention

to engage in the outcome-producing activity (Bandura, 1986)

Figure 1. Extent of Readiness of Working Students to Face-to-face

Resumption: Basis for a Proposed Flexible Learning Scheme

CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

The level of readiness of Data Gathering Proposed Flexible

the respondents on the Learning Scheme
Face-to-Face class Statistical Treatment
resumption in terms of
Financial Capabilities, Interpretation
Health, Mobility or
Proximity, and
TimeManagement.

The perceptions of the

respondents regarding the
face to face class
resumption.

If there a significant
relationship between the
level of readiness of the
respondents and their
perceptions toward face
to face resumption.
 TAGUIG CITY UNIVERSITY
College of Education
According to MacCuspie, et al. (2017), the IPO model represents a system in

three stages: input, process and output. Inputs are modeled as consumables and

efforts that are introduced to a system at the beginning stage of the lifecycle. Outputs 5

are modeled as the result produced by the system. Process is modeled as the

conversion of the inputs to the outputs.

The study's general framework and direction were provided by the IPO model.

The researchers created the model you see above by replacing the variables from

this study with those from the IPO model.

Figure 2. Research Paradigm

The flow of information and materials into the process is represented by the

inputs. The processing step entails all the activities necessary to change the inputs.

The data and materials that come out of the transformation process are the outputs.

Statement of the Problem

Due to the COVID-19 pandemic, most countries have implemented lockdown and

social distancing measures, resulting in the closure of schools, training institutes, and

higher education facilities. A paradigm shift is occurring in the way educators deliver

quality education—via various online platforms. Despite the challenges that

educators and learners face, online learning, distance learning, and continuing

education have emerged as a panacea for this unprecedented global pandemic.

Therefore, this study aims to determine the Extent of Readiness of Working Students
 TAGUIG CITY UNIVERSITY
College of Education
to Face-to-Face Resumption: Basis for a Proposed Flexible Learning Scheme in the

College of Education at Taguig City University. Specifically, it seeks to answer the

following questions:
6

1. What is the demographic profile of the BPED students in terms of:

1.1 age;

1.2 sex;

1.3 year level;

1.4 status of employment; and

1.5 nature of work?

2. What is the level of readiness of the respondents on the Face-to-Face class

resumption in terms of:

2.1 financial capabilities

2.2 health

2.3 mobility and proximity; and

2.4- time management?

3. What are the perceptions of the respondents regarding the face to face class

resumption?

4. Is there a significant relationship between the level of readiness of the respondents

and their perceptions toward face to face resumption?

 TAGUIG CITY UNIVERSITY
College of Education
HYPOTHESIS

There is no significant relationship between the level of readiness and

respondents' perception towards face-to-face resumption.

7

Definition of Terms

Contractual- agreed in a contract and having similar characteristics to a contract.

Freelancer- a person who pursues a profession without a long-term commitment to

any one employer: freelance sense 1 hired a freelancer to write the article … there

were hundreds of photographers on the scene, some on assignment, some

freelancers, most of them amateurs.

Mobility- defined as the potential for movement and the ability to get from one place

to another using one or more modes of transport to meet daily needs. As such, it

differs from accessibility, which refers to the ability to access or reach a desired

service or activity.

Prompt- move to action incite to assist (one acting or reciting) by suggesting or

saying the next words of something forgotten or imperfectly learned cue to serve as

the inciting cause of evidence prompting an investigation.

Proximity- the word proximity means nearness or closeness. "Because of the

proximity of our desks, I couldn't help but notice him cheating on the exam." Your
 TAGUIG CITY UNIVERSITY
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favorite thing about your neighborhood of attached row houses might be the proximity

of your neighbors — they're really close to you.

Resumption- an act of starting something again after it has stopped: an act of

resuming something.
8

Self-employed- earning income directly from one's own business, trade, or

profession rather than as a specified salary or wages from an employer.

 TAGUIG CITY UNIVERSITY
College of Education

METHODOLOGY

Research Design

The studies make use of Descriptive Research the researcher utilize a survey

questionnaire to determine the level of readiness of working student towards face to

face class resumption. It enables the researcher to gather data in a setting that is

natural and provides accurate and high-quality data. Data collecting is quick and

simple, especially when conducting surveys.

Sampling Techniques

In order to conduct the study, the researchers used stratified sampling.

(According to Business Research Methodology,) stratified sampling is a type of

random sampling in which the population is divided into two or more groups (strata)

based on one or more common characteristics. Depending on the study's goals and

objectives, these attributes may include gender, age, income, level of education, and

so on. Drawing the boundary for this study, the researcher attempted to include the

3rd and 4th-year 24 BPED students of the College of Education at Taguig City
 TAGUIG CITY UNIVERSITY
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University. In order to determine the Demographic profile, the perception and level of

readiness in the face to face class resumption in terms of financial capabilities,

health, mobility or proximity, and time management.

10

Research Instruments

Researchers use a Likert Scale to assess the research surface. The researcher

first ascertains whether students in the third and fourth years of the Bachelor of

Physical Education and Bachelor of Elementary Education programs are currently

employed before collecting data for their survey. They also consider their ability to

attend in-person classes.

