Home Visitation Effectiveness on Students' Academic Performance During COVID-19 Pandemic

Abstract

Due to the COVID-19 pandemic, traditional classroom instruction is being displaced with online learning. So the students are learning alone, without their parents or elders. Like home visits, schools undertake interventions to ensure that students continue to study and receive a quality education. This study on the effectiveness of the home visitation program on the academic performance of grade seven students during the COVID-19 pandemic. The study revealed that the majority of students were thirteen years old, male, their parents' occupations were fishing and farming, and with four siblings in the family. They have just a satisfactory academic performance across the different learning areas. However, there were problems encountered that have been identified by the parents and students in the implementation of home visitation such as the poor attitude and motivation towards studies of the learners, poor foundation skills, and family-related problems. The students and parents both agreed on the level of effectiveness of the home visitation intervention program. Lastly, the study disclosed that there was no statistically significant difference in perceptions of the effectiveness of the home visitation intervention program between students and their parents.

Full text

Journal of Education and Practice www.iiste.org
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Vol.13, No.5, 2022
54
Home Visitation Effectiveness on Students’ Academic
Performance During COVID-19 Pandemic
Gerald T. Malabarbas
1*,
Gerardo L. Garcio Jr
2
, Priscilla G. Taperla
2
, Bartolome L. Amoto
3
1. College of Teacher Education, University of Antique, Sibalom, Antique, Philippines
2. San Joaquin National High School, San Joaquin, Calbayog City, Philippines
3. Christ the King College, Calbayog City, Philippines
*Corresponding Author: gerald.malabarbas@antiquespride.edu.ph
Abstract
Due to the COVID-19 pandemic, traditional classroom instruction is being displaced with online learning. So the
students are learning alone, without their parents or elders. Like home visits, schools undertake interventions to
ensure that students continue to study and receive a quality education. This study on the effectiveness of the home
visitation program on the academic performance of grade seven students during the COVID-19 pandemic. The
study revealed that the majority of students were thirteen years old, male, their parents’ occupations were fishing
and farming, and with four siblings in the family. They have just a satisfactory academic performance across the
different learning areas. However, there were problems encountered that have been identified by the parents and
students in the implementation of home visitation such as the poor attitude and motivation towards studies of the
learners, poor foundation skills, and family-related problems. The students and parents both agreed on the level of
effectiveness of the home visitation intervention program. Lastly, the study disclosed that there was no statistically
significant difference in perceptions of the effectiveness of the home visitation intervention program between
students and their parents.
Keywords: distance learning, home visitation, Challenge
DOI: 10.7176/JEP/13-5-07
Publication date: February 28
th
2022
1. Introduction
Due to the occurrence of the COVID-19 pandemic, most academic institutions are forced to resort their teaching
and learning activities to flexible learning modalities through modular approach while others are on online learning
modality. This shift of teaching-learning scheme happens because of the schools' closure due to lockdowns for
almost more than a year since last year of March due to health crisis caused by COVID-19 as ordered by the
national government and Department of Education.
Based on the report of UNESCO (2020), most countries around the world have temporarily closed educational
institutions to contain the spread of the COVID-19 pandemic and reduce infections. This closure has affected more
than 1.2 billion learners worldwide, with more than 28 million learners in the Philippines. Responses like
community lockdown and community quarantine of several countries have led students and teachers to study and
work from home, which led to the delivery of online learning platforms (Crawford et al., 2020). In the recent paper
of Tria (2020), he stressed that the education sector is highly affected by the COVID-19 pandemic that includes
the Philippines, wherein there are still growing COVID-19 infections. The Philippine educational sector had
implemented and presented some of the new normal situations in the school setting. However, there were some
posed challenges and issues presented while recommending several approaches to the new normal. Therefore,
schools at all levels need to address these concerns and carefully evaluate plans and procedures to implement the
new normal.
Apparently, the Department of Education (DepEd) will be implementing the Learning Continuity Plan (LCP),
which will be in effect School Year 2020-2021, and classes will open on August 24, 2020, instead of June 2020
as per DepEd Order No. 018, s. 2020. Furthermore, DepEd emphasized that it would not necessarily mean that
teachers and learners will go to schools and learn inside the classrooms and devised various modalities to ensure
that online learning is a choice among all others in this new learning environment (DepEd, 2020).
