The purpose of this study was to determine the level of pupils’ readiness on the implementation of the expanded face-to-face classes during the school year 2022-2023. Frequency, percentage, means, t-test for independent samples and one-way analysis of variance were used as statistical tools. The data gathered were processed and analyzed using the Statistical Package for the Social Sciences (SPSS).The findings of the study showed that the pupils are ready for the implementation of expanded face-to-face classes in terms of physical, psychosocial, and academic readiness. however, no significant difference exists in the level of physical and psychosocial readiness of the pupils in the implementation of expanded face-to-face classes. Similarly, no significant difference exists in the level of academic readiness of the pupils when they were classified according sex, presence of adult assisting the learner at home, general weighted average, distance of residence from school and occupation of parent except for age and grade level which showed high significant difference. No significant difference exists in the level of physical readiness of the pupils when they were classified according to nutritional status and vaccination status except for the presence of illness which showed a significant difference. Intervention programs such as academic remediation, physical examination, health and nutrition program, and psychosocial support activities are needed by the pupils for them to be fully ready to engage in the expanded face-to-face classes.
Physical Readiness, Psychosocial Readiness, Academic Readiness Expanded Face-to-Face Classes
This paper is presented in 4th International Conference on Multidisciplinary Industry and Academic Research (ICMIAR)
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Cite this article:
Ylairon, M.E. (2023). Pupils’ Readiness on the Implementation of Expanded Face-to-Face Classes. Industry and Academic Research Review, 4 (1), 108-113.
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