Data Gathering Procedures

A letter of request was written to conduct this study. The subject-matter expert

gave his or her approval before the researchers produced the questionnaire checklist

and delivered it. The researchers used Google Form to conduct the study at Taguig

City University due to its strengths as a survey tool. The responders were asked to

react honestly at the researcher's request.

Statistical Treatment of Data

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The following statistical analysis will be used by the researchers in order to

interpret the data properly. The tools that will be used to evaluate the data are the

percentage, weighted mean, and Likert scale. The researcher combined the 3rd and

4th year colleges of employing purposive sampling to obtain the necessary number of

responses for this study.

Frequency Distribution (f). This tool was used to show how frequently

different study results occurred. The table provides a summary of the distribution of 11

values in the sample by counting the instances of each value within a certain group or

period.

Percentage (%). Based on the frequency/tally acquired, the tool was utilized

to determine a portion of the overall profile of the respondents.

Weighted Mean (WM). To calculate the entire frequency distribution and

arrive at the question's weighted mean, the frequency of respondents' perceptions as

asked in the research questionnaire were added up. Since it is less likely to contain

errors, the mean is most frequently used in central tendency calculations. Tabulated

data will also be handled using frequency distribution, percentage, and weighted

mean.

Formula: %=F over N X 100Formula: X summation of Fx over F

Where: % - the percentageWhere: X - Weighted Mean

F - the frequencySummation of Fx – the sum of all products

 TAGUIG CITY UNIVERSITY
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N - the total number of the f- the sum of all the respondents

respondents

100 – a constant value

12

Likert Scale

The following quantitative description was adopted to quantify the

respondents’ answer to each item

Scale Equivalent Descriptive Ratings

4 Strongly Agree
3 Agree
2 Disagree
1 Strongly Disagree

Pearson correlation coefficient - The strength of the correlations between the

various variables is measured by the Pearson correlation coefficient, sometimes

referred to as the Pearson R statistical test. When doing any statistical test between

two variables, it is usually a good idea for the analyst to compute the correlation

coefficient value to determine how strong the association between the two variables

is.

 If the correlation coefficient is -1, it indicates a strong negative relationship. It

implies a perfect negative relationship between the variables.

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 If the correlation coefficient is 0, it indicates no relationship.

 If the correlation coefficient is 1, it indicates a strong positive relationship. It

implies a perfect positive relationship between the variables.

Formula:
13

Where:

 r = Pearson Coefficient

 n= number of the pairs of the stock

 ∑xy = sum of products of the paired stocks

 ∑x = sum of the x scores

 ∑y= sum of the y scores

 ∑x2 = sum of the squared x scores∑y2 = sum of the squared y score

 TAGUIG CITY UNIVERSITY
College of Education

Age Frequency Percentage

18-20 years old 3 8.8
21-23 years old 26 76.5
24 and above 5 14.7
Total 34 100.0 14

RESULT AND DISCUSSION

Table. 1

Distribution of Respondents According to their Sex.

Table 1. shows the frequency and percentage distribution of the respondents

according to Sex. Among the 34 respondents, 18 or 52.9% of them are female, and

16 or 47.1% of them are male.

According to study of Labor Force Survey, two in five wage and salary workers

are women. There were approximately 38.5 million employed persons in the country

in October 2013. Of the total employed, 57.6% or 22.2 million were wage and salary

workers. Of these number, 8.3 million or 375% were women while 13.9 million or

60.5% were men. Wage and salary worker refer t those who were with pay in private

household, private establishments Government and Government control and those

who with day and their own family-operated farm or business.

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Sex Frequency Percentage

Male 16 47.1%
Female 18 52.9%
Total 34 100%

15

Table. 2

Distribution of Respondents According to their Age.

Table 2 seventy-six-point five percent (76.5%) of the respondents were 21-23 years

old. Fourteen point seven (14. %) of the respondents were between 24 and above.

Respondents’ aged 18-20 is Eight-point eight percent (8.8%) of the total respondents.

Table no. 3

Distribution of Respondents According to their Course

Valid Frequency Percentage

BEED 10 29.4
BPED 24 70.6
Total 34 100.0

Table 3 demonstrates the frequency and percentage of respondents based on

courses 24 or 70.6 percent of the 34 respondents are BPED, while 10 or 29.4 percent

are BEED
 TAGUIG CITY UNIVERSITY
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Table. 4

Distribution of Respondents According to their year level.

Year Level Frequency Percentage

3rd Year 24 70.6
4th Year 10 29.4
Total 34 100.0

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Table 4. show’s the frequency and percentage of the respondents according to Year

Level. Among the 34 respondents, 24 or 70.6%of them are 3 rd year college, and 10 or

29.4% of them are 4th year college.

Table no. 5

Distribution of Respondents According to their Status of employment.

Employment Frequency Percentage

Status
Contractual 2 5.9
Freelancer 1 2.9
Full-time 8 23.5
Part-time 18 52.9
Self-Employed 5 14.7
Total 34 100.0

Table 5. reveal the frequency and percentage of the respondents according to

Employment Status. Among the 34 respondents, 18 or 52.9% of the respondents are

Part-time employees, 8 or 23.5% of the respondents are Full-time, 5 or 14.7% of the

respondents are Self-Employed, 2 or 5.9% of the respondents are Contractual, and 1

or 2.9% of the respondents are Freelancer.

