COMPLEMENTARY INSTRUCTION IN HYBRID

LEARNING MODE: TRANSFORMING CLASSROOM

PRACTICES THROUGH TECHNOLOGY

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 13
Pages: 650-656
Document ID: 2023PEMJ1198
DOI: 10.5281/zenodo.8357395
Manuscript Accepted: 2023-18-9
Psych Educ, 2023, 13: 650-656, Document ID:2023 PEMJ1198, doi:10.5281/zenodo.8357395, ISSN 2822-4353
Research Article

Complementary Instruction in Hybrid Learning Mode: Transforming

Classroom Practices Through Technology
Jaymar D. Arago*, Eunice B. Custodio
For affiliations and correspondence, see the last page.
Abstract
Education's globalization has already compelled the use of digital technologies. Internet systems were
provided for conducting classes, exchanging resources, assessing students, and managing academic
institutions' day-to-day operations. The main purpose of this descriptive study is to investigate how
complementary instruction through digital technology realizes the goal of Hybrid learning.
Challenges met by the teachers and students were also identified through open-ended survey
form/questionnaire. Adopted instruments were used to shed light on the problems presented in this
study. For the findings of the study, teachers were found moderately utilizing digital technology for
instruction, where the majority of them utilized Powerpoint Presentations and that the skills of
teachers in using digital media for instruction were noted at the basic user level. Among the 8
challenges met by the students, capacity to afford digital technology for learning got the highest
mean. For the recommendations, teachers must explore other digital media resources for instruction
to efficiently deliver quality instruction as complementary to Hybrid Learning. The school must
support the skills enhancement of the teachers through Intervention program focusing on utilizing
digital technology for teaching and learning by providing a capacity building for teachers on
navigating the MS Office, Google Suites, Video Making, and Learning Management System.

Keywords: complementary instruction, hybrid learning, digital technology, level of preparedness,

utilization of digital technology

Introduction Specifically, this study sought to answer the following

questions:

Education’s globalization has already compelled the 1. What are the digital technology utilized by the
use of digital technologies. Internet systems were teacher for instruction in hybrid learning?
provided for conducting classes, exchanging resources, 2. How may the skills of teachers in utilizing the
assessing students, and managing academic digital technology for instruction in hybrid learning be
institutions’ day-to-day operations (Runge, 2023). describe in terms of expertise?
Since internet technology offers different educational 3. What are the problems encountered by teachers on
learning applications and video conferencing for the use of digital technology for instructions?
online instructions, the use of these platforms became 4. What are the challenges encountered by the teachers
significant to classroom instructions. The COVID-19 in adapting hybrid learning modality?
epidemic has pushed institutes to switch to online 5. What are the challenges encountered by the
instruction in order to keep the education system Students in adapting hybrid learning modality?
running. Pandemic has caused significant changes in 6. What intervention program may be propose to
how instructors impart knowledge and how students further capacitate teachers on the use of technology
interact with higher education (HE). Meanwhile, and digital media in classroom nowadays?
digital technology changes every day, it makes life
easier to access information, to converse between
teachers, students, parents and stockholders (United Literature Review
Nations, 2022). Hence, this will address the
continuous operation of schools to account social
exclusion. Thus, Verde (2021) and McKellar (2023) Hybrid Learning
emphasized that school learning modality should
conform to the society’s situation. Several teaching and learning approaches have been
adopted to account for social exclusion, and learners'
Research Questions varied requirements. Hybrid is one such mode. Hybrid
learning based on the integration of traditional face to
The main purpose of this descriptive study is to face and online teaching-learning paradigms has
investigate how complementary instruction through become popular with the improvement of technology.
digital technology realizes the goal of Hybrid learning. This popularity creates a need for making a

