Action Research in Stat - Results - and - Discussion

MARIKINA POLYTECHNIC COLLEGE
Shoe Ave. cor. Mayor Chayungco St., Sta. Elena Marikina City
GRADUATE SCHOOL
RESULTS AND DISCUSSION
This section discusses the results and interpretation of the gathered data
after the administration of the survey questionnaire to the teacher-respondents.
This section is divided into three parts and summarized as follows:
A. Profile of the Teacher-Respondents
Table 1
Frequency, Percentage, and Rank of the Teacher-Respondents
in Terms of Gender
Table 1 revealed the profile of the teacher-respondents in terms of gender.
Obviously, 88% or 22 out of 25 teacher-respondents are female. On the other
hand, 8% or 2 are male, while 4% or only one respondent preferred not to
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disclose his/her gender. This only supports the fact that majority of teachers are
in the female populace.
Table 2
in Terms of Age
Table 2 revealed the profile of the teacher-respondents in terms of age. It
is revealed that six (6) or 24% out of 25 teachers belonged to age groups of 26-
30 and 46-50 years old. On the other hand, five (5) or 20% belonged to 36-40
age group; 3 or 12% from ages 31-35; 2 or 8% from age groups 41-45 and 51-
55; while 1 or 4% of the respondent belonged to over 55 age group. This means
that the teacher-respondents in this study came from various generations and
might differ in their perceptions toward Distance Blended Learning (DBL).
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Table 3
in Terms of the Number of Years in Service
Table 3 revealed the profile of the teacher-respondents in terms of years
in service. It is revealed that 9 (9) or 36% out of 25 teachers had been teaching
from 0-5 years. On the other hand, five (5) or 20% had been teaching for 11-15
years; 4 or 16% have 6-10 years in service; while 3 or 12% have 21-25 and over
30 years of service in the teaching profession. Only 1 or 4% of the teacher-
respondents had 16-20 years of service. This means that the majority of the
teacher-respondents in this study were newly-hired teachers and still under the
mentorship of the school head, master teachers and other tenured teachers.
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Table 4
in Terms of Highest Degree Obtained
Table 4 revealed the profile of the teacher-respondents in terms of years
in service. It is revealed that twenty-one (21) or 84% out of 25 teachers were
Bachelor’s Degree holder. On the other hand, four (4) or 16% were Master’s
Degree holder. This means that the majority of the teacher-respondents in this
study were still equipped with the learnings they had in college and still being
updated with the current pedagogical methods through LAC Sessions, In-Service
Trainings and other seminars and trainings.
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B. Perception of Teachers on Distance Blended Learning Tools in Terms of
Gender
Table 5 shows the test of Independence or correlation of teachers’ gender to
their perception in terms of Distance learning tools.
Table 5.1
Test of Correlation of Gender to the Perception of Teachers that Distance
Learning Tools Will Increase the Effectiveness of Instruction
Agreement Female Male Prefer not to say TOTAL

Strongly Agree (4) 2 1 0 3
Agree (3) 15 0 1 16
Disagree (2) 5 1 0 6
Strongly Disagree (3) 0 0 0 0
TOTAL 22 2 1 25
Test df Computed Tabular Decision Verbal
value value Interpretatio
n
Chi- 6 6.92 12.59 Retain Ho Not significant
square
Table 5.1 revealed that there is no significant correlation between the
respondents’ gender and their perception that distance learning tools will
increase the effectiveness of instruction. The perception of teachers that distance
learning tools will increase the effectiveness of instruction is not dependent on
the teacher-respondents’ gender.
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Table 5.2
Learning Tools Will Increase the Efficiency of Identifying At-risk Students

Agree (3) 15 1 1 17
TOTAL 22 2 1 25
n
square
Table 5.2 shows that there is no significant correlation between the
increase the efficiency of identifying at-risk students. The teacher’s gender is
independent and has nothing to do with the teachers’ perception that distance
learning tools will increase the efficiency of identifying at-risk students.
Table 5.3
Learning Tools Will Have a Positive Impact on High Achieving Students
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Strongly agree (4) 2 1 0 3
Agree (3) 15 1 1 17
Strongly disagree (3) 0 0 0 0
TOTAL 22 2 1 25
n
square
respondents’ gender and their perception that distance learning tools will have a
positive impact on high achieving students.
Table 5.4
Learning Tools Will Not Change the Instructional Strategies of the Lessons

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Agree (3) 11 0 1 12
Disagree (2) 9 1 0 10
TOTAL 22 2 1 25
n
square
respondents’ gender and their perception that distance learning tools will not
change the instructional strategies of the lessons. Whether the teacher is male or
female, it has nothing to do with their perception that distance learning tools will
not change the instructional strategies of the lesson.
Table 5.5
Test of Correlation of Gender to the Perception of Teachers that Students
Will Be Comfortable Using Various Distance Learning Tools Like Self-
Learning Modules (SLMs), TV and Radio-Based Instruction, and Online
Learning Tools

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Agree (3) 13 1 1 15
TOTAL 22 2 1 25
n
square
respondents’ gender and their perception that students will be comfortable using
various distance learning tools like self-learning modules, TV and radio-based
instruction and online learning tools.
Table 5.6
Learning Tools Will Increase Instructional Preparation Time

Agree (3) 17 1 1 19
TOTAL 22 2 1 25
n
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square
increase instructional preparation time.
Table 5.7
Learning Tools Will Have a Positive Impact on Lower Achieving Students

Agree (3) 14 0 1 15
TOTAL 22 2 1 25
n
square
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respondents’ gender and their perception that distance learning tools will have a
positive impact on lower achieving students.
Table 5.8
Learning Tools Will Increase Student Technology Literacy

Agree (3) 13 0 1 14
TOTAL 22 2 1 25

n
square
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increase student technology literacy.
Table 5.9
Test of Correlation of Gender to the Perception of Teachers that It Will Be
Difficult for Many Students to Grasp The New Learning Modalities

Agree (3) 14 0 1 15
TOTAL 22 2 1 25
n
square
respondents’ gender and their perception that it will be difficult for many students
to grasp the new learning modalities.
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Table 5.10
Blended Learning Modalities Are Not as Effective as Traditional Classroom
Instruction

Agree (3) 16 0 1 15
TOTAL 22 2 1 25
n
Chi- 6 18.41 12.59 Reject Ho, significant
square
Accept Ha
Table 5.10 shows that there is a significant correlation between the
respondents’ gender and their perception that distance blended learning
modalities are not as effective as traditional classroom instruction. It implies that
their perception that distance blended learning modalities are not as effective as
traditional classroom instruction depends on what their gender is.
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Table 5.11
Test of correlation of gender to the perception of teachers that students
will need training to be able to use the distance learning tools successfully

Agree (3) 14 0 1 15
TOTAL 22 2 1 25
n
Chi- 6 13.48 12.59 Reject Ho, significant
square
Accept Ha
respondents’ gender and their perception that students will need training to be
able to use the distance learning tools successfully. It implies that teacher’s
perception that students will need training to be able to use the distance learning
tools is dependent to the teacher’s gender.
Table 5.12
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Test of correlation of gender to the perception of teachers that distance
learning tools will be successful in providing support/practical for newly
learned skills

Agree (3) 14 1 1 16
TOTAL 22 2 1 25
n
Chi- 6 2.62 12.59 Retain Ho, Not
square
significant
respondents’ gender and their perception that distance learning tools will be
successful in providing support/practice for newly learned skills.
Table 5.13
Test of correlation of gender to the perception of teachers that distance
learning tools will be useful for teaching new skills
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Agree (3) 14 0 1 15
TOTAL 22 2 1 25
n
square
significant
respondents’ gender and their perception that distance learning tools will be
useful for teaching new skills.
Table 5.14
Test of correlation of gender to the perception of teachers that teachers
welcome technological and pedagogical change to increase student
achievement

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Agree (3) 17 0 0 17
TOTAL 22 2 1 25
n
square
significant
respondents’ gender and their perception that teachers welcome technological
and pedagogical change to increase student achievement.
Table 5.15
feel comfortable about the implementation of distance blended learning
modalities