 TAGUIG CITY UNIVERSITY
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College of Education
Written by CFI Team (2021) Self-employment refers to working for oneself

rather than working for a specific employer who pays them a salary. Self-employed

individuals often act as independent contractors by collaborating with other

businesses. Self-employment refers to working for oneself rather than working for a

specific employer who pays them a salary. It is common in a variety of occupations,

but one common theme is that self-employed individuals tend to be highly skilled in a

specific area. Some common types of self-employment include independent

contractors, sole proprietor ships, and partnerships. Advantages of self-employment

include being able to work with a high degree of freedom, independence, and control

over business decisions. Still, downsides include a high degree of employment risk

and a volatile income, as well as unlimited liability, and taking responsibility for all

business losses. Self-employment is common in a variety of occupations, but one

common theme is that self-employed individuals tend to be highly skilled in a specific

area. Examples of occupations in which self-employment is common include various

jobs within the skilled trades, writers, freelancers, artists, lawyers, accountants,

financial services professionals, and investors. Freelance is an Occupation.

According to Nikolai Gubachev, Vladimir Titov, and Anatolyi Korshunov (2018)

Remote occupation and freelance as modern trend of employment.

 TAGUIG CITY UNIVERSITY
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18

Table no. 6

Distribution of Respondents According to their Nature of work.

Nature of Frequency Percentage

Work
Customer 7 20.6
Service
Representative
Online Selling 2 5.9
Service Crew 2 5.9
Public Servant 2 5.9
Barista 1 2.9
Barangay 1 2.9
Health Worker
Business 1 2.9
Chat Support 1 2.9
Contractor 1 2.9
Assistant
Driver 1 2.9
Event 1 2.9
Coordinator,
Hair and Make-
up Artist
Family 1 2.9
Business
Home baker 1 2.9
Kids Tutor 1 2.9
Online Tutor 1 2.9
Auto Detail er 1 2.9
Private School 1 2.9
Teacher
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Realty 1 2.9
Rider 1 2.9
None 1 2.9
Total 34 100.0

19

Table no 7.1

The level of readiness of the respondents on the Face-to-Face class

resumption in terms of Financial Capabilities.

 TAGUIG CITY UNIVERSITY 20
College of Education
Financial Capabilities Mean Verbal
Interpretation

I have sufficient money to cover for 3.21 Agree

my transportation allowance.

I was able to save money for the 2.88 Agree

Face-to-Face class resumption.

I have to 3.29 Strongly Agree

consider purchasing necessities like

my personal hygiene kit and school

supplies.

I can save money for other purposes 2.85 Agree

in Face-to-Face class because I don’t

need to have devices and internet

connection to attend a class.

I now have a steady income that can 3.00 Agree

cover potential expenses such as

projects and activities.

Overall Mean 3.04 Agree

Legend: 3.26-4.00 Strongly Agree 2.51-3.25 Agree 1.76-2.50 Disagree 1.75-1.00
Strongly Disagree

Table no 7.1 presented the level of readiness of the respondents on the Face-

to-Face class resumption in terms of Financial Capabilities. The data showed that the

respondents agree that they have sufficient money to cover their transportation
 TAGUIG CITY UNIVERSITY
21
College of Education
allowance, accumulated 3.21 weighted mean. Secondly, the respondents also agree

that they was able to save money for the Face-to-Face class resumption, garnering

2.88 weighted mean. Next, respondents strongly agree that they have to consider

purchasing necessities like their personal hygiene kit and school supplies, which

gathered 3.29 weighted mean. Following that, respondents agree that they can save

money for other purposes in Face-to-Face classes because they don't need devices

or an internet connection to attend a class, with a weighted mean of 2.85. Finally,

3.00 weighted mean respondents agreed that they now have a steady income that

can cover potential expenses such as projects and activities.

The overall results of Table 7.1 demonstrate a weighted mean of 3.04, which

is explained as High level or Agree. This explains that the level of readiness of the

BPED and BEED 3rd and 4thYear College of Taguig City University on the Face-to-

Face class resumption in terms of Financial Capabilities is agree.

Based on the study of Dwyer, McCloud, Hodson (2012). While financial

background certainly has an impact on perception and behavior regarding money t

also affects, University affordability. Low-class, low income students are offered

need-based financial assistance through grants, but these do not often cover te full

cost of attending college.

Table 7.2
The level of readiness of the respondents on the Face-to-Face class

resumption in terms of Health

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College of Education
Heath Mean Verbal
Interpretation
I will attend the resumption of the Face- 3.06 Agree

to-Face class, If the Protocol for Covid-

19 is mandated.

I am more confident in the resumption 3.26 Strongly Agree

of face-to-face classes because I am

fully vaccinated.

Face-to-Face class resumption will 3.00 Agree

affect my sleeping routine positively.

I still have energy to attend Face-to- 2.82 Agree

Face class even I have work.

I need to consider having check up to 3.15 Agree

experts to make sure if I am vulnerable

to Covid-19 or in any viruses.

