CHAPTER I

PROBLEM AND ITS BACKGROUND

Background of the Study

Social skills play a vital role in our day-to-day lives. They help us to

interact and connect with others, to work and communicate effectively, and to

manage and resolve conflicts.Social skills learning helps prepare young people

for success in transition and adulthood. Social skills learning improves students'

communication with peers and adults, improves cooperative teamwork, and

helps them become effective, caring, concerned members of their communities.

The Covid-19 epidemic has had a variety of effects on the global

schooling market. In response to the virus, numerous governments created

containment strategies like lockdown and social distance rules. Schools were

among the first institutions to adopt containment strategies and conform to

government requirements by switching from traditional face-to-face schooling to

online learning. Despite several difficulties related to inadequate infrastructure

and technology resources, such as access to laptops or computers, many kids

found success with online learning.Nevertheless, despite the enormous

measures made by schools to maintain students' academic progress, many

academics contend that online learning does not give young students the

emotional and social skills required for their development. Additionally, while

digital learning models concentrate on abstract ideas to give students important

theoretical skills, they do not allow them to conceive sociocultural concepts or

acquire social skills that are crucial to their academic processes.

1
 The researchers are aiming to know the Effects of Distance Learning to

the Social Skills of Grade 12 students at St. Adelaide school Philippines School

year 2023- 2024 and because of distance learning the researchers notice that

the social skills of students are deteriorating and to find out recommendations to

improve the social skills of students in distance learning.

Statements of the Problem

This field of study aims to determine the awareness of the effects of

distance learning to the social skills of grade 12 students at St. Adelaide school

Philippines school year 2023-2024.

Particularly it helps to answer the following sub-problems:

1. What is the profile of the students in terms of the following

a. Age

b. Sex

c. Section/Strand

d. Family forms

2. What is the status of the social skills of the students in terms of:

a. Peer relationship skills

b. Self-management skills

c. Assertion/ Assertive skills

d. Compliance skills

2
3. What is the effect of distance learning to the social skills of students in terms

of:

a. Social activities

b. Class participation

c. Method of communication

4. Is there any significant difference between the effects of Distance learning to

the social skills of grade 12 students?

3
 Conceptual Framework
INPUT
OUTPUT
1. What is the profile: of
the students in terms of
the following variables; 1. Informing all the
PROCESS beneficiaries specially
A. Age
B. Gender 1. GATHERING the School and its
C. Section/Strand DATA learners about the
D. Family forms Calculated percentage
2. What is the status of ◆ Quantitative of the respondents
the social skills of the that affected their
students in terms of: Descriptive
social skills by the
a. Peer relationship skills ◆ Survey distance learning such
b. Self-management as posting it on an
Questionnaire
skills
article of the school
c. Compliance skills 2. EVALUATE DATA
d. assertion skills publications.
3. What is the effect of ◆ Frequency 2. Program proposal to
distance learning to the Distribution improve their social
social skills of students skills.
in terms of: ◆ Percentile 3. Recommend to the
a. Social activities
◆ ANOVA future researcher to
b. Class participation focus on this type of
c. Method of ◆ Interpretation research and to
communication implement a tips to
4. Is there any significant mitigate this type of
difference between the
issue.
effects of Distance
learning to the social
skills of grade 12
students?

Figure1: Paradigm of the Study

4
Significance of the Study

The researcher aims to conduct this type of the study to know the Effects

of Distance Learning to the Social Skills of Grade 12 students at St. Adelaide

School Philippines-School year 2023-2024. The researcher intended to find out

the recommendation to improve the social skills of students in distance learning.

This study will benefit to the following:

STUDENTS: This is essential for students to comprehend the significance of

distance learning on their skills. This understanding will aid them in adapting and

devising methods to maintain interactions despite the challenges presented by

remote learning. By examining the impact of distance learning on skills students

can acquire insights, into potential hurdles and formulate strategies to overcome

them. Having this knowledge will empower them to adapt and thrive in situations

both in their academic and personal lives.

TEACHERS: This research carries importance, for educators as it offers insights

into the social development of grade 12 students in the context of distance

learning. It can assist teachers in identifying areas where students might

encounter challenges with their skills enabling them to design focused

interventions that aid their progress. By comprehending the effects of distance

learning on abilities teachers can adapt their teaching strategies and foster

opportunities for interaction, within the online classroom setting.

5
PARENTS: This study will provide parents with valuable insights into how

distance learning affects their child's social skills. It will highlight any potential

challenges or benefits that arise from this mode of education.

FUTURE RESEARCHERS: The results of this study can be an asset, for

researchers who're interested in understanding how distance learning affects

social skills. It adds to the existing knowledge about education. Offers a

foundation for future exploration. Researchers can use these findings as a

starting point to examine factors that impact social skill development during

distance learning and suggest methods to improve social interactions, in virtual

learning environments.

Assumptions of the Research

This research study tested the hypothesis

1. Distance learning has a negative impact on the development of social

skills, leading to lower levels of sociability and communication.

Scope and Limitations

The main focus of this study is to know the level of social skills of students

that was affected by distance learning and it will be conducted at ST.

ADELAIDE SCHOOL PHILIPPINES in the school year 2023 to 2024.

In this study, only students in grade twelve (12) were included by the

researchers. Amount of respondents in the sample is one hundred twenty seven

6
(127) containing the three (3) strands. Science, Technology, Engineering, and

Mathematics (STEM), Accountancy, Business, and Management (ABM),

Humanities and social sciences. (HUMSS). The researchers ask the adviser of

each strand to say how many students are in each strand, and then we use the

slovin’s formula to compute and to get the sample size of this study.The

researchers will use a survey questionnaire to gather the data and will give a

time so that the students can answer, the researchers estimated day is 3 days.

Definition of Terms

The following are defined operationally in order to have better

understanding of this study.

◆ DISTANCE LEARNING-refers to a form of education where students and

instructors are physically separated, utilizing various communication

technologies to facilitate learning from a distance.

◆ SOCIAL SKILLS-implies of ability to interact, communicate, and collaborate

effectively with others in various social settings.

◆ COVID-19 EPIDEMIC-refers to an infection disease caused by SARS-Cov-2

virus, it is an outbreak of disease the spreads quickly and affects many

individual at the same time.

◆ STUDENTS-refers to a person formally engaged in learning especially one

enrolled in a school or college, they involve an interact with students and

7
 teachers, participate in classroom discussion, and act in a receptive manner.

COMMUNITY-refers to a group of people who share common interests,

values, or goals and support and interact with one another.

◆ FACE TO FACE SCHOOLING-refers to an instructional method where

course content and learning material are taught in a person to a group of

students.

◆ ONLINE LEARNING-refers to a process of acquiring knowledge and skills

through digital platforms and resources, typically accessed remotely via the

internet.

◆ TEACHER-refers to a person who helps others to acquire knowledge,

competence or values, and a profession for someone who devoted himself in

the field of education through patterned educational interaction.

◆ PARENTS- implies of ability to protect their children's right until they are old

enough to make their own way in the world.

◆ FUTURE RESEARCHERS-refers to someone who will conduct studies and

investigations to explore new knowledge and advancements in their chosen

field of study.

8
 Chapter II

Review of Related Literature

As a tool for developing potential problems solutions and for improved

comprehension, this chapter includes relevant literature and studies. The

purpose of the review that is being conducted right now is to learn more about

the circumstances surrounding the topic under investigation.

Local Literature

According to (Elias et al. (1997), social skills play an important role in

every situation whether it may be for the children in the age of their schooling or

for the adults in their career. Social skills help children to adjust well with their

peer group and to maintain good relationship with teachers and other adult

members of the society. Social skills play a very important role in adolescents

also. Adolescence is the period in which transition from childhood to adulthood

takes place. Rapid physiological and psychological changes occur in the children

in this stage. Now, children begin to mature and they extend their relationships

beyond their family. They face identity crises in this age and are in the need to

make their own identity. They need to have better skills to develop good

relationships and make their identity. Social skills help people to succeed in their

personal, academic, social and future professional activities.

9
 According to (Aris E. Ignacio, 2021) The COVID-19 pandemic brought

great disruption to all aspects of life specifically on how classes were conducted

both in an offline and online mode. The sudden shift to purely online methods of

teaching and learning was a result of the lockdown that were imposed by the

Philippine government. While some institutions have dealt with the situation by

shutting down operations, others continued to deliver instructions and lessons

using the Internet and different applications that support online learning. The

continuation of classes online had caused several issues from students and

teachers ranging from lack of technology to mental health matters. Finally,

recommendations were asserted to mitigate the presented concerns and improve

the delivery of the necessary quality education to the intended learners.

According to ( Kelvin, August 2021) Distance learning hinders students’

social interactions by limiting their access to much-needed physical contact with

peers. And since distance learning hinges on contact-less education, these

students miss out on essential social, emotional, and interpersonal skills.

Although teachers can use advanced digital tools to foster social interactions,

they cannot replicate in-person interactions. Ultimately, a lot of work is needed to

bridge the socialization deficit resulting from distance learning.

According to Rouselle Isla (August 17, 2023) Distance learning, also

known as correspondence education, is a method of education where the

teacher and student are separated geographically. There’s no interaction

10
between students and little face-to-face interaction between students and their

teachers.The typical setup of distance learning in the Philippines involves

modular learning. As the name suggests, the meaning of modular learning is a

form of education with self-learning modules that lets students learn at their own

pace.The advantages and disadvantages of modular learning in the Philippines

are discussed further down below.In a distance learning format, students may get

their learning materials or modules via snail mail, e-mail, or the internet. Learning

assessments can be in the form of written exams or assignments, performance

tasks, or portfolios.Students can also ask for support through the telephone, snail

mail, e-mail, or instant messaging applications used by their teachers.

According to Rizqon (2020) explained that online learning impacts

students psychological and social skills. The process of forming student's social

skills experiences obstacles because social interaction can only be done through

social media without any physical contact.

Foreign Literature

Herrity defines social skills (n.d., para. 1) The ability to communicate

effectively with others is a core social skill. If you have strong communication

skills, you’ll be able to share your thoughts and ideas clearly with others.

Effective communicators make good leaders because they can explain projects

and goals in an easy-to-understand way. Social skills is broadly defined as social

11
intelligence of a person that becomes the basic foundation to do social relations

in society (Thorndike and Stein, 1937). Social skills take an important role in the

process of production or reproduction of social norms as well as social order

(Fligstein, 2001). To be low on social skills can trigger negative effects for

students, especially on their social adaptation in society (Chou et al., 2017).

Distance education, a combination of videoconferencing and

telecommunications, has shown a positive effect on K-12 academic achievement.

The effect size was 0.147, with programs combining an individualized approach

with traditional classroom instruction yielding larger effect sizes. Distance

education is effective in all academic content areas except foreign language, and

it can be expected to result in achievement comparable to traditional instruction

in most academic circumstances. This synthesis supports the use of interactive

distance education as a complementary and expanded education option

(Cavanaugh, 2001).

Students, who learn by active learning method, not only learn better, but

also take more pleasure from learning experience. To Pyne & Whittaker`s mind,

one of the main methods of activate students in learning use of studying groups

in the class, and provide discussion list, is exchange of views, questioning and

answering (Pyne & Whittaker, 2000).