In this scenario, the San Joaquin National High School has implemented the order and mandate of the national
government and DepED that schools should set-forth flexible learning options and alternative delivery modes that
would respond to the need, context, circumstances, and diversity of learners. Aside from implementing those
learning modalities, the school had launched the weekly home visitation program for every learner in their
respective barangays beginning the first month of classes. In order that home visitation will be the most effective
one, the researchers had considered first some of the major reasons as the primary basis in conducting home
visitation to one particular class section, which is the Grade 7 section Didicas. This class was chosen by the
researchers as the main focus in the conduct of home visitation because of their poor academic performance in
most learning areas during the first quarter; then the geographical location of the learners wherein most of them
from this section are residing from this village which can be easy to visit them and the poor to the middle

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55
socioeconomic status of the learners which can also influence to their academic performance.
The study of Ilhan, Ozfidan, and Yilamz (2019) concluded that home visits or visitation greatly influence
students' academic achievement and the relationship between teachers and students. Similarly, home visits have
been found to greatly influence students' academic achievement and the relationship between teachers and students
(Meyer & Mann, 2006; Simington, 2003). Lin and Bates (2010) stated that home visits are an excellent opportunity
for teachers to learn about their students’ diverse backgrounds first-hand while bridging the gap between school
and home.
In this light, the researchers assessed the effectiveness of the home visitation to Grade 7-Mt. Didicas students
of San Joaquin National High School, Brgy. San Joaquin, Calbayog City, Samar. This primary determines how
this school intervention may affect the students' academic performances, specifically on this new normal education
through flexible learning modalities due to the COVID-19 pandemic.
2. Objectives of the Study
The study aimed to assess the effectiveness of the home visitation to the academic performance of Grade 7 – Mt.
Didicas. Specifically, it sought to answer the following specific objectives: (1) Describe the profile of the students;
(2) Assess the students’ academic performances in all learning areas; (3) Determine the level of effectiveness of
the home visitation intervention program as perceived by the students and parents; (4) Determine the significant
difference on the effectiveness of home visitation as perceived by the students and their parents.
3. Methodology
A. Research Design
The researchers employed mixed-method research using the explanatory-sequential design. An explanatory-
sequential approach is a sequential approach when the researcher is interested in following up the quantitative
results with qualitative data. Thus, the qualitative data is used to interpret and clarify the results from the
quantitative data analysis (Edmonds and Kennedy, 2017). This study is an explanatory-sequential design or
approach because quantitative data such as the profile of the learners and their perceived effectiveness of the home
visitation will be assessed through the Likert scale. Findings will be further explained and sequenced with the
qualitative strand of data through the in-depth interview coming from the chosen participants.
More so, the researcher adopted the research design of Ilhan, Ozfidan, and Yilmaz (2019). Figure 1 shows
the paradigm of the research design of the study.
Figure 1. Adopted Research Design of the Study
B. Participants of the Study
The respondents or participants of the study were the Grade 7-Didicas students and their parents, and all of them
are from Brgy. Cagnipa, while the other one is from Brgy. Danao 2. Generally, there were twenty-eight (28)
students under this section who served as the study participants and their parents. This section was considered the
last section of the Grade 7 level of San Joaquin National High School. Thus, there will be two (2) groups of
respondents involved in this study.

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C. Sampling Procedure
Since this study is mixed-method research using an explanatory-sequential approach; therefore, two (2) sampling
techniques were employed. For the quantitative aspect of the study, complete or total enumeration was used
because both students and their parents have requested to answer the survey questionnaires. On the other hand, the
convenience and quota sampling technique was used for the study's qualitative aspect through in-depth interviews.
Convenience sampling is a sampling technique that qualitative researchers use to recruit easily accessible and
convenient participants to the researcher. Often this may include utilizing geographic location and resources that
make participant recruitment convenient (Taheredoost, 2016). Since there were ten (10) to fifteen (15) for both
students and parents who participated in the in-depth interview, quota sampling will also be employed. Quota
sampling is a non-random sampling technique in which participants are chosen based on predetermined
characteristics so that the total sample will have the same distribution of characteristics as the wider population
(Davis, 2005).
D. Data Collection
In gathering data, survey questionnaires were personally administered by the researchers to both students and
parents. This was done during the home visitation as scheduled by the researchers after the agreement or consent
has been made between the respondents and researchers. As to the respondents' profile, the researcher made use
of the class School Form 1, grade sheets, and some were asked through the survey questionnaire.