Overall Mean 3.04 Agree

Legend: 3.26-4.00 Strongly Agree 2.51-3.25 Agree 1.76-2.50 Disagree 1.75-1.00
Strongly Disagree

Table no 7.2 the level of readiness of the respondents on the Face-to-Face

class resumption in terms of Health. In the first statement, the mean is 3.6. Hence, it

means that the respondents are agree to attend the resumption of the face to face

class if the protocol for Covid-19 is mandated. The mean of second statement is 3.26,

which means that the respondents are strongly agree that they are more confident in

the resumption of face to face classes because they are fully vaccinated. The third
 TAGUIG CITY UNIVERSITY 23
College of Education
statement's mean score is 3.00, it indicates that the respondents are agree in the

statement of Face-to-Face class resumption will affect their sleeping routine

positively. The fourth statement’s mean score is 2.82, it indicates that the

respondents agree that they have energy to attend Face-to-Face if they have work.

As a last point, the respondents with the weighted mean of 3.15, agree that they need

to consider having check up to experts to make sure that they are vulnerable to

Covid-19 or in any viruses.

Results from all of the table no. 7.2 demonstrate a weighted mean of 3.04,

which explained as the High level or Agree. This explains that the level of readiness

of BPED and BEED 3RD and 4thYear College of Taguig City University on the Face-

To- Face class resumption in terms of Health is ready.

According to UNICEF (2020), resumption of face-to-face learning requires a

number of policy measures and clear guidance at the national level, some of which

the government has already outlined. This includes implementation of a

communication plan with schools and community members, continuous testing, use

of masks, hygiene promotion and access to functioning water, sanitation and hand

washing facilities, social distancing, transportation to and from school, disinfection

and ventilation of classrooms, safe food preparation, proper waste disposal and

prevention of stigma and discrimination, among others. The Framework for

Reopening of Schools and Guidance for Safe and Healthy Journeys to

Schools provide helpful checklists for adequate preparation. More than 22 million

Filipino children are able to enroll and avail of education services through different
 TAGUIG CITY UNIVERSITY
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College of Education
distance learning modalities. Distance learning must be understood as

complementary to, and not a replacement for, face-to-face learning. This is especially

true for learners who have no access to the internet or technology and whose parents

and caregivers are unable to provide active home-based support. The longer children

are out of school, the less likely they are to return, which alsoplaces them at

heightened risks for physical, emotional and sexual violence, exploitation and abuse.

In recognition of the crucial role of educators, UNICEF also calls for teachers to be

prioritized as recipients of the COVID-19 vaccine when it is available in the country

and once front-line health personnel as well as high-risk populations are vaccinated.

Affording teacher’s protection from community transmission of COVID-19 is a critical

step to provide education for all, especially the most vulnerable children. Our task is

clear but challenging. We must work together to improve education outcomes while

ensuring equitable access and strengthening the protection, health, and safety of

children.

Table 7.3
The level of readiness of the respondents on the Face-to-Face class
resumption in terms of Mobility and Proximity
 TAGUIG CITY UNIVERSITY 25
College of Education
Mobility and Mean Verbal
Proximity Interpretation
I have access to 2.88 Agree
public transport going
to school.
I have alternate 2.41 Disagree
means of
transportation like a
bike, a motor, etc., so
getting to school will
be simpler for me.
I don't have to worry 2.41 Disagree
about transportation
because I can walk to
school.
I will bring a lot of 3.29 Strongly Agree
patience going to
school because I may
encounter situations
such as delays, lines,
traffic, and so on.
Due to the distance, I 3.06 Agree
will find it challenging
to get from home to
school.
Overall Mean 2.81 Agree
Legend: 3.26-4.00 Strongly Agree 2.51-3.25 Agree 1.76-2.50 Disagree 1.75-1.00
Strongly Disagree
Table no 7.3 the level of readiness of the respondents on face to face class

resumption in terms of Mobility and proximity. The table above showed the
 TAGUIG CITY UNIVERSITY 26
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respondents Agree that they have access to public transport going to school.

Accumulated 2.88 weighted mean. Secondly, the respondents Disagree that they

have alternate means of transportation like bike, a motor, etc., so getting to school

will be simpler for them. Gathered of 2.41 weighted mean. Next, the respondents

disagree that they don’t have to worry about transportation because they can walk to

school. Collected with 2.41 weighted mean. Next, the respondents strongly disagree

that they will bring a lot of patience going to school because they may encounter

situations such as delays, lines, traffic, and so on. Accumulated 3.29 weighted mean.

Lastly the respondents agree that due to the distance, they will find it challenging to

get from home to school. Accumulated 3.06 weighted mean.

The overall results of table no 7.3 demonstrate a weighted mean of 2.81 which

explains the high level or agree. This explains that the level of readiness of BPED

and BEED 3rd and 4thYear College of Taguig City University on the Face-To-Face

class resumption in terms of Mobility and Proximity is ready.