12
 The research have indicated that cooperative learning cause

reinforcement of collaboration, increase of learning interest, and feeling of

collectively and individual feeling responsibility, boost students` morale of

criticism and accepting criticize, reinforcement of the ability of listening, the

improvement in the emotional relations, increase of trust and mutual respect,

reinforcement of anxiety, reinforcement of self-directing skills, and decrease

students` dependence with their teacher and consequently, it prepares a suitable

way for development of students` social skills, because in fact, each of these

effects is a kind of social skills, which is acquired by cooperative learning.

(Elizabeth Cohen, 1994; Hung,2001; Farrell,1991; Keramati,1386, on the behalf

of Chumaker 2002).

Accepted social skills, and verbal and non verbal behaviours are

purposeful, interconnected, under control and teachable, which often they have

transactional aspect and cause the positive and reciprocal relations begin and

endure, and increase Pearson’s self-respect and facilitate their social relationship

(keramati, 2005).

Cooperative learning is effective in reducing the levels of loneliness and

social anxiety and increasing the levels of happiness among the participant

(Kocak, 2008).

13
 According to Zins, Weissbert, Wang, and Walberg, (2004), “Social skills

can also be defined within the context of social and emotional learning –

recognizing and managing our emotions, developing caring and concern for

others, establishing positive relationships, making responsible decisions, and

handling challenging situations constructively and ethically”. Social skills help in

navigating everyday interactions, exchanging information, holding conversation,

making new friends, maintaining the friendship, asking for help from others and

giving instructions. Social skills are the abilities to interact and behave socially

and effectively, establishing and maintaining positive relationships, making

responsible decisions and handling challenging situations confidently with

appropriate self-control. An individual having good social skills has the ability to

make social choices that strengthen their relationships with others and facilitate

success in their life.

14
 Chapter III

RESEARCH METHODOLOGY

This chapter covers the study's location, data collection methods, data

collection tool, and statistical analysis. It also covers the research methodology

and approach.

Research Design

The researchers will use the quantitative descriptive method in this

investigation. A non-experimental type of research whereby the variables are

measured using numerical terms although the variables under interrogation are

not manipulated by the researcher and is aimed at discovering how many people

think, act or feel in a specific way.

This approach is the most suitable research design for the study because

it aims to determine the effects of distance learning to the social skills of grade 12

students at St. Adelaide School Philippines school year 2023-2024 and its

significance to their profile variables.

Population and Sample

The total population of this study were Grade 12 students where the

researchers used as respondents as it possess the characteristics required for

15
the study to be productive and to get the sample size the researchers will use the

sampling technique called simple random sampling.

A total number of 127 random sample respondents from the whole

population of Grade 12 learners were fairly distributed from Grade 12

respectively. And fairly distributed per section wherein the researchers distributed

it to those respondents who are available.

Data Gathering Instrument

A survey questionnaire will be used by the researchers as the main

instrument in gathering data needed in the study. It consists of two parts. The

first part of the questionnaire are all about the profile of the respondents in terms

of age, sex, section, and what family forms they have. The second part of the

questionnaire deals with: what is the status of the social skills of the students and

what is the effect of distance learning to the social skills of students.

The respondents will be given enough time to think and to

answer the questionnaire prepared by the researchers.

Data Gathering Procedure

The researchers prepared the data gathering instrument or the survey

questionnaire. The research adviser and the members of the panel checked and

approved the questionnaire prepared by the researchers. When the

16
questionnaire was approved, the researchers will pass a letter to the high school

principal of St. Adelaide School Philippines asking a permission to conduct a

research to Grade 12 students. The researchers will also ask permission to the

subject teachers of the class whom the questionnaires will be floated.

The researchers will administer and collect the survey questionnaires.

Before floating of the questionnaire, the researchers will explain the objectives of

the study to the respondents and tried to entertain questions from the

respondents for some clarifications. The results will be tallied, tabulated and

interpreted by the researchers.

Statistical Treatment of Data

The section of the study presents the different statistical tools and

treatment done to analyze the collected data and to give response to the

mentioned research problems. And, for easier interpretations of the results,

tables were used for each specific research problems showing summary and

figures. The following statistical methods were used.

In order to answer problem number 1, which asked for the profile

variables such as age, sex, section and what family forms did the respondents

have; the researchers used the frequency counts and percentage distribution.

17
Formula for frequency count and percentage distribution:
p=

Where: P =percentage equivalent

f= frequency
N= total no. of respondents
For Problem Number Two, What is the status of the social skills of the students
in terms of:
a. peer relationship skills
b. self-management skills
c. compliance skills
d. assertion skills

Formula:
For Average Weighted Mean:

Where;
average weighted point
summation of
x = individual score
w = weight
X= total score

Problem Number Three: What is the effect of distance learning to the social
skills of students in terms of:
a. social activities
b. class participation
c. method of communication

18
Quantitative Interpretation Qualitative Interpretation
4 Strongly Agree
3 Agree
2 Disagree
1 Strongly Disagree

Problem Number Four: Is there any significant difference between the effects of
Distance learning to the social skills of grade 12 students?

Quantitative Interpretation Qualitative Interpretation

4 Strongly Agree
3 Agree
2 Disagree
1 Strongly Disagree

19
 CHAPTER IV

PRESENTATION,ANALYSIS AND ENTERPRETATION OF DATA

This chapter presents the analysis and interpretation of data gathered from

the foregoing study which aimed to determine the effects of distance learning to

the social skills of grade 12 students. The data found in this chapter were

arranged according to the problems treated in this study.

1. Profile of the Respondents

1.1 Age
Frequency and Percentage Distribution of the Respondents According to
their Age
Age Frequency Percentage(%)
15-16 6 4.72%
17-18 116 91.34%
19 above 5 3.94%
TOTAL 127 100%

As shown in the table, students aged seventeen to eighteen

(17- 18) years old got the highest percentage which is 91.34% or one hundred

sixteen (116) respondents out of one hundred twenty seven (127) students. The

second highest is 4.72% or six respondents are in the age of fifteen to sixteen

(15- 16) years old. On the other hand, the lowest percentage is 3.94 or three (3)

respondents are aged 19 above.

20
 1.2 Sex
Frequency and Percentage Distribution of the Respondents According to
their Sex
Sex Frequency Percentage(%)
Male 57 44.88%
Female 70 55.12%
TOTAL 127 100%

Table 1.2 presents the frequency distribution of the respondents according

to their sex. It shows that there are fifty seven (57) male and seventy (70) female

respondents, with a total of one hundred twenty seven (127) respondents. The

percentage of males is 44.88% and the percentage of females is 55.12%. It

shows that the population of the sample is relatively equally distributed between

the two genders. However, there are still more females than males.

21
 1.3 Section and Strand
Frequency and Percentage Distribution of the Respondents According to
their Section and Strand
Section and Strand Frequency Percentage(%)
STEM- Galilei 26 20.47%
STEM- Pasteur 26 20.47%
STEM- Curie 25 19.69%
ABM- Porter 10 7.87%
HUMSS- Aquinas 20 15.75%
HUMSS- Luther 20 15.75%
TOTAL 127 100%

Table 1.3 displays the frequency distribution of the respondents based on

their section and strand. It shows that the distribution is quite even, with a

significant percentage of students in each section/strand. For section:STEM-

Galilei: 20.47%, STEM- Pasteur: 20.47%, STEM-Curie:19.69%, ABM- Porter:

7.87%, HUMSS- Aquinas: 15.75%, HUMSS- Luther: 15.75%.

22
 1.4 Family Forms
Frequency and Percentage Distribution of the Respondents According to
their family Forms
Family Forms Frequency Percentage(%)
Step Family 7 5.51%
Single Parent 17 13.40%
Nuclear Family 87 68.50%
Patriarchy 6 4.72%
Matriarchy 10 7.87%
TOTAL 127 100%

Table 1.4 presents a frequency distribution of family forms of the

respondents. It shows that the most common family form is the nuclear family,

with 68.50% or eighty seven (87) of the respondents. This is followed by single-

parent families at 13.40% or seventeen (17), step families at 5.51% or seven (7),

matriarchies at 7.87% or ten (10), and patriarchies at 4.72% or six (6). “The

nuclear family was once widely held to be the most basic and universal form of

social organization.”Nuclear family | Definition, Characteristics & Benefits” (2024,

march 1, para. 2)

23
 2.1 Frequency and Percentage distribution in the status of student’s social
skills in terms of Peer relationship skills.

Table 1
Peer Relationship Skills: STEM- Pasteur
Peer Strongly Agree Disagree Strongly Weighted Descriptive
Relationship Agree Disagree Mean Equivalent
Skills
1. You can be 8 14 5 1 3.27 Strongly Agree
empathetic
towards to
your peers
2. You can 9 15 11 1 4 Strongly Agree
cooperate
with your
peers
3. You can 12 11 14 6 4.42 Strongly Agree
solve
problems with
your peers
4. You can 11 13 9 7 4.15 Strongly Agree
keep up with
your peers
Overall 2.93 Agree
Weighted
Mean Rating

The table above illustrate the peer relationship skills of 12-STEM Pasteur

student. The variable of the highest level of agreement suggest that respondents

strongly agree on they can solve problems with their peers, with a weight mean

of 4.42 in a descriptive equivalent of strongly agree. Conversely, the least agreed

upon variable includes strongly agree that they cooperate with their peers, with a

weighted mean of 4 and a descriptive equivalent of strongly agree, the overall

weighted mean rating for the task indicates agree with the total of 2.93.

24
 2.2 Frequency and Percentage distribution in the status of student’s social
skills in terms of Self- management Skills

Table 2
Self- management Skills: STEM- Pasteur

Self- Strongly Agree Disagree Strongly Weighted Descriptive

management Agree Disagree Mean Equivalent
Skills
1. You can 8 12 7 2 3.23 Agree
maximize your
productivity
2. You improve 10 8 7 2 3.08 Agree
your workplace
performance
after distance
learning
3. You 5 10 8 3 2.77 Agree
efficiently
achieve
professional
goals after,
distance
learning
4. You have 7 9 8 4 2.88 Agree
time
management
after distance
learning
Overall 2.99 Agree
Weighted
Mean Rating

The table present the self-management skills of 12 STEM- Pasteur. The variable

with the highest level pf agreement suggest that respondents agree on they can

25
maximize their productivity with a weighted mean of 3.23 and descriptive

equivalent of agree. Conversely, the least agreed upon variable indicates agree

that they efficiently achieve professional goals after distance learning with a

weighted mean of 2.77 and a descriptive equivalent of agree. The overall

weighted mean rating for the table indicates agree with a total of 2.99.

26
2.3 Frequency and Percentage distribution in the status of student’s social
skills in terms of Assertion/ Assertive Skills
Table 3
Assertion/ Assertive Skills: STEM- Pasteur
Assertion/ Strongly Agree Disagree Strongly Weighted Descriptive
Assertive Agree Disagree Mean Equivalent
Skills
1. You can 12 11 2 1 3.46 Strongly
speak up Agree
for
yourself in
a way that
is honest
and
respectful
2. You are 11 8 5 2 3.08 Agree
able to
convey
your ideas
in an open
and direct
way to
whom
you’re
speaking
3. You can 7 6 7 2 2.38 Disagree
approach
your
teacher
easily with
a question
after
distance
learning
Overall 2.97 Agree
Weighted
Mean
Rating

27
 Base on the table above the assertive skills of 12 STEM- Pasteur shows

the highest level of strongly agree, they state that they can speak after their self

in a way that is honest and respectful. With a weighted mean of 3.46and

descriptive way equivalent of strongly agree. Conversely, the least disagree upon

variables indicates disagreement that they can approach their teacher easily with

a question after distance learning, with a weighted mean of 2.38 and descriptive

equivalent of disagree. The overall weighted mean rating for the table indicates

agree with a total of 2.97.

