COPING MECHANISMS OF SENIOR HIGH SCHOOL STUDENTS AND TEACHERS

IN WESTERN TABUK DISTRICT EXPERIENCING DIFFICULTY

ON BLENDED LEARNING

A Thesis Proposal

Presented to

The Faculty of the Graduate School

KALINGA STATE UNIVERSITY

Tabuk City, Kalinga

In Partial Fulfillment

Of the Requirements for the Degree

MASTER OF ARTS IN EDUCATION

ELENOR MAY CHANTAL L. MESSAKARAENG

THE PROBLEM

Background of the Study

The deadly threat of the Corona Virus also known as COVID-19, has hit the whole

world, which poses as a threat to the lives of everyone and has affected the economy of every

country. This has shaken up the education sector, in fear of not being able to conduct face to face

classes because of the virus and has reached globally. Several schools and colleges have stopped

operating face to face especially now with the surge of new protocols and restrictions placed to

ensure the safety of everyone. The virus, has forced schools to resort to other ways to still

continue the continuous learning of the students despite not seeing face to face (Dhawan, S.

2020). This situation is one of those days where people should have humanity and unity.

Schools have resorted to flexible learning system to reduce the spread of the virus. This

type of system has provided students with sufficient ways and has met their demands and needs

in aspects such as accessibility. However, technology is needed in this type of learning.

Nowadays, schools have opted for the use of Blended learning (BL), defined as a combination

of limited face-to-face (F2F), distance learning and online learning, which is a concept that is

increasingly being adopted in higher education institutions in response to some of the

contemporary social, economic, and pedagogical difficulties (Heilporn, G, et. al, 2013). Many

authors have addressed the notion of blended learning, and it has a wide range of implications.

did a thorough examination of some of the definitions associated with BL They give both general

and conservative definitions as well as more detailed and technology-related ones. According to
Borg (2003), social, psychological and environmental realities of the school and classroom,

which include parents, principals' requirements, the school, society, curriculum mandates,

classroom and school layout, school policies, colleagues, standardized testing, and the

availability of resources are factors that "may hinder language teachers' ability to adopt practices

which reflect their beliefs" (p.95).

Blended learning is linked to a number of arguments. Some of the grounds for online

pedagogy include accessibility, cost, flexibility, learning pedagogy, life-long learning and policy.

It is said that online learning is simple to use and that it can even reach rural and remote

locations. In terms of transportation, lodging, and the overall expense of institution-based

learning, it is considered to be a significantly less expensive way of education (Dhawan, S.

2020). With the advancement of digital technologies, BL is becoming more popular in higher

education, combining the benefits of synchronous contacts with online flexibility in terms of

time, place, and even study pace (Boelens et al., 2017, 2018; Johnson, 2019; Seaman et

al., 2018). But what if the students or teachers have difficulty in their stability to the internet

connection? Or even other things that are hindering them from having ease in this online set-up.

Even going to and from school to get learning packages is a huge risk to the students since there

would be fear in spreading the virus. Despite the expanding number of upgrades that the blended

learning has brought, it is not all going really well.

Students and teachers often experience online difficulties during these trying times using

this new type of learning. Experiencing problems with connectivity, poor signal in their specific

places and even insufficient gadgets and the hardship of going to school because of the fear from
spreading the virus. Since students and teachers are the center of these change, finding how they

cope with this type of learning would really benefit future projects and endeavors of the school,

and they could adjust to the situation of the teachers and students accordingly. In the case of

teachers, being online tutors implies a quantitative increase in the number of hours dedicated to

learners and to the learning of new skills, but most importantly, a change in identity as there are

new roles and pedagogical perspectives that have to be taken into consideration (Comas-Quinn,

2011). Due to all these implications, it is clear that online learning and teaching challenge not

only the conventional roles of students, but also of those of teachers and materials. Also, the pre-

established conceptions and expectations about what, when and how to teach and learn are

greatly modified. As Hong and Samimy (2010), despite the popularity of BL, the important

question of whether teachers and students benefit from its intended efficacy has yet to be

answered. It must still be demonstrated that it meets the expectations of designers, teachers,

students, and institutions, and that it improves language acquisition as well as language

pedagogy.