In the study of As per Kyle Reiner Pineda Mass transportation is essential to

modern society. It is not exclusive to a particular demographic and should not be

taken for granted, even by people who do not rely on it to go about their daily

business. the worsening traffic congestion in the metro, the Philippines’ mass

transportation issue is now tantamount to a life-and-death issue, affecting all sectors

of society. Filipino students from different walks of life complain incessantly about

being late for work or about the amount of time they waste sitting in traffic. The mass
 TAGUIG CITY UNIVERSITY 27
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transportation crisis affects students as well. As if trying to make it to class on time in

this traffic situation wasn’t tough enough, students must deal with other important

things like academics, family life and self-care.

The problem of mass transportation and getting around the city affects

Filipinos physically, emotionally and mentally. From sitting behind the wheel of a car

stuck in traffic for hours to lining up at the bus, jeepney or train stop under heavy rain,

students lose precious time that could have been used in studying, doing projects or

bonding with family and friends. Some students from the Katipunan area in Quezon

City are forced to use up their allowance (including lunch money) just to get to school

on time.

Table 7.4
 TAGUIG CITY UNIVERSITY 28
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The level of readiness of the respondents on the Face-to-Face class
resumption in terms of Time Management

Time Management Mean Verbal Interpretation

It will be more difficult for me to 2.94 Agree
balance my time between work and
study.
I have the self-discipline to attend and 3.12 Agree
participate in a Face-to-Face class
several times a week.
I can arrange a time to offer prompt 3.06 Agree
solutions to other either the lecturer or
the students.
I can control my desire to postpone 2.91 Disagree
important tasks for the resumption of
Face-to-Face class.
I can prioritize Face-to-Face class 3.09 Agree
ahead of time, because Face-to-Face
class has specific time frame.
Overall Mean 3.02 Agree
Legend: 3.26-4.00 Strongly Agree 2.51-3.25 Agree 1.76-2.50 Disagree 1.75-1.00
Strongly Disagree
Table no. 7.4 the level of readiness of the respondents on face to face class

resumption in terms of Time Management. The table above showed that the

respondents agree that they will be more difficult for them to balance their time

between work and their study. Accumulated 2.94 weighted mean. Secondly, the

respondents agree that they have the self-discipline to attend and participate in a

face to face class several times a week. Collected with 3.12 weighted mean. Next,

the respondents agree that they can arrange a time to offer prompt solutions to other

either the lecturer or students. Gathered 3.06 weighted mean. Next, the respondents

disagree that they can control their desire to postpone import tasks for the resumption

of face to face class. Accumulated 2.91 weighted mean. Lastly, the respondents
 TAGUIG CITY UNIVERSITY 29
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agree that they can prioritize face to face class ahead of time, because face to face

class has specific time frame. Accumulated 3.09 weighted mean.

The overall results of table 7.4 demonstrate weighted mean of 3.02 which

explain the high level or agree. This explain that the level of readiness of the BPED

and BEED 3RD and 4thYear College of Taguig City University on the face to face class

resumption in terms of Time Management is ready.

As stated by Rob Sabo (2011, January 15) balancing work and school is no

easy task, especially for full-time students who work more than 25 hours a week.

Juggling academic demands and a busy work week takes more than dedication and

determination. Careful planning can help you avoid overloading your academic and

work schedules, which can lead to poor performance and less favorable grades.

Avoiding outside distractions during study time can also help keep you focused on

your academic work.

Table no. 8
 TAGUIG CITY UNIVERSITY
College of Education
The perceptions of the respondents regarding the face to face class

resumption.

Are you ready to attend Face-to- Mean Verbal Interpretation

Face class resumption?
Yes, I am excited and ready to attend 2.85 Agree
Face-to-Face class resumption.
No, I am not ready to attend Face-to- 2.12 Disagree
Face class resumption.
Maybe, I am still undecided. 2.50 Disagree
Overall Mean 2.49 Disagree
Legend: 3.26-4.00 Strongly Agree 2.51-3.25 Agree 1.76-2.50 Disagree 1.75-1.00
Strongly Disagree

Table no 8. The readiness of the respondents to attend face to face class

resumption. The table above showed that the respondents agree that they are

excited to attend face to face class resumption. Gathered 2.85 weighted mean.

Secondly, the respondents disagree that they are not ready to attend Face-to-Face

class resumption, to which collected 2.12 weighted mean. Lastly, the respondents

disagree that they are undecided to attend Face-to-Face class resumption, garnering

of 2.50 weighted mean.

The overall results of Table 8 demonstrate weighted mean of 2.49 which

explain the low or disagree. This explains that the perception of the respondents

regarding the face to face class resumption is not prepared.

 TAGUIG CITY UNIVERSITY
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Table 9

Significant Relationship between the Level of Readiness and Perception

towards Face-to-Face Resumption

Pearson Sig. Decision Interpretation

Correlation

Financial Capability .968 Accept

-.007 Not Significant
Health .487 Accept Not Significant
-123
Mobility and Proximity .701 Accept Not Significant
.068
Time Management .412 Accept Not Significant
-.145
Decision Rule: If computed significant value is less than the significant value at 0.05, reject null hypothesis; If computed value is
more than the significant value at 0.05; accept null hypothesis.