Agree (3) 11 2 0 13
TOTAL 22 2 1 25
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n
square
significant
respondents’ gender and their perception that teachers feel comfortable about
the implementation of the distance blended learning modalities.
By examining at all of the tables presented, it shows that teachers’
perception in terms of Distance blended learning tools is not dependent or have
no relationship with the teacher-respondents’ gender.
C. Perception of Teachers on Distance Blended Learning Tools in Terms
of Age
Table 6 shows the test of Independence or correlation of teachers’ age to
Table 6.1
Test of correlation of age to the perception of teachers that Distance
learning tools will increase the effectiveness instruction
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Agreement Under 26-30 31- 36- 41- 46- 51- Over TOTAL
25 35 40 45 50 55 55
Strongly
Agree (4) - - 1 - 2 - - 3
Agree (3) 5 2 3 2 3 1 1 17
Strongly
Disagree (2) 1 1 2 1 5
Disagree (1) - - - - - - - -
TOTAL 6 3 6 2 6 1 1 25
Test df Compute Critical Decision Verbal

d Value Value/Tabula Interpretatio
r Value n
Chi-square 21 11.45 32.671 Retained Not significant
Test of Ho
Independenc
e
Table 6.1 revealed that there is no significant correlation between the
respondents’ age and their perception that Distance learning tools will increase
the effectiveness of instruction. It implies that the perception of teachers that
distance learning tools will increase the effectiveness of instruction is not
dependent to respondents’ age.
Table 6.2
learning tools will increase the efficiency of identifying at-risk students
25 35 40 45 50 55 55
Strongly
Agree (4) 1 2 3
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Agree (3)
4 2 3 2 3 1 1 16
Strongly
Disagree (2) 1 1 2 2 6
Disagree (1)
TOTAL 5 3 6 2 7 1 1 25
TEST df Compute Critical Decision Verbal

r Value n
Test of Ho
Independenc
e
the efficiency of identifying at-risk students. It implies that the perception of
teachers that that Distance learning tools will increase the efficiency of identifying
at-risk students is not dependent to respondents’ age.
Table 6.3
learning tools will have a positive impact on high achieving students.
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25 35 40 45 50 55 55
Strongly
Agree (4) 1 2 3
Agree (3) 3 2 4 2 3 1 1 16
Strongly
1
Disagree (1)
TOTAL
5 3 6 2 7 1 1 25

r Value n
Test of Ho
Independenc
e
respondents’ age and their perception that Distance learning tools will have a
positive impact on high achieving students. It implies that the perception of
teachers that Distance learning tools will have a positive impact on high
achieving students is not dependent to respondents’ age.
Table 6.4
learning tools will not change the instructional strategies of lessons
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25 35 40 45 50 55 55
Strongly
Agree (4) 1 2 3
Agree (3)
2 2 2 1 2 1 1 11
Strongly
Disagree (2) 3 1 3 3 11
Disagree (1)
TOTAL
5 3 6 2 7 1 1 25

r Value n
Test of Ho
Independenc
e
respondents’ age and their perception that Distance learning tools will not
change the instructional strategies of lessons. It implies that the perception of
teachers that Distance learning tools will not change the instructional strategies
of lessons is not dependent to respondents’ age.
Table 6.5
Test of correlation of age to the perception of teachers that Students will be
comfortable using Various distance learning tools like Self-Learning
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Modules (SLMs), TV and Radio-Based Instruction, and Online learning
tools.
25 35 40 45 50 55 55
Strongly
Agree (4) 1 1 3 5
Agree (3)
2 1 4 1 1 1 1 11
Strongly
Disagree (2) 2 2 1 1 3
Disagree (1)
TOTAL
5 3 6 2 7 1 1 25

r Value n
Test of Ho
Independenc
e
respondents’ age and their perception that Students will be comfortable using
Various distance learning tools like Self-Learning Modules (SLMs), TV and
Radio-Based Instruction, and Online learning tools. It implies that the perception
of teachers that Students will be comfortable using various distance learning
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tools like Self-Learning Modules (SLMs), TV and Radio-Based Instruction, and
Online learning tools is not dependent to respondents’ age.
Table 6.6
learning tools will increase instructional preparation time
25 35 40 45 50 55 55
Strongly
Agree (4) 1 1 1 3
Agree (3)
4 1 5 2 1 1 1 15
Strongly
Disagree (1)
TOTAL
5 3 6 2 7 1 1 25

r Value n
Test of Ho
Independenc
e
instructional preparation time. It implies that the perception of teachers that
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Distance learning tools will increase instructional preparation time is not
Table 6.7
learning tools will have a positive impact on lower achieving students
25 35 40 45 50 55 55
Strongly
Agree (4) 1 1 1 3
Agree (3)
4 1 5 2 1 1 1 15
Strongly
Disagree (1)
TOTAL
5 3 6 2 7 1 1 25

r Value n
Test of Ho
Independenc
e
respondents’ age and their perception that Distance learning tools will have a
positive impact on lower achieving students. It implies that the perception of
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teachers that Distance learning tools will have a positive impact on lower
achieving students is not dependent to respondents’ age.
Table 6.8
learning tools will increase student technology literacy
25 35 40 45 50 55 55
Strongly
Agree (4) 1 1 1 5 8
Agree (3)
3 4 2 1 1 11
Strongly
Disagree (2)
1 2 1 2 6
Disagree (1)
TOTAL
5 3 6 2 7 1 1 25

r Value n
Test of Ho
Independenc
e
Table 6.8 Shows that there is no significant correlation between the
student technology literacy. It implies that the perception of teachers that
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Distance learning tools will increase student technology literacy is not dependent
to respondents’ age.
Table 6.9
Test of correlation of age to the perception of teachers that it will be
difficult for many students to grasp the new learning modalities
25 35 40 45 50 55 55
Strongly
Agree (4) 1 3 4 8
Agree (3)
4 1 2 2 2 1 1 13
Strongly
Disagree (2) 1 1 1 1 4
Disagree (1)
TOTAL
5 3 6 2 7 1 1 25

r Value n
Test of Ho
Independenc
e
respondents’ age and their perception that it will be difficult for many students to
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grasp the new learning modalities. It implies that the perception of teachers that it
will be difficult for many students to grasp the new learning modalities is not
Table 6.10
blended learning modalities are not as effective as traditional classroom
instruction
25 35 40 45 50 55 55
Strongly
Agree (4) 1 3 4 8
Agree (3) 5 1 3 2 1 1 13
Strongly
Disagree (2) 1 3 4
Disagree (1)
TOTAL 5 3 6 2 7 1 1 25

r Value n
Test of Ho
Independenc
e
respondents’ age and their perception that Distance blended learning modalities
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are not as effective as traditional classroom instruction. It implies that the
perception of teachers that Distance blended learning modalities are not as
effective as traditional classroom instruction is not dependent to respondents’
age.
Table 6.11
Test of correlation of age to the perception of teachers that Students will
need training to be able to use the distance learning tools successfully
25 35 40 45 50 55 55
Strongly
Agree (4) 2 1 4 4 11
Agree (3)
3 1 2 2 1 1 10
Strongly
Disagree (2) 1 3 4
Disagree (1)
TOTAL
5 3 6 2 7 1 1 25

r Value n
Test of Ho
Independenc
e
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respondents’ age and their perception that Students will need training to be able
to use the distance learning tools successfully. It implies that the perception of
teachers that Students will need training to be able to use the distance learning
tools successfully is not dependent to respondents’ age.
Table 6.12
learning tools will be successful in providing support/practice for newly
learned skills
25 35 40 45 50 55 55
Strongly
Agree (4) 1 1 3 2 7
Agree (3) 3 1 2 1 2 1 1 11
Strongly
Disagree (2) 1 1 1 1 3 7
Disagree (1)
TOTAL 5 3 6 2 7 1 1 25

r Value n
Test of Ho
Independenc
e
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respondents’ age and their perception that distance learning tools will be
successful in providing support/practice for newly learned skills. It implies that the
perception of teachers that Distance learning tools will be successful in providing
support/practice for newly learned skills is not dependent to respondents’ age.
Table 6.13
learning tools will be useful for teaching new skills
25 35 40 45 50 55 55
Strongly
Agree (4) 2 1 3 6
Agree (3)
4 2 3 1 1 1 1 14
Strongly
Disagree (1)
TOTAL
6 3 6 2 6 1 1 25

r Value n
Test of Ho
Independenc
e
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respondents’ age and their perception that Distance learning tools will be useful
for teaching new skills. It implies that the perception of teachers that Distance
learning tools will be useful for teaching new skills is not dependent to
respondents’ age.
Table 6.14
Test of correlation of age to the perception of teachers that Teachers
achievement.
25 35 40 45 50 55 55
Strongly
Agree (4) 1 2 2 5
Agree (3)
5 2 3 2 2 1 1 16
Strongly
Disagree (1)
TOTAL
6 3 6 2 6 1 1 25

r Value n
Test of Ho
Independenc
e
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respondents’ age and their perception that teachers welcome technological and
pedagogical change to increase student achievement. It implies that the
perception of teachers that teachers welcome technological and pedagogical
change to increase student achievement is not dependent to respondents’ age.
Table 6.15
Test of correlation of highest degree attainment to the perception of
teachers that they feel comfortable about the implementation of the
distance blended learning modalities
25 35 40 45 50 55 55
Strongly
Agree (4) 1 1 2
Agree (3) 2 2 2 2 1 1 10
Strongly
Disagree (2) 4 1 3 3 1 12
Disagree (1) 1
TOTAL
6 3 6 2 6 1 1 25

r Value n
Test of Ho
Independenc
e
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respondents’ age and their perception that they feel comfortable about the
implementation of the distance blended learning modalities. It implies that the
perception of teachers that they feel comfortable about the implementation of the
distance blended learning modalities is not dependent to respondents’ age.
Based on all the tables presented, they showed that teachers’ perceptions
in terms of Distance blended learning tools are not dependent or have no
relationship with the teacher-respondents’ age.
D. Perception of Teachers on Distance Blended Learning Tools in Terms
of Years in Service
Table 7.1
Test of correlation of number of years in service to the perception of
teachers that Distance learning tools will increase the effectiveness
instruction
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Agreement Number of Years in Service Total

