RESEARCH PAPER POSTER PRESENTATION FORM

NAME/S OF AUTHOR/S
DARREN N. NAELGAS. MAEd.,SMRIEdr
Designation/Position
Senior High School Teacher II and Senior High School Coordinator,
Institution
Aklan National High School for Arts and Trades
Description / DARREN N. NAELGAS is a graduate of Bachelor in Secondary Education, cum
Bio-profile of the Author Laude at Aklan Catholic College. He finished his Masters of Arts in Education at
(Max 300 words) West Visayas State University, Iloilo City. He is currently writing his dissertation
for the degree Doctor of Philosophy major in Educational Management at Aklan
State University, Banga, Aklan.
He is currently the Senior High School Coordinator of Aklan National High School
for Arts and Trades (ANHSAT) and District Learning Resource Management and
Development System (LRMDS) coordinator in Kalibo.
He is also a Senior member of the Royal Institute of educators-Singapore and
was awarded Best Research presenter during the Royal Institution’s 21 st
International Conference 2018.
RESEARCH TITLE
EFFECTIVENESS OF ZOOM-BASED BLENDED LEARNING AS MODALITY IN
TEACHING-LEARNING PRACTICAL RESEARCH AMONG SENIOR HIGH
SCHOOL STUDENTS IN TIME OF COVID19

Introduction Learner success is pinnacle in the teaching-learning direction of every education

(Max 200 words) theory. How a student acquires knowledge utilizing the approach and strategies
of a certain theory is paramount in the process. Considering the teacher and the
learner, any curriculum designer, who takes into account the needs, feasibility
and practicability in whatever context, prefers and considers certain methods and
modes in the transfer and the acquisition of learning.
In this age when advance technology offers various options for classroom and
beyond-classroom encounters, academicians and education experts work
together to find ways and solutions to confront difficult environments and milieus
that beset the delivery of learning. Such that in this time of novel Corona Virus
Disease 2019 (COVID-19), traditional classroom and face-to-face set up are
challenged.
Thus, blended-learning has come into view as one of the many possible solutions
that could beat the challenge and continue the education of the learners while
adhering to health protocols that are thought to averse the spread of the virus
among stakeholders and communities.
This study intends to measure the effectiveness of Zoom-based blended learning
as teaching-learning modality among senior high school students’ achievement in
research writing.
Methods This research study follows the pretest-intervention-posttest design. According to
(Max 200 words) D. Kowalczyk (2017), a pretest-intervention-posttest design is a quasi-
experimental where participants are studied before and after the experiment
manipulation.
One class of forty-one students was chosen to implement the research. There
were thirty- eight female students and only three male students in this class
based on the sectioning process. These students are grade 12 students taking
Practical Research 2 (Quantitative Research) in Aklan National High School for
Arts and Trades (ANHSAT) for academic year 2020-2021.
A variety of data-collecting instruments were employed to collect both qualitative
and quantitative data to serve the purpose of answering the research questions.
First, there were pre-test at the beginning of the intervention to assess students’
research writing skills before taking the new teaching-learning modality and a
 post-test at the end of the course to assess students’ research writing
performance after taking the blended learning. The comparison between the
mean scores of pre-test and post- test provided a general overview on students’
progress during the semester. Second, students’ online assignments were also
collected for qualitative analysis. Both writing tests and writing assignments were
evaluated and marked based on the assessment rubrics to assure the objective
results.
Results & Discussion A paired samples t-test was used to check for the difference in the pretest and
(Max 200 words) posttest scores of the learners. The results of this study suggest that Zoom-
based blended learning as a teaching-learning modality in teaching research
writing to grade twelve learners was proven to be effective.
In the interview after the course of this study, some students mentioned the lack
of necessary facilities such as computers and a stable Internet access as their
main hindrance during the blended learning. From these above difficulties that
students encountered during the blended writing course, there are some actions
to help students overcome them. There is also a need for more technical
supports whenever the problems come. On the other hand, in order to motivate
students, it is important that the teacher needs to make the course more
attractive and interesting. Besides, to help students learn more effectively in this
blended environment, the teacher should also expand the deadline for each
assignment so that students will have more time to do peer feedback activity and
improve their writing before submission. More importantly, students were also
aware of their active role in the learning process by emphasizing the importance
of their own responsibility and efforts to participate enthusiastically in the course
so that they could succeed in this kind of learning.
Conclusions & Zoom-based blended learning as a teaching-learning modality plays a significant
Recommendations role in enhancing students’ research writing skills. In comparison with the
(Max 200 words) traditional face-to-face method, blended learning not only makes the writing
course more interactive and effective for both teacher and learners but also helps
to expand students’ learning opportunities outside the classroom.
Based on the results of the study, the following recommendations were derived:
1. Teachers could utilize the use of Zoom as support in teaching research writing
to their learners. It could help increase content knowledge, writing quality,
strategic behaviour, self-regulation skills, self-efficacy, and motivation among
learners.
2. Teachers could also employ the use of Zoom in teaching other subjects in the
senior high school, such as Probability and Statistics, Reading and Writing Skills,
and Specialized subjects.
3. Lastly, more studies could be conducted to discover other blended learning
modalities to help learners develop their skills in research writing and cultivate in
them the love for writing. In this way, they do not just view writing as a
requirement in their class but as a lifelong skill.
Acknowledgements It is with great gratitude that the researcher wishes to thanks the following
(Optional) persons who made this research a success:
(Max 200 words) To the Principal, Mr. Richard L. Flores for the usual support given to the
researcher. To Mrs. Arlyn I. Regalado, for the online moral support given and late
night chats.
To Dr. Raffy Paller for the technical support, and to my three angles, Dok Mila
Jazmin, Mary Deseree and Monic, I am forever grateful!