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Research Article

reinterpretation of the findings of recent empirical underutilization or with their mechanical and
studies conducted on the effectiveness of hybrid educationally pointless use. WhileFalloon
learning (Kazu, 2022). Creating a richer learning (2020)investigated that teachers understand the sort of
experience is the primary goal of hybrid learning. The competencies required to function productively, safely
students and teachers’ adoption of digital technologies and ethically in diverse and increasingly in utilization
in the classroom is significant Neelakandan (2021) and of digital technologies for instruction in practice of
Yu (2021). As cited by Funa (2023), the Philippines Hybrid Learning. However, Mercader(2020) found out
Educational System explored digital technology to that teachers in higher education institutions do not use
provide instructions for students, the students will digital technologies for teaching where discipline
become more capable to utilize digital technology to influences their perception. The results suggest that
attend classes and be able to always review recorded professional barriers are the most prevalent and that
videos for mastery of the lesson. Hence, it provides a the discipline of arts and humanities is where the most
student center educational approach where the needs obstacles are perceived. Gairin (2020) concluded that
and demands of the students based on their status will there is a need for better professional development for
be reached and no one will be left behind, especially teachers and more institutional involvement through
working students. This is also where complementary strategic plans. The teachers utilize the most recent
instruction could happen. As a response to address the educational technologies. According to the University
problem of schools due to the pandemic, Deped Order of Kansas (2021), in developed countries, the teachers’
no. 50, series of 2022 allows K-12 private institutions desks now frequently feature laptops, tablets, and
to adapt blended learning or distance learning such as cellphones, and the number of digital applications
hybrid learning. By practice, the educational system in running learning-focused programs on these devices
the Philippines utilized Hybrid Learning where has soared. Over 63% of K–12 educators use
technology and digital media mixed up with traditional technology daily in the classroom, up from 55% in
instructor-led classroom activities to cater the needs of 2016. Nowadays, social media is used by 41% of
the students in times of pandemic (The Manila Times, instructors, educational apps are used by 58%, and
2023). However Sahar’s (2020)articulated that despite high-tech 3D printers are used by 21% of teachers.
students' positive feedback on hybrid learning as a tool However, Shilpa (2021) highlighted that the teachers
for education, students are not satisfied with the kind are experiencing challenges in the use of digital
of learning they receive from their instructors. Hence, technology for instruction.
students and teachers could still have challenges in
In the light of the above mentioned literature on hybrid
adapting Hybrid Learning Modality. Nebrida (2022)
learning in the classroom, this research explored on the
emphasized that teachers and students are experiencing
following objectives: a) To determine the present
challenges in adapting hybrid learning.
practices of teachers with the utilization of digital
Utilization of Digital Technology for Instruction technology for instruction in the classroom in terms of
expertise level; b) To identify the challenges
Digital technologies are a powerful instrument that can encountered by the teachers and students in adapting
help improve education in various ways, such as hybrid learning modality; and c) To propose an
making it easier for instructors to generate intervention program to further capacitate teachers and
instructional materials and providing new methods for students on the use of technology and digital media in
people to learn and collaborate (Haleem, 2022). classroom nowadays. The assumption of this study
Hybrid learning requires the teachers to adapt was: Delivery of Instruction under Hybrid learning
u t i l i z a t i o n of d i g i t a l t e c h n o l o g y fo r modality is complemented by digital technology, thus
instruction.Johnson (2016)emphasized that teachers transforming the traditional practices in the teaching
used digital technologies with personal lives, however, and learning process.
when applied in classrooms, they encountered serious
technical, logistical, and pedagogical problems, though
Methodology
Berrocoso (2021) revealed the most frequent types of
teaching practice with ICT and the spaces where
digital techno log ies are commonly used. This descriptive-survey method study focused on
Accordingly,Cuhadar (2018) implies that the determining the utilization and skills of the teachers in
technological competency level of teachers is digital technology for instruction in adapting Hybrid
intermediate or lower. Sevillano (2015)associates the Learning Modality, giving students more flexibility to
problems stemming from the integration of digital customize their learning experiences. Using a
technologies at the personal level with their descriptive method, a summary statistic that