0-5 6-10 11-15 16-20 21-25 26-30 Over
30
Strongly Agree 1 0 1 0 1 0 0 3
(4)
Agree (3) 6 3 2 1 1 0 3 16
Disagree (2) 2 1 2 0 1 0 0 6
Strongly 0 0 0 0 0 0 0 0
Disagree (1)
Total 9 4 5 1 3 0 3 25
TEST df Computed Critical Decision Verbal

Value Value/Tabula Interpretatio
r Value n
Chi-square 18 5.77 28.86 Retain Not significant
Test of Ho
Independenc
e
respondents’ number of years in service and their perception that Distance
learning tools will increase the effectiveness of instruction. It implies that the
perception of teachers that distance learning tools will increase the effectiveness
of instruction is not dependent to respondents’ number of years in service.
Table 7.2

0-5 6-10 11-15 16-20 21-25 26-30 Over
30
Strongly agree
1 0 1 0 1 0 0 3
(4)
Agree (3)
6 2 3 1 1 0 3 16
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Disagree (2)
2 2 1 0 1 0 0 6
Strongly
0 0 0 0 0 0 0 0
Disagree (1)
Total
9 4 5 1 3 0 3 25
teachers that Distance learning tools will increase the efficiency of
identifying at-risk students

r Value n
Test of Ho
Independenc
e
learning tools will increase the efficiency of identifying at-risk students. It implies
that the perception of teachers that that Distance learning tools will increase the
efficiency of identifying at-risk students is not dependent to respondents’ number
of years in service.
Table 7.3
achieving students

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0-5 6-10 11-15 16-20 21-25 26-30 Over

30
Strongly agree
1 0 1 0 1 0 0 3
(4)
Agree (3)
5 3 4 1 1 0 3 17
Disagree (2) 3 1 0 0 1 0 0 5
Strongly
0 0 0 0 0 0 0 0
Disagree (1)
Total 9 4 5 1 3 0 3 25

r Value n
Test of Ho
Independenc
e
respondents’ number of years in service and their perception that distance
learning tools will have a positive impact on high achieving students. It implies
that the perception of teachers that distance learning tools will have a positive
impact on high achieving students is not dependent to number of years in
service.
Table 7.4
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teachers that Distance learning tools will not change the instructional
strategies of lessons

0-5 6-10 11-15 16-20 21-25 26-30 Over
30
Strongly agree 1 0 1 0 1 0 0 3
(4)
Agree (3) 6 2 0 1 1 0 3 13
Disagree (2) 2 2 4 0 1 0 0 9
Strongly 0 0 0 0 0 0 0 0
Disagree (1)
Total 9 4 5 1 3 0 3 25

r Value n
Test of Ho
Independenc
e
learning tools will not change the instructional strategies of lessons. It implies that
the perception of teachers that Distance learning tools will not change the
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instructional strategies of lessons is not dependent to respondents’ number of
years in service.
Table 7.5
teachers that Students will be comfortable using Various distance learning
tools like Self-Learning Modules (SLMs), TV and Radio-Based Instruction,
and Online learning tools

0-5 6-10 11-15 16-20 21-25 26-30 Over
30
(4)
Agree (3) 5 2 2 1 2 0 3 15
Disagree (2) 2 2 2 0 1 0 0 7
Strongly 0 0 0 0 0 0 0 0
Disagree (1)
Total 9 4 5 1 3 0 3 25

r Value n
Test of Ho
Independenc
e
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respondents’ number of years in service their perception that Students will be
comfortable using Various distance learning tools like Self-Learning Modules
(SLMs), TV and Radio-Based Instruction, and Online learning tools. It implies
that the perception of teachers that Students will be comfortable using various
distance learning tools like Self-Learning Modules (SLMs), TV and Radio-Based
Instruction, and Online learning tools is not dependent to respondents’ number of
years in service.
Table 7.6

0-5 6-10 11-15 16-20 21-25 26-30 Over
30
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(4)
Agree (3) 7 4 3 1 1 0 3 19
Disagree (2) 1 0 0 0 0 0 0 1
Strongly 0 0 0 0 0 0 0 0
Disagree (1)
Total 9 4 5 1 3 0 3 25
teachers that Distance learning tools will increase instructional preparation
time

r Value n
Test of Ho
Independenc
e
learning tools will increase instructional preparation time. It implies that the
perception of teachers that Distance learning tools will increase instructional
preparation time is not dependent to respondents’ number of years in service.
Table 7.7
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achieving students

0-5 6-10 11-15 16-20 21-25 26-30 Over
30
(4)
Agree (3) 4 3 1 1 1 0 3 13
Disagree (2) 4 1 3 0 0 0 0 8
Strongly 0 0 0 0 1 0 0 1
Disagree (1)
Total 9 4 5 1 3 0 3 25

Value Value/ Interpretatio
Tabular n
Value
Chi-square 18 17.12 28.86 Retain Ho Not significant
Test of
Independenc
e
Table 7.7 shows that there is no significant correlation between the respondents’
number of years in service and their perception that Distance learning tools will
have a positive impact on lower achieving students. It implies that the perception
of teachers that Distance learning tools will have a positive impact on lower
achieving students is not dependent to respondents’ number of years in service.
Table 7.8
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teachers that Distance learning tools will increase student technology
literacy

0-5 6-10 11-15 16-20 21-25 26-30 Over
30
Strongly agree
2 0 2 0 2 0 0 6
(4)
Agree (3) 4 2 2 1 1 0 3 13
Disagree (2) 3 2 1 0 0 0 0 6
Strongly
0 0 0 0 0 0 0 0
Disagree (1)
Total 9 4 5 1 3 0 3 25

r Value n
Test of Ho
Independenc
e
learning tools will increase student technology literacy. It implies that the
perception of teachers that Distance learning tools will increase student
technology literacy is not dependent to respondents’ number of years in service.
Table 7.9
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teachers that it will be difficult for many students to grasp the new learning
modalities

0-5 6-10 11-15 16-20 21-25 26-30 Over
30
(4)
Agree (3) 4 2 4 1 2 0 3 16
Disagree (2) 3 0 0 0 0 0 0 3
Strongly 0 0 0 0 0 0 0 0
Disagree (1)
Total 9 4 5 1 3 0 3 25

r Value n
Test of Ho
Independenc
e
respondents’ number of years in service and their perception that it will be
difficult for many students to grasp the new learning modalities. It implies that the
perception of teachers that it will be difficult for many students to grasp the new
learning modalities is not dependent to respondents’ number of years in service.
Table 7.10
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teachers that Distance blended learning modalities are not as effective as
traditional classroom instruction

0-5 6-10 11-15 16-20 21-25 26-30 Over
30
(4)
Agree (3) 5 2 3 0 2 0 3 16
Disagree (2) 2 0 1 1 0 0 0 3
Strongly 0 0 0 0 0 0 0 0
Disagree (1)
Total 9 4 5 1 3 0 3 25

r Value n
Test of Ho
Independenc
e
instruction. It implies that the perception of teachers that Distance blended
learning modalities are not as effective as traditional classroom instruction is not
dependent to respondents’ number of years in service.
Table 7.11
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teachers that Students will need training to be able to use the distance
learning tools successfully

0-5 6-10 11-15 16-20 21-25 26-30 Over
30
(4)
Agree (3) 4 2 3 0 1 0 3 13
Disagree (2) 1 0 1 1 0 0 0 3
Strongly 0 0 0 0 0 0 0 0
Disagree (1)
Total 9 4 5 1 3 0 3 25

r Value n
Test of Ho
Independenc
e
respondents’ number of years in service and their perception that Students will
need training to be able to use the distance learning tools successfully. It implies
that the perception of teachers that Students will need training to be able to use
the distance learning tools successfully is not dependent to respondents’ number
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Table 7.12
Test of correlation of number of years in service of teachers that Distance
learning tools will be successful in providing support/practice for newly
learned skills

0-5 6-10 11-15 16-20 21-25 26-30 Over
30
(4)
Agree (3) 3 3 2 0 2 0 3 13
Disagree (2) 2 1 2 1 0 0 0 6
Strongly 0 0 0 0 0 0 0 0
Disagree (1)
Total 9 4 5 1 3 0 3 25

r Value n
Test of Ho
Independenc
e
learning tools will be successful in providing support/practice for newly learned
skills. It implies that the perception of teachers that Distance learning tools will be
successful in providing support/practice for newly learned skills is not dependent
to respondents’ number of years in service.
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Table 7.13
teachers that Distance learning tools will be useful for teaching new skills

0-5 6-10 11-15 16-20 21-25 26-30 Over
30
(4)
Agree (3) 6 2 2 1 1 0 3 15
1 1 2 0 0 0 0 4
Disagree (2)
Strongly 0 0 0 0 0 0 0 0
Disagree (1)
Total 9 4 5 1 3 0 3 25

r Value n
Test of Ho
Independenc
e
learning tools will be useful for teaching new skills. It implies that the perception
of teachers that Distance learning tools will be useful for teaching new skills is
not dependent to respondents’ number of years in service.
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GRADUATE SCHOOL
Table 7.14
Test of correlation of the number of years in service of teachers that
Teachers welcome technological and pedagogical change to increase
student achievement