28
 2.4 Frequency and Percentage distribution in the status of student’s social
skills in terms of Compliance Skill
Table 4
Compliance Skill: STEM- Pasteur
Compliance Strongly Agree Disagree Strongly Weighted Descriptive
Skills Agree Disagree Mean Equivalent
1. You can 11 5 9 2 3.04 Agree
properly use
communicati
on skills after
distance
learning
2. You can 12 8 5 1 3.19 Agree
present your
reports
properly after
distance
learning
3. You can 11 10 8 2 3.54 Strongly Agree
improve your
cooperative
teamwork as
a class
Overall 3.26 Strongly Agree
Weighted
Mean Rating

The table shows the compliance skills of 12 STEM Pasteur. The variable

with a highest level of strongly agree suggest that respondent strongly agree on

they can improve their cooperative teamwork as a class with a weighted mean of

3.67 and descriptive equivalent of strongly agree.

Conversely, the least agreed upon variables indicates agree that they can

properly use communication skill after distance learning with a weighted mean of

29
3.04. The overall weighted mean rating for the table indicates strongly agree with

a total of 3.26.

30
2.5 Frequency and Percentage distribution in the status of student’s social
skills in terms of Social activities
Table 5
Social activities: STEM- Pasteur
Social Strongly Agree Disagree Strongly Weighted Descriptive
activities Agree Disagree Mean Equivalent
1. You are 9 8 3 3 2.65 Agree
able to
join
school
clubs after
distance
learning
2. You are 9 9 4 3 2.85 Agree
able to
attend
class
meetings
after
distance
learning
3. You are 11 8 2 3 2.88 Agree
able to
participate
events in
your class
after
distance
learning
Overall 2.79 Agree
weighted
mean
rating

The table above illustrate the Social Activities of 12-STEM Pasteur

student. The variable of the highest

31
level of agreement suggest that respondents agree on they can able to

participate events in your class after distance learning with a weight mean of 2.88

in a descriptive equivalent of agree. Conversely, the least agreed upon variable

includes strongly agree on they can able to join school club after distance, with a

weighted mean of 2.65 and a descriptive equivalent of agree, the overall

weighted mean rating for the task indicates agree with the total of 2.79

32
 2.6 Frequency and Percentage distribution in the status of student’s social
skills in terms of Class participation
Table 6
Class participation: STEM- Pasteur
Class Strongly Agree Disagree Strongly Weighted Descriptive
participation Agree Disagree Mean Equivalent
1. You are 11 6 6 4 3 Strongly
participating Agree
in class after
the distance
learning
2. You are 7 7 7 2 2.65 Agree
volunteering
as a class at
events after
distance
learning
3. You are 8 9 9 2 2.88 Agree
interacting
with your
class group
chat
Overall 2.84 Agree
Weighted
Mean Rating

The table present the class participation of 12 STEM- Pasteur. The

variable with the highest level of agreement suggest that respondents strongly

agree on they can participating class after A distance learning with a weighted

mean of 3 and descriptive equivalent of Strongly Agree. Conversely, the least

agreed upon variable indicates agree that they efficiently volunteering as a class

at events after distance learning with a weighted mean of 2.65 and a descriptive

33
equivalent of agree. The overall weighted mean rating for the table indicates

agree with a total of 2.84.

34
 2.7 Frequency and Percentage distribution in the status of student’s social
skills in terms of Method of communication
Table 7
Method of communication: STEM- Pasteur

Method of Strongly Agree Disagree Strongly Weighted Descriptive

communication Agree Disagree Mean Equivalent
1. You can 11 8 3 3 2.96 Agree
properly use
verbal and non-
verbal
communication
after distance
learning
2. You can 6 11 4 2 2.58 Agree
properly read out
loud in class
when called out
of the teacher
after distance
learning
3. You don’t get 6 12 4 6 2.85 Agree
panic attacks
when called out
in class
Overall 2.80 Agree
Weighted Mean
Rating

Base on the table above the method of communication of 12 STEM-

Pasteur shows the highest level of agreement, they state that they can properly

use verbal and non verbal communication after distance learning With a

weighted mean of 2.90 and descriptive way equivalent of agree.

35
Conversely, the least agreed upon variable indicates agree they state that they

can properly read out loud in class when called out the of teacher after distance

learning with a weighted mean of 2.58 and a descriptive equivalent of agree. The

overall weighted mean rating for the table indicates agree with a total of 2.80.

36
 3.1 Frequency and Percentage distribution in the status of student’s social
skills in terms of Peer relationship skills
Table 8
Peer relationship skills: ABM- Porter
Peer Strongly Agree Disagree Strongly Weighted Descriptive
Relationship Agree Disagree Mean Equivalent
Skills
1. You can be 2 7 1 0 3.1 Agree
empathetic
towards to your
peers
2. You can 1 9 0 0 3.1 Agree
cooperate with
your peers
3. You can 3 6 1 0 3.2 Agree
solve problems
with your peers
4. You can 3 6 1 0 3.2 Agree
keep up with
your peers
Overall 3.15 Agree
Weighted
Mean Rating

The table above indicates the peer relationship skills of 12 ABM Porter.

The variable with the highest agreement suggest that the respondent agree on

they can solve problem with their peers and they can keep up with their peers,

both agreement have a weighted mean of 3.2 in a descriptive equivalent of

agree.

Conversely, the least agreed upon variable indicates agree that they can be

empathetic towards to their peers and they can cooperate with their peers, both

37
 agreement have a weighted mean of 3.1. The overall weighted mean rating for

the table indicates agree with a total of 3.15.

3.2 Frequency and Percentage distribution in the status of student’s social

skills in terms of Self- management skills

Table 9
Self- management skills: ABM- Porter

Self- Strongly Agree Disagree Strongly Weighted Descriptive

management Agree Disagree Mean Equivalent
Skills
1. You can 1 9 0 0 3.1 Agree
maximize your
productivity
2. You 2 5 2 1 2.8 Disagree
improve your
workplace
performance
after distance
learning
3. You 1 5 4 0 2.7 Disagree
efficiently
achieve
professional
goals after,
distance
learning
4. You have 6 3 0 0 3.3 Agree
time
management
after distance
learning
Overall 2.98 Agree
Weighted
Mean Rating

38
 The table shows the self-management skills of 12 ABM Porter. The

variable with the highest agreement suggest that they have time management

after distance learning with a weighted mean of 3.3 in a descriptive equivalent of

agree. Conversely, the least agreed upon variables indicates disagreement that

they efficiently achieve professional goals after distance learning, with a weighted

mean of 2.7. The overall weighted mean rating for this table indicates agree with

a total of 2.98.

39
3.3 Frequency and Percentage distribution in the status of student’s social
skills in terms of Assertion/ Assertive skills
Table 10
Assertion/ Assertive skills: ABM- Porter
Assertion/ Strongly Agree Disagree Strongly Weighted Descriptive
Assertive Agree Disagree Mean Equivalent
Skills
1. You can 2 8 0 0 3.2 Agree
speak up
for
yourself in
a way that
is honest
and
respectful
2. You are 3 6 1 0 3.2 Agree
able to
convey
your ideas
in an open
and direct
way to
whom
you’re
speaking
3. You can 2 6 1 0 2.8 Disagree
approach
your
teacher
easily with
a question
after
distance
learning
Overall 3.07 Agree
Weighted
Mean

40
 Rating

The table shows the assertive skills of 12 ABM Porter. The variable of

highest agreement suggest that they can speak up for their self in a way that

honest and respectful and they are able to convey their ideas in an open indirect

way to whom their speaking, both agreement have a weighted mean of 3.2 in a

descriptive equivalent of agree. Conversely, the least agree upon variables

indicates disagreement that they can approach their teacher easily with a

question after distance learning with a total mean of 2.8. The overall weighted

mean rating for the table indicates agree with the total of 3.17.

41
 3.4 Frequency and Percentage distribution in the status of student’s social
skills in terms of Compliance Skills
Table 11
Compliance Skills: ABM- Porter
Compliance Strongly Agree Disagree Strongly Weighted Descriptive
Skills Agree Disagree Mean Equivalent
1. You can 0 6 4 0 1.1 Strongly
properly use disagree
communicati
on skills after
distance
learning
2. You can 2 4 3 1 2.7 Disagree
present your
reports
properly after
distance
learning
3. You can 2 5 2 1 2.8 Disagree
improve your
cooperative
teamwork as
a class
Overall 2.2 Disagree
Weighted
Mean
Rating

The table shows compliance skills of 12 ABM Porter. The variable with the

highest level of disagreement that they can improve their cooperative teamwork

as a class, with a weighted mean of 2.8 in a descriptive equivalent of disagree.

Conversely, the least agreed upon variable indicates strongly disagree that they

can properly use communication skills after distance learning, with a weighted

42
mean of 1.1 and a descriptive equivalent of strongly disagree. The overall

weighted mean rating for the table indicates disagree with the total of 2.2.

3.5 Frequency and Percentage distribution in the status of student’s social

skills in terms of Social activities
Table 12
Social activities: ABM- Porter
Social Strongly Agree Disagree Strongly Weighted Descriptive
activities Agree Disagree Mean Equivalent
1. You are 2 5 1 1 2.6 Disagree
able to
join
school
clubs after
distance
learning
2. You are 1 5 3 0 2.5 Disagree
able to
attend
class
meetings
after
distance
learning
3. You are 3 3 2 1 2.6 Disagree
able to
participate
events in
your class
after
distance
learning
Overall 2.37 Disagree
weighted
mean
rating

43
 The table above indicates the social activities skills of 12 ABM Porter. The

variable with the highest agreement suggest that the respondent agree on they

can able to join school club distance learning and able to participate events in

your class after distance learning both agreement have a weighted mean of

2.6 in a descriptive equivalent of disagree. Conversely, the least agreed upon

variable indicates agree that they can be able to attend class meetings after

distance learning, with a weighted mean of 2.5. The overall weighted mean rating

for the table indicates disagree with a total of 2.37

44
 3.6 Frequency and Percentage distribution in the status of student’s social
skills in terms of Class participation

Table 13
Class participation: ABM- Porter
Class Strongly Agree Disagree Strongly Weighted Descriptive
participation Agree Disagree Mean Equivalent
1. You are 4 4 1 0 3 Strongly
participating Agree
in class after
the distance
learning
2. You are 4 3 2 0 2.9 Disagree
volunteering
as a class at
events after
distance
learning
3. You are 2 6 0 0 2.6 Disagree
interacting
with your
class group
chat
Overall 2.83 Agree
Weighted
Mean Rating
The table shows the class participation skills of 12 ABM Porter. The

variable with the highest agreement suggest that they are participating class after

distance learning with a weighted mean of 3 in a descriptive equivalent of

strongly agree. Conversely, the least agreed upon variables indicates

disagreement that they interacting with your class group chat, with a weighted

45
 mean of 2.6. The overall weighted mean rating for this table indicates agree with

a total of 2.83.

