Bachelor of Science in Forestry

Abstract

Both teachers and students find blended learning to be exceedingly difficult. Face-to-face learning, especially for college students in ASCOT, provides stronger motivation to study instant feedback when it comes to outdoor activities. Generally, this study aimed to ascertain if forestry students at Aurora State College of Technology are prepared for the upcoming face-to-face classes. This specifically aimed to respond to the following questions: what is the profile of the respondents in terms of age, year level, and gender, how ready are BS forestry students for the upcoming face to face classes in terms of learning in a new normal, learning ability, learning interest and learning confidence, the relationship between the respondents' profile and the student's readiness for the upcoming face to face classes. Two hundred twenty-one forestry students from Aurora State College of Technology participated in this study that made use of a survey questionnaire. Slovin's Formula was used to determine the number of respondents.

Results revealed that for the socio-economic profile, most respondents were at the age range of 21-24 (46.41%), 4th year students (30.14%), females (68.90%), and from Baler (27.27%). In terms of students' readiness for the upcoming face to face classes, specifically in learning in a new normal, most of the respondents "Strongly Agree" (4.38) that they make sure they are well informed by checking the requirements and lessons posted by their teachers in their google classroom and group chats. In terms of learning ability, most of the respondents "Agree" (4.06) that they are determined and persistent in carrying their task. In terms of learning interest, the majority of the respondents "Strongly Agree" (4.38) that they are interested in learning through actual discussion by their instructors. In terms of learning confidence, majority "Agree" (4.20) that they believe in their ability to pass all their subjects. Results also revealed that the age of the student is not correlated to the students' readiness for face-to-face classes (.086) although gender (.101), year level (.162), and place of residency (.181), are weakly correlated with student readiness.