EFFECT OF BLENDED LEARNING ON THE ACADEMIC PERFORMANCE OF SENIOR HIGH SCHOOL

STUDENTS DURING COVID-19

EFFECT OF BLENDED LEARNING ON THE ACADEMIC

PERFORMANCE OF SENIOR HIGH SCHOOL
STUDENTS DURING
COVID-19

A Research Proposal
Presented to
Bayambang National High School
Senior High School
Bayambang, Pangasinan

Claveria, Jasper Deniel P.

Ferrer, Jansenn Elliz M.
Ong, Emmanuel Eric D.
Researchers

Mr. Dave DG. Angeles

Adviser

May 2021
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Claveria, Jasper Deniel P.
Ferrer, Jansenn Elliz M.
Ong, Emmanuel Eric D.
EFFECT OF BLENDED LEARNING ON THE ACADEMIC PERFORMANCE OF SENIOR HIGH SCHOOL
STUDENTS DURING COVID-19

TABLE OF CONTENTS

TITLE PAGE ............................................................................................................. i

i. TABLE OF CONTENTS ............................................................................... iv

Chapter

1. THE PROBLEM

Background of the Study ................................................................... 1

Statement of the Problem ................................................................... 4

Hypothesis.......................................................................................... 4

Significance of the Study ................................................................... 5

Scope and Delimitation ...................................................................... 5

Definition of Terms............................................................................ 6

2. REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature............................................................................... 8

Related Studies................................................................................... 12

Local ...................................................................................... 12

Foreign ................................................................................... 15

3. METHODOLOGY

Research Design................................................................................. 18

Research Locale ................................................................................. 18

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Claveria, Jasper Deniel P.
Ferrer, Jansenn Elliz M.
Ong, Emmanuel Eric D.
EFFECT OF BLENDED LEARNING ON THE ACADEMIC PERFORMANCE OF SENIOR HIGH SCHOOL
STUDENTS DURING COVID-19

Subjects of the Study ......................................................................... 18

Materials ............................................................................................ 19

Data Gathering Procedure .................................................................. 19

Ethical Consideration ......................................................................... 19

4. RESULTS AND DISCUSSION

Introduction ........................................................................................ 20

Presentation of Data gathered ............................................................ 21

Table 1 ............................................................................................... 21

Table 2 ............................................................................................... 22

Table 3 ............................................................................................... 23

Diagram 1........................................................................................... 24

Answering the Statement of the Problem .......................................... 25

Table 4 ............................................................................................... 25

Table 5 ............................................................................................... 25

Table 6 ............................................................................................... 26

Table 7 ............................................................................................... 26

Table 8 ............................................................................................... 27

5. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary of the study ........................................................................ 29

Conclusions ........................................................................................ 30

Recommendations .............................................................................. 30
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Claveria, Jasper Deniel P.
Ferrer, Jansenn Elliz M.
Ong, Emmanuel Eric D.
EFFECT OF BLENDED LEARNING ON THE ACADEMIC PERFORMANCE OF SENIOR HIGH SCHOOL
STUDENTS DURING COVID-19

6. DOCUMENTATION .............................................................................. 32

7. APPENDICES ......................................................................................... 33

8. CURRICULUM VITAE .......................................................................... 39

9. BIBLIOGRAPHY .................................................................................... 41

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Claveria, Jasper Deniel P.
Ferrer, Jansenn Elliz M.
Ong, Emmanuel Eric D.
EFFECT OF BLENDED LEARNING ON THE ACADEMIC PERFORMANCE OF SENIOR HIGH SCHOOL
STUDENTS DURING COVID-19

CHAPTER I

INTRODUCTION

Background of the Study

Coronavirus disease 2019 (COVID-19) was firstly identified in Wuhan city, Hubei

Province, China in December 2019 as pneumonia of unknown origin (Word Health

Organization, 2019). Later, the international committee on taxonomy of viruses (ICTV)

identifies the causative agent of COVID-19 as a novel coronavirus, severe acute respiratory

syndrome coronavirus−2 (SARS–CoV−2). COVID-19 outbreak spreads rapidly not only

in China, but also worldwide, therefore, the World Health Organization (WHO) has

announced it as pandemic on March 12, 2020

The coronavirus COVID-19 outbreak disrupted life around the globe in 2020. As in

any other sector, the COVID-19 pandemic affected education in many ways. Government

actions have followed a common goal of reducing the spread of coronavirus by introducing

measures limiting social contact. A few administrative measures have been taken to check

the danger of sickness spreading. These measures incorporate travel limitations, required

isolates for voyagers, social separating, prohibitions on open get-togethers, schools and

colleges conclusion, business terminations, self-confinement, requesting that individuals

work at home, curfews, and lockdown. Authorities in several countries worldwide have

declared either lockdown or curfew as a measure to break the fast spread of virus infection.

