Republic of The Philippines Main Campus

Republic of the Philippines
SURIGAO DEL SUR STATE UNIVERSITY

Main Campus
Tandag City, Surigao del Sur
GRADUATE SCHOOL
BLENDED LEARNING AND ITS EFFECT ON THE ACADEMIC

PERFORMANCE OF GRADE 6 PUPILS OF SAINT JOSEPH LEARNING
CENTER-BUNAWAN, INC.
_____________________________________________
A Thesis presented to
The Faculty of Graduate School of
Surigao del Sur State University
Rosario, Tandag City, Surigao del Sur
____________________________________________________
In Partial Fulfillment of the Requirements

for IC 204
____________________________________________________
JOANA MAE R. RIEGO DE DIOS
MAED-EM Student
Main Campus
GRADUATE SCHOOL
TABLE OF CONTENTS
1 THE PROBLEM AND ITS SETTING
Introduction 1
Theoretical Framework 5
Conceptual Framework 5
Schematic Diagram 6
Statement of the Problem 7
Hypothesis 8
Scope and Limitation of the Study 9
Significance of the Study 10
Definition of Terms 11
2 REVIEW OF RELATED LITERATURE AND STUDIES
Related Literatures 12
Foreign
Local
Related Studies
Foreign
Local
Synthesis
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3 RESEARCH METHODOLOGY
Research Design 17
Research Locale 18
Research Respondents 19
Data Gathering Procedure 20
Research Instrument 21
Statistical Treatment 22
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Chapter 1
THE PROBLEM AND ITS SETTING
Introduction
COVID-19's inception has an impact on countries all around the world. It
notably halts activities in the Philippines' education sector, forcing schools to
close early and limiting conventional face-to-face connection between students
and teachers. As a result, the Department of Education implemented the Blended
Learning modalities for the education in the new Normal.
In this time where technology is becoming increasingly accessible to
schools around the world, and with that accessibility has come a shift in how that
technology is used in education. One of this is blended learning, which involves
the use of technology. The term blended learning involves technology in the
classroom. More specifically, it refers to the use of online sites and apps to
deliver a portion of the curriculum while the teacher facilitates instruction (Smith,
2015). This new instructional technique has been quickly embraced, though it is
still in the early stages. In reality, where children of today participate in novel
learning opportunities as early as the first years of their life, utilizing only their
hands to interact with interactive screen devices (Moftah, 2015), integration of
technology in teaching has a greater impact Schools are encouraged to employ
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technology and intern skills to satisfy students' demands and stimulate their
interest in the learning process by embracing blended learning. Students will be
exposed to a variety of realistic resources and will engage in real-life
communication as a result of using blended learning.
Recognizing the rising need for diversified and student-centered learning
vs traditional institutional learning in the past, the elementary education institution
has welcomed the presence of 21st-century technology, combining the "past and
technology." (Helsper & Eynon, 2010). However, early in the acceptance phase,
teachers demonstrated a learning gap in terms of technology awareness and
refinement, and as a result, they hampered student academic achievements due
to the existence of continuing traditional instruction.
Similar writers identified blended-learning as a “methodology” or
“approach” that “results in an amalgamation of digital information, technologies,
and best practices” for “personalized instruction” and “mastery” (Sheninger &
Murray, 2017,). Blended learning in elementary schools is a collection of best
practices and processes that involve a choice to elicit agency through the
integration of selected models
Susan and Chris (2015) point out that the most salient benefits of blended
learning are: it is more effective in its use of classroom time, students are more
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active, students will be more creative, students are better prepared, it is more
interesting for students, and it provides the possibility of offering many
educational resources for students.
Technology has such a profound impact on learning and teaching that it
can even be seen in a poor country like the Philippines. Teachers continue to
develop methods to integrate technology into learning despite constraints such
as a lack of technological infrastructure, financial resources, and knowledge and
skills training. Blended learning is not a new concept in the Philippine educational
system, as several schools and universities across the country have previously
implemented it. The establishment of multiple open universities, as well as the
adoption of tablet-based learning in some private institutions, is confirmation of
this.
Due to this public health emergency brought by the pandemic, traditional
methodologies should be switched to blended learning during this time,
according to the Department of Education. According to the DepEd, "blended
learning" or "hybrid learning" is a combination of "online distant learning" and "in-
person" delivery of printed materials to learners' homes through barangays
(villages) for those who do not have internet access and interactive facilities in
the comfort of their homes. The DepEd will deploy television and radio-based
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guidance in areas where this is not possible. Lessons, resources, and
instructions will be broadcast on radios and televisions across the country to
individuals who do not have access to a computer or the internet.
In this connection, the researcher wants to contribute on the on-going
discussions about the effectiveness of blended learning in the academic
performance of the students particularly in the primary education since most of
the studies were conducted in the higher education. This is also the first time in
which Saint Joseph Learning Center-Bunawan, Inc., the locale of study, offered
this learning modality. The researcher would like to know the impact of blended
learning in the academic performance of the students in this kind of learning
modality.
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Theoretical Framework
This study is anchored on the Constructivist theory of Lev
Vygotsky. Vygotsky believed that learning is a collaborative process, and that
social interaction is fundamental for cognitive development. According to
Vygotsky, students learn best when working collaboratively with those whose
proficiency level is higher than their own, allowing them to complete tasks they
are not yet able to do independently. Vygotsky identified these concepts as the
More Knowledgeable Other and the Zone of Proximal Development.
Conceptual Framework
Figure 1 presents the conceptual paradigm of the study. It shows the
relationship between the blended learning and academic performance of pupils.
It consists of two variables namely the independent variable and the dependent
variable. The independent variable is blended learning which has three
indicators, these are the student’s readiness, availability of gadgets, and access
to the internet. The dependent variable of the study is the academic performance
of pupils which has three indicators: written work, performance tasks, and
quarterly Assessment
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Figure 1. Schematic Diagram
Independent Variable Dependent Variable
Blended Learning Academic

