DETERMINING SIGNIFICANT ACADEMIC PERFORMANCE IN SCIENCE, TECHNOLOGY & SOCIETY THROUGH VARIOUS LEARNING MODALITIES

Covid 19 pandemic has become the world's worst public health challenge in 2020. To control the viral infection, major changes to the existing educational systems were implemented. This study primarily aimed to investigate the student’s level of academic performance and determined significant differences in Science, Technology and Society (STS) exposed to modular, limited face-to-face and full face-to-face learning modalities. Quantitative analysis was used to assess the level of student's academic performance in STS. Analysis of variance (ANOVA) was used to test the significance differences in students’ academic performance using various learning modalities. Results showed that the students’ academic performance in STS was highest during full face-to-face compared to the modular and limited face-to-face learning modality. ANOVA revealed that there are significant differences among the three learning modalities. Pair comparison using t-test showed that the students’ academic performance in the full face-to-face (FF2F) learning modality performed better than those in the modular (MDL) and limited face-to-face (LF2F). Test showed that the students’ academic performance in the MDL and LF2F are not significantly different. Thus, it is concluded that there are significant differences among the three learning modalities (modular, limited face-to-face, full face to-face) learning modalities; and that the student’s academic performance in the modular, limited face-to-face are not significantly different. Full face-to-face modality is recommended as the best option to attain high level of academic performance and that the limited face-face learning modality can be used in teaching for schools with limited classrooms and teachers.