Table 9 shows the Significant Relationship between the level of readiness and

the respondents’ perception towards face-to-face resumption using Pearson. The

computed sig-value of .968, .487, .701 and .412 respectively for Financial Capability,

Health and Mobility and Proximity, and Time management which are larger than the

alpha at .05, the hypothesis of there is no significant relationship is accepted.

Therefore, there is no significant relationship between the level of readiness in and

the respondents’ perception towards Face-to-Face Resumption.

 TAGUIG CITY UNIVERSITY
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College of Education
CONCLUSION

This quantitative study explored the working students to face-to-face resumption:

basis for the proposed flexible learning scheme. The results were gathered,

computed, and based on the three (3) Statement of the Problem, which are the

following:

1. What is the demographic profile of the BPED students in terms of age, sex, year

level, status of employment, and nature of work?

The demographic profiles of the BPED students in terms of age are between

the ages of 21 to 23. The majority of our respondents are female, some are in their

third year and they all work full-time in preventative customer service.

2. What is the level of readiness of the respondents on the Face-to-Face class

consumption in terms of financial capabilities, health, mobility and proximity, and time

management?

In terms of verbal interpretation, the respondents' level of readiness for Face-

to-Face class consumption in terms of financial capacities, health, mobility and

proximity, and time management was Agreeable.

3. What are the perceptions of the respondents regarding the Face-to-Face class

resumption?

The respondents’ perceptions regarding the Face-to-Face class resumption

was Disagreeable.
 TAGUIG CITY UNIVERSITY
College of Education
4. Is there a significant relationship between the level of readiness of the respondents

and their perceptions toward Face-to-Face resumption?

Based on the result gathered by the researchers, there is no significant

relationship between the level of readiness of the respondents and their perceptions

toward Face-to-Face resumption.

 TAGUIG CITY UNIVERSITY
32
College of Education
RECOMMENDATION

(Dendevnorov, 2022) UNICEF lauds the Department of Education for

implementing the RAPID framework for learning recovery promoted by the UN and

the development community. Some regions have conducted rapid literacy

assessments, more non-teaching staff are being recruited to ease the burden of

administrative work on teachers, and dedicated sessions are being conducted to

focus on children’s reading and comprehension.

R REACH A ACCESS P PRIORITIZE I INCREASE D DEVELOP

every child and Learning levels Teaching the The efficiency of Psychological
keep them in instruction,
regularly fundamentals health and
school.
including through wellbeing
catch-up learning

Reopen Access Add Use Build teacher’s

schools safely learning losses curriculum approaches capacity to
and keep at national/ across and that align support their
them open. sub national subjects. instructions student’s
level. which learning wellbeing and
Promote Prioritize needs identity
returning to Provide numeracy, targeted students in
classroom teachers with literacy, instructions: need of
thorough tools for sociomotional structured specialized
back-to-school classroom skills. pedagogy; services.
campaigns. level tutoring self
measurements Focus Support
guided
Provide cash instruction on teacher’s
learning.
transfers to closing the wellbeing and
poor families. gaps between Support resilience.
desired and teachers
Use early actual student Invest in
continuously;
warning learning in student’s
build practical
systems to specific safety,
pedagogical
identify at risk subjects nutrition, and
and digital
students hygiene
skills.
facilities.
 TAGUIG CITY UNIVERSITY 33
College of Education
REFERENCES

Corey M. July 18 (2020) Solving the Student-Transportation Conundrum.

[Link]

conundrum/2020/07

James P. and Felica J. (2016-2019) A Comparative Analysis of Student

Performance in an Online vs. Face-to-Face Environmental Science Course.

[Link]

fbclid=IwAR1sITodJ0dfs3DhSMkdcegcEwWfuR7Tf3emDxaxCyHsNLFNWrNq

DgoH-30

Kyle Reiner P. (2019) the daily struggles of student commuters. https

://[Link]/350213/the-daily-struggles-of-student-commuters/amp/

Llyod Elvin C. (2014-2015) Problems encountered by working students.

[Link]

Problems_encountered_by_working_students

Lowell Jason R. October 27 (2013) PROBLEMS MET BY WORKING STUDENTS

UPON COPING WITH THEIR ACADEMIC TASKS WESTERN MINDANAO STATE

UNIVERSITY IPIL EXTERNAL STUDIES UNIT.

 TAGUIG CITY UNIVERSITY 34
College of Education
[Link]

PROBLEMS_MET_BY_WORKING_STUDENTS_UPON_COPING_WITH_TH

EIR_ACADEMIC_TASKS_WESTERN_

RESEARCH INSTRUMENTS/QUESTIONAIRE

UNSTRUCTURED QUESTIONNAIRE (Google Form)

Extent of Readiness of the Working Students to Face-to-Face Resumption:

Basis for a Proposed Flexible Learning Scheme
CONFIDENTIALITY
Please be aware that your email address is required to complete this survey,

which will then be read, tallied, and recorded. Because we do not collect personally

identifiable information such us your IP Address, your response will be available only

to the study’s researchers. Under The Philippine Data Privacy Act of 2012, also

known known as 10173 an Act protecting individual personal information in

information and communications systems in the government and the private sector,

creating for this purpose a national privacy commission, and for other purposes. We

are committed to handling your data with confidentiality and anonymity. Data will only

give as a summary or collective total. When you accept policy statement, you and

trust us with your data, and we will make effort to keep it strictly confidential.