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Research Article

quantitatively describes and summarizes features from in utilization of digital technology could effectively
the collected information can be analyzed (Mann, impact the students’ performance. This result
1995). contradicts Ansayam and Tan (2021) qualitative study
where the findings reported that teachers used few
Participants Digital Instructional Materials for discussion or
lecture, pre discussion, class activity, assessment, as
This study used stratified-random sampling where 3 main references, and as supplementary resources. It
selected private schools participated in this study. indicates that teachers were still utilizing non-digital
From the total number of teachers and students in the 3 technology for instruction while hybrid learning
senior high school participants, 5% margin of error requires utilization of digital technologies (Najar,
was computed separately for the two (2) groups, 2021). Meanwhile, most of the teachers utilized
resulted to 73 teachers and 102 students who became Powerpoint Presentations 4.44 with verbal
the study participants. interpretation moderately utilized.

Instruments of the Study Table 1. Digital Technology Utilized by the Teacher

for Instruction in Hybrid Learning
The instrument of the study is a self - made
questionnaire. This was validated by three experts and
practitioner in the field of hybrid learning and
educational technology.

Ethical Considerations

Adhering to the five (5) basic ethical principles: a)

avoidance of harm, b) avoidance of deception; c)
respect to privacy; d) the practice of confidentiality;
and e) the notion of informed consent, the anonymity
of the participants’ personal information were
carefully treated with confidentiality. Proper consent
was secured to the school administration, teachers and
the students before the conduct of the study.
Participant’s convenient time preference was also
considered. Ethical considerations were observed in Skills of Teachers in using Digital Media for
this study which is also paralleled to the policy and Instruction
guidelines of RA 10173 or the Data Privacy Law of
2012 that protects individuals from unauthorized Table 2 presents the skills of teachers in using digital
processing of personal information that is private, not media for instruction. The mean statistics result 2.04
publicly available; and identifiable, where the identity which described the teachers' skills in using digital
of the individual is apparent either through direct media for instruction as basic user level. It was found
attribution or when put together with other available that the teachers have basic user level skills only in
information. navigation of MS Word, Google Docs, MS Excel,
Google Sheets, Google Slides, MS Powerpoint,
Livestreams application for instruction to facilitate in-
Results person classes and live streams at the same time. Their
skills in setting-up a learning management system, in
Digital Technology Utilized by the Teacher for operating the computer with camera, in checking the
Instruction in Hybrid Learning specifications of laptop/computer to support hybrid
learning and in video editing were also appraised to a
Table 1 presented the mean descriptive statistics on the basic user level only.
utilization of digital technology resources by teachers
for instruction. It can be seen in the results that the It can be seen in the table that items 11 and 13 got the
teachers’ utilization of digital technology resources for same weighted mean of 1.95, the lowest mean scores
instruction rated as 4.10 were verbally interpreted as in the results interpreted as with basic user level only.
moderately utilized in Hybrid Learning Modality, This could be interpreted that teachers are not that
since Cartens (2021) found out that teachers believed

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Research Article

familiar in navigating the different functionalities of Table 3. Problems Encountered by Teachers on the
video editing applications that they are using in use of Technology for Instructions
making ready-made videos to support hybrid learning.
They have also limited knowledge in the production of
their own instructional videos through the use of Video
editing tools to support hybrid learning as manifested
in the mean score of 1.95, interpreted as with basic
user level.

