Learners&rsquo; Attendance and Reading Performance During Face-to-Face and Online Learning: Basis for Policy Enhancement

GERALDINE  GOZA,

Learners’ Attendance and Reading Performance During Face-to-Face and Online Learning: Basis for Policy Enhancement

Abstract:

The capability to read is vital to learning which leads to advancement toward higher literacy skills. Online learning became a way to ensure learners attended their classes virtually during the pandemic. Online learning modality affects the student’s reading performance and attendance compared to face-to-face learning. This research used a quantitative research design using a survey method with 84 respondents from select public high schools. It was found that the students have better attendance and reading performance in a face-to-face learning set-up compared to online learning. Also, the income of parents monthly caused the difference in the class attendance and reading performance of the learners. Also, a significant relationship exists between the reading performance of students and their attendance to face–to–face learning. Hence, face-toface learning tends to be more beneficial to students when it comes to maintaining class attendance and improving the learner’s reading abilities because they can have more direct assistance from their teachers.

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