0-5 6-10 11-15 16-20 21-25 26-30 Over
30
(4)
Agree (3) 7 3 4 1 1 0 3 19
Disagree (2) 0 0 0 0 1 0 0 1
Strongly 0 0 0 0 0 0 0 0
Disagree (1)
Total 9 4 5 1 3 0 3 25

r Value n
Chi-square 18 9.50 28.86
Retain Not significant
Test of Ho
Independenc
e
respondents’ number of years in service and their perception that Teachers
achievement. It implies that the perception of teachers that Teachers welcome
technological and pedagogical change to increase student achievement is not
Table 7.15
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GRADUATE SCHOOL
Test of correlation of the number of years in service of teachers that they
feel comfortable about the implementation of the distance blended learning
modalities

0-5 6-10 11-15 16-20 21-25 26-30 Over
30
(4)
Agree (3) 5 2 3 0 1 0 2 13
Disagree (2) 3 2 1 1 1 0 1 9
Strongly 0 0 0 0 1 0 0 1
Disagree (1)
Total 9 4 5 1 3 0 3 25

r Value n
Test of Ho
Independenc
e
respondents’ number of years in service and their perception that they feel
comfortable about the implementation of the distance blended learning
modalities. It implies that the perception of teachers that they feel comfortable
about the implementation of the distance blended learning modalities is not
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GRADUATE SCHOOL
Based on all the tables presented, they showed that teachers’ perceptions
in terms of Distance blended learning tools are not dependent or have no
relationship with the teacher-respondents’ number of years in service.
E. Perception of Teachers on Distance Blended Learning Tools in Terms
of Highest Degree Obtained
Table 8.1
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teachers that Distance learning tools will increase the effectiveness
instruction
Agreement Bachelor’s Master’s Doctorate TOTAL

Degree Degree Degree
Strongly Agree
1 2 0 3
(4)
Agree (3) 15 1 0 16
Strongly
6 0 0 6
Disagree (2)
TOTAL
22 3 0 25

r Value n
Test of Ho
Independenc
e
respondents’ highest degree of attainment and their perception that Distance
learning tools will increase the effectiveness of instruction. It implies that the
perception of teachers that distance learning tools will increase the effectiveness
of instruction is not dependent to respondents’ highest degree attainment.
Table 8.2
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teachers that Distance learning tools will increase the efficiency of
identifying at-risk students

Strongly Agree
1 2 0 3
(4)
Agree (3) 18 1 0 19
Strongly
3 0 0 3
Disagree (2)
TOTAL 22 3 0 25

r Value n
Test of Ho
Independenc
e
learning tools will increase the efficiency of identifying at-risk students. It implies
that the perception of teachers that that Distance learning tools will increase the
efficiency of identifying at-risk students is not dependent to respondents’ highest
degree attainment.
Table 8.3
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achieving students

Strongly Agree 1 2 0 3
(4)
Agree (3) 18 1 0 19
Strongly 3 0 0 3
Disagree (2)
TOTAL 22 3 0 25

r Value n
Test of Ho
Independenc
e
learning tools will have a positive impact on high achieving students. It implies
that the perception of teachers that Distance learning tools will have a positive
impact on high achieving students is not dependent to respondents’ highest
degree attainment.
Table 8.4
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teachers that Distance learning tools will not change the instructional
strategies of lessons

(4)
Agree (3) 15 1 0 16
Strongly 6 0 0 6
Disagree (2)
TOTAL 22 3 0 25

r Value n
Test of Ho
Independenc
e
learning tools will not change the instructional strategies of lessons. It implies that
the perception of teachers that Distance learning tools will not change the
instructional strategies of lessons is not dependent to respondents’ highest
degree attainment.
Table 8.5
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teachers that Students will be comfortable using Various distance learning
tools like Self-Learning Modules (SLMs), TV and Radio-Based Instruction,
and Online learning tools

(4)
Agree (3) 17 2 0 19
Strongly 3 0 0 3
Disagree (2)
TOTAL 22 3 0 25

r Value n
Test of Ho
Independenc
e
respondents’ highest degree of attainment and their perception that Students will
be comfortable using Various distance learning tools like Self-Learning Modules
(SLMs), TV and Radio-Based Instruction, and Online learning tools. It implies
that the perception of teachers that Students will be comfortable using various
distance learning tools like Self-Learning Modules (SLMs), TV and Radio-Based
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GRADUATE SCHOOL
Instruction, and Online learning tools is not dependent to respondents’ highest
degree attainment.
Table 8.6
teachers that Distance learning tools will increase instructional preparation
time

(4)
Agree (3) 18 1 0 19
Strongly 1 0 0 1
Disagree (2)
TOTAL 22 3 0 25

r Value n
Test of Ho
Independenc
e
learning tools will increase instructional preparation time. It implies that the
perception of teachers that Distance learning tools will increase instructional
preparation time is not dependent to respondents’ highest degree attainment.
57
GRADUATE SCHOOL
Table 8.7
achieving students

(4)
Agree (3) 14 1 0 15
Strongly 6 0 0 6
Disagree (2)
TOTAL 22 3 0 25

r Value n
Test of Ho
Independenc
e
learning tools will have a positive impact on lower achieving students. It implies
that the perception of teachers that Distance learning tools will have a positive
impact on lower achieving students is not dependent to respondents’ highest
degree attainment.
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GRADUATE SCHOOL
Table 8.8
teachers that Distance learning tools will increase student technology
literacy

(4)
Agree (3) 13 1 0 14
Strongly 5 0 0 5
Disagree (2)
TOTAL 22 3 0 25

r Value n
Test of Ho
Independenc
e
learning tools will increase student technology literacy. It implies that the
perception of teachers that Distance learning tools will increase student
technology literacy is not dependent to respondents’ highest degree attainment.
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GRADUATE SCHOOL
Table 8.9
teachers that it will be difficult for many students to grasp the new learning
modalities

(4)
Agree (3) 15 1 0 16
Strongly 2 0 0 2
Disagree (2)
TOTAL 22 3 0 25

r Value n
Test of Ho
Independenc
e
respondents’ highest degree of attainment and their perception that it will be
difficult for many students to grasp the new learning modalities. It implies that the
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GRADUATE SCHOOL
perception of teachers that it will be difficult for many students to grasp the new
learning modalities is not dependent to respondents’ highest degree attainment.
Table 8.10
teachers that Distance blended learning modalities are not as effective as
traditional classroom instruction

Strongly Agree 5 1 6
(4)
Agree (3) 16 1 17
Strongly 1 1 2
Disagree (2)
Disagree (1)
TOTAL 22 3 25

r Value n
Test of Ho
Independenc
e
instruction. It implies that the perception of teachers that Distance blended
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learning modalities are not as effective as traditional classroom instruction is not
dependent to respondents’ highest degree attainment.
Table 8.11
teachers that Students will need training to be able to use the distance
learning tools successfully

(4)
Agree (3) 14 1 0 15
Strongly 1 0 0 1
Disagree (2)
TOTAL 22 3 0 25

r Value n
Test of Ho
Independenc
e
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GRADUATE SCHOOL
respondents’ highest degree obtained and their perception that Students will
need training to be able to use the distance learning tools successfully. It implies
that the perception of teachers that Students will need training to be able to use
the distance learning tools successfully is not dependent to respondents’ highest
degree obtained.
Table 8.12
teachers that Distance learning tools will be successful in providing
support/practice for newly learned skills

(4)
Agree (3) 14 2 0 16
Strongly 4 0 0 4
Disagree (2)
TOTAL 22 3 0 25

r Value n
Test of Ho
Independenc
e
63
GRADUATE SCHOOL
learning tools will be successful in providing support/practice for newly learned
skills. It implies that the perception of teachers that Distance learning tools will be
successful in providing support/practice for newly learned skills is not dependent
to respondents’ highest degree attainment.
Table 8.13
teachers that Distance learning tools will be useful for teaching new skills

(4)
Agree (3) 14 1 0 15
Strongly 4 0 0 4
Disagree (2)
TOTAL 22 3 0 25

r Value n
Test of Ho
Independenc
e
64
GRADUATE SCHOOL
learning tools will be useful for teaching new skills. It implies that the perception
of teachers that Distance learning tools will be useful for teaching new skills is
not dependent to respondents’ highest degree attainment.
Table 8.14
Test of correlation of highest degree obtained to the perception of teachers
that teachers welcome technological and pedagogical change to increase
student achievement

(4)
Agree (3) 18 1 0 19
Strongly 1 0 0 1
Disagree (2)
TOTAL 22 3 0 25

r Value n
Test of Ho
Independenc
e
65
GRADUATE SCHOOL
respondents’ highest degree obtained and their perception that teachers
achievement. It implies that the perception of teachers that teachers welcome
technological and pedagogical change to increase student achievement is not
dependent to respondents’ highest degree obtained.
Table 8.15
Test of correlation of highest degree obtained to the perception of teachers
that they feel comfortable about the implementation of the distance
blended learning modalities

(4)
Agree (3) 12 1 0 13
Strongly 8 1 0 9
Disagree (2)
TOTAL 22 3 0 25

r Value n
Test of Ho
Independenc
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GRADUATE SCHOOL
e
respondents’ highest degree obtained and their perception that they feel
comfortable about the implementation of the distance blended learning
modalities. It implies that the perception of teachers that they feel comfortable
about the implementation of the distance blended learning modalities is not
F. Perception of Teachers on the Implementation Process in Terms of
Gender
Table 9 shows the test of Independence of teachers’ perception in terms
of Implementation process of Distance blended learning to the teacher’s gender.
Table 9.1
Test of correlation of gender to the perception of teachers that the
implementation of distance blended learning modalities will meet teacher
resistance.
Agreement Female Male Prefer not to TOTAL
say
Agree (3) 14 2 1 17
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TOTAL 22 2 1 25
n
square
respondents’ gender and their perception that the implementation of distance
blended learning modalities will meet teacher resistance.
Table 9.2
implementation of distance blended learning modalities will increase
instructional preparation time

Agree (3) 17 2 1 20
TOTAL 22 2 1 25

n
Chi- square 6 2.87 12.59 Retain Ho Not significant
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respondents’ gender and their perception that the implementation of distance
blended learning modalities will increase instructional preparation time.
Table 9.3
promote activities necessary to integrated technological goals to the
simplified curriculum (MELCs).