3.7 Frequency and Percentage distribution in the status of student’s social

skills in terms of Method of communication
Table 14
Method of communication: ABM- Porter

Method of Strongly Agree Disagree Strongly Weighted Descriptive

communication Agree Disagree Mean Equivalent
1. You can 2 5 2 0 2.7 Disagree
properly use
verbal and non-
verbal
communication
after distance
learning
2. You can 3 6 0 0 3 Strongly
properly read out Agree
loud in class
when called out
of the teacher
after distance
learning
3. You don’t get 4 3 2 0 2.9 Disagree
panic attacks
when called out
in class
Overall 2.87 Agree
Weighted Mean
Rating

The table shows the method of communication of 12 ABM Porter. The

variable with the highest agreement suggest that you can properly read out loud

46
in class when called out of teacher after distance learning with a weighted mean

of 3 in a descriptive equivalent of strongly agree. Conversely, the least agree

upon variables indicates disagreement that they can properly use verbal and non

verbal communication after distance learning with a total mean of 2.7. The overall

weighted mean rating for the table indicates agree with the total of 2.87.

47
4.1 Frequency and Percentage distribution in the status of student’s social
skills in terms of Peer relationship skills
Table 15
Peer relationship skills: HUMSS- Luther
Peer Strongly Agree Disagree Strongly Weighted Descriptive
Relationship Agree Disagree Mean Equivalent
Skills
1. You can be 7 7 2 1 2.7 Agree
empathetic
towards to
your peers
2. You can 4 8 5 0 1.92 Disagree
cooperate
with your
peers
3. You can 5 8 3 1 2.55 Agree
solve
problems with
your peers
4. You can 4 8 3 2 2.4 Disagree
keep up with
your peers
Overall 2.39 Disagree
Weighted
Mean Rating
The table above illustrate the peer relationship of 12 HUMSS Luther

students . The variable with the highest level of agree that you can solve

problems with your peers with a weighted mean of 2.55 in a descriptive

equivalent of agree . Conversely, the least of disagree upon variable indicates

disagreement that you can cooperate with your peers with a weighted mean of

48
 1.92. The overall weighted mean rating for the table indicates disagree with the

total of 2.39.

4.2 Frequency and Percentage distribution in the status of student’s social

skills in terms of Self- management skills
Table 16
Self- management skills: HUMSS- Luther
Self- Strongly Agree Disagree Strongly Weighted Descriptive
management Agree Disagree Mean Equivalent
Skills
1. You can 6 7 4 1 2.7 Disagree
maximize
your
productivity
2. You 2 12 2 0 2.4 Disagree
improve your
workplace
performance
after distance
learning
3. You 0 6 10 0 1.9 Strongly
efficiently disagree
achieve
professional
goals after,
distance
learning
4. You have 4 9 3 2 2.55 Agree
time
management
after distance
learning
Overall 2.39 Disagree
Weighted
Mean Rating

49
 The table shows the self management skills of grade 12 HUMSS LUTHER

with the highest level of agree that you have time management after distance

learning with the weighted mean of 2.55 in a descriptive equivalent of agree.

Conversely, the least of strongly disagree upon variable indicates disagreement

that you efficiently achieve professional goals after distance learning with the

weighted mean of 1. 9. The overall weighted mean rating for the table indicates

disagree with the total of 2.39.

50
4.3 Frequency and Percentage distribution in the status of student’s social
skills in terms of Assertion/ Assertive skills
Table 17
Assertion/ Assertive: HUMSS- Luther
Assertion/ Strongly Agree Disagree Strongly Weighted Descriptive
Assertive Agree Disagree Mean Equivalent
Skills
1. You can 8 6 2 0 2.7 Disagree
speak up
for
yourself in
a way that
is honest
and
respectful
2. You are 5 8 1 0 2.3 Disagree
able to
convey
your ideas
in an open
and direct
way to
whom
you’re
speaking
3. You can 4 4 7 0 2.1 Disagree
approach
your
teacher
easily with
a question
after
distance
learning

51
 Overall 2.37 Disagree
Weighted
Mean
Rating

The table shows the assertion/ assertive skills of grade 12 HUMSS

LUTHER students with the highest level of disagree that you can speak up for

yourself in a way that is honest and respectful with the weighted mean of 2. 7 in a

descriptive equivalent of disagree. Conversely, the least of disagree upon

variable indicates disagreement that you can approach your teacher easily with a

question after distance learning with the weighted mean of 2.1. The overall

weighted mean rating for the table indicates disagree with the total of 2.37.

52
 4.4 Frequency and Percentage distribution in the status of student’s social
skills in terms of Compliance skills
Table 18
Compliance skills: HUMSS- Luther
Compliance Strongly Agree Disagree Strongly Weighted Descriptive
Skills Agree Disagree Mean Equivalent
1. You can 5 10 3 0 2.8 Disagree
properly use
communicatio
n skills after
distance
learning
2. You can 4 4 10 0 2.4 Disagree
present your
reports
properly after
distance
learning
3. You can 5 4 7 2 2.4 Disagree
improve your
cooperative
teamwork as
a class
Overall 2.53 Agree
Weighted
Mean Rating
The table shows compliance skills of grade 12 HUMSS LUTHER students

with the highest level of disagree that you can properly use communication skills

after distance learning with the weighted mean of 2.8 in a descriptive equivalent

of disagree. Conversely, the least of disagree upon variables indicates

disagreement that you can present your reports properly after distance learning

53
and you can improve your cooperative teamwork as a class, both disagreement

have a weighted mean of 2.4. The overall weighted mean rating for the table

indicates agree with the total of 2.53.

4.5 Frequency and Percentage distribution in the status of student’s social

skills in terms of Social activities
Table 19
Social activities: HUMSS- Luther
Social Strongly Agree Disagree Strongly Weighted Descriptive
activities Agree Disagree Mean Equivalent
1. You are 8 3 6 0 2.65 Agree
able to
join
school
clubs after
distance
learning
2. You are 4 9 2 1 2.4 Disagree
able to
attend
class
meetings
after
distance
learning
3. You are 4 5 6 1 2.2 Disagree
able to
participate
events in
your class
after
distance
learning
Overall 2.42 Agree
weighted
mean

54
 rating
The table above illustrate the social activities of 12 HUMSS LUTHER

student. The variable of the highest level of agreement suggest that respondents

strongly agree on they can solve problems with their peers, with a weight mean

of 2.65 in a descriptive equivalent of strongly agree. Conversely, the least agreed

upon variable includes strongly agree that they cooperate with their peers, with a

weighted mean of 2.4and a descriptive equivalent of strongly agree, the overall

weighted mean rating for the task indicates agree with the total of 2.42.

55
 4.6 Frequency and Percentage distribution in the status of student’s social
skills in terms of Class participation
Table 20
Class participation: HUMSS- Luther
Class Strongly Agree Disagree Strongly Weighted Descriptive
participation Agree Disagree Mean Equivalent
1. You are 5 9 4 0 2.75 Agree
participating
in class after
the distance
learning
2. You are 2 9 5 0 2.25 Agree
volunteering
as a class at
events after
distance
learning
3. You are 4 7 5 1 2.4 Disagree
interacting
with your
class group
chat
Overall 2.47 Agree
Weighted
Mean Rating

The table present the class participation of 12 HUMSS Luther. The

variable with the highest level pf agreement suggest that respondents agree on

they can maximize their productivity with a weighted mean of 2.75 and

56
 descriptive equivalent of agree. Conversely, the least agreed upon variable

indicates agree that they efficiently achieve professional goals after distance

learning with a weighted mean of 2.25 and a descriptive equivalent of agree. The

overall weighted mean rating for the table indicates agree with a total of 2.47.

4.7 Frequency and Percentage distribution in the status of student’s social

skills in terms of Method of communication
Table 21
Method of communication: HUMSS- Luther

Method of Strongly Agree Disagree Strongly Weighted Descriptive

communication Agree Disagree Mean Equivalent
1. You can 3 9 4 1 2.4 Disagree
properly use
verbal and non-
verbal
communication
after distance
learning
2. You can 0 7 8 0 1.85 Disagree
properly read out
loud in class
when called out
of the teacher
after distance
learning
3. You don’t get 3 6 5 3 1.85 Disagree
panic attacks
when called out
in class
Overall 2.03 Disagree
Weighted Mean
Rating

57
 Base on the table above the assertive skills of 12 HUMSS-Luther shows

the highest level of strongly agree, they state that they can speak after their self

in a way that is honest and respectful. With a weighted mean of 2.4 and

descriptive way equivalent of strongly agree. Conversely, the least disagree upon

variables indicates disagreement that they can approach their teacher easily with

a question after distance learning, with a weighted mean of 1.85and descriptive

equivalent of disagree. The overall weighted mean rating for the table indicates

agree with a total of 2.03.

58
 5.1 Frequency and Percentage distribution in the status of student’s social
skills in terms of Peer relationship skills
Table 22
Peer relationship skills: STEM- Curie
Peer Strongly Agree Disagree Strongly Weighted Descriptive
Relationship Agree Disagree Mean Equivalent
Skills
1. You can 7 16 1 0 3.12 Agree
be
empathetic
towards to
your peers
2. You can 7 17 2 0 3.33 Agree
cooperate
with your
peers
3. You can 7 12 5 0 2.96 Agree
solve
problems
with your
peers
4. You can 9 14 0 0 3.12 Agree
keep up with
your peers
Overall 3.13 Agree
Weighted
Mean Rating

59
 The table shows the peer relationship skills of 12-STEM Curie. The

variable with the highest agreement suggest that they can cooperate with their

peers, with a weighted mean of 3.33 in a descriptive equivalent of agree.

Conversely, the least agree upon variables indicates that they can solve

problems with their peers, with a weighted mean of 2.96. The overall weighted

mean rating for the table indicates agree with the total of 3.13.

5.2 Frequency and Percentage distribution in the status of student’s social

skills in terms of Self- management skills
Table 23
Self-management skills: STEM- Curie
Self- Strongly Agree Disagree Strongly Weighted Descriptive
management Agree Disagree Mean Equivalent
Skills
1. You can 6 10 9 0 2.88 Agree
maximize
your
productivity
2. You 4 12 6 2 2.64 Agree
improve your
workplace
performance
after distance
learning
3. You 5 13 5 1 2.8 Disagree
efficiently
achieve
professional
goals after,
distance
learning
4. You have 6 6 10 2 2.56 Agree
time
management
after distance

60
 learning
Overall 2.03 Disagree
Weighted
Mean Rating

The table shows the self-management skills of 12-STEM Curie. The

variable with the highest agreement indicates that they can maximize their

productivity, with a weighted mean of 2.88 in a descriptive equivalent of agree.

Conversely, the least disagree upon the variable indicates that they efficiently

achieve professional goals after distance learning, with a weighted mean of 2.8

descriptive equivalent of disagree. The overall weighted mean rating for the table

indicates disagree with the total of 2.03.

61
5.3 Frequency and Percentage distribution in the status of student’s social
skills in terms of Assertion/ Assertive skills
Table 24
Assertion/ Assertive skills: STEM- Curie
Assertion/ Strongly Agree Disagree Strongly Weighted Descriptive
Assertive Agree Disagree Mean Equivalent
Skills
1. You can 6 13 5 0 2.92 Agree
speak up
for
yourself in
a way that
is honest
and
respectful
2. You are 6 16 3 0 3.12 Agree
able to
convey
your ideas
in an open
and direct
way to
whom
you’re
speaking
3. You can 8 9 6 1 2.88 Agree
approach
your
teacher

62
easily with
a question
after
distance
learning
Overall 2.97 Agree
Weighted
Mean
Rating

The table shows the assertive skills of 12-STEM Curie. The variable with

the highest agreement indicates that they are able to convey their ideas in an

open and direct way to whom they speaking, with a weighted mean of 3.12 in a

descriptive equivalent of agree.