These measures have a negative worldwide effect on the business, education, health, and

tourism. (Gonzalez et al., 2020)

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Ferrer, Jansenn Elliz M.
Ong, Emmanuel Eric D.
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STUDENTS DURING COVID-19

Coronavirus pandemic has affected all levels of the education system. around the

globe (in 192 nations) have either incidentally shut or executed limited terminations

influencing about 1.7 billion of understudy populace around the world. Numerous colleges

around the globe either deferred or dropped all ground exercises to minimize gatherings

and hence decrease the transmission of virus. In any case, these measures lead to higher

affordable, clinical, and social ramifications on both undergrad and postgraduate networks.

(Winthrop, 2020)

Due to the suspension of classroom teaching in many colleges and universities, a

switch to the online teaching for undergraduate and graduate students has become effective.

This form of learning provides an alternative way to minimize either the contact between

students themselves or between the students and lecturers (Mahdy, 2020). Traditional

classes are being replaced with e-books and online courses. Various e-learning platforms

enable interaction between teachers and, sometimes, public network shows or web-based

media stages are being utilized for education. Some education systems announced

exceptional holidays to better prepare for this distance-learning scenario. In any case,

numerous understudies have no admittance to the online teaching because of absence of

either the methods or the instruments due to economical and digital divide. (Gonzalez et

al., 2020)

In terms of the impact of the COVID-19 pandemic on the education systems many

differences exist. This lack of homogeneity is caused by such factors as the start and end

dates of academic years and the timing of school holidays. (Asian Society Philippines,

2020) While some countries suspended in-person classes from June until further notice,

others were less restrictive, and universities were only advised to reduce face-to-face
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Ong, Emmanuel Eric D.
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STUDENTS DURING COVID-19

teaching and replace it with online solutions wherever practicable. In other cases,

depending on the academic calendar, it was possible to postpone the start of the summer

semester. (Gonzalez et al., 2020)

Fortunately, there is a range of modern tools available to face the challenge of

distance learning imposed by the COVID-19 pandemic. Using these tools, the modification

of contents that were previously taught face-to-face is easily conceivable. There are

however other important tasks in the learning process, such as assessment or autonomous

learning, that can still be challenging without the direct supervision of teachers. (B. Quinn

et al., 2020)

All these arguments end in a common topic: how to guarantee the evaluation's

sufficiency to effectively gauge students’ progress. Consequently, in what manner would

teachers be able to think about students' outcomes in the event that they contrast from

earlier years? On one hand, if students accomplish higher scores than in earlier years, this

could be connected with cheating in online tests or with changes in the organization of the

assessment apparatuses. Then again, lower evaluations could likewise be brought about by

the assessment design change or be owing to independent learning as an effective teaching

strategy.

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Ferrer, Jansenn Elliz M.
Ong, Emmanuel Eric D.
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STUDENTS DURING COVID-19

Statement of the Problem

Generally, the aim of this study is to know the effect of blended learning on the

academic performance of the senior high students of Bayambang National High School

during COVID 19 Pandemic.

Specifically, this study aims to solve the following questions:

1. What is the profile of senior high school students in terms of:

A. Grade level

B. Sex

C. General average (GPA)

2. What is the effect of blended learning on the academic performance of senior high

students in terms of:

A. Interests and motivation towards learning

B. Financial constraints

3. Is there a significant relationship between the profile and the effect of blended

learning?

4. What plan of action to be developed to be more adaptive to blended learning?

Hypotheses

There is no significant relationship between the profile of the students and effect of

blended learning

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Claveria, Jasper Deniel P.
Ferrer, Jansenn Elliz M.
Ong, Emmanuel Eric D.
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STUDENTS DURING COVID-19

Significance of the Study

The result of this study is very useful in many areas.

For students. Blended learning that uses apps, games, or measurable programs to

teach concepts allows students to engage the material to their own pace. This helps to

balance a classroom that contains both quick and slow learners. Every student can practice

and tackle new material with timing that is perfect for them. It can promote deeper learning,

reduce stress, and increase student satisfaction.

For teachers. Blended learning presents an increased opportunity for students to

connect with their teachers. They can connect via email, through progress reports on the

program, or on message boards. This learning style promotes a number of effective means

for teachers and students to become more engaged with one another. In the end, both parties

can benefit from this shift in the relationship. Teachers can stay in touch with student

progress, while students can ask more questions and gain deeper knowledge.

For everyone. Because of the Coronavirus Pandemic, almost all types of gatherings

are not allowed in order to minimize the interaction of people. The more people an

individual interacts with at a gathering and the longer that interaction lasts, the higher the

potential risk of becoming infected with COVID-19 and COVID-19 spreading.