Moreover, the researcher will also conduct an in-depth interview with the respondents using the interview
guide questionnaire. On the other hand, data collection for the qualitative aspect of the study will be done through
the in-depth interview of ten to fifteen participants. The interview was done after all the agreements has been made
between the respondents and researcher. When the researchers met the data saturation during the interview, they
stopped the interview and proceed to the analysis of the gathered data. According to Morse (2015), data saturation
relates to the degree to which new data repeat what was expressed in previous data.
E. Instrumentation
In this study, four (4) research tools or instruments were used, such as the self-assessment checklist (SAC) for
learners, parents’ learning support checklist, survey questionnaire on the effectiveness of home visitation, and
interview guide questionnaire.
The self-assessment checklist (SAC) for learners and parents’ learning support checklist is the standard
checklists used by the teachers in implementing the flexible learning modalities as required by the Department of
Education. Therefore, there is no need for the validation of these instruments. On the other hand, a survey
questionnaire that was used to assess the effectiveness of home visitation during this pandemic time is an adopted
tool from Ilhan, Ozfidan, and Yilmaz (2019). Based on their study, the instrument's reliability value is 0.923 using
Cronbach’s alpha analysis, which was considered a very good tool for the study. So with this premise, the
researcher will be using the said tool for this study. However, they conducted a validity and reliability test of the
said instrument for fit-to-goodness use of this tool in this present study. The researchers asked fifteen respondents
for both students and parents from other Grade 7 sections to answer the questionnaire. Then, they computed for
reliability value of the tool using Cronbach’s alpha analysis. According to Kaiser (1974), a value higher than .5 is
acceptable. He also indicated that “values between 0.5 and 0.7 should be considered mediocre, values between 0.7
and 0.8 should be considered good, values between 0.8 and 0.9 should be considered great, and values of more
than 0.9 should be considered superb” (Anderson & Gerbing, 1984). Further, the survey questionnaire contains
thirteen (13) statements or indicators that measured the effectiveness of home visitation using the five-point Likert
scale as follows: “1 = Strongly Disagree, 2 = Disagree, 3 = Neutral, 4 = Agree, and 5 = Strongly Agree.”
F. Data Analysis
The researchers have tallied and treated the gathered data using the Statistical Package for Social Sciences (SPSS)
software. The following statistical tools were used to analyze and interpret the data:
Frequency and percentage distribution were employed to describe Grade 7 - Mt. Didicas students' profiles
regarding their age, sex, parent’s occupation, number of siblings, and family monthly income. Likewise, the mean
and standard deviation were also employed to describe the age, the number of siblings, and family monthly of the
respondents; hence these are ratio variables. Likewise, the mean and standard deviation were used to describe the
students' academic performances across different learning areas such as English, Science, Mathematics, Filipino,
Araling Panlipunan, TLE, and Edukasyon sa Pagpapakatao from first to third quarters perceived responses of the
students based on the self-assessment checklist (SAC) for learners, perceived responses of the parents based on
the parent’s learning support checklist, and the level of effectiveness of the home visitation intervention program
as perceived by both the students and parents. Then, the Kruskal-Wallis test was used to measure the significant
difference between the students' and their parents' perceptions on the effectiveness of the home visitation
intervention program.

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4. Results and Discussions
Profile of the Grade 7 – Mt. Didicas Students
As can be gleaned from Table 2, the age of the Grade 7 – Mt. Didicas ranges from 12 years old to 17 years old
with a mean age of 13.29 years old and standard deviation of 1.12. This means that most of the students are at the
right age of their grade level although some are aged older than their present grade level. In terms of sex, the
majority of the students are more males (17 or 60.7%) as compared to females (11 or 39.3%). This suggests that
the class of Grade 7 – Mt. Didicas is dominated by male students rather than female students.
As to the parent’s occupation of the students, fishing (12 or 42.9%) is the most frequent occupation, followed
by farming (9 or 32.1%), while others are having sari-sari store (3 or 10.7%), vendor/selling (2 or 7.1%) and
construction worker (2 or 7.1%). The data disclose that it is really evident that the source of living of the parents
are fishing and farming that justified that they are living in the coastal communities where the people the major
source of occupation are fishing in their nearby sea and farming in their farms tilling the lands and planting a
variety of agricultural crops as their source of food and income.
