Students' Performance in Online and Face-To-Face Standards-Based (SBA) Assessment in Science: Basis for Intervention

This study sought to explore and compare the performance of a diverse group of students, aged from 12 to 19, in Standards-Based Assessments (SBA) under online and face-to-face learning environments. The demo-graphic profile included a slight predominance of female participants, with a multicultural mix of Filipino, foreign, and half-Filipino students. The pretest results showed that most students in both learning modalities were categorized as "Progressing towards standards," although the online group had more students who earned a higher rank of "Highly proficient." In the posttest, both groups achieved similar average scores, with the online group showing more variation in performance compared to the face-to-face group. Despite these differences, statistical results found no significant performance gap between the two groups. Demographic factors such as age, sex, and nationality did not significantly influence SBA scores. The GPA or the grade point average, on the other hand, strongly correlated with SBA success, highlighting its predictive value. On the other hand, the result showed inconsistency with the respondents’ high GPA in science with “Progressing towards standards” scores in both pretest and posttest in SBA. These findings suggested that both instruc-tional modalities are equally effective, and targeted, blended interventions are necessary to improve student performance and bridge learning gaps in diverse educational settings. Finally, some recommendations were gleaned from the findings of the study. Student and teacher welfare may be given more care and attention in order to maximize both their successes, and that there were still other potential predictors that needs to be further explored which could also better explain some of the variations in the results.

Student Performance, online and face-to-face learning, science assessment, standard-based assessment (SBA)

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