Academic Performance of Local City College Senior High School Students During the Face-To-Face and Bichronous Teaching Modalities

Abstract

This study endeavors to discern meaningful associations between the academic achievements of senior high school students within local city colleges across two distinct teaching modalities. Specifically, it aims to explore potential relationships and disparities in academic performance between the conventional face-to-face teaching approach during the initial semester of the 2019-2020 academic year and the bichronous teaching modality adopted in the corresponding semester of the 2020-2021 academic year. Furthermore, the investigation seeks to ascertain whether noteworthy differences emerge in academic performance when comparing the two teaching modalities. The research employs a quantitative research design, embracing a sample of 115 participants comprising 62 male and 53 female students. The resultant findings present a comprehensive picture of the observed relationships and disparities. The discerned outcomes are as follows: Remarkably, despite the abrupt transition prompted by the pandemic-induced changes, a significant relationship persists in the academic performance of students. This finding underscores the adaptability and resilience demonstrated by students in navigating teaching modality shifts. Moreover, the study reveals a significant variance across sexes for both teaching modalities examined, reflecting nuanced dynamics inherent to gender-related academic performance. In summation, this investigation signifies the commendable performance of most of the Local City College Senior High School students in both face-to-face and bichronous teaching modalities. This study contributes to the evolving understanding of the interplay between pedagogical approaches and academic achievements, thereby informing educational strategies and responses to dynamic instructional contexts.