If you have any concern, please feel free to send us an email at:
External Link:
eliosamasancay4@[Link]
precianalmario112099@[Link]
 TAGUIG CITY UNIVERSITY
35
College of Education
caguetekarlo@[Link]
shannenm.magayon19@[Link]
jacentronda1@[Link]
sisondaisy104@[Link]

External Link:
[Link]
q=10173&oq=10173&aqs=chrome..69i57j0i512l6j69i61.599j0j7&sourceid=chrome&ie
=UTF-8

GENERAL INSTRUCTIONS: Please respond to each statement or question as

honestly and accurately as you can.

PART I. Profile of Respondents

Instructions: Complete the following demographic information. Please note that all

personal information will keep completely confidential.

Name (Optional)

Age

 18-20 years old

 21-23 years old

 24 and above

Sex

 Male

 Female
 TAGUIG CITY UNIVERSITY 36
College of Education
Year Level:

 3rd Year

 4rth Year

Employment Status

 Full-time

 Part-time

 Freelancer

 Contractual

 Self-Employed

Nature of work:

 Service Crew

 Customer Service Representative

 Online Selling

 Public Servant

 Others: __________

PART II.

Instructions: Indicate your agreement or disagreement with the following statements

by checking your response using this scale. (The level of readiness of the BPED

Working student on the Face-to-Face Class resumption.)

 TAGUIG CITY UNIVERSITY 37
College of Education
1. Financial Capability Strongly Agree Disagre Strongly
Agree e Disagree

1.1 I have sufficient money to cover

for my transportation allowance.

1.2 I was unable to save money for

the Face-to-Face class resumption.

1.3 I have to

consider purchasing necessities like

my personal hygiene kit and school

supplies.

1.4 I can save money for other

purposes in Face-to-Face class

because I don’t need to have

devices and internet connection to

attend a class.

1.5 I now have a steady income that

can cover potential expenses such

as projects and activities.

2. Health Strongly Agree Disagree Strongly

Agree Disagree
 TAGUIG CITY UNIVERSITY 38
College of Education
2.1 I will attend the resumption of the

Face-to-Face class, If the Protocol

for Covid-19 is mandated.

2.2 I am more confident in the

resumption of face-to-face classes

because I am fully vaccinated.

2.3 Face-to-Face class resumption

will affect my sleeping routine

negatively.

2.4 I am not sure if I still have energy

to attend Face-to-Face class

because of my work.

2.5 I need to consider having check

up to experts to make sure if I am

vulnerable to Covid-19 or in any

viruses.

3. Mobility and Proximity Strongly Agree Disagree Strongly

Agree Disagree
 TAGUIG CITY UNIVERSITY 39
College of Education
3.1 I have access to public transport

going to school.

3.2 I have alternate means of

transportation like a bike, a motor,

etc., so getting to school will be

simpler for me.

3.3 I don't have to worry about

transportation because I can walk to

school.

3.4 I will bring a lot of patience

going to school because I may

encounter situations such as delays,

lines, traffic, and so on.

3.5 Due to the distance, I will find it

challenging to get from home to

school.

[Link] Management Strongly Agree Disagree Strongly

Agree Disagree
 TAGUIG CITY UNIVERSITY
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41
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4.1 It will be more difficult for me to

balance my time between work and

study.

4.2 I have the self-discipline to

attend and participate in an Face-

to-Face class several times a week.

4.3 I can arrange a time to offer

prompt solutions to other either the

lecturer or the students.

4.4 I can control my desire to

postpone important tasks for the

resumption of Face-to-Face class.

4.5 I can prioritize Face-to-Face

class ahead of time, because Face-

to-Face class has specific time

frame.

Appendix 1
TAGUIG CITY UNIVERSITY
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Appendix 2

CURRICULUM VITAE

PRECIAN EDEN M. ALMARIO

#14 Block 9Sunflower Street Pinagsama Phase 1,
Taguig City, Metro Manila, 1632
Mobile # 09516598527
Email Address: precianalmario112099@[Link]

Position Desired: Physical Education Instructor

Objectives
To broaden my experiences, abilities, and knowledge to become
a more rounded professional.

Skills
I have the ability to adapt a new environment specifically in
statured play knowledge. I can do multi-tasking and have I can
socialize to different

Education

2017-2018 Family Tabernacle of Jesus Christ Almighty Christan

Academy Inc. FTJCA Central Signal Taguig City

2014-2017 Maria Assuncion Rodriguez Memorial High School Central

BicuatanTaguig City

2005-2013 Southcom Elementary School Zamboanga City

Personal Information

Age: 22 yrs. Old Place of Birth: Malinao Mabuha Zamboanga

Gender: Female Height: 4’11”
Civil Status: Single Weight: 53 Kg
Citizenship: Filipino Father’s Name: Hernane S. Almario
Religion: Roman Catholic Mother’s Name: Jeorelyn M. Almario
Date of Birth: November 20, 1999
 TAGUIG CITY UNIVERSITY
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CURRICULUM VITAE

KARLO IVAR CAGUETE

390J M.L. Quezon Street Purok 4
Bagumbayan Taguig City, 1632
Mobile # 09484900884
Email Address: Caguetekarlo@[Link]

Position Desired: Physical Education Instructor

Objectives
Develop and promote creativity high-order thinking skills that
increase the performance of the students.
Skills
I have the ability to use one’s knowledge effectively and readily
in execution or performance.