Agree (3) 19 2 1 22
TOTAL 22 2 1 25

n
square
respondents’ gender and their perception that the teachers promote activities
necessary to integrate technological goals to the simplified curriculum (MELCs).
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GRADUATE SCHOOL
Table 9.4
Test of correlation of gender to the perception of teachers that the faculty
is accepting of the preparation and training required to implement distance

Agree (3) 18 2 1 21
TOTAL 22 2 1 25

n
square
respondents’ gender and their perception that the faculty is accepting of the
preparation and training required to implement distance blended learning
modalities.
Table 9.5
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administration is accepting preparation and training required to implement
distance blended learning modalities

Agree (3) 18 2 1 21
TOTAL 22 2 1 25

n
square
respondents’ gender and their perception that the administration is accepting of
the preparation and training required to implement distance blended learning
modalities.
Table 9.6
Test of correlation of gender to the perception of teachers that teachers are
integral part of the development and implementation of distance blended
learning modalities
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GRADUATE SCHOOL
Agree (3) 19 1 0 20
TOTAL 22 2 1 25

n
Chi- 6 27.72 12.59 Reject Ho, Significant
square
Accept Ha
respondents’ gender and their perception that teachers are integral part of the
development and implementation of distance blended learning modalities. The
teacher’s perception that they are integral part of the development and
implementation has relationship with its gender or this perception is dependent
on what the teacher-respondents’ gender.
Table 9.7
Test of correlation of gender to the perception of teachers that the support
provided from DepEd and other agencies will be sufficient for successful
implementation of distance blended learning modalities

Agree (3) 17 1 1 19
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TOTAL 22 2 1 25

n
square
respondents’ gender and their perception that the support provided from DepEd
and other agencies will be sufficient for successful implementation of distance
blended learning modalities.
Table 9.8
Test of correlation of gender to the perception of teachers that ongoing
professional support is a necessary part of the implementation process

Agree (3) 19 2 1 22
TOTAL 22 2 1 25

n
73
GRADUATE SCHOOL
square
respondents’ gender and their perception that the ongoing professional support is
necessary part of the implementation process.
Table 9.9
Test of correlation of gender to the perception of teachers that the time and
effort invested in blended distance learning will result in increased student
achievement

Agree (3) 16 2 1 19
TOTAL 22 2 1 25

n
square
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GRADUATE SCHOOL
respondents’ gender and their perception that the time and effort invested in
blended distance learning will result in increased student achievement.
Table 9.10
Test of correlation of gender to the perception of teachers that it will be
difficult to provide ongoing professional support for the successful
implementation of distance blended learning

Agree (3) 17 2 0 19
TOTAL 22 2 1 25

n
square
respondents’ gender and their perception that it will be difficult to provide on-
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going professional support for the successful implementation of distance blended
learning.
Table 9.11
Test of correlation of gender to the perception of teachers that teachers are
excited about the opportunity to be part of distance blended learning
implementation

Agree (3) 15 1 0 16
TOTAL 22 2 1 25

n
square
Table 9.11 shows that there is no significant relationship between the
respondents’ gender and their perception that teachers are excited about the
opportunity to be part of the distance blended learning implementation.
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Table 9.12
Test of correlation of gender to the perception of teachers that community
support must be present prior to implementation of distance blended
learning

Agree (3) 17 2 1 20
TOTAL 22 2 1 25

n
square
respondents’ gender and their perception that community support must be
present prior to implementation of distance blended learning.
By looking at the presented tables, most of the teachers’ perception in terms
of implementation process of Distance Blended learning modalities has no
significant correlation with the teacher-respondents’ gender.
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However, the perception that they are an integral part of the development
and implementation of Distance Blended learning modalities has correlation or it
is dependent with the respondent’s gender by having a computed chi-square
value of 27.72 which is greater than the tabular/critical value which is 12.59 at
degrees of freedom equals to 6 and 0.05 level of significance.
G. Perception of Teachers on the Implementation Process in Terms of Age
of Implementation process of Distance blended learning to the teacher’s age.
Table 10.1
Test of correlation of age to the perceptions of teachers that the
resistance
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Agreement AGE TOTAL
Under 26- 31- 36- 41- 46- 51- Over

25 30 35 40 45 50 55 55
Strongly 0 0 0 2 0 0 0 0 2
Agree (4)
Agree (3) 0 4 2 1 2 3 1 1 14
Strongly 0 2 1 3 0 2 0 0 8
Disagree (2)
Disagree (1) 0 0 0 0 0 1 0 0 1
TOTAL 0 6 3 6 2 6 1 1 25

r Value n
Test of Ho
Independenc
e
respondents’ age and their perception that the implementation of distance
blended learning modalities will meet teacher resistance. It implies that the
perception of teachers that the implementation of distance blended learning
modalities will meet teacher resistance is not dependent to respondents’ age.
Table 10.2
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implementation of distance learning modalities will increase their
instructional preparation time
Agreement AGE TOTAL

Under 26- 31- 36- 41- 46- 51- Over
25 30 35 40 45 50 55 55
Strongly 0 0 0 1 0 0 0 0 1
Agree (4)
Agree (3) 0 5 2 2 2 4 1 1 17
Strongly 0 1 1 3 1 0 0 6
Disagree (2)
Disagree (1) 0 0 0 0 0 1 0 0 1
TOTAL 0 6 3 6 2 6 1 1 25

r Value n
Test of Ho
Independenc
e
respondents’ age and their perception that the implementation of distance
learning modalities will increase their instructional preparation time. It implies
that the perception of teachers that the implementation of distance learning
modalities will increase their instructional preparation time is not dependent to
respondents’ age.
Table 10.3
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Test of correlation of age to the perceptions of teachers that the teachers
promote activities necessary to integrate technological goals to the
simplified curriculum (MELCs)
Agreement AGE TOTAL

Under 26- 31- 36- 41- 46- 51- Over
25 30 35 40 45 50 55 55
Strongly 0 0 0 2 0 4 0 0 6
Agree (4)
Agree (3) 0 5 2 3 2 1 1 1 15
Strongly 0 1 1 1 0 1 0 0 4
Disagree (2)
Disagree (1) 0 0 0 0 0 0 0 0 0
TOTAL 0 6 3 6 2 6 1 1 25
TEST d Computed Critical Decisio Verbal

f Value Value/Tabula n Interpretation
r Value
Test of 1 Ho
Independence
respondents’ age and their perception that the teachers promote activities
necessary to integrate technological goals to the simplified curriculum (MELCs).
It implies that the perception of teachers that the teachers promote activities
necessary to integrate technological goals to the simplified curriculum (MELCs) is
not dependent to respondents’ age.
Table 10.4
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GRADUATE SCHOOL
Test of correlation of age to the perceptions of teachers that the faculty is
accepting of the preparation and training required to implement distance
Agreement AGE TOTAL

Under 26- 31- 36- 41- 46- 51- Over
25 30 35 40 45 50 55 55
Strongly 0 0 0 3 0 0 0 0 3
Agree (4)
Agree (3) 0 5 2 2 2 4 1 1 17
Strongly 0 1 1 1 0 1 0 0 4
Disagree (2)
Disagree (1) 0 0 0 0 0 1 0 0 1
TOTAL 0 6 3 6 2 6 1 1 25

r Value n
Test of Ho
Independenc
e
respondents’ age and their perception that the faculty is accepting of the
modalities. It implies that the perception of teachers that the faculty is accepting
of the preparation and training required to implement distance blended learning
modalities is not dependent to respondents’ age.
Table 10.5
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administration is accepting of the preparation and training required to
implement distance blended learning modalities
Agreement AGE TOTAL