This paper specifically wants to find out what are the coping mechanisms a student and

teacher does despite the challenge and difficulty of blended learning.

Blended learning is the combination of three learning environments mainly limited face-

to-face learning, distance learning and the use of online learning, wherein they use different

types of media and method combinations that have addressed the needs of the different audience,

with different environments. In the past, these three environments have remained largely

separate because each involved three different types of medium strategies. For example, the

traditional face-to-face learning typically happened in teacher-directed environment with in-

person interaction in a live synchronous high-fidelity environment. On the other hand, distance

learning would make emphasis on self-paced learning and learning interaction that typically

occurs in asynchronous, low-fidelity (text only) environment. While online learning makes use

of internet connectivity and different online applications that make teachers and students

somewhat connected (Bonk C.J.,et al, 2005).

In a research conducted by Saleem T.A (2013), they ought to find out the hindrances and

obstacles, the criteria used in blended learning and be able to come up with a design or matrix

which would address the different hindrances bought about by this new type of learning. After

conducting it, they found out that the main obstacle in blended learning is financial status and

some human interventions as well. The matrix that they have come up with depended more or

focused more on the students’ cognitive and skillful domains rather than the affective ones.
 According to Heilpon G., et al (2021), the engagement and learning of the student

depend also on the strategies of which teachers use on the students, how teachers encourage the

students in their lessons. In this research they conducted a test and see whether the teachers

approach the students and have appropriate strategies to motivate and encourage students to

continue still their lessons despite the situation brought about by the pandemic. This research

also found that keeping a consistent speed in both synchronous and asynchronous BL modes

boosted student behavioral and emotional involvement. Avoiding downtime and maintaining a

high level of involvement in synchronous sessions, as well as diversifying tasks over the

semester in the asynchronous BL mode, were concrete methods in this regard. Some

specifications were also emphasized, such as the tempo of synchronous online meetings, which

is typically faster than face-to-face meetings and in which professors must be very active in order

to stimulate student emotional engagement.

Vaugm’s (2014) study, which focused on online collaborative learning applications in

first-year BL courses, emphasized the use of a variety of digital tools to promote student

behavioral engagement in undergraduate Blended Learning courses, both synchronously and

asynchronously, implying that students would be unlikely to stay engaged otherwise.

In a larger study, Jeffrey et al. (2014) examined how teachers in traditional BL courses

for business undergraduates fostered student engagement, both face-to-face and asynchronously

online (n = 9). The findings revealed that student engagement was encouraged more in face-to-

face meetings than online, with few teachers having developed asynchronous online activities

(e.g., quizzes) to promote student engagement. 

institutions were forced to alter their previous way of teaching and opt for another way which is

the blended learning defined as the mixture of three different learning environments mainly,

limited face-to-face, online and distance learning. Each with different specifications and different

target audiences. The stated above related literature, shows how teachers and students both

adjusted to this new type of learning and how great effort must be put into this type of shift to be

able to call it a success in portraying and handing out information. But this new adjustment has

brought about new turmoil to both the teachers and the students and has greatly affected their

lives.

With the advancement of learning these days, a severe turmoil has hit students and

teachers in which they balance learning at home and resting at home. Chores at home also are

inevitable, parents also have an  important role that parental involvement plays in children's

learning. Yet, it can be challenging for schools to establish appropriate relationships with

parents, Wanat, C.L. (2009).

The difference between this study and those aforementioned above is that this paper

tackles the different coping mechanisms that the students and teachers do to be able to keep up

with the demanding needs of this new type of learning environment. This research can also be a

basis for other schools to see whether the teachers and students are coping well with this new

type of learning.