Conversely, the least agree upon the variable indicates that they approach their

teacher easily with a question after distance learning, with a weighted mean of

2.88. The overall weighted mean rating for the table shows agree with the total of

2.97.

63
 5.4 Frequency and Percentage distribution in the status of student’s social
skills in terms of Compliance skills
Table 25
Compliance skills: STEM- Curie
Compliance Strongly Agree Disagree Strongly Weighted Descriptive
Skills Agree Disagree Mean Equivalent
1. You can 6 9 9 1 2.8 Disagree
properly use
communicatio
n skills after
distance
learning
2. You can 5 9 10 0 2.68 Agree
present your
reports
properly after
distance
learning
3. You can 4 12 6 2 2.64 Agree
improve your
cooperative
teamwork as
a class
Overall 2.71 Agree
Weighted
Mean Rating
The table present the method of communication of 12-STEM Curie. The

variable with the highest agreement indicates that they can present their report

64
properly after distance learning, with weighted mean of 2.68 in a descriptive

equivalent of agree. Conversely, the least disagree upon the variable indicates

that they can properly use communication skills after distance learning, with a

weighted mean of 2.8 in a descriptive equivalent of disagree. The overall

weighted mean rating for the table shows agree with the total of 2.71.

5.5 Frequency and Percentage distribution in the status of student’s social

skills in terms of Social activities

Table 26
Social activities: STEM- Curie
Social Strongly Agree Disagree Strongly Weighted Descriptive
activities Agree Disagree Mean Equivalent
1. You are 4 8 4 0 1.92 Disagree
able to
join
school
clubs after
distance
learning
2. You are 4 9 2 1 1.92 Disagree
able to
attend
class
meetings
after
distance
learning
3. You are 4 9 2 1 1.92 Disagree
able to
participate
events in
your class

65
after
distance
learning
Overall 1.92 Disagree
weighted
mean
rating

The table shows the social activities of 12-STEM Curie. The variable with

the highest agreement suggest that they can cooperate with their peers, with a

weighted mean of in a 1.92 descriptive equivalent of agree. Conversely, the least

agree upon variables indicates that they can solve problems with their peers, with

a weighted mean of 1.92. The overall weighted mean rating for the table

indicates agree with the total of 1.92.

66
 5.6 Frequency and Percentage distribution in the status of student’s social
skills in terms of Class participation
Table 27
Class participation: STEM- Curie
Class Strongly Agree Disagree Strongly Weighted Descriptive
participation Agree Disagree Mean Equivalent
1. You are 5 10 1 0 2.4 Disagree
participating
in class after
the distance
learning
2. You are 1 10 5 0 1.76 Disagree
volunteering
as a class at
events after
distance
learning
3. You are 5 9 2 0 2.04 Disagree
interacting
with your
class group
chat
Overall 2.07 Disagree
Weighted
Mean Rating

67
 The table shows the class participation of 12-STEM Curie. The variable

with the highest agreement indicates that they can maximize their productivity,

with a weighted mean of 2.4 in a descriptive equivalent of agree. Conversely, the

least disagree upon the variable indicates that they efficiently achieve

professional goals after distance learning, with a weighted mean of 1.76

descriptive equivalent of disagree. The overall weighted mean rating for the table

indicates disagree with the total of 2.07.

5.7 Frequency and Percentage distribution in the status of student’s social

skills in terms of Method of communication
Table 28
Method of communication: STEM- Curie

Method of Strongly Agree Disagree Strongly Weighted Descriptive

communication Agree Disagree Mean Equivalent
1. You can 4 10 1 1 1.96 Disagree
properly use
verbal and non-
verbal
communication
after distance
learning
2. You can 4 9 1 1 1.84 Disagree
properly read out
loud in class
when called out
of the teacher
after distance
learning
3. You don’t get 5 10 1 0 2.08 Disagree
panic attacks
when called out
in class

68
 Overall 1.96 Disagree
Weighted Mean
Rating

The table shows the method of communication of 12-STEM Curie. The

variable with the highest agreement indicates that they are able to convey their

ideas in an open and direct way to whom they speaking, with a weighted mean of

1.96 in a descriptive equivalent of agree. Conversely, the least agree upon the

variable indicates that they approach their teacher easily with a question after

distance learning, with a weighted mean of 1. 84. The overall weighted mean

rating for the table shows agree with the total of 1.96.

69
 6.1 Frequency and Percentage distribution in the status of student’s social

skills in terms of Peer relationship skills

Table 29
Peer relationship skills: STEM- Galilei
Peer Strongly Agree Disagree Strongly Weighted Descriptive
Relationship Agree Disagree Mean Equivalent
Skills
1. You can 8 16 2 0 3.23 Agree
be
empathetic
towards to
your peers
2. You can 6 18 1 1 3.12 Agree
cooperate
with your
peers
3. You can 3 17 1 1 2.54 Agree
solve
problems
with your
peers
4. You can 8 15 1 1 3.08 Agree
keep up with
your peers

70
 Overall 2.99 Agree
Weighted
Mean Rating

The table shows the peer relationship skills of 12-STEM GALILEI. The

variables with the highest agreement suggest that they can be empathetic

towards to their peers, with a weighted mean of 3.23 in a descriptive equivalent

of agree.

Conversely, the least agree upon the variable indicates that they can solve

problem with their peers, with a weighted mean of 2.54. The overall weighted

mean rating for the table present agree with the total of 2.99.

71
 6.2 Frequency and Percentage distribution in the status of student’s social
skills in terms of Self- management skills
Table 30
Self-management skills: STEM- Galilei
Self- Strongly Agree Disagree Strongly Weighted Descriptive
management Agree Disagree Mean Equivalent
Skills
1. You can 8 16 0 2 3.15 Agree
maximize your
productivity
2. You improve 8 13 1 3 2.92 Agree
your workplace
performance
after distance
learning
3. You 8 16 1 3 3.12 Agree
efficiently
achieve
professional
goals after,
distance
learning
4. You have 7 13 2 2 2.81 Agree
time
management
after distance
learning
Overall 3 Agree

72
 Weighted
Mean Rating

The table shows above the self-management skills of 12-STEM GALILEI.

The variables with the highest agreement suggest that they can maximize their

productivity, with a weighted mean of 3.15 in a descriptive equivalent of agree.

Conversely, the least agree upon the variable indicates that they can have time

management after distance learning, with a weighted mean of 2.81. The overall

weighted mean rating for the table present agree with the total of 3.

73
 6.3 Frequency and Percentage distribution in the status of student’s social
skills in terms of Assertion/ Assertive skills
Table 31
Assertion/ Assertive skills: STEM- Galilei
Assertion/ Strongly Agree Disagree Strongly Weighted Descriptive
Assertive Agree Disagree Mean Equivalent
Skills
1. You can 12 13 2 1 3.54 Strongly
speak up for Agree
yourself in a
way that is
honest and
respectful
2. You are 14 11 0 1 3.46 Strongly
able to Agree
convey your
ideas in an
open and
direct way to
whom you’re
speaking
3. You can 11 11 4 1 3.31 Agree
approach
your teacher
easily with a
question after
distance
learning
Overall 3.44 Strongly
Weighted Agree
Mean Rating

74
 The table shows the assertive skills of 12-STEM GALILEI. The variable

with the highest agreement suggest that they can speak up for there-self in a way

that is honest and respectful, with a weighted mean of 3.54 in a descriptive

equivalent of strongly agree.

Conversely, the least agree upon the variable indicates that they can approach

their teacher easily with a question after distance learning, with a weighted mean

of 3.31 in a descriptive equivalent of agree. The overall weighted mean rating for

the table present strongly agree with the total of 3.44.

75
 6.4 Frequency and Percentage distribution in the status of student’s social
skills in terms of Compliance skills
Table 32
Compliance skills: STEM- Galilei
Compliance Strongly Agree Disagree Strongly Weighted Descriptive
Skills Agree Disagree Mean Equivalent
1. You can 12 8 6 0 3.23 Agree
properly use
communication
skills after
distance
learning
2. You can 7 16 3 0 3.15 Agree
present your
reports properly
after distance
learning
3. You can 10 14 0 1 3.19 Agree
improve your
cooperative
teamwork as a
class
Overall 3.19 Agree
Weighted Mean
Rating

The table shows the compliance skills of 12-STEM GALILEI. The variable

with the highest agreement indicates that they can properly use communication

skills after distance learning, with a weighted mean of 2.23 in a descriptive

76
equivalent of agree.Conversely, the least agree upon the variable shows that

they can present their reports properly after distance learning, with a weighted

mean of 3.15 in a descriptive equivalent of agree. The overall weighted mean

rating present agree with the total of 3.19.

6.5 Frequency and Percentage distribution in the status of student’s social

skills in terms of Social activities

Table 33

Social activities: STEM- Galilei

Social Strongly Agree Disagree Strongly Weighted Descriptive

activities Agree Disagree Mean Equivalent
1. You are 8 1 1 0 1.42 Strongly
able to Disagree
join
school
clubs after
distance
learning
2. You are 3 6 1 0 1.23 Strongly
able to Disagree
attend
class
meetings
after
distance
learning
3. You are 6 2 2 0 1.31 Strongly
able to Disagree
participate
events in
your class
after
distance

77
 learning
Overall 1.32 Strongly
weighted Disagree
mean
rating

The table shows the social activities of 12-STEM GALILEI. The variables

with the highest agreement suggest that they can be empathetic towards to their

peers, with a weighted mean of 1.42 in a descriptive equivalent of agree.

Conversely, the least agree upon the variable indicates that they can solve

problem with their peers, with a weighted mean of 1.23. The overall weighted

mean rating for the table present agree with the total of 1.32.

6.6 Frequency and Percentage distribution in the status of student’s social

skills in terms of Class participation
Table 34
Class participation: STEM- Galilei
Class Strongly Agree Disagree Strongly Weighted Descriptive
participation Agree Disagree Mean Equivalent
1. You are 7 0 1 0 1.15 Strongly
participating Disagree
in class after
the distance
learning
2. You are 5 4 1 0 1.31 Strongly
volunteering Disagree
as a class at
events after
distance
learning
3. You are 6 3 1 0 1.35 Strongly
interacting Disagree
with your

78
class group
chat
Overall 1.27 Strongly
Weighted Disagree
Mean Rating

The table shows above the class participation of 12-STEM GaALILEI. The

variables with the highest agreement suggest that they can maximize their

productivity, with a weighted mean of 1.15 in a descriptive equivalent of agree.

Conversely, the least agree upon the variable indicates that they can have time

management after distance learning, with a weighted mean of 1.31. The overall

weighted mean rating for the table present agree with the total of 1.27.