Table 2. Skills of Teachers in using Digital Media for

Instruction

Challenges encountered by the Teachers in

adapting Hybrid Learning Modality

Table 4. Challenges encountered by the Teachers in

adapting Hybrid Learning Modality

Problems Encountered by Teachers on the use of

Technology for Instructions

Table 3 could be interpreted that teachers are lacking

of training on technology-enabled learning, lacking of
technical support in school, lacking of support,
maintenance and repair ICTs, lacking of institutional
policy for Technology-Enabled Learning, lacking of
professional prestige, lacking of incentives to use Table 4 presents the challenges encountered by the
Technology Enabled Learning, lacking of credit
Teachers in adapting Hybrid Learning Modality.
towards promotion, intimidated by technology,
Among the 10 challenges met by teachers, Internet
concerned about security issues on the Internet,
Connection got the highest mean score of 4.21, with
inadequate availability of hardware and software, poor
Internet access and networking in school, lacking of Strongly Agree interpretation. Item 10, “Students'
time to develop e-courses, lacking of instructional capacity to afford digital technology for instruction” is
design to support for Technology-Enabled Learning, the second highest among the other challenges
and the school has no role models to follow.

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Research Article

Table 5. Challenges encountered by the Students in

encountered by teachers with a computed mean score Adapting Hybrid Learning Modality
of 4.15, interpreted as Strongly Agree. This means that
the teachers have difficulties in connecting with the
internet for an efficient implementation of hybrid
learning modality. Teachers are also concerned with
the capability of students to avail or afford to buy
mobile devices like cell phones/Tablets and personal
computers (PC). Most of the students also have
difficulties in connecting with the internet.

Challenges encountered by the Students in

Adapting Hybrid Learning Modality

Table 5 presents the challenges encountered by the

Students in adapting Hybrid Learning Modality.
Discussion
Among the 8 challenges met by students, Capacity to
afford digital technology for learning got the highest
With the data presentedit was found out that teachers
mean score of 4.86, with Strongly Agree
are moderately utilizing digital technology for
interpretation. This indicated support on Flores (2021)
instruction. Most of the teachers utilized Powerpoint
4 out of 10 Filipino Students lack distance learning Presentations and that the skills of teachers in using
technology. This result revealed that students are low digital media for instruction were found at the basic
in economic status and limited resources to avail user level. This indicates that teachers should attend
digital technology for learning. Delfino (2019) training to enhance their skills in utilizing digital
emphasized the significance of students’ personal technology in support for hybrid learning modality.
dedication to learning. However, the data above Most of the teachers were lacking training on
Technology-Enabled Learning.
indicated that the second to the highest challenges of
students in adapting Hybrid learning Modality was the
Conclusion
personal dedication to adapt hybrid learning modality
with the mean score of 4.72 as strongly agreed.
The researcher conclude that the internet connection
was the highest mean score in terms of challenge
Third to the highest was the financial capacity to encountered by the teachers in adapting Hybrid
afford attending hybrid learning modality with the Learning Modality. Among the 8 challenges met by
mean score of 4.70 as strongly agreed. This agrees students, Capacity to afford digital technology for
with Brillembourg (2023), that students are struggling learning got the highest mean. This concludes that
to manage their finances to attend classes of Hybrid teachers are not that familiar with the other available
Learning Modality. Items 4 and 8 have the same mean digital technology for classroom instruction and
score of 4.60 as strongly agree on the poor teachers' learning to adapt hybrid learning modality and be able
to completely transform classroom practices through
feedback on activities submitted and navigation on
technology, however, an intervention program was
digital technologies for learning. Students rated also proposed to address the challenges and low skills in
agree on difficulties of internet connection, poor utilizing digital technology for learning.
specifications of laptop/PC, and Time Management. A
proposed intervention program may be implemented to For the recommendations, teachers must explore using
further capacitate teachers on the use of technology other digital media for instruction to efficiently deliver
quality instruction as complementary to Hybrid
and digital media in todays’ classroom and students to
Learning. The school must support the skills
cope up with challenges in adapting Hybrid Learning
enhancement of the teachers in utilizing digital
Modality. technology for teaching and learning by providing a
capacity building for teachers on navigating the MS
Office, Google Suites, Video Making, Learning

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Research Article

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Affiliations and Corresponding Information

Jaymar D. Arago, LPT

Richwell Colleges Incorporated – Philippines
Dr. Eunice B. Custodio
Bulacan State University – Philippines

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