A conceptual paradigm is illustrated in Figure 1.

factor Variables Variable

Difficulty on
Blended Senior high
blended
learning school
learning
students and
teachers in
Western
Tabuk District

Coping
mechanisms

Figure 1. Conceptual Paradigm of the relationships of the variables

The conceptual framework was based on the study of Mwakalonge,H. l. (2013), where

the figure shows the relationships of the different variables in the study. The independent

variables are the students and teachers who are the respondents of the paper and how they cope
with online distance learning. The conceptual factor of the framework, being the online distance

learning.

Statement of the Objectives and Hypotheses

This study aims to determine the coping mechanisms of selected teachers and students in

Tabuk Western District schools.

Specifically, this study aims to find out the following:

1. What are the profile of the Senior High School students and teachers in Western Tabuk

District:

a. Sex

b. Age

c. Grade Level

d. Years of Teaching

2. What are the coping mechanisms used by the students and teachers who are experiencing

difficulty on blended learning?

3. Is there any significant difference on their coping mechanisms when grouped according to

their profiles?

Definition of Terms
 This section presents the operationally defined words used in this study to help readers

fully comprehend it.

Asynchronous sessions. This term is used in online learning where the teacher or

instructor would give tools and appropriate materials needed for the student to do, answer and

learn from it on their own time.

Blended Learning. A mixture of three different learning environments namely online

learning, limited face-to-face and distance learning.

Coping mechanisms. This word refers to the ways on which the students do to be able to

manage an external situation they are facing which is the new blended learning being used,

where they tolerate this experienced stress and also an effort to solve with these problems.

Distance Learning. This refers to the giving or distributing of modules and materials to

students to be taken from the school by parents and it would later be collected and checked by

teachers after a period of time.

Online Learning. This refers to a type of learning being used nowadays to avoid contact

with each other. This type of learning makes use of the online platform where students and

teachers meet and discuss online through different applications available.

Synchronous sessions. This term refers to a session making use of an online meeting tool

where there is a pre-specified date and time to meet.

Importance of the Study

DESIGN AND METHODOLOGY

Research Design

The research is a qualitative-quantitative study or mixed method. The researcher also

identified the coping mechanisms that the teachers and students do, to be able to keep with

blended learning. Descriptive method was also used to some respondents since interview

questions would also be brought out and general observation which is to be done on site visit. In

the survey, the respondents have also been grouped according to gender, age, grade level and

years of teaching.

In the qualitative part of the research, listing has been done to be able to see the coping

mechanisms the respondents have been doing since this type of learning environment has been

used.
Locale and Population of the Study

The respondents of the research were Senior High school students and employed teachers

of the Tabuk Western District, school year 2021-2022. The profile of the students and teachers

have been included like their age, gender, year level, and years in teaching. Random sampling is

used to select randomly the respondents from the population. This is used to have an unbiased

random sampling which is important for drawing conclusions (Bennett et al,2020).

Questionnaires would be floated in the different Western Tabuk District schools either through

google forms for easier access or through paper questionnaires.

Data Gathering Instruments

Data gathering Procedure

Figure 2. Data Gathering Procedure

result of the many investigations. After the survey has been approved and validated, the tool will

be in the form of google forms, and links or actual questionnaires will be sent to the respondents.

The researcher will reassure them that all of their responses or information will be used solely for

research purposes, and that their responses or information will not be used to personally

influence the respondents, and that all information will be kept confidential. The collected

responses were then assembled, transcribed, summarized, and analyzed, with a formula, various

statistical methods, and thematic analysis being used to determine the respondents' awareness of

fire preparedness. The results of the survey will be examined by the researchers when the time

limit has passed.

Treatment of Data

The data will be thoroughly vetted before the researcher will interpret and analyze it. The

researcher will also utilize statistical techniques such as weighted means, standard deviation, and

percentage to obtain desired results and assess the respondents' level of awareness. Thematic

analysis will also be utilized to assess obtained data that will be represented in tables.

Statistical Tools

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