Under 26- 31- 36- 41- 46- 51- Over
25 30 35 40 45 50 55 55
Strongly 0 0 0 2 0 1 0 0 3
Agree (4)
Agree (3) 0 5 2 3 2 2 1 1 16
Strongly 0 1 1 1 0 2 0 0 5
Disagree (2)
Disagree (1) 0 0 0 0 0 1 0 0 1
TOTAL 0 6 3 6 2 6 1 1 25

r Value n
Test of Ho
Independenc
e
respondents’ age and their perception that the administration is accepting of the
modalities. It implies that the perception of teachers that the administration is
accepting of the preparation and training required to implement distance blended
learning modalities is not dependent to respondents’ age.
Table 10.6
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GRADUATE SCHOOL
Test of correlation of age to the perceptions of teachers that they are an
integral part of the development and implementation of the distance
Agreement AGE TOTAL

Under 26- 31- 36- 41- 46- 51- Over
25 30 35 40 45 50 55 55
Strongly 0 0 0 2 0 1 0 0 3
Agree (4)
Agree (3) 0 5 2 3 2 2 1 1 16
Strongly 0 1 1 1 0 2 0 0 5
Disagree (2)
Disagree (1) 0 0 0 0 0 1 0 0 1
TOTAL 0 6 3 6 2 6 1 1 25

r Value n
Test of Ho
Independenc
e
respondents’ age and their perception that they are an integral part of the
development and implementation of the distance blended learning modalities. It
implies that the perception of teachers that they are an integral part of the
development and implementation of the distance blended learning modalities is
not dependent to respondents’ age.
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GRADUATE SCHOOL
Table 10.7
Test of correlation of age to the perceptions of teachers that the support
Agreement AGE TOTAL

Under 26- 31- 36- 41- 46- 51- Over
25 30 35 40 45 50 55 55
Strongly 0 0 0 2 0 0 0 0 2
Agree (4)
Agree (3) 0 5 2 3 1 2 1 1 15
Strongly 0 1 1 1 1 3 0 0 7
Disagree (2)
Disagree (1) 0 0 0 0 0 1 0 0 1
TOTAL 0 6 3 6 2 6 1 1 25

r Value n
Test of Ho
Independenc
e
respondents’ age and their perception that the support provided from DepEd and
other agencies will be sufficient for successful implementation of distance
blended learning modalities. It implies that the perception of teachers that the
support provided from DepEd and other agencies will be sufficient for successful
implementation of distance blended learning modalities is not dependent to
respondents’ age.
85
GRADUATE SCHOOL
Table 10.8
Test of correlation of age to the perceptions of teachers that the on-going
professional support is a necessary part of the implementation process
Agreement AGE TOTAL

Under 26- 31- 36- 41- 46- 51- Over
25 30 35 40 45 50 55 55
Strongly 0 1 0 1 0 0 0 0 2
Agree (4)
Agree (3) 0 4 2 4 2 4 1 1 18
Strongly 0 1 1 1 0 1 0 0 4
Disagree (2)
Disagree (1) 0 0 0 0 0 1 0 0 1
TOTAL 0 6 3 6 2 6 1 1 25

r Value n
Test of Ho
Independenc
e
respondents’ age and their perception that the on-going professional support is a
necessary part of the implementation process. It implies that the perception of
teachers that the on-going professional support is a necessary part of the
implementation process is not dependent to respondents’ age.
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GRADUATE SCHOOL
Table 10.9
Agreement AGE TOTAL

Under 26- 31- 36- 41- 46- 51- Over
25 30 35 40 45 50 55 55
Strongly 0 0 0 0 0 0 0 0 0
Agree (4)
Agree (3) 0 4 0 4 2 3 1 1 15
Strongly 0 2 3 2 0 2 0 0 9
Disagree (2)
Disagree (1) 0 0 0 0 0 1 0 0 1
TOTAL 0 6 3 6 2 6 1 1 25
Test of correlation of age to the perceptions of teachers that the time and
achievement

Value Value/Tabular Interpretation
Value
Test of Ho
Independence
respondents’ age and their perception that the time and effort invested in blended
distance learning will result in increased student achievement. It implies that the
perception of teachers that the time and effort invested in blended distance
learning will result in increased student achievement is not dependent to
respondents’ age.
87
GRADUATE SCHOOL
Table 10.10
Test of correlation of age to the perceptions of teachers that it will be
difficult to provide on-going professional support for the successful
Agreement AGE TOTAL

Under 26- 31- 36- 41- 46- 51- Over
25 30 35 40 45 50 55 55
Strongly 0 0 0 1 0 0 0 0 1
Agree (4)
Agree (3) 0 3 1 4 2 3 1 1 15
Strongly 0 3 2 1 0 2 0 0 8
Disagree (2)
Disagree (1) 0 0 0 0 0 1 0 0 1
TOTAL 0 6 3 6 2 6 1 1 25

r Value n
Test of Ho
Independenc
e
respondents’ age and their perception that it will be difficult to provide on-going
professional support for the successful implementation of distance blended
learning. It implies that the perception of teachers that it will be difficult to provide
on-going professional support for the successful implementation of distance
blended learning is not dependent to respondents’ age.
88
GRADUATE SCHOOL
Table 10.11
Test of correlation of age to the perceptions of teachers that the teachers
are excited about the opportunity to be part of the distance blended
learning implementation
Agreement AGE TOTAL

Under 26- 31- 36- 41- 46- 51- Over
25 30 35 40 45 50 55 55
Strongly 0 0 0 0 0 0 0 0 0
Agree (4)
Agree (3) 0 2 2 5 1 0 1 1 12
Strongly 0 4 1 1 1 5 0 0 12
Disagree (2)
Disagree (1) 0 0 0 0 0 1 0 0 1
TOTAL 0 6 3 6 2 6 1 1 25

r Value n
Test of Ho
Independenc
e
respondents’ age and their perception that the teachers are excited about the
opportunity to be part of the distance blended learning implementation. It implies
that the perception of teachers that the teachers excited about the opportunity to
be part of the distance blended learning implementation is not dependent to
respondents’ age.
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GRADUATE SCHOOL
Table 10.12
community support must be present prior to implementation of distance
blended learning
Agreement AGE TOTAL

Under 26- 31- 36- 41- 46- 51- Over
25 30 35 40 45 50 55 55
Strongly 0 2 0 1 0 0 0 0 3
Agree (4)
Agree (3) 0 2 2 5 2 4 1 1 17
Strongly 0 2 1 0 0 1 0 0 4
Disagree (2)
Disagree (1) 0 0 0 0 0 1 0 0 1
TOTAL 0 6 3 6 2 6 1 1 25

r Value n
Test of Ho
Independenc
e
respondents’ age and their perception that the community support must be
present prior to implementation of distance blended learning. It implies that the
perception of teachers that the community support must be present prior to
implementation of distance blended learning implementation is not dependent to
respondents’ age.
90
GRADUATE SCHOOL
Based on the presented tables, most of the teachers’ perception in terms
of implementation process of Distance Blended learning modalities has no
significant correlation with the teacher-respondents’ age
H. Perception of Teachers on the Implementation Process in Terms of
Years in Service
of Implementation process of Distance blended learning to the teacher’s number
Table 11.1
Test of correlation of the number of years in service to the perception of
teachers that the implementation of distance blended learning modalities
will meet teacher resistance

0-5 6-10 11-15 16-20 21-25 26-30 Over
30
Strongly 1 1 1 0 0 0 0 3
agree (4)
Agree (3) 6 2 3 1 2 0 3 17
Disagree (2) 2 1 1 0 1 0 0 5
Strongly 0 0 0 0 0 0 0 0
Disagree (1)
Total 9 4 5 1 3 0 3 25
91
GRADUATE SCHOOL
n
square
respondents’ number of years in service and their perception that the
resistance.
Table 11.2
will increase instructional preparation time

0-5 6-10 11-15 16-20 21-25 26-30 Over
30
Strongly 1 0 1 0 0 0 0 2
agree (4)
Agree (3) 7 3 3 1 3 0 3 20
Disagree (2) 1 1 1 0 0 0 0 3
Strongly 0 0 0 0 0 0 0 0
Disagree (1)
Total 9 4 5 1 3 0 3 25

n
square
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GRADUATE SCHOOL
implementation of distance blended learning modalities will increase instructional
preparation time.
Table 11.3
teachers that teachers promote activities necessary to integrated
technological goals to the simplified curriculum (MELCs)

0-5 6-10 11-15 16-20 21-25 26-30 Over
30
Strongly 2 0 1 0 0 0 0 3
agree (4)
Agree (3) 7 4 4 1 3 0 3 22
Disagree (2) 0 0 0 0 0 0 0 0
Strongly 0 0 0 0 0 0 0 0
Disagree (1)
Total 9 4 5 1 3 0 3 25

n
square
respondents’ number of years in service and their perception that the teachers
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promote activities necessary to integrate technological goals to the simplified
curriculum (MELCs).
Table 11.4
teachers that the faculty is accepting of the preparation and training
required to implement distance blended learning modalities

0-5 6-10 11-15 16-20 21-25 26-30 Over
30
Strongly 2 1 1 0 0 0 0 4
agree (4)
Agree (3) 7 3 4 1 3 0 3 21
Disagree (2) 0 0 0 0 0 0 0 0
Strongly 0 0 0 0 0 0 0 0
Disagree (1)
Total 9 4 5 1 3 0 3 25

n
square
respondents’ number of years in service and their perception that the faculty is
learning modalities.
94
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Table 11.5
teachers that the administration is accepting preparation and training