Performance
 Pupil’s readiness
 Availability of gadgets  Written Work
 Access to internet  Performance Task
 Quarterly Assessment
Moderator Variable
 Gender
 Parent’s Educational
Background
 Family economic status
1.1 Figure 1. Conceptual Framework showing the different variables
for the study, Blended Learning and Its Effect on the Academic
Performance of Grade 6 pupils of Saint Joseph Learning Center-

Statement of the Problem
Bunawan, Inc.
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This study will determine the effect of blended learning on the academic
performance of Grade 6 pupils of Saint Joseph Learning Center-Bunawan, Inc..
Specifically, this study seeks to answer the following questions:
1. What is the level of blended learning of grade 6 pupils of Saint Joseph

Learning Center-Bunawan, Inc. in terms of:
1.1 Pupil’s readiness
1.2 Availability of gadgets
1.3 Access to internet
2. What is the level of academic performance of grade 6 pupils of Saint

Joseph Learning Center-Bunawan, Inc. in terms of:
2.1 Written Works
2.2 Performance Tasks
2.3 Quarterly Assessment
3. Is there a significant relationship between blended learning and academic

performance of grade 6 pupils of Saint Joseph Learning Center-Bunawan,
Inc.?
4. Which domain of blended learning significantly influence the academic

performance of grade 6 pupils of Saint Joseph Learning Center-Bunawan,
Inc.?
Hypothesis
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1. There is no significant difference in the learner’s background of Grade

6 pupils when grouped according to gender, parent’s educational
background, and family economic status.
2. There is no significant difference in the academic performance of
Grade 6 pupils when grouped according to gender, parent’s
educational background and family economic status.
3. There is no significant relationship between the learner’s background
and the academic performance of the Grade 6 pupils of Hawilllian
Elementary School.
Scope and Limitation of the Study
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The focus of the study is to determine the effect of blended learning on the
academic performance of the Grade 6 pupils of Saint Joseph Learning Center-
Bunawan, Inc.
It delimits on the use of blended learning modality and academic
performance also to pupil’s readiness, availability of gadgets and access to
internet.
Significance of the Study
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The findings of this study are considered to be beneficial to the community

in view of the application of blended learning modality. The results of the study
will be significant to the following:
School Administrators. The result of the study can give them ideas on
the positive and negative effect of blended learning towards the academic
performance of their Grade 6 pupils. This may also provide them suggestions on
the trainings and seminars they can provide to their teachers.
Researchers. The study can be used as a future basis to researches