Lastly, in terms of the number of siblings, the respondents have 2 to 9 siblings in the family. Most of them
have 4 (10 or 35.7%) siblings, followed by 5 (7 or 25.0%), and 3 (6 or 21.4%). While, some of them have 6, 8, or
9 siblings already. However, the mean value of the number of siblings is 4.00 with a standard deviation of 3.65.
This implies that most of the respondents belong to a medium family size although others have a bigger size of
family members.
Table 2. Frequency and Percentage Distribution on Profile of the Grade 7 – Mt. Didicas Students (n=28)
Profile Variables Frequency (f)
Percentage (%)
Age (in years old)
12
13
14
15
17
x
= 13.29; sd= 1.12
6
13
6
2
1
21.4
46.4
21.4
7.1
3.6
Sex
Male
Female
17
11
60.7
39.3
Parent’s Occupation
Farming
Fishing
Vendor/Selling
Sari-sari Store
Construction Worker
9
12
2
3
2
32.1
42.9
7.1
10.7
7.1
Number of Siblings
2
3
4
5
6
8
9
x
= 4.00; sd= 3.65
2
6
10
7
1
1
1
7.1
21.4
35.7
25.0
3.6
3.6
3.6
Grade 7- Mt. Didicas Students' Academic Performances in All Learning Areas
Table 3 disclosed the academic performance of Grade 7-Mt. Didicas in all learning areas from the first quarter to
the fourth quarter. As can be gleaned from the table, the academic performance of the students during the first
quarter across the different learning areas are mostly “fairly satisfactory”, except only for Science and Filipino
which the students performed “satisfactorily”. During the second quarter, the students performed “satisfactory” in
all subject learning areas. The same performance was continually shown by the students during the third quarter,
except only for EsP that the students where their performance leveled up to “very satisfactory”. Moreover, during
the fourth quarter, the performance of the peaked at “Very Satisfactory” in English, Science, Araling Panlipunan,
MAPEH, TLE, and Edukasyon sa Pagpapakatao, while, they showed “satisfactory” performance in Mathematics
and Filipino.

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Table 3. Academic Performances of Grade 7 – Mt. Didicas in All Learning Areas
Subject
Learning
Areas
Quarterly Mean
Performances Over-all
Performance
Standard
Deviation
Descriptor 1
st
PD
2
nd
PD
3
rd
PD
4
th
PD
English 76.29
FS
80.68
S 82.32
S 85.18
VS
81.12 1.237 Satisfactory
Science 80.54
S 81.64
S 82.68
S 85.86
VS
82.68 1.984 Satisfactory
Math 79.71
FS
81.86
S 82.68
S 83.79
S 82.01 1.905 Satisfactory
Filipino 81.04
S 81.25
S 82.75
S 84.79
S 82.46 1.244 Satisfactory
Aral Pan 79.36
FS
81.57
S 82.93
S 85.75
VS
81.40 4.102 Satisfactory
MAPEH 79.57
FS
81.36
S 83.61
S 86.18
VS
82.68 1.921 Satisfactory
TLE 78.43
FS
81.11
S 83.54
S 86.07
VS
82.29 1.750 Satisfactory
EsP 79.29
FS
81.00
S 85.29
VS
86.43
VS
83.00 3.752 Satisfactory
Average
79.28
FS
81.31
S 83.22
S 85.51
VS
82.21 1.186 Satisfactory
Legend:
Numerical Grade Performance Descriptor (PD)
90-100 Outstanding (O)
85-89 Very Satisfactory (VS)
80-84 Satisfactory (S)
75-79 Fairly Satisfactory (FS)
Below 75 Did Not Meet Expectations (DME)
Although the overall performance of the students is “satisfactory” on the other hand, tracing the academic
performance of the Grade 7-Mt. Didicas students increased and got better from the first quarter to the last quarter
across the eight subject learning areas. The data show that the intervention given to the students is effective because
it is apparent in their good academic performance that despite the learning modality of the students being modular
still perform better with their respective subject learning areas and this made possible to them through this home
visitation as intervention program given to the Grade 7-Mt. Didicas students.