79
 6.7 Frequency and Percentage distribution in the status of student’s social
skills in terms of Method of communication
Table 35
Method of communication: STEM- Galilei

Method of Strongly Agree Disagree Strongly Weighted Descriptive

communication Agree Disagree Mean Equivalent
1. You can 8 1 1 0 1.42 Strongly
properly use Disagree
verbal and non-
verbal
communication
after distance
learning
2. You can 9 0 1 0 1.46 Strongly
properly read out Disagree
loud in class
when called out
of the teacher
after distance
learning
3. You don’t get 6 2 2 0 1.31 Strongly
panic attacks Disagree
when called out
in class
Overall 1.40 Strongly
Weighted Mean Disagree
Rating

80
 The table shows the method of communication of 12-STEM GALILEI. The

variable with the highest agreement suggest that they can speak up for there-self

in a way that is honest and respectful, with a weighted mean of 1.42 in a

descriptive equivalent of strongly agree. Conversely, the least agree upon the

variable indicates that they can approach their teacher easily with a question

after distance learning, with a weighted mean of 1.42 in a descriptive equivalent

of agree. The overall weighted mean rating for the table present strongly agree

with the total of 140.

7.1 Frequency and Percentage distribution in the status of student’s social

skills in terms of Peer relationship skills
Table 36
Peer relationship skills: HUMSS- Aquinas
Peer Strongly Agree Disagree Strongly Weighted Descriptive
Relationship Agree Disagree Mean Equivalent
Skills
1. You can be 3 13 4 0 2.95 Agree
empathetic
towards to your
peers
2. You can 5 12 3 0 3.1 Agree
cooperate with
your peers
3. You can 4 10 5 1 2.85 Agree
solve problems
with your peers
4. You can 3 13 4 0 2.95 Agree
keep up with
your peers
Overall 2.96 Agree
Weighted
Mean Rating

81
 The table above illustrate the peer relationship skills of grade 12 HUMSS

Aquinas students. The variable with highest level of agreement suggest that they

can be empathetic towards to their peers and and you can keep up with your

peers, both agreement have a weighted mean of 2.95 in a descriptive equivalent

of agree. Conversely, the least agreed upon variables indicates agree that you

can cooperate with your peers with a weighted mean of 3.1. The overall weighted

mean rating for the table indicates agree with a total of 2. 96.

7.2 Frequency and Percentage distribution in the status of student’s social

skills in terms of Self- management skills
Table 37
Self- management skills: HUMSS- Aquinas
Self- Strongly Agree Disagree Strongly Weighted Descriptive
management Agree Disagree Mean Equivalent
Skills
1. You can 4 10 6 0 2.9 Agree
maximize your
productivity
2. You improve 2 10 8 0 2.7 Agree
your workplace
performance
after distance
learning
3. You 2 14 4 0 2.9 Agree
efficiently
achieve
professional
goals after,
distance
learning
4. You have 3 10 5 0 2.6 Agree
time
management
after distance

82
 learning
Overall 2.78 Agree
Weighted
Mean Rating

The table shows the self management skills of grade 12 HUMSS Aquinas

students. The variable with highest agreement suggest that you can maximize

your productivity and you efficiently achieve professional goals after distance

learning, both agreement have a weighted mean of 2.9 in a descriptive

equivalent of agree. Conversely, the least agreed upon variables indicates agree

that you have time management after distance learning with a weighted mean of

2. 6 . The overall weighted mean rating for the table indicates agree with a total

of 2.78.

83
 7.3 Frequency and Percentage distribution in the status of student’s social
skills in terms of Assertion/ Assertive skills
Table 38
Assertion/ Assertive skills: HUMSS- Aquinas
Assertion/ Strongly Agree Disagree Strongly Weighted Descriptive
Assertive Agree Disagree Mean Equivalent
Skills
1. You can 5 12 3 0 3.1 Agree
speak up for
yourself in a
way that is
honest and
respectful
2. You are 5 12 2 0 3 Agree
able to
convey your
ideas in an
open and
direct way to
whom you’re
speaking
3. You can 2 9 8 1 2.6 Agree
approach
your teacher
easily with a
question after
distance
learning
Overall 2.9 Agree
Weighted
Mean Rating

84
 The table shows the assertive skills of 12 HUMSS Aquinas students. The

variable with the highest level of agree , state that they can speak up for their self

in a way that is honest and respectful with a weighted mean of 3.1 and

descriptive equivalent of agree. Conversely, the least agreed upon variables

indicates agree that you are able to convey your ideas in an open and direct way

to whom your speaking with a weighted mean of 3. The overall weighted mean

rating for the table indicates agree with the total of 2.9.

7.4 Frequency and Percentage distribution in the status of student’s social

skills in terms of Compliance skills
Table 39
Compliance skills: HUMSS- Aquinas
Compliance Strongly Agree Disagree Strongly Weighted Descriptive
Skills Agree Disagree Mean Equivalent
1. You can 3 11 6 0 2.85 Agree
properly use
communication
skills after
distance
learning
2. You can 4 11 6 0 3.05 Agree
present your
reports properly
after distance
learning
3. You can 5 11 5 0 3.15 Agree
improve your
cooperative
teamwork as a
class
Overall 3.02 Agree
Weighted
Mean Rating

85
 The table shows compliance skills of 12 HUMSS Aquinas students. The

variable with the highest level of agree suggest that respondent agree on they

can improve their cooperative teamwork as a class with the highest mean of 3.15

in a descriptive equivalent of agree. Conversely, the least agreed upon variables

indicates agree that they can properly use communication skills after distance

learning with a weighted mean of 2. 85 and descriptive equivalent of agree. The

overall weighted mean rating for the table indicates agree with the total of 3.02.

86
7.5 Frequency and Percentage distribution in the status of student’s social
skills in terms of Social activities
Table 40
Social activities: HUMSS- Aquinas
Social Strongly Agree Disagree Strongly Weighted Descriptive
activities Agree Disagree Mean Equivalent
1. You are 2 14 4 0 2.9 Disagree
able to
join
school
clubs after
distance
learning
2. You are 3 13 4 0 2.95 Disagree
able to
attend
class
meetings
after
distance
learning
3. You are 4 14 2 0 3.1 Agree
able to
participate
events in
your class
after
distance

87
 learning
Overall 2.98 Disagree
weighted
mean
rating

Table 40 present the frequency and percentage distribution in the status of

student's social skills in terms of social activities. The variable with the highest

level of agreement indicates that respondents agree that they are able to

participate events in there class after distance learning with a weighted mean of

3.1, corresponding to agree. On the other hand, the variable with the lowest

agreement suggest that respondents disagree that they are able to join school

clubs after distance learning with a weighted mean of 2.9, categorized as

disagree. The overall weighted mean rating is 2.98 and descriptive equivalent of

disagree.

88
 7.6 Frequency and Percentage distribution in the status of student’s social
skills in terms of Class participation
Table 41
Class participation: HUMSS- Aquinas
Class Strongly Agree Disagree Strongly Weighted Descriptive
participation Agree Disagree Mean Equivalent
1. You are 2 10 6 0 2.5 Disagree
participating
in class after
the distance
learning
2. You are 3 10 8 0 2.9 Disagree
volunteering
as a class at
events after
distance
learning
3. You are 4 12 2 1 2.85 Disagree
interacting
with your
class group
chat
Overall 2.75 Disagree
Weighted
Mean Rating

Table 41 present the frequency and percentage distribution in the status of

student's social skills in term of class participation. The variable with the highest

89
 level of agreement indicates that respondents disagree that they are interacting

with there class group chat with a weighted mean of 2.85, corresponding to

disagree. On the other hand, the variable with the lowest agreement suggest that

respondents disagree they are participating in class after the distance learning

with a weighted mean of 2.5, categorized as disagree. The overall weighted

mean rating is 2.75 and descriptive equivalent of disagree.

7.7 Frequency and Percentage distribution in the status of student’s social

skills in terms of Method of communication
Table 42
Method of communication: HUMSS- Aquinas

Method of Strongly Agree Disagree Strongly Weighted Descriptive

communication Agree Disagree Mean Equivalent
1. You can 6 11 3 0 3.15 Agree
properly use
verbal and non-
verbal
communication
after distance
learning
2. You can 4 13 3 0 3.05 Agree
properly read out
loud in class
when called out
of the teacher
after distance
learning
3. You don’t get 5 8 6 1 2.85 Agree
panic attacks
when called out
in class
Overall 3.02 Agree
Weighted Mean

90
Rating
Table 42 present the frequency and percentage distribution in the status of

student's social skills in terms of method of communication. The variable with the

highest level of agreement indicates that respondents agree that they can

properly use verbal and non-verbal communication after distance learning with a

weighted mean of 3.15, corresponding to agree. On the other hand, the variable

with the lowest agreement suggest that respondent agree that they don't get

panic attacks when called out in class with a weighted mean of 2.85, categorized

as agree. The overall weighted mean rating is 3.02 and descriptive equivalent of

agree.

91
 8.1 The Overall Level of Agreement based on the status of student’s social
skills in terms of Peer relationship skills.
Table 43
Peer relationship skills: Overall
Peer Strongly Agree Disagree Strongly Weighted Descriptive
Relationship Agree Disagree Mean Equivalent
Skills
1. You can be 35 73 15 2 3.08 Agree
empathetic
towards to your
peers
2. You can 32 79 22 2 3.24 Agree
cooperate with
your peers
3. You can 34 64 29 9 3.11 Agree
solve problems
with your peers
4. You can 38 69 16 10 3.16 Agree
keep up with
your peers
Overall 3.15 Agree
Weighted
Mean Rating
Table 43 presents the Level of Agreement on the status of student’s social

skills in terms of Peer relationship skills.The variable with the highest level of

agreement indicates that respondents agree that they can cooperate with their

peers after distance learning, which shows that even after distance learning they

can cooperate with there peers with a weighted mean of 3.24, corresponding to

Agree. On the other hand, the variable with the lowest level of agreement

suggests that respondents strongly disagree that they can be empathetic towards

92
 their peers after distance learning with a weighted mean of 3.08, categorized as

Agree. The Overall Weighted Mean Rating is 3.15. Dylan Wiliam and Siobhan

Leahy (2015) “Working with peers can help to develop positive relationships in

the classroom, especially outside of their known friendship groups.”