Scope and Delimitations

This study focused on the impact of blended learning on student’s performance

during COVID-19 among students in Bayambang National High School.

It delimits that the study may not be generalized to other populations or youth

who are not attending the school. Since the study focuses on the current learning curriculum
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Ferrer, Jansenn Elliz M.
Ong, Emmanuel Eric D.
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STUDENTS DURING COVID-19

and exclusively for the students of Bayambang National High School, anyone who is not

taking the curriculum or attending the school is allowed to participate in the research.

This study considered only BNHS Senior High School students. This may have

an effect on the generalizability of the research and its findings. However, its findings, at

least some segment and degree may still hold true to other schools having similar qualities

or adhering to the same curricula of the studies of Bayambang National High School.

Definition of Terms

For a better understanding, the following terms that will be used in this study are

operationally defined.

Blended Learning. It is an approach to learning that combines face-to-face and

online learning experiences. Ideally, each (both online and off) will complement the other

by using its particular strength. It also uses online technology to not just supplement but

transform and improve the learning process. Many educators all over the world develop

effective learning platforms to support blended learning. Examples of blended learning

applications are Quipper School, Edmodo, Khan Academy, and Google classroom.

Blended learning can help teachers to more accurately assess the student's knowledge and

help to teach concepts more efficiently. This is one of the main focuses of the study.

Academic Performance. It is the measurement of student achievement across

various academic subjects. Teachers and education officials typically measure achievement

using classroom performance, graduation rates and results from standardized tests. Student

performance is measured using grade point average (GPA), high school graduation rate,

annual standardized tests and college entrance exams. A student's GPA is typically
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Ferrer, Jansenn Elliz M.
Ong, Emmanuel Eric D.
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STUDENTS DURING COVID-19

measured on a scale of zero to four with higher GPAs representing higher grades in the

classroom.

Students A student is a person who goes to school and is learning

something. Students can be children, teenagers, or adults who are going to school, but it

may also be other people who are learning, such as in college or university. They are also

the main focus of this study.

COVID-19. Is a disease caused by a new strain of coronavirus. 'CO' stands for

corona, 'VI' for virus, and 'D' for disease. Formerly, this disease was referred to as '2019

novel coronavirus' or '2019-nCoV.Coronaviruses (CoV) are a large family of viruses

transmitted between animals and people that cause illness ranging from the common cold

to more severe diseases such as Middle East respiratory syndrome (MERS-CoV) and

severe acute respiratory syndrome (SARS-CoV).

Pandemic. A pandemic is a disease outbreak that spreads across countries or

continents. It affects more people and takes more lives than an epidemic. It is also an

outbreak of a disease that occurs over a wide geographic area (such as multiple countries

or continents) and typically affects a significant proportion of the population.

Disease Outbreak. An outbreak is a sudden increase in occurrences of a in a

particular time and place. It may affect a small and localized group or impact upon

thousands of people across an entire continent. hey may affect a region in a country or a

group of countries.

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Ferrer, Jansenn Elliz M.
Ong, Emmanuel Eric D.
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STUDENTS DURING COVID-19

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter includes the ideas, finished thesis, generalization or conclusions,

methodologies and others. Those that were included in this chapter helps in familiarizing

information that are relevant and similar to the present study.

Related Literature

COVID-19 Pandemic

The coronavirus COVID-19 pandemic is the defining global health crisis of our

time and the greatest challenge we have faced since World War Two. Since its emergence

in Asia in 2019, the virus has spread to every continent except Antarctica. (WHO, 2021).

The COVID-19 pandemic is first and foremost a health crisis. Many countries have

(rightly) decided to close schools, colleges and universities. The crisis crystallizes the

dilemma policymakers are facing between closing schools (reducing contact and saving

lives) and keeping them open (allowing workers to work and maintaining the economy).

(Burges & Seivertsen, 2020). This led to the different learning modality in the new normal

in order to limit the interaction between people. This modality has three types, namely:

Modular Distance Learning, Online Distance Learning, Television/Radio-Based

Instruction, and Blended Learning (a mix of online and modular learning) and is also the

main focus of the study.