Further, during the interview with the parents of the students, they eventually observed that the academic
performance of their children had really improved because according to them with this intensive home visitation
made by the teachers, the learners (their children) were able to easily recall their prior knowledge in connection
with the lessons and topics, they have gained new skills during the teaching and learning process especially when
the one-on-one session with the teacher and the student, through this intervention the students have boosted their
confidence and creativity in making their learning tasks (e.g projects, artworks), and most importantly the slow
learners were given the opportunity to established and developed their new skills especially in reading and
arithmetic that made their children learn independently.
Problems Encountered by the Students and Parents during the Implementation of Home Visitation
After the series of interviews with the students, parents, and teachers, the researcher got three (3) themes on the
problem encountered during the implementation of home visitation, as follows:
Student Attitude and Motivation. Students sometimes got shy when their teachers went to their house for
the conduct of the home visitation. Due to this attitude, it causes to delimits their interaction with the teacher during
the tutorial or one-on-one session. Others are hesitant to face their teachers as they arrived in their homes. While
some of the students have a lack of interest and motivation in attending their sessions with the teachers. Some of
them lack sleep and have overdue activities due to online games and paying attention to social media such as
Youtube, Facebook, Twitter, and the likes.
Poor Foundation Skills. Since this is Grade 7 the entry-level of the students to junior high school, they
found difficulty in learning some Grade 7 subject learning areas like Mathematics and subjects that need
comprehension. It was found out that some students lack the skill in reading and comprehension. With this, the
students find it hard in answering their learning activity sheets and in making outputs. It was also observed that
some students lack a solid foundation in the fundamental operations in Mathematics.
Family Related Problems. Some students have low interest and got late in facing teachers during the home
visitation and one-on-one session because of the household chores they need to attend to. Some are sent to do an
errand, household chores, babysitting, while others are helping their parents in their livelihood like fishing and
farming. With this meager family income, the students have difficulty in making their projects and materials due
to a lack of financial support. Some parents cannot make a follow-up to their children because they are busy with
their livelihood and works to be attended to. Moreso, there are some parents/guardians who were not present during
the visitation because of their work.

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Level of Effectiveness of the Home Visitation Intervention Program as Perceived by Students and Parents
As can be seen from Table 4 both the students and parents perceived that the home visitation intervention program
is generally effective as shown on their unanimous perceived responses wherein all the indicators have uniformly
responded by both students and parents as “agreed” since all the mean values range between 3.40 to 4.19 with a
standard deviation of less than 0.5 which indicates that the responses of students and parents are almost closed
perception to one another as to their agreement on the different indicators given in the survey tool. This only means
the home visitation intervention program significantly helps the students in their modular learning at home and
improves their academic performance despite being on the precipice of the pandemic.
Table 4. Mean and Standard Deviation on the Level of Effectiveness of the Home Visitation Intervention
Program as Perceived by Students and Parents
Statements
Students Parents
x
sd Inter
x
sd Inter
1. It helps me to improve my grades in different subjects 4.14
0.432
A 3.71
0.363
A
2. It makes me more prepared in learning lessons and doing
my learning tasks
4.18
0.432
A 3.75
0.497
A
3. It increases my attention to learning my lessons 4.19
0.442
A 3.93
0.514
A
4. It makes me engage more to do my learning tasks 4.18
0.459
A 3.96
0.514
A
5. It improves my relationship with my teachers 3.89
0.479
A 3.79
0.514
A
6. It improves my relationship with my parents 4.15
0.504
A 3.93
0.497
A
7. It decreases discipline problems 4.18
0.493
A 3.93
0.426
A
8. It makes me feel comfortable 4.04
0.473
A 3.93
0.426
A
9. It encourages more visitation to come 4.14
0.497
A 4.07
0.363
A
10. It continues me to learn about the school system 3.93
0.473
A 3.96
0.363
A
11. It serves as our avenue of sharing concerns relative to
learning and schooling
4.18
0.432
A 3.89
0.363
A
12. It gives us time to answers some questions that I needed
to ask for
4.12
0.497
A 4.00
0.459
A
13. It gives us benefits from this home visitation 4.04
0.426
A 4.07
0.479
A
Over-all
4.10
0.464
A 3.92
0.444
A
Legend:
Scale Interpretation
4.20 – 5.00 Strongly Agee (SA)
3.40 – 4.19 Agree (A)
2.60 – 3.39 Neutral (N)
1.80 – 2.59 Disagree (D)
1.00 – 1.79 Strongly Disagree (SD)
Concomitantly, based on the in-depth interview results revealed that all parents have consistently agreed that
the home visitation intervention program is effective. According to the parents, their children learned so much
from every one-on-one session of the teachers and students during home visitation. As they openly gave their
feedbacks that teachers gave additional information about the topic being discussed in the LAS, teachers clarified
the activities in the module, elaborate the thoughts presented in the learners’ activity sheets, simplified the
complicated concepts in the LAS like giving the step by step ways in solving Mathematical equations as well to
other subjects and the teachers give detailed concepts about the discussions within the LAS. Moreover, the learners
grasp the ideas being presented in the LAS and interacted accordingly to the discussion of the teacher during the
visitation. With this, parents witnessed that the learners’ activity sheets showed improved scores and even
themselves learned many things during the home visitation made by the teachers.