Education

2017-2019 Bagumbayan National High School

Accountancy and Business Managemnt

2013-2017 Bagumbayan National High School

2005-2011 Papaya Elementary School

Personal Information

Age: 21 yrs. Old Place of Birth: Papaya Tingloy, Batangas

Gender: Male Height: 5’10”
Civil Status: Single Weight: 58 Kg
Citizenship: Filipino Father’s Name: Juanito A. Laygo
Religion: Roman Catholic Mother’s Name: Marites D. Caguete
Date of Birth: June 15, 2001
 TAGUIG CITY UNIVERSITY
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CURRICULUM VITAE

SHANNEN [Link]
113 Ballecer Street Extension Zone 6
South Signal Taguig City, 1633
Mobile # 09053076469
Email Address: shannenm.magayon19@[Link]

Position Desired: Physical Education Instructor

Objectives
Develop and promote creativity and high-order thinking skills that
increase the performance of the students.
Skills

I have ability to handle stress and pressure, also a good verbal and written
communication and. time management.

Education

2016-2018 MCA Montessori School

General Academic Strand

2012-2016 Signal Village National High School

2006-2012 Kapt. Jose Cardones Memorial Elementary School

Personal Information

Age: 22 yrs. Old Place of Birth: City of Taguig, Metro Manila

Gender: Female Height: 5’4”
Civil Status: Single Weight: 65 Kg
Citizenship: Filipino Father’s Name: Sandro M. Magayon
Religion: Roman Catholic Mother’s Name: Maribel M. Magayon
Date of Birth: May 19, 2000
 TAGUIG CITY UNIVERSITY 68
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CURRICULUM VITAE

ELIOSA MASANCAY
Block 17 GHQ Village Barangay
Katuparan Taguig City, 1630
Mobile # 09516597709
Email Address: eliosamasancay4@[Link]

Position Desired: Physical Education Instructor

Objectives
Show that I can take the initiative, work well with others, and
know a variety of physical activities.
Skills
Strong interpersonal and leadership abilities and also strong
ability to motivate and inspire.

Education

2017-2019 Learn and Explore Montessori School

Technical- Vocational-Livelihood Track

2013-2016 Pres. Diosdado Macapagal High School

2006-2013 Kapt. Eddie T. Reyes Memorial Elementary School

Personal Information

Age: 21 yrs. Old Place of Birth: Rosario Pasig

Gender: Female Height: 5’6”
Civil Status: Single Weight: 62 Kg
Citizenship: Filipino Father’s Name: Eleazar B. Olita
Religion: Roman Catholic Mother’s Name: Telesfora B. Masancay
Date of Birth: September 13, 2000
 TAGUIG CITY UNIVERSITY 69
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CURRICULUM VITAE

JACENT C. RONDA
0434 Blk 1 Sitio Pusawan
Barangay Ususan Taguig City, 1639
Mobile # 09128096360
Email Address: jacentronda1@[Link]

Position Desired: Physical Education Instructor

Objectives
To help my pupils become more skilled in the area of physical
education and sports, I also provide them the chance to
participate in a variety of sporting activities.
Skills
I can collaborate with people surrounds me and also I have
patience to maintain balance between the student’s expectation
and unique abilities.

Education

2017-2019 Noah’s Academy INC.

Accountancy and Business Management

2012-2016 Pres. Diosdado Macapagal High School

2006-2012 Kapt. Eddie T. Reyes Memorial Elementary School

Personal Information

Age: 22 yrs. Old Place of Birth: Dolores Eastern Samar

Gender: Male Height: 5’2”
Civil Status: Single Weight: 57 Kg
Citizenship: Filipino Father’s Name: Jesus F. Ronda Jr.
Religion: Roman Catholic Mother’s Name: Mylene C. Ronda
Date of Birth: July 19, 2000
 TAGUIG CITY UNIVERSITY 70
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CURRICULUM VITAE

DAISY ANN V. SISON

109 ML. Quezon Street Purok 2
New Lower Bicutan Taguig City, 1632
Mobile # 09463937961
Email Address: sisondaisy104@[Link]

Position Desired: Physical Education Instructor

Objectives
To secure a position as a teacher and utilize my dedication to
foster quality education required’s for a child development
Skills
Good communication skills and critical thinking

Education

2017-2019 Monlimar Development Academy

General Academic Strand

2013-2017 Bagumbayan National High School

2006-2013 Ricardo P. Cruz Sr. Elementary School

Personal Information

Age: 21 yrs. Old Place of Birth: City of Taguig, Metro Manila

Gender: Female Height: 5’2”
Civil Status: Single Weight: 70 Kg
Citizenship: Filipino Father’s Name: Hector Sison
Religion: Roman Catholic Mother’s Name: Remedios Sison
Date of Birth: December 9, 2000
TAGUIG CITY UNIVERSITY
College of Education