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Ferrer, Jansenn Elliz M.
Ong, Emmanuel Eric D.
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STUDENTS DURING COVID-19

Blended Learning

As defined by the Oxford English Dictionary (2021), Blended learning is an

approach to learning that combines face-to-face and online learning experiences. Ideally,

each (both online and off) will complement the other by using its particular strength. It

requires the physical presence of both teacher and student, with some elements of student

control over time, place, path, or place. The modern teaching approach combines face-to-

face or traditional classroom learning with online learning or e-learning. Blended learning

allows the students to set appropriate learning goals as well as helps them to be responsible

for their own learning. Its flexibility enables individuals to learn at their own pace as they

prepare for their future. It is fit in the time of the COVID-19 pandemic as it ensures that

learners will be able to continue their educational journey at home. (D. Balaga, 2020)

Benefits of Blended Learning

Blended learning can help teachers to more accurately assess the student’s

knowledge and help to teach concepts more efficiently. It is said that blended

learning improves the efficacy and efficiency of the entire learning process. In addition,

this modality that uses apps, games, or measurable programs to teach concepts allows

students to engage the material at their own pace. This helps to balance a classroom that

contains both quick and slow learners. Every student can practice and tackle new material

with timing that is perfect just for them. It can promote deeper learning, reduce stress, and

increase student satisfaction. (M. Lynch, 2018). According to the Digital Market Institute

(2018), Blended learning can help enhance communication between young people since

almost all millennials are growing up with more technology than ever. This statement is

supported by a study conducted in LivePerson (2018) that states that in foreign countries
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Ferrer, Jansenn Elliz M.
Ong, Emmanuel Eric D.
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STUDENTS DURING COVID-19

like the US and the UK, about 75% of internet users surveyed said rather than

communicating in person, they were more likely to communicate digitally via: Email, Text

messages, and Social Media. The findings may be an indicator that blended learning, which

has an emphasis on technology, reaches students better than traditional methods. By

catering to a student’s preferred method of communication, online forums can connect

lecturers with students more effectively. Furthermore, this modality can also keep students

focused for longer: The use of computers to look up information & data is a tremendous

lifesaver, combined with access to resources such as the internet to conduct research. This

engagement and interaction with the resources keeps students focused for longer periods

then they would be with books or paper resources, this engagement also helps develop

learning through exploration and research. (Giarla, 2020)

Transitioning to Blended Learning

Online learning is emerging as a significant component of course delivery in

education today. The primary driver of this movement away from the traditional classroom

is the student. For students, online courses provide flexible scheduling, access to world-

class programs, and self-paced instruction. Although students show a strong interest in

different instructional delivery modes, online learning has some limitations. Learning

experiences such as field training, observation, initial group collaboration meetings, and

laboratory exercises may be better experienced face-to-face. In addition, students with low

computer literacy skills may find it more challenging to navigate online courses. To capture

the strengths of both online and face-to-face instructional delivery modes, some instructors

have adopted a hybrid or blended learning approach. Blended learning significantly

reduces face-to-face instruction by incorporating rich, online learning experiences. The

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Ong, Emmanuel Eric D.
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STUDENTS DURING COVID-19

blended learning model has experienced significant growth during the past years and this

can be attributed to the following factors: the flexibility normally characteristic of a totally

online course, its impact on overcrowded classrooms and a perceived improvement in the

teaching and learning experience. Although there are potential benefits, transitioning from

traditional face-to-face courses to blended learning courses can be challenging for both

students and faculty. For instance, students successful in blended learning courses need to

be independent learners, have good time management

skills, and feel comfortable using technology. Faculty teaching blended learning courses

must adopt new tools and new mindsets to increase the likelihood of positive outcomes.

Considering these potential challenges, transitioning to the blended learning model should

be carefully managed to ensure that both students and faculty are ready and receptive to

this approach.

Academic Performance

Academic performance is the measurement of student achievement across various

academic subjects. Teachers and education officials typically measure achievement using

classroom performance, graduation rates and results from standardized tests. (Ballotpedia,

2020). It is the measurement of student achievement across various academic subjects.

Teachers and education officials typically measure achievement using classroom

performance, graduation rates and results from standardized tests. Student performance is

measured using grade point average (GPA), high school graduation rate, annual

standardized tests and college entrance exams. A student's GPA is typically measured on a

scale of zero to four with higher GPAs representing higher grades in the classroom. Due to

the COVID-19 lockdown, most of the student’s academic performance was affected. A
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Claveria, Jasper Deniel P.
Ferrer, Jansenn Elliz M.
Ong, Emmanuel Eric D.
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recent study by Mahdy (2020) concluded that most participants believed that COVID-19

pandemic lockdown affected their academic performance to varying degrees. This means

that although online education provides an opportunity for self-study, the main challenge

that online education faces in veterinary medical science is how to give practical lessons.

Since most of the subjects are practical; therefore, it is not easy to learn it online. Students

think that it is difficult to fulfill the competencies only with an online education system.

Online education could be improved by making it more interactive, showing medical

procedures in real situations, giving concise information, and providing 3D virtual tools to

mimic the real situation.