8.2 The Overall Level of Agreement based on the status of student’s social
skills in terms of Self-management skills
Table 44
Self-management skills: Overall

Self- Strongly Agree Disagree Strongly Weighted Descriptive

management Agree Disagree Mean Equivalent
Skills
1. You can 38 64 26 5 3.16 Agree
maximize your
productivity

2. You improve 28 60 26 8 2.77 Agree

your workplace
performance
after distance
learning

3. You efficiently 21 64 32 7 2.73 Agree

achieve
professional
goals after,
distance
learning

4. You have 33 50 28 10 2.74 Agree

time
management
after distance
learning

Overall 2.85 Agree

Weighted Mean
Rating

93
 Table 44 presents the Level of Agreement on the status of student’s social

skills in terms of self- management skills.The variable with the highest level of

agreement indicates that respondents agree that they can maximize their

productivity, which shows that even after distance learning they didn’t abandoned

their productivity with a weighted mean of 3.16, corresponding to Agree. On the

other hand, the variable with the lowest level of agreement suggests that

respondents strongly disagree that they can efficiently achieve professional goals

after, distance learning with a weighted mean of 2.73, categorized as Agree. The

Overall Weighted Mean Rating is 2.85. “The primary achievement

of distance and regular students is managing time effectively.” (Alay & Kocak,

2003; Macan, Shahani, Dipboye, & Phillips, 2000)

94
8.3 The Overall Level of Agreement based on the status of student’s social
skills in terms of Assertion/ Assertive skills
Table 45
Assertion/ Assertive skills: Overall
Assertion/ Strongly Agree Disagree Strongly Weighted Descriptive
Assertive Agree Disagree Mean Equivalent
Skills
1. You can 45 63 14 2 3.14 Agree
speak up
for
yourself in
a way that
is honest
and
respectful
2. You are 44 45 12 3 2.66 Agree
able to
convey
your ideas
in an open
and direct
way to
whom
you’re
speaking
3. You can 34 45 33 5 2.69 Agree
approach
your
teacher
easily with
a question
after
distance
learning
Overall 2.16 Agree
Weighted
Mean
Rating

95
 Table 45 presents the Level of Agreement on the status of student’s social

skills in terms of assertion/ assertive skills.The variable with the highest level of

agreement indicates that respondents agree that they can speak up for

themselves in an honest and respectful way, with a weighted mean of 3.14,

corresponding to Agree. On the other hand, the variable with the lowest level of

agreement suggests that respondents strongly disagree that they can convey

their ideas in an open and direct way to whom their speaking, after distance

learning with a weighted mean of 2.66, categorized as Agree. The Overall

Weighted Mean Rating is 2.16. ”Assertiveness is a healthy way of

communicating. It's the ability to speak up for ourselves in a way that

is honest and respectful.”(KidsHealth Behavioral Health Experts, n.d, para. 5)

96
 8.4 The Overall Level of Agreement based on the status of student’s social
skills in terms of Compliance skills
Table 46
Compliance skills: Overall
Compliance Strongly Agree Disagree Strongly Weighted Descriptive
Skills Agree Disagree Mean Equivalent
1. You can 37 49 37 3 2.93 Agree
properly use
communicati
on skills after
distance
learning
2. You can 34 52 37 2 2.90 Agree
present your
reports
properly after
distance
learning
3. You can 37 61 28 8 3.11 Agree
improve your
cooperative
teamwork as
a class
Overall 2.98 Agree
Weighted
Mean Rating

Table 46 presents the Level of Agreement on the status of student’s social

skills in terms of compliance skills.The variable with the highest level of

agreement indicates that respondents agree that they can improve their

cooperative teamwork as a class even after distance learning with a weighted

97
 mean of 3.11, corresponding to Agree. On the other hand, the variable

with the lowest level of agreement suggests that respondents strongly disagree

that they can properly present reports after distance learning with a weighted

mean of 2.90, categorized as Agree. The Overall Weighted Mean Rating is 2.98.

“With regard to online teamwork, previous research has reported mixed results.

Chiong and Jovanovich (2012) found in their study that social learning, learning

through communication and knowledge exchange, was one of the perceived

benefits reported by students. While students’ concern about time constraints,

delays in communication, differences in skills/ knowledge among team members

were found to be some of the reasons that affected students’ reluctance to

participate in online collaboration.”

98
8.5 The Overall Level of Agreement based on the status of student’s social
skills in terms of Social activities
Table 47
Social activities: Overall
Social Strongly Agree Disagree Strongly Weighted Descriptive
activities Agree Disagree Mean Equivalent
1. You are 35 39 19 4 2.35 Agree
able to
join
school
clubs after
distance
learning
2. You are 24 51 16 5 2.25 Disagree
able to
attend
class
meetings
after
distance
learning
3. You are 32 41 16 6 2.28 Disagree
able to
participate
events in
your class
after
distance
learning
Overall 2.29 Agree
weighted
mean
rating

Table 47 present the level of Agreement on the status of student's social

skills in terms of social activities. The variable with the highest level of agreement

99
 indicates that respondents agree that they are able to join school clubs

after distance learning, which shows that even after distance learning they can

cooperate with there social activities with a weighted mean of 2.35,

corresponding to Agree. On the other hand, the variable with the lowest level of

agreement suggest that respondents disagree that they are able to attend class

meetings after distance learning with a weighted mean of 2.25, categorized as

disagree. The overall weighted mean rating is 2.13 and descriptive equivalent of

agree.

100
 8.6 The Overall Level of Agreement based on the status of student’s social
skills in terms of Class participation
Table 48
Class participation: Overall
Class Strongly Agree Disagree Strongly Weighted Descriptive
participation Agree Disagree Mean Equivalent
1. You are 40 30 14 4 2.22 Disagree
participating
in class after
the distance
learning
2. You are 28 33 21 2 2.01 Disagree
volunteering
as a class at
events after
distance
learning
3. You are 31 36 19 3 2.15 Disagree
interacting
with your
class group
chat
Overall 2.13 Disagree
Weighted
Mean Rating

Table 48 present the level of agreement on the status of student's social

skills in terms of class participation. The variable with the highest level of

agreement indicates that respondents disagree that they are participating in class

after in distance learning, which shows that even after distance learning they cant

cooperate with there class participation with a weighted mean of 2.22,

101
 corresponding to disagree. On the other hand, the variable with the lowest

agreement suggest that respondents disagree they are volunteering as a class at

events after distance learning with a weighted mean of 2.01, categorized as

disagree. The overall weighted mean rating is 2.13 and descriptive equivalent of

disagree.

102
 8.7 The Overall Level of Agreement based on the status of student’s social
skills in terms of Method of communication
Table 49
Method of communication: Overall

Method of Strongly Agree Disagree Strongly Weighted Descriptive

communication Agree Disagree Mean Equivalent
1. You can 34 34 14 5 2.13 Disagree
properly use
verbal and non-
verbal
communication
after distance
learning
2. You can 26 36 17 3 1.96 Disagree
properly read out
loud in class
when called out
of the teacher
after distance
learning
3. You don’t get 29 41 20 10 2.28 Disagree
panic attacks
when called out
in class
Overall 2.12 Disagree
Weighted Mean
Rating

Table 49 present the level of agreement on the status of student's social

skills in terms of method of communication. The variable with the highest level of

agreement indicates that respondents disagree that they don't get panic attacks

when called out in class with a weighted mean of 2.28, corresponding to

disagree. On the other hand, the variable with the lowest agreement suggest that

103
 respondents disagree that they can properly read out loud in class when

called out of the teacher after distance learning with a weighted mean of 1.96,

categorized as a disagree. The overall weighted mean rating is 2.12 and

descriptive equivalent of disagree. (PISA 2015) asked students to report whether

they strongly agree, agree, disagree or strongly disagree with the following

statements: “I often worry that it will be difficult for me to take a test”; “I worry I

will get poor grades at school”; “I feel very anxious even if I am well prepared for

a test”; “I get very tense when I study for a test”; and “I get nervous when I do not

know how to solve a task at school”.

104
IS THERE ANY SIGNIFICANT DIFFERENCE BETWEEN THE EFFECTS OF
DISTANCE LEARNING TO THE SOCIAL SKILLS OF GRADE 12 STUDENTS?

Social Activities
Anova: Single
Factor

ANOVA
Source of P-
Variation SS df MS F value F crit
2.28921445
Between Groups 1.853 5 0.371 0.757 0.583 2
59.24
Within Groups 2 121 0.490

61.09
Total 6 126

There is no significant difference between the status in terms of students

social skills in distance learning.

105
Class Participation
Anova: Single
Factor

ANOVA
Source of P-
Variation SS df MS F value F crit
2.28921445
Between Groups 4.275 5 0.855 2.169 0.062 2
47.69
Within Groups 1 121 0.394

51.96
Total 7 126

There is no significant difference between the status in terms of students

class participation in distance learning.

106
Method of Communication
Anova: Single
Factor

ANOVA
Source of P-
Variation SS df MS F value F crit
2.28921445
Between Groups 4.492 5 0.898 1.669 0.147 2
65.14
Within Groups 7 121 0.538

69.63
Total 9 126

There is no significant difference between the status in terms of students

method of communication in distance learning.

107
 CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary
The grade 12 variables monitored by collecting their every answer in our

survey. We survey about their peer relationship skills, self-management skills,

assertion/assertive skills and compliance skills. The observed variables during

experimentation was successful. The highest overall weighted mean is the peer

relationship skills, with a weighted mean rating of 3.15 and a descriptive

equivalent of agree. The second highest overall weighted mean is the

compliance skills, with a weighted mean rating of 2.95 and a descriptive

equivalent of agree. The third highest overall weighted mean is the self-

management skills, with a weighted mean rating of 2.85 and a descriptive

equivalent of agree. The last highest overall weighted mean is the

assertion/assertive skills, with a weighted mean rating of 2.16 and a descriptive

equivalent of agree. Based on the gathered data; the overall level of agreement

based on the status of students social skills in terms of social activities has a

weighted mean rating of 2.29 and a descriptive equivalent of agree. The overall

level of agreement based on the status of student’s social skills in terms of class

participation has overall weighted mean rating of 2.13 and a descriptive

equivalent of disagree. The overall level of agreement based on the status of the

108
 student’s social skills in terms of method of communication has overall

weighted mean rating of 2.12 and a descriptive equivalent of disagree.

Analysis of variance (ANOVA) is used to determine if there is a significant

difference between the answers of every section or strand. The ANOVA revealed

that there is no difference between all the variables. The status of student’s

social skills in terms of social activities has a p-value of O.583. The status of

student’s social skills in terms of class participation has a p-value of 0.062. The

overall level of agreement based on the status of the student’s social skills in

terms of methods of communication has a p-value of 0.147. Which mean that

accept null hypothesis has no significant difference between all the variable.

Conclusion
In light of the findings, conclusions are drawn. According to the results, the

majority of respondents were from STEM- Galilei and were most likely from the

ages of seventeen to eighteen years old. Furthermore, when it comes to Social

activities, the first variable receives higher respondent response. The effects of

distance learning to the social skills of students did not have much affect to them.

In addition, the first variable in student’s social skills in terms of social activities

“You are able to join school clubs after distance learning” has gained the highest

responses. However, in terms of class participation “You are participating in class

after the distance learning” with a highest level of agreement is the first variable.

109
 Being able to participate with your class even after the distance learning

means that even the pandemic happened it didn’t affect the students social skills.

The findings also revealed that the students status of social skills in terms

of social activities has no statistical significance difference that distance learning

did not affect the students social skills. It stated that distance learning of

respondents cannot affect their social skills. Thus, the one variable in possible

ways, regarding about distance learning allow respondents to participate events

in their class after distance learning has the higher level of agreement among the

all variables. Distance learning helped the students grow and overcome their lack

of social skills.

Findings
The summary findings of the study are as follows and specifically this

study are sought to answer the following questions.

1) what is the profile of the respondents in terms of the following 1.1 Table1.1

Age 1.2 Table1.2 Sex 1.3 Table 1.3 Section and strand 1.4 Table 1.4 Family form

Base on that finding of this study, students aged seventeen to eighteen (17- 18)

years old got the highest percentage which is 91.34% or one hundred sixteen

(116) respondents out of one hundred twenty seven (127) students. Most of the

respondents are Female which has 70 what a percentage of 55.12%.40.94%of

respondents are from STEM- Galilei and Pasture what a frequency of 52 or 26

respondents each section.And lastly, the most common family form is the nuclear

family, with 68.50% or eighty seven (87) of the respondents.