Test of Difference on the Perception of the Home Visitation Intervention Program's Effectiveness Between
the Students and their Parents
Table 5. Tests of Normality of the Data
Label
Kolmogorov-Smirnov
a
Shapiro-Wilk
Statistic
df Sig. Statistic df Sig.
Effect Student .113
28
.200
*
.963
28
.420
Parent .214
28
.002
.888
28
.006
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
The normality of effectiveness as perceived by students and parents was assessed. The Shapiro-Wilk test

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indicated that the score was not normally distributed, as reflected in Table 4 and as it showed with the statistical
values of 28= 0.963, -value=.420 and 28= 0.888, -value=.006, respectively, where one of the p-
values is greater than 0.05.
Thus, the most appropriate test of significant difference on the perception of the respondents is Mann-Whitney
U Test, a non-parametric test statistic.
Table 6. Test for Significant Difference between the Perception of the Home Visitation Intervention
Program's Effectiveness between the Students and their Parents
N
Mean Rank
Sum of Ranks
Statistics
p-value
Student
28
32.21
902.00
288.00 0.09
ns
Parent 28
24.79
694.00
Total 56
*difference is significant at the .05 level (2 tailed).
A Mann-Whitney test indicated that there is no significant difference between the perception of the home
visitation intervention program's effectiveness of the students and their parents, =288, p-value=.09. This data
suggests that the null hypothesis stating that there is a significant difference between the perception of the home
visitation intervention program's effectiveness of the students and their parents is rejected. This can be concluded
that the perception of both students and parents on the effectiveness of the home visitation intervention program
is most likely the same. This test of significant difference is supported by the level of perception of the respondents
on the said intervention as presented in Table 4.
4. Conclusions and Recommendations
Conclusions
Based on the findings of the study, the researchers concluded the following:
1. Majority of the Grade 7 – Mt. Didicas students were 13 years old, male, their parents’ occupations
were fishing and farming, and having four (4) siblings in the family.
2. The Grade 7- Mt. Didicas students' academic performances in all learning areas were satisfactory.
3. The problems encountered by the students and parents during the implementation of home visitation
were identified as students’ attitude and motivation, poor foundation skills, and family-related problems.
4. Both the students and parents have agreed with their perception on the level of effectiveness of the
home visitation intervention program.
5. There was no significant difference between the perception of the students and parents on the
effectiveness of the home visitation intervention program.
Recommendations
The researchers advanced the following recommendation based on the findings and conclusions of the study:
1. There will be regular and intensive conduct of the home visitation program to ensure the academic
performance improvement of the students.
2. Remedial class will be given to students who have weak foundation skills for them to catch up with
the high school lessons and develop the expected competencies.
3. Additional reading materials and learning support materials will be given to the students so that the
learners will be motivated to work on their activities and improve their study habits.
4. Effective parenting will be conducted and given to the parents for them to be equipped on do’s and
don’t of disciplining their children and establish a strong relationship between parents and children.
5. Symposium on time management and stress management will be given to both students and parents so
that they can manage their time and stress especially during these trying times of pandemic.
6. Establish a good rapport between the parents and the teachers to facilitate the home visitation program
effectively and efficiently as well as to other programs of the schools.
5. Acknowledgment
The researchers would like to thank the parents and students who participated in the study and to teachers who
cooperated in the conduct of this study. To the school administration for the financial support.
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Journal of Education and Practice www.iiste.org
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Vol.13, No.5, 2022
61
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