Related Studies

Local

In a recent study conducted by A. Hipol, R. Cabahug, and R. Bongon (2020)

entitled "Impact of blended learning instruction in academic performance of grade 10

students", It is aimed to determine if blended learning instruction positively affected

students’ academic performance in a specific Science topic. Furthermore, it tried to

determine if there was a difference in students’ academic performance who were subjected

to 20% blended learning instruction and 60% blended learning instruction. The study

revealed that there is a significant difference between the pre-test and post-test scores of

the classes. This implied that the BLP helped the students comprehend the lesson.

Furthermore, the findings showed that there is a significant difference between the post-

test scores of the experimental and controlled group in favor of the experimental group.

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This implied that 60% blended learning instruction is more effective than 20% blended

learning instruction.

Higher education institutions today are striving to improve and develop the existing

means of delivering education and have unquestionably embraced the numerous

developments in technology. One of the relatively new models of an IT-leveraged mode of

education, the blended learning approach, has caught the attention of education institutions

due to its potential to draw a new landscape of educational practices. In the study of P.

Roxas et al. (2018), It intends to determine the factors that influence the blended learning

readiness of business students with the Mindanao State University–Iligan Institute of

Technology. The study used structural equation modeling to analyze the responses of 431

students of the College of Business Administration and Accountancy of MSU-IIT. It is

concluded that a positive attitude towards online learning significantly affects blended

learning readiness. These findings suggest that students who have favorable attitudes

towards online learning tend to be receptive to the blended learning mode of instruction. It

is thus recommended that higher education institutions consider investing in information

technology resources to enhance the learning experience of students.

Based on the study conducted by CV. del Ocampo (2017), students indicate that a

blended learning model provides them with greater time flexibility and improved learning

outcomes but that initially they encounter issues around time management, taking greater

responsibility for their own learning, and using sophisticated technologies. Faculty suggest

that blended courses create enhanced opportunities for teacher-student interaction,

increased student engagement in learning, added flexibility in the teaching and learning

environment, and opportunities for continuous improvement. They state that the challenges
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faced in developing such a course include a lack of time, support and resources for course

redesign, acquiring new teaching and technology skills, plus the risks associated with

delivering a course in a blended format. From an administrative perspective, blended

learning presents the opportunity to enhance an institution's reputation, expand access to

an institution's educational offerings, and reduce operating costs. As public administration

programs extend their online education offerings to reach more time- and place-bound

students, and as accredited institutions become interested in documenting teaching and

learning effectiveness, the degree to which online students are successful as compared to

their classroom counterparts is of interest to teaching faculty and others charged with

assessment. In the study of J. Salcedo (2019), By comparing student performance measures

and assessments of learning experience from both online and traditional sections of a

required graduate public administration research methods course taught by the same

instructor, this paper provides evidence that student performance as measured by grade is

independent of the mode of instruction. Persistence in an online environment may be more

challenging in research methods classes than in other public administration classes.

Online learning is the result of the development of network technology and

computer technology, which emphasizes the openness of learning resources and

communication among students. Online learning has become the mainstream of learning,

and a large number of learners participate in it. The essence of online learning is the

continuous development of students' cognitive level, and to acquire effective learning,

students need to participate actively in learning. However, due to lack of communication

between teachers and students, the performance of students who participate in online

learning is not satisfactory, and their persistence and efficiency are also poor. In the study
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of AR Quisumbing (2019), It summarizes the relevant research on student engagement in

online learning, i.e., introducing two concepts: student engagement and online student

engagement, statistically analyzing measuring methods of student engagement used in

related research, and finally proposing the insufficiency of the existing research.

Foreign

Based on the study of M. Kintu et al (2017) entitled “Blended learning effectiveness:

the relationship between student characteristics, design features and outcomes”, The paper

investigates the effectiveness of a blended learning environment through analyzing the

relationship between student characteristics/background, design features and learning

outcomes. It is aimed at determining the significant predictors of blended learning

effectiveness taking student characteristics/background and design features as independent

variables and learning outcomes as dependent variables. The results of the paper indicate

that some of the student characteristics/backgrounds and design features are significant

predictors for student learning outcomes in blended learning.

The COVID-19 pandemic has become a global health issue and has had a major

impact on education. Consequently, half way through the second semester of the academic

year 2019/2020, learning methods were delivered through distance learning (DL). In the

study of L. Amir et al (2020), An online questionnaire was sent at the end of the semester

to gather info about the perspective of students about classroom and distance learning

during COVID-19 pandemic in the undergraduate dental study program Universitas

Indonesia. The result of the study concluded that dental students could adapt to the new

learning methods of full Distance Learning and the majority agreed blended learning that

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Ong, Emmanuel Eric D.
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combined classroom and distance learning can be implemented henceforth. This current

COVID-19 pandemic, changes not only the utilization of technology in education but the

pedagogy strategies in the future.

