Exploring Deviation and Conformity in Thomas Hardy’s The Return of the Native

Authors : Muhammad Ishtiaq ; Afsana Ferdous

DOI : doi.org/10.47752/sjell.72.22.27

Abstract:
The study examines the concept of deviation and conformity in Thomas Hardy’s The Return of the Native where the novel accounts about the lives of many characters as they struggle with their aspirations and society’s expectations against the stunning backdrop of Egdon Heath. The study also explores how the characters namely Clim Yeobright and the enigmatic Eustacia Vie negotiate reciprocal conflict between personal desires and social norms through careful textual analysis and contextual inquiry. Additionally, supporting figures like Digory Vane and Thomasine Yeobright offer opposing viewpoints on the effects of conformity and deviation. This study shows the timeless conflict between individual aspiration and communal conformity as it portrays in Hardy’s masterwork by examining the impact of Egdon Heath on the protagonists’ decisions.

Rotational Blended Learning (Rbl): Its Impact on Student’s Academic Performance and Mental State

Authors :

Lovelyn C. Llanillo ; Sittie Fatma D. Inggo ; Sittie Osaima K. Abdul ; Layka S. Alon ; Kyla D. Lopez ; Aleah Casandra M. Magelna

DOI : doi.org/10.47752/72.14.21

Abstract:
The COVID-19 pandemic has affected people’s lives all across the world. The education sector is one of the areas of our society that has been most affected by the global pandemic caused by the novel coronavirus SARS-CoV-2. Due to the pandemic and to avoid being crowded inside the school premises, Sultan Kudarat State University (SKSU) ACCESS Campus implemented Rotational Blended Learning (RBL). This study employed the quantitative research method of (Creswell, 2012). A checklist-style questionnaire was conducted with 136 respondents. In order to identify the impact of Rotational Blended Learning (RBL) on student’s academic performance, the researchers compared the general point average (GPA) of the students before and after the implementation of RBL. The study reveals that students had a higher general point average (GPA) during online classes (M = 1.95, SD = 0.24) compared to when they experienced rotational blended learning (M = 2.27, SD = 0.27). In order to identify the impact of Rotational Blended Learning (RBL) on student’s mental state, the researchers used the DASS-21, "Depression, Anxiety, and Stress Scale," by Lovibond & Lovibond (1995), as cited in Llanillo (2021). The study reveals that student’s mental state after the implementation of RBL in terms of depression is moderate (M = 16.88, SD = 8.01), anxiety is severe (M = 19.01, SD = 5.14), and stress is mild (M = 23.97, SD = 8.13). The efficiency of online distance learning in terms of GPA against rotational blended learning has been proven. Therefore, it is recommended that online distance learning should be employed instead of rotational blended learning if another pandemic strikes our country again.