0-5 6-10 11-15 16-20 21-25 26-30 Over
30
Strongly 2 1 1 0 0 0 0 4
agree (4)
Agree (3) 7 3 4 1 3 0 3 21
Disagree (2) 0 0 0 0 0 0 0 0
Strongly 0 0 0 0 0 0 0 0
Disagree (1)
Total 9 4 5 1 3 0 3 25

n
square
administration is accepting of the preparation and training required to implement
distance blended learning modalities.
95
GRADUATE SCHOOL
Table 11.6
teachers that teachers are integral part of the development and

0-5 6-10 11-15 16-20 21-25 26-30 Over
30
Strongly 1 1 2 0 0 0 0 4
agree (4)
Agree (3) 8 3 3 0 3 0 3 20
Disagree (2) 0 0 0 1 0 0 0 1
Strongly 0 0 0 0 0 0 0 0
Disagree (1)
Total 9 4 5 1 3 0 3 25
n
Chi- 18 28.70 28.86 Retain Ho, Not significant
square
respondents’ number of years in service and their perception that they are an
integral part of the development and implementation of the distance blended
learning modalities. It implies that the perception of teachers that they are an
learning modalities is not dependent to respondents’ number of years in service.
96
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Table 11.7

0-5 6-10 11-15 16-20 21-25 26-30 Over
30
Strongly 2 1 0 0 0 0 3 0
agree (4)
Agree (3) 7 3 3 1 2 0 3 19
Disagree (2) 0 0 2 0 1 0 0 3
Strongly 0 0 0 0 0 0 0 0
Disagree (1)
Total 9 4 5 1 3 0 3 25
teachers that the support provided from DepEd and other agencies will be
sufficient for successful implementation of distance blended learning
modalities

n
square
respondents’ number of years in service and their perception that the support
97
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implementation of distance blended learning modalities.
Table 11.8

0-5 6-10 11-15 16-20 21-25 26-30 Over
30
Strongly 2 0 1 0 0 0 3 0
agree (4)
Agree (3) 7 4 4 1 3 0 3 22
Disagree (2) 0 0 0 0 0 0 0 0
Strongly 0 0 0 0 0 0 0 0
Disagree (1)
Total 9 4 5 1 3 0 3 25
teachers that ongoing professional support is a necessary part of the
implementation process

value value Interpretation
square
respondents’ number of years in service and their perception that the ongoing
professional support is necessary part of the implementation process.
98
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Table 11.9
teachers that the time and effort invested in blended distance learning will
result in increased student achievement

0-5 6-10 11-15 16-20 21-25 26-30 Over
30
Strongly 1 0 1 0 0 0 0 2
agree (4)
Agree (3) 6 3 4 0 3 0 3 19
Disagree (2) 2 1 0 1 0 0 0 4
Strongly 0 0 0 0 0 0 0 0
Disagree (1)
Total 9 4 5 1 3 0 3 25

n
square
respondents’ number of years in service and their perception that the time and
99
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achievement.

0-5 6- 11- 16- 21- 26- Over
10 15 20 25 30 30
(4)
Agree (3) 6 4 3 1 2 0 3 19
Disagree (2) 2 0 2 0 1 0 0 5
Strongly 0 0 0 0 0 0 0 0
Disagree (1)
Total 9 4 5 1 3 0 3 25
Table 11.10
teachers that it will be difficult to provide ongoing professional support for
the successful implementation of distance blended learning

n
square
100
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respondents’ number of years in service and their perception that it will be
implementation of distance blended learning.
Table 11.11
teachers that teachers are excited about the opportunity to be part of
distance blended learning implementation

0-5 6-10 11-15 16-20 21-25 26-30 Over
30
Strongly 1 0 0 0 0 0 0 1
agree (4)
Agree (3) 6 4 2 0 1 0 3 16
Disagree (2) 2 0 3 1 2 0 0 8
Strongly 0 0 0 0 0 0 0 0
Disagree (1)
Total 9 4 5 1 3 0 3 25

n
square
101
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respondents’ number of years in service and their perception that teachers are
excited about the opportunity to be part of the distance blended learning
implementation.
Table 11.12

0-5 6-10 11-15 16-20 21-25 26-30 Over
30
Strongly 3 1 2 0 0 0 6 0
agree (4)
Agree (3) 6 3 3 1 3 0 3 19
Disagree (2) 0 0 0 0 0 0 0 0
Strongly 0 0 0 0 0 0 0 0
Disagree (1)
Total 9 4 5 1 3 0 3 25
teachers that community support must be present prior to implementation
of distance blended learning

n
square
102
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respondents’ number of years in service and their perception that community
support must be present prior to implementation of distance blended learning.
By looking at the presented tables, the teachers’ perception in terms of
implementation process of Distance Blended learning modalities has no
relationship with the teacher-respondents’ number of years in service.
I. Perception of Teachers on the Implementation Process In Terms of
Highest Degree Obtained
of Implementation process of Distance blended learning to the teacher’s highest
degree obtained.
Table 12.1

Strongly 2 1 0 3
Agree (4)
Agree (3) 15 2 0 17
Strongly 5 0 0 5
Disagree (2)
TOTAL 22 3 0 25
Test of correlation of highest degree obtained to the perceptions of
will meet teacher resistance.
103
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r Value n
Test of Ho
Independenc
e
respondents’ highest degree obtained and their perception that the
resistance. It implies that the perception of teachers that the implementation of
distance blended learning modalities will meet teacher resistance is not
Table 12.2
teachers that the implementation of distance learning modalities will
increase their instructional preparation time

Strongly 1 1 0 2
Agree (4)
Agree (3) 18 2 0 20
Strongly 3 0 0 3
Disagree (2)
TOTAL 22 3 0 25
104
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r Value n
Test of Ho
Independenc
e
respondents’ highest degree obtained and their perception that the
implementation of distance learning modalities will increase their instructional
preparation time. It implies that the perception of teachers that the
implementation of distance learning modalities will increase their instructional
preparation time is not dependent to respondents’ highest degree obtained.
Table 12.3
teachers that the teachers promote activities necessary to integrate
technological goals to the simplified curriculum (MELCs)

Strongly 2 1 0 3
Agree (4)
Agree (3) 20 2 0 22
Strongly 0 0 0 0
Disagree (2)
TOTAL 22 3 25
105
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r Value n
Test of Ho
Independenc
e
respondents’ highest degree obtainedt and their perception that the teachers
curriculum (MELCs). It implies that the perception of teachers that the teachers
curriculum (MELCs) is not dependent to respondents’ highest degree obtained.
Table 12.4
teachers that the faculty is accepting of the preparation and training

Strongly 3 1 0 4
Agree (4)
Agree (3) 19 2 0 21
Strongly 0 0 0 0
Disagree (2)
TOTAL 22 3 0 25

r Value n
106
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Test of Ho
Independenc
e
respondents’ highest degree obtained and their perception that the faculty is
learning modalities. It implies that the perception of teachers that the faculty is
learning modalities is not dependent to respondents’ highest degree obtained.
Table 12.5
teachers that the administration is accepting of the preparation and
training required to implement distance blended learning modalities

Strongly 3 1 0 4
Agree (4)
Agree (3) 19 2 0 21
Strongly 0 0 0 0
Disagree (2)
TOTAL 22 3 0 25

107
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r Value n
Test of Ho
Independenc
e
respondents’ highest degree obtained and their perception that the administration
is accepting of the preparation and training required to implement distance
blended learning modalities. It implies that the perception of teachers that the
administration is accepting of the preparation and training required to implement
distance blended learning modalities is not dependent to respondents’ highest
degree obtained.
Table 12.6
teachers that they are an integral part of the development and
implementation of the distance blended learning modalities

Strongly 3 1 0 4
Agree (4)
Agree (3) 19 1 0 20
Strongly 0 1 0 1
Disagree (2)
TOTAL 22 3 0 25
108
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r Value n
Test of Ho
Independenc
e
respondents’ highest degree obtained and their perception that they are an
learning modalities. It implies that the perception of teachers that they are an
learning modalities is not dependent to respondents’ highest degree obtained.
Table 12.7
teachers that the support provided from DepEd and other agencies will be
sufficient for successful implementation of distance blended learning
modalities

Strongly 3 0 0 3
Agree (4)
Agree (3) 16 3 0 19
Strongly 3 0 0 3
Disagree (2)
TOTAL 22 3 0 25
109
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r Value n
Test of Ho
Independenc
e
respondents’ highest degree obtained and their perception that the support
implementation of distance blended learning modalities. It implies that the
perception of teachers that the support provided from DepEd and other agencies
will be sufficient for successful implementation of distance blended learning
modalities is not dependent to respondents’ highest degree obtained.
Table 12.8
teachers that the on-going professional support is a necessary part of the
implementation process

Strongly 2 1 0 3
Agree (4)
Agree (3) 20 2 0 22
Strongly 0 0 0 0
Disagree (2)
110
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TOTAL 22 3 0 25

r Value n
Test of Ho
Independenc
e
respondents’ highest degree obtained and their perception that the on-going
professional support is a necessary part of the implementation process. It implies
that the perception of teachers that the on-going professional support is a
necessary part of the implementation process is not dependent to respondents’
highest degree obtained.
Table 12.9
teachers that the time and effort invested in blended distance learning will
result in increased student achievement