A recent study by T. Gonzales et al (2020) entitled “Influence of COVID-19

confinement on students’ performance in higher education” tackled the effects of COVID-

19 confinement on the autonomous learning performance of students in higher education.

The researchers used a field experiment with 458 students from three different subjects at

Universidad Autónoma de Madrid (Spain), they studied the differences in assessments by

dividing students into two groups. In the research, it was concluded that COVID-19

confinement changed students’ learning strategies to a more continuous habit, improving

their efficiency. For these reasons, higher scores are expected due to the COVID-19

confinement that can be directly related to a real improvement in students’ learning.

In recent years, there was numerous researches on how we can utilize blended

learning in our educational curriculum. One of these is the study proposed by Saovapa

Wichadee about the development of the blended Learning Model using Edmodo to

maximize the students’ oral proficiency and motivation (2017), The purposes of this study

were to develop a blended learning model using Edmodo as a learning tool in language

learning and examine the effectiveness of the model implemented in an English course

regarding oral proficiency, motivation, and attitude. To achieve these purposes, a quasi-

experimental design was employed to collect data using the tests and questionnaires. The

findings of this study have implications for English language instructors, encouraging them

to see how technology can facilitate learning and help learners produce better academic

performance.
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Ong, Emmanuel Eric D.
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Several publications have appeared in recent years documenting the effects of

blended learning and traditional learning in different fields of education. Research has

suggested that learning approaches such as blended learning can enhance both the quality

of instruction and student learning outcomes in STEM (Science, Technology, Engineering,

& Mathematics) education. The study of P. Bazelais and T. Doleck (2018) focused on a

college Mechanics course at a Collège d’enseignement général et professionnel (CEGEP)

that used blended learning, and compared the effects of the two learning modes (blended

versus traditional) on student academic performance. Overall, the study revealed that

students in the blended classroom (treatment) experienced more conceptual change and

higher performance compared to the students in the traditional lecture-based class. The

findings offer support for the push to implement alternative approaches to instruction such

as blended learning. Moreover, the study also improves understanding of the effects of

approaches such as blended learning on understudied samples such as CEGEPs.

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CHAPTER III

METHODOLOGY

This chapter contained the research design, population and sample,

instrumentation, data collection and data analysis plan.

Research Design

The research study will utilize an online survey to collect the data. An online survey

will be floated which will include 20 respondents in order to evaluate the effects of blended

learning on the academic performance of senior high school students in Bayambang

National High School during COVID-19. All the data that is obtained from the respondents

will then be compiled and analyzed by the researchers. In addition, the involved persona

and their identities will be kept confidential.

Research Locale

The research study will be conducted inside Bayambang National High School –

Senior High School Department during the second semester, school year 2020-2021 in

Bayambang, Pangasinan.

Subjects of the Study

The respondents of the research will be 50 male and 50 female students. All of the

participants of the study are Senior High School Students of Bayambang National High

School. In this research study, 100 students from Bayambang National High School will
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answer an online survey about the effects of blended learning in their academic

performance.

Materials

In conducting this study, the materials that are needed in order to participate in the

study are gadgets like smartphones, that have access on internet connection

Data Gathering Procedure

For the purposes of this research, online interviews and survey questionnaires will

be utilized due to the covid-19 pandemic which made the traditional data collection method

to be discontinued. This research will make use of 100 participants from the Senior high

school students of Bayambang National High School particularly, 50 males and 50 females.

As far as data collection tools were concerned, the conduction of the research will use a

semi-structured questionnaire that will be given to the 100 participants by the use of an

online platform and internet connection which will be used as an interview guide for the

researcher. Some certain questions will be prepared, so as for the researcher to guide the

interview towards the satisfaction of research objectives, but additional questions will be

encountered during the interviews.

Ethical Considerations

Researchers applied ethics on every one of the phases of the research. The

researchers assumed liability for the respondents and noticed high ethical standards to

guarantee that both the capacity and the data won't abuse the said standards.
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CHAPTER IV

PRESENTATION, ANALYSIS, AND PRESENTATION OF DATA

This chapter deals with the presentation analysis and interpretation of the data

collected and the results of the statistical treatment employed in this study. The findings

will be presented in relation to the research objectives stated in the study. The method used

to analyze the data is already discussed in the methodology chapter.

This study is tested if there is a significant relationship between the profile of the

students and the effect of blended learning in the academic performance of selected Senior

High School students at Bayambang National High School during the COVID-19

pandemic which is for the School Year 2020-2021. The data will be presented using tables

and graphs.

The questions of the survey questionnaires are the following:

Question 1. Question 2.
I get more information in the area of I enjoy homework and online activities
my study through blended learning because they help me improve my
than through face-to-face interaction. skills in every subject.
Question 3. Question 4.
Blended learning provides ease to I actively participate in every online
communication with the instructor. discussion.
Question 5. Question 6.
I have a stable internet connection. I made myself ready in all my subjects
before attending to an online class.