110
2) What is the Effect of Distance Learning to the Social behavior of grade 12

students in terms of the following 2.1 Table 8.1 Peer Relationship skills 2.2 Table

8.2 Self-management skills 2.3 Table 8.3 Assertion/ Assertive skills 3.4 Table 8.4

Compliance skills 2.5 Table 8.5 Social Activities 2.6 Table 8.6 Class Participation

2.7 Table 8.7 Method of Communication The respondents agree that they can

cooperate with their peers after distance learning with The Overall Weighted

Mean Of 3.15. While the overall weighted mean of the respondents self-

management skill is 2.85. The overall weighted mean of the assertion/ assertive

skill of the respondents are 2.16. 2.98 is the overall weighted mean for the

compliance skill of the respondents. The respondents agreed that they can

socialize with others, with the overall weighted mean of 2.29. The respondents

agreed that they can't participate on the class, with the overall weighted mean of

2.13. And lastly, the respondents agreed that they can't communicate with other

people, with the overall weighted mean of 2.12 base on the table shows in

chapter IV.

3) Are there any significant difference between distance learning and social

behavior of grade 12 students? The ANOVA results for social activities p-value of

0.583, class participation p-value of 0.062, and lastly, method of communication

p-value of 0.147. It show's that there's no statistical significance on the social

behavior of grade 12 students. 4) Is there any significant difference between

distance learning and social behavior of grade 12 students? The possible way

that distance learning relates to the social behavior of grade 12 students. The

variable with the highest level of agreement indicates that respondents agree that

111
4) they are able to join school clubs after distance learning, which shows that

even after distance learning they can cooperate with their social security

activities with a weighted mean of 2.35 corresponding to Agree. On the other

hand, the variable with the lowest level of agreement suggest that respondents

disagree that they are able to attend class meetings after distance learning with a

weighted mean of 2.25, Categorized as disagree. The overall weighted mean

rating is 2.29 and descriptive equivalent of agree.

Recommendation
The researchers recommend to:

Here are some recommendations for incorporating distance learning to support

the social behavior of grade 12 students:

1. Virtual Group Projects: Assign collaborative projects that require students to

work together in virtual groups. This fosters teamwork, communication, and

social interaction while achieving academic goals.

2. Online Discussion Forums: Encourage students to participate in online

discussion forums where they can engage in meaningful conversations, share

perspectives, and debate topics relevant to their coursework. This promotes

critical thinking and social interaction.

3. Peer Mentor ship Programs: Establish peer mentor ship programs where older

students can support younger ones through virtual meetings, providing academic

assistance, advice, and social support.

112
4. Virtual Clubs and Extracurricular Activities: Offer virtual clubs and

extracurricular activities that cater to different interests such as music, art,

literature, sports, or science. This allows students to connect with like-minded

peers outside of the classroom.

5. Scheduled Virtual Social Events: Organize scheduled virtual social events

such as game nights, talent shows, or themed parties to provide opportunities for

students to socialize and bond in a relaxed setting.

6. Encourage Virtual Study Groups: Encourage students to form virtual study

groups where they can review course materials, ask questions, and support each

other academically while also fostering social connections.

7. Regular Check-Ins with Students: Schedule regular check-ins with students to

discuss their progress, concerns, and any social or emotional challenges they

may be facing. This shows that you care about their well-being and provides an

opportunity for them to express themselves.

8. Promote Digital Citizenship and Online Etiquette: Teach students about digital

citizenship and online etiquette to ensure respectful and responsible

communication in virtual settings, fostering a positive social environment.

9. Utilize Collaborative Tools: Use collaborative tools and platforms such as

Google Workspace, Microsoft Teams, or Zoom breakout rooms to facilitate group

work and interactive activities, enhancing social interaction among students.

10.Provide Opportunities for Reflection: Encourage students to reflect on their

online interactions and social behavior, discussing the importance of empathy,

113
exclusivity, and respect in virtual environments. By implementing these

recommendations, educators can help grade 12 students effectively navigate

distance learning while also promoting positive social behavior and fostering a

sense of community within the virtual classroom.

114
 BIBLIOGRAPHY
Analysis of High school students social skills in online learning (Ira Lestari*,

Haryanto, Neni Aristya Sukmawati, 2022)-

https://www.atlantis-press.com/article/125969628.pdf

Background on Social and Emotional Learning (Anonymous, 2007)-

https://files.eric.ed.gov/fulltext/ED505362.pdf

Considering Distance Learning for Your Kids? Here's What to Know (Isla, Aug
17, 2023)-
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Online classes and learning in the Philippines during the Covid-19 Pandemic
(Ignacio, march 4, 2021)-
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2/publication/350739843_Online_classes_and_learning_in_the_Philippines_duri
ng_the_Covid-19_Pandemic/links/606f3f9c299bf1c911ba0aca/Online-classes-
and-learning-in-the-Philippines-during-the-Covid-19-Pandemic

Social competence, social support, and academic achievement (Elias, 2008)-

https://psycnet.apa.org/record/2008-17775-003

Social skills and Online learning (Kriemadis, 2021)-

https://www.igi-global.com/chapter/social-skills-and-online-learning/286009

Social skills: their impact on academic achievement (Anonymous, 2016)-

https://www.ijirmf.com/wp-content/uploads/2016/11/201607049.pdf

115
The effect of cooperative learning on the social skills of students (Lavasani,

2011)-

https://www.sciencedirect.com/science/article/pii/S1877042811005520/pdf?md5=

bc3c7e8b6aa25eadd439f5f42c1d8a55&pid=1-s2.0-S1877042811005520-

main.pdf

The Effect of Digital learning on students social skills (Suryani, 2021)-

https://www.e-iji.net/dosyalar/iji_2021_3_24.pdf

The Effectiveness of Interactive Distance Education (Cavanaugh, 2001) -

https://www.learntechlib.org/p/8461/

The Effectiveness of interactive distance education (Cavanaugh, 1999)-

https://files.eric.ed.gov/fulltext/ED430547.pdf

The Effect of Online Education on Children's Social Skills during the COVID-19
Pandemic (Gunindi, 2022)-
https://eric.ed.gov/?id=EJ1363907

Verbal communication towards the social skills? (Anonymous, Oct 2023)-

https://typeset.io/questions/the-relationship-of-verbal-and-non-verbal-

communication-4hfism2vbt

What are social skills? (Anonymous, March 16, 2023)-

https://www.indeed.com/career-advice/career-development/social-skills

116
 Appendix A
Data Gathering Procedure

Appendix Figure 1: Making of the questions in the Survey Questionnaire

Appendix Figure 2: Tallying of

Questionnaire

Appendix Figure 3: Revising Chapter 4

117
 Appendix B
Communication Letters
Letter to the School Principal

Dear Ms. Adelaida G. Carvajal,

In partial fulfillment of our requirements for our subject Practical Research 2, we

the grade 12 researchers from 12 HUMSS AQUINAS would like to ask for your
permission to conduct this study entitled “EFFECTS OF DISTANCE LEARNING
TO THE SOCIAL SKILLS OF GRADE 12 STUDENTS AT ST. ADELAIDE
SCHOOL PHILIPPINES SCHOOL YEAR 2023-2024”. Your approval to our
request will be greatly appreciated. Thank you and God bless!

The researchers
Balonzo, Mark Dexter T.
BAllesteros, Iya Mea G.
Castaneda, Florence G.
Deceles, John Mark N.
Lopez, Dennis D.
Mendoza, Mark Nino Joseph L.
Misa, Trixie Jean R.
Reyes, Krishna Sharyn P.

MS. JOY NACORDA

Adviser, Practical Research 2

ADELAIDA G. CARVAJAL, MAEd

School Principal

118
 Letter to the Respondents

Dear Respondents,

Our group is conducting a survey in line with our research study entitled
“EFFECTS OF DISTANCE LEARNING TO THE SOCIAL SKILLS OF GRADE 12
STUDENTS AT ST. ADELAIDE SCHOOL PHILIPPINES SCHOOL YEAR 2023-
2024”. This study aims to know the possible effects of social media towards
social behavior of the grade 12 students. Therefore, this study will be useful for
you to further lighten your awareness on how the social media affects your
behavior and actions and what is the possible relationship. We would like to ask
your permission to allow us to take some of your time for us to conduct a survey
for our research study. Thank you for your assistance in this important endeavor.

The researchers
Balonzo, Mark Dexter T.
BAllesteros, Iya Mea G.
Castaneda, Florence G.
Deceles, John Mark N.
Lopez, Dennis D.
Mendoza, Mark Nino Joseph L.
Misa, Trixie Jean R.
Reyes, Krishna Sharyn P.

MS. JOY NACORDA

Adviser, Practical Research 2

ADELAIDA G. CARVAJAL, MAEd

School Principal

119
 APPENDIX C
QUESTIONNAIRES
Questionnaire for the Respondents
PART I: Profile of the Respondents

Name: (optional)

Direction:Please put a check mark (✓) beside the applicable information.

A. Age

15- 16 years old

17- 18 years old

19 above

B. Sex

Male Female

C. Section/strand

Galilei

Pasteur

Curie

Porter

Aquinas

Luther

120
D. What kind of family forms do you have

Stepfamily

Single parent

Nuclear Family

Patriarchy

Matriarchy

Part II: What is the status of your social skills in terms of: peer relationship
skills, self- ,management skills, compliance skills and assertion skills.

Direction: Below is a list of social skills in terms of peer relationship skills. Put a
check mark (✓) inside the box that is/are applicable to your situation and please
put a check mark (✓) in appropriate column that corresponds to your answer
using the rating scale below.

Quantitative Interpretation Qualitative Interpretation Limit of Index

4 Strongly Agree 3.25 – 4.00

3 Agree 2.50 – 3.24

2 Disagree 1.75 – 2.49

1 Strongly Disagree 1.00 – 1.74

121
✓ Peer relationship skills 4 3 2 1
1. You can be empathetic towards to your
peers.
2. You can cooperate with your peers.

3. You can solve problems with your

peers.
4. You can keep up with your peers.

✓ Self- management skills 4 3 2 1

1. You can maximize your productivity.
2. You improve your workplace
performance after distance learning.
3. You efficiently achieve professional
goals after, distance learning.
4. You have time management after
distance learning.

✓ Assertion/ Assertive skills 4 3 2 1

1. You can speak up for yourself in a way
that is honest and respectful.
2. You are able to convey your ideas in an
open and direct way to whom you're
speaking.
3. You can approach your teacher easily
with a question after distance learning.

122
 ✓ Compliance Skills 4 3 2 1
1. You can properly use communication
skills after distance skills.
2. You can present your reports properly
after distance learning.
3. You can improve your cooperative
teamwork as a class.
Part III: What is the effect of distance learning to the social skills of
students in terms of: Social Activities, class participation and method of
communication.

Direction: Below is a list of social activities. Put a check mark (✓) inside the box
that is/are applicable to your situation and please put a check mark (✓) in
appropriate column that corresponds to your answer using the rating scale
below.

Quantitative Interpretation Qualitative Interpretation Limit of Index

4 Strongly Agree 3.25 – 4.00

3 Agree 2.50 – 3.24

2 Disagree 1.75 – 2.49

1 Strongly Disagree 1.00 – 1.74

✓ Social Activities 4 3 2 1
1. You are able to join school clubs after
distance learning.

2. You are able to attend class meetings

after distance learning.
3. You are able to participate events in
your class after distance learning.

123
✓ Class participation 4 3 2 1
1. You are participating in class after the
distance learning.
2. You are volunteering as a class at
events after distance learning.
3. You are interacting with your class
group chat.

✓ Method of Communication 4 3 2 1
1. You can properly use verbal and non-
verbal communication after distance
leaning.
2. You can properly read out loud in class
when called out of the teacher after
distance learning.
3. You don’t get panic attacks when called
out in class.

124
 Appendix D
List of Raw data during the study period

125
126