Strongly 1 0 0 1
Agree (4)
Agree (3) 16 3 0 19
Strongly 5 0 0 5
Disagree (2)
111
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TOTAL 22 3 0 25

r Value n
Test of Ho
Independenc
e
respondents’ highest degree obtained and their perception that the time and
achievement. It implies that the perception of teachers that the time and effort
invested in blended distance learning will result in increased student
achievement is not dependent to respondents’ highest degree obtained.
Table 12.10
teachers that it will be difficult to provide on-going professional support for
the successful implementation of distance blended learning

Strongly 1 1 0 2
Agree (4)
Agree (3) 18 1 0 19
Strongly 3 1 0 4
Disagree (2)
112
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TOTAL 22 3 0 25

r Value n
Test of Ho
Independenc
e
respondents’ highest degree obtained and their perception that it will be difficult
to provide on-going professional support for the successful implementation of
distance blended learning. It implies that the perception of teachers that it will be
implementation of distance blended learning is not dependent to respondents’
highest degree obtained.
Table 12.11
teachers that the teachers are excited about the opportunity to be part of
the distance blended learning implementation

Strongly 1 0 0 1
Agree (4)
Agree (3) 14 2 0 16
Strongly 7 1 0 8
Disagree (2)
113
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TOTAL 22 3 0 25

r Value n
Test of Ho
Independenc
e
respondents’ highest degree obtained and their perception that the teachers are
implementation. It implies that the perception of teachers that the teachers
implementation is not dependent to respondents’ highest degree obtained.
Table 12.12
teachers that the community support must be present prior to

Strongly 4 1 0 5
Agree (4)
Agree (3) 18 2 0 20
Strongly 0 0 0 0
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Disagree (2)
TOTAL 22 3 0 25

r Value n
Test of Ho
Independenc
e
respondents’ highest degree obtained and their perception that the community
support must be present prior to implementation of distance blended learning. It
implies that the perception of teachers that the community support must be
present prior to implementation of distance blended learning implementation is
not dependent to respondents’ highest degree obtained.
By looking at the presented tables, the teachers’ perception in terms of
implementation process of Distance Blended learning modalities has no
relationship with the teacher-respondents’ highest degree obtained.
Summary
In summary, the data presented before the study came from the answers
given by the teacher-respondents via Google Forms. The adapted questionnaire-
checklist comprised of three (3) parts: Demographic Profile, Perception on
Distance Blended Learning Tools, and Perception on Implementation Process.
115
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The data were carefully analyzed and treated statistically. The first to
fourth tables used percentage and frequency distribution based from the
responses of the teacher-respondents as regards their profile. The fifth to twelfth
tables used chi-square test of independence to determine the significant
correlation between perception to DBL and their profiles. Lastly, the data
presented were interpreted correctly and adequately based on the findings of the
study.
Conclusions
In the light of the findings stated, the following conclusions were drawn:
1. Majority of the teacher-respondents’ responses on their perception on
distance blended learning tools were not significantly correlated to their
gender, age, years in service and highest degree obtained.
2. There is no significant correlation between the teachers’ perception on the
implementation process in terms of their gender, age, years in service,
and highest degree obtained.
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3. According to the majority of the teacher-respondents, the three best
features of using DBL tools include flexibility in time management,
increased student engagement, and increased technology literacy.
4. In terms of three worst features of DBL tools, majority of teacher-
respondents include poor or unstable internet connectivity, lacking of
gadgets, and social isolation.
5. Teacher-respondents of this study thought that the challenges that
Distance Blended Learning could afford are poor internet connectivity,
failure to communicate well with pupils and parents, and monitoring pupils’
interest in learning.
6. On the other hand, teacher-respondents believed that Distance Blended
Learning has posed some rewards to them such as flexible working time,
monetary rewards like load allowances, and gaining new experience in this
kind of teaching and learning.
7. This study showed that teachers had different perceptions toward Distance
Blended Learning. Based on the answers from the questionnaire, they
perceived several difficulties and challenges in the distance blended
education setting. Uncertainty defines teacher perception toward distance
blended learning during the pandemic outbreak as they are called to shift to
a new normal or non-traditional mode of delivery of instruction. Moreover,
in contrast with researches conducted about distance and blended
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education before the pandemic, this study found that majority of teachers
tend to favor distance blended education in the midst of COVID-19
pandemic as they may be aware that risk for severe COVID-19 illness.
Despite some reservations, teachers are expected to step out of the
traditions of face-to-face classroom set-up.
Recommendations
As teachers transit and adapt to the new normal in the basic education
landscape, they must be afforded with continued support, training, and
development and be provided with ways to more fully understand and expand the
opportunities that distance blended education presents. Additionally, teachers
must learn to embrace the educational challenges brought by the COVID-19
pandemic and view distance blended teaching and learning as an inviting
challenge. As a plan of action, researchers hereby recommended the following:
1. Continue adapting DepEd’s Basic Education-Learning Continuity Plan
(BE-LCP) to ensure continuity of teaching and learning amidst of this
pandemic;
2. Distance Blended Learning modalities must be continued to offer in all
public elementary and secondary schools as a testament to the New
Normal in education;
3. Training programs on Distance Blended Learning Tools must be
implemented throughout the school year by means of In-Service

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Training to ensure teachers’ readiness and positive perception toward
distance blended education;
4. Stakeholders must be tapped to help the school community on its
eventual success in the implementation of Distance Blended Learning;
and
5. A suggested School Action Plan from the researchers shall be
presented to the client school to ensure that the aforementioned
recommendations be taken into consideration.
119

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MARIKINA POLYTECHNIC COLLEGE

RESULTS AND DISCUSSION

after the administration of the survey questionnaire to the teacher-respondents.

This section is divided into three parts and summarized as follows:

A. Profile of the Teacher-Respondents

Frequency, Percentage, and Rank of the Teacher-Respondents

Table 1 revealed the profile of the teacher-respondents in terms of gender.

Obviously, 88% or 22 out of 25 teacher-respondents are female. On the other

hand, 8% or 2 are male, while 4% or only one respondent preferred not to

in the female populace.

Frequency, Percentage, and Rank of the Teacher-Respondents

Table 2 revealed the profile of the teacher-respondents in terms of age. It

might differ in their perceptions toward Distance Blended Learning (DBL).

Frequency, Percentage, and Rank of the Teacher-Respondents

in Terms of the Number of Years in Service

Table 3 revealed the profile of the teacher-respondents in terms of years

30 years of service in the teaching profession. Only 1 or 4% of the teacher-

Frequency, Percentage, and Rank of the Teacher-Respondents

in Terms of Highest Degree Obtained

Table 4 revealed the profile of the teacher-respondents in terms of years

in service. It is revealed that twenty-one (21) or 84% out of 25 teachers were

Trainings and other seminars and trainings.

Table 5 shows the test of Independence or correlation of teachers’ gender to

their perception in terms of Distance learning tools.

Test of Correlation of Gender to the Perception of Teachers that Distance

Learning Tools Will Increase the Effectiveness of Instruction

Agreement Female Male Prefer not to say TOTAL

Table 5.1 revealed that there is no significant correlation between the

increase the effectiveness of instruction. The perception of teachers that distance

learning tools will increase the effectiveness of instruction is not dependent on

the teacher-respondents’ gender.

Agreement Female Male Prefer not to say TOTAL

Table 5.2 shows that there is no significant correlation between the

increase the efficiency of identifying at-risk students. The teacher’s gender is

learning tools will increase the efficiency of identifying at-risk students.

Test of Correlation of Gender to the Perception of Teachers that Distance

Learning Tools Will Have a Positive Impact on High Achieving Students

Table 5.3 shows that there is no significant correlation between the

positive impact on high achieving students.

Test of Correlation of Gender to the Perception of Teachers that Distance

Agreement Female Male Prefer not to say TOTAL

Table 5.4 shows that there is no significant correlation between the

not change the instructional strategies of the lesson.

Test of Correlation of Gender to the Perception of Teachers that Students

Will Be Comfortable Using Various Distance Learning Tools Like Self-

Learning Modules (SLMs), TV and Radio-Based Instruction, and Online

Agreement Female Male Prefer not to say TOTAL

Table 5.5 shows that there is no significant correlation between the

various distance learning tools like self-learning modules, TV and radio-based

instruction and online learning tools.

Test of Correlation of Gender to the Perception of Teachers that Distance

Learning Tools Will Increase Instructional Preparation Time

Agreement Female Male Prefer not to say TOTAL

Table 5.6 shows that there is no significant correlation between the

increase instructional preparation time.

Test of Correlation of Gender to the Perception of Teachers that Distance

Learning Tools Will Have a Positive Impact on Lower Achieving Students

Agreement Female Male Prefer not to say TOTAL

positive impact on lower achieving students.

Test of Correlation of Gender to the Perception of Teachers that Distance

Learning Tools Will Increase Student Technology Literacy

Agreement Female Male Prefer not to say TOTAL

Test df Computed Tabular Decision Verbal