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Question 7. Question 8.
I exert more effort when I do difficult I feel glad when I study a course
assignments. through blended learning.
Question 9. Question 10.
I pay attention and listen during every Blended learning is ineffective as
discussion. compared to conventional learning.

Presentation of Data gathered

COUNT: 100 Strongly Agree Neutral Disagree Strongly TOTAL

agree disagree

I get more information in the 25 30 10 15 20 100

area of my study through

blended learning than through

face-to-face interaction.

I enjoy homework and online 25 25 15 25 10 100

activities because they help

me improve my skills in every

subject.

Blended learning provides 45 25 5 0 25 100

ease to communication with

the instructor.

I actively participate in every 20 40 20 5 15 100

online discussion.

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I have a stable internet 5 20 10 30 35 100

connection.

I made myself ready in all my 30 35 30 0 5 100

subjects before attending to

an online class.

I exert more effort when I do 45 35 20 0 0 100

difficult assignments.

I feel glad when I study a 35 15 20 15 15 100

course through blended

learning.

I pay attention and listen 25 35 25 15 0 100

during every discussion.

Blended learning is 45 10 5 15 25 100

ineffective as compared to

conventional learning.

Table 1. The table above shows the total number of responses in the survey.

PERCENTAGE Strongly Agree Neutral Disagree Strongly

agree disagree

I get more information in the area of my 25% 30% 10% 15% 20%

study through blended learning than

through face-to-face interaction.

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I enjoy homework and online activities 25% 25% 15% 25% 10%

because they help me improve my skills

in every subject.

Blended learning provides ease to 45% 25% 5% 0% 25%

communication with the instructor.

I actively participate in every online 20% 40% 20% 5% 15%

discussion.

I have a stable internet connection. 5% 20% 10% 30% 35%

I made myself ready in all my subjects 30% 35% 30% 0% 5%

before attending to an online class.

I exert more effort when I do difficult 45% 35% 20% 0% 0%

assignments.

I feel glad when I study a course 35% 15% 20% 15% 15%

through blended learning.

I pay attention and listen during every 25% 35% 25% 15% 0%

discussion.

Blended learning is ineffective as 45% 10% 5% 15% 25%

compared to conventional learning.

Table 2. The table above shows the total number of responses by percentage.

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NUMERICAL Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10

Strongly agree 0.25 0.25 0.45 0.20 0.05 0.30 0.45 0.35 0.25 0.45

Agree 0.30 0.25 0.25 0.40 0.20 0.35 0.35 0.15 0.35 0.10

Neutral 0.10 0.15 0.05 0.20 0.10 0.30 0.20 0.20 0.25 0.05

Disagree 0.15 0.25 0.00 0.05 0.30 0.00 0.00 0.15 0.15 0.15

Strongly disagree 0.20 0.10 0.25 0.15 0.35 0.05 0.00 0.15 0.00 0.25

Table 3. The table above shows the numerical value of responses in the survey.

Chart Title
50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10

Strongly agree Agree Neutral Disagree Strongly disagree

Diagram 1. The illustration above shows the survey response chart.

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Answering the Statement of the problem

1. What is the profile of senior high school students in terms of:

A. Grade level

The number of partcipants were mostly consists of Grade 12 SHS students,

specifically 70 students, and the remanding 30 students were Grade 11 SHS

students of Bayambang National High School.

GRADE LEVEL No. of Respondents

11 30

12 70

TOTAL 100

Table 4. The total number of participants by grade level

B. Sex

The researchers made use of 50 males and 50 females from the Senior high

school students of Bayambang National High School

SEX No. of Respondents

MALE 50

FEMALE 50

TOTAL 100

Table 5. The total number of participants by sex

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C. General average (GPA)

The researches made use of randomly chosen students with a general average

ranging from 80-95.

General Average (GPA) No. of Respondents

80-85 35

86-90 49

91-95 16

TOTAL 100

Table 6. Total number of participants by their General Average (GPA)

2. What is the effect of blended learning on the academic performance of senior high

students in terms of:

A. Interests and motivation towards learning

Based on the tables and diagrams above, the majority of students are more

comfortable with their time schedule in blended learning than traditional. The

Students are more likely to participate and enjoy doing homework in blended

learning.

Question Strongly Agree Neutral Disagree Strongly

disagree
Agree

I actively participate in 20% 40% 20% 5% 15%

every online discussion.
I enjoy homework and 25% 25% 15% 25% 10%
online activities because

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they help me improve my

skills in every subject.
Table 7. The data above collected from table 2

B. Financial constraints

In view of the tables and diagrams above, students that the majority of students

don’t have a stable internet connection that is mainly due to financial problems.

Table 8. The data collected from table 2

Question Strongly Agree Neutral Disagree Strongly
Agree disagree
I have a stable internet 5% 20% 10% 30% 35%
connection.

3. Is there a significant relationship between the profile and the effect of blended

learning?

Based on the results presented above, the researchers concluded that

majority of students who can afford stable internet connection are more comfortable

with blended learning since they are able to attend class easily. But overall, students

who are currently taking blended learning have a higher general average compared

to the traditional learning curriculum.

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4. What plan of action to be developed to be more adaptive to blended learning?

The researchers concluded that not all students can manage the cost of a

stable internet connection and are having a hard time phasing with other students.

Accordingly, the researchers have presumed that in order for all students to be able

to adapt at blended learning is to expand funds to help students in their financial

constraints.

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Chapter V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary of the study

The purpose of this study was to investigate the effect of blended learning on the

academic performance of senior high school students during COVID-19. In this

instructional model, learning activities can be done by online and face to face learning, it

takes advantages of both two teaching models. By combining two models, efficient

learning can be achieved.

In this study, the submission of material was done through online learning so that

face-to-face learning can run effectively and efficiently. Learning can be done anytime and

anywhere. It also reduces instructors’ workloads and they have more time to work with

other material. Furthermore, blended learning helps the students in achieving learning

objectives.

The Researcher used the experimental research method with a true experimental

design. The instruments used in this study were the exams designed by the researchers to

measure the students’ achievement and ten questionnaires to measure the students’ attitude

towards blended learning.

The findings of this study indicated that there is a significant difference between

the means of the experimental and control groups However, the experimental group

showed high to medium satisfaction with the online unit. The results of this study indicated

that the proposed blended learning strategy did improve the students’ academic

performance
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Conclusion

The recent study determined the effect of blended learning model on Students’

achievement. The scores obtained from the learning objective test that applied to the

experimental and control group were compared.

There is a difference to the learning outcomes of students, where the average

learning results of experimental class is higher than control class. The other finding was

found that there is a significant increment in student learning outcomes on information and

communication technology subjects after using blended learning.

Based on the research finding, revealed that the blended learning model contributed

more to students’ achievement than traditional learning model did. Blended learning can

be used as an alternative learning model for teachers in order to support students’ learning

achievement.

This research is still limited to information and communication subject, it is hoped

that further research will be conducted. For other courses and also it is suggested to give a

concern about how to blend Professionally between face to face and online instruction.

Recommendations

The findings of the study recommend that student perspective about the blended

learning is significant and encourage the initiation of such type of Internet base learning in

their campus beside traditional Way of learning method.

Theoretically the findings of the Study add in the growing field of literature about

the effective style of learning and blending learning particularly. The practical implication

of the study is considered to be Beneficial for the higher education authorities to take the
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Demand and consideration of the blended learning in the Education system of Bayambang

National Highschool.

The blended learning. The study also acknowledges some limitations which Should

be taken in consideration while reporting or implementing in any setting. Only questioner-

based survey Tools is employed to collect the data. However qualitative Tool of

unstructured interviews would be more efficient to Gain insight about the subjective

phenomena.

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DOCUMENTATION

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APPENDICES

APPENDIX A

Making the first section or survey by putting the title of the study.

APPENDIX B

Creating the survey using “Google Forms”

in PC browser. Start by adding an empty
section.
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APPENDIX C

Add another empty section for the participant’s profile

APPENDIX D

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APPENDIX E

Making of survey questionnaires. Add check box grid

and fill the rows and columns with questions and
rating.

APPENDIX F

39 Table 1 containing the questionnaires

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APPENDIX G

Table 2 containing the questionnaires

APPENDIX H

Table 3 containing the questionnaires

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APPENDIX I

Table 4 containing the questionnaires

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APPENDIX J

Survey questionnaires output

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CURRICULUM VITAE

Jansenn Elliz M. Ferrer

1 Brgy. Baluyot, Bautista, Pangasinan
Bayambang National High School, Bayambang Pangasinan
[email protected]
N/A

Education

Elementary: Nibaliw Elementary School

Bautista, Pangasinan (2009 - 2015)
Salutatorian (2014-2015)

Secondary: Bayambang National High School

Bayambang, Pangasinan (2015 – 2021)

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CURRICULUM VITAE

Jasper Deniel P. Claveria

75 street, Buenlag 1st, Bayambang, Pangasinan
Bayambang National High School, Bayambang Pangasinan
[email protected]
09491781029

Education Elementary: Buenlag Elementary School

Bayambang, Pangasinan (2009 - 2015)
Valedictorian (2014-2015)

Secondary: Bayambang National High School

Bayambang, Pangasinan (2015 – 2021)

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