about blended learning.
Teachers. Finding the effect of blended learning of the Grade 6 pupils will
give the teachers ideas on how to craft, implement and/or revise a strategy to
speed up the learning process.
Students. This will provide the Grade 6 pupils a guide on how to cope up
with blended learning in spite of the limited resources they have.
Definition of Terms
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For clarity and easy understanding, the following terms are defined
conceptually and operationally.
Academic performance – the knowledge gained by the learner during the
learning process.
Blended Learning – the combination of two training environment which are the
traditional face-to face classroom and high-tech e-learning.
Economic status – the capacity of the family to meet the educational needs of
their children.
Gender - refers to the characteristics of girls and boys that are socially
constructed.
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Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the relevant foreign and local related literature that
the researcher considered of the present study.
Related Literatures
Foreign
Blended learning is best defined as the “combination of face-to-face
instruction as well as distance learning” (Kazu & Demirkol, 2014, p.79). The
implementation of this delivery method in the classroom is one that is a relatively
simple to put into practice for a teacher who is comfortable with technology, and
one who is knowledgeable on his or her subject matter.
Studies indicate that student characteristics such as gender play
significant roles in academic achievement (Oxford Group, 2013), but no study
examines performance of male and female as an important factor in blended
learning effectiveness. It has again been noted that the success of e- and
blended learning is highly dependent on experience in internet and computer
applications (Picciano & Seaman, 2007). Rigorous discovery of such
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competences can finally lead to a confirmation of high possibilities of establishing
blended learning. Research agrees that the success of e-learning and blended
learning can largely depend on students as well as teachers gaining confidence
and capability to participate in blended learning (Hadad, 2007). Shraim and Khlaif
(2010) note in their research that 75% of students and 72% of teachers were
lacking in skills to utilize ICT based learning components due to insufficient skills
and experience in computer and internet applications and this may lead to failure
in e-learning and blended learning. It is therefore pertinent that since the use of
blended learning applies high usage of computers, computer competence is
necessary (Abubakar & Adetimirin, 2015) to avoid failure in applying technology
in education for learning effectiveness. Rovai, (2003) noted that learners’
computer literacy and time management are crucial in distance learning contexts
and concluded that such factors are meaningful in online classes. This is
supported by Selim (2007) that learners need to posses time management skills
and computer skills necessary for effectiveness in e- learning and blended
learning. Self-regulatory skills of time management lead to better performance
and learners’ ability to structure the physical learning environment leads to
efficiency in e-learning and blended learning environments. Learners need to
seek helpful assistance from peers and teachers through chats, email and face-
to-face meetings for effectiveness (Lynch & Dembo, 2004). Factors such as
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learners’ hours of employment and family responsibilities are known to impede
learners’ process of learning, blended learning inclusive (Cohen, Stage,
Hammack, & Marcus, 2012). It was also noted that a common factor in failure
Kintu et al. International Journal of Educational Technology in Higher Education
(2017) 14:7 Page 4 of 20 and learner drop-out is the time conflict, which is
compounded by issues of family, employment status as well as management
support (Packham, Jones, Miller, & Thomas, 2004). A study by Thompson (2004)
shows that work, family, insufficient time and study load made learners withdraw
from online courses. Learner attitudes to blended learning can result in its
effectiveness and these shape behavioral intentions which usually lead to
persistence in a learning environment, blended inclusive. Selim, (2007) noted
that the learners’ attitude towards e-learning and blended learning are success
factors for these learning environments. Learner performance by age and gender
in e-learning and blended learning has been found to indicate no significant
differences between male and female learners and different age groups (i.e.
young, middle-aged and old above 45 years) (Coldwell, Craig, Paterson, &
Mustard, 2008). This implies that the potential for blended learning to be effective
exists and is unhampered by gender or age differences.
Besides the advantages of blended learning reported in previous studies
(Doiron & Asselin, 2011; Fong et al., 2005; Wakefield et al., 2008; Vaughan,
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2007), there are some concerns IHLs should note when planning to venture into
blended leaning. Some students might not be able to cope with the new
responsibility of taking initiative in their learning process (Vaughan, 2007), and
others might experience difficulty in adjusting to the online course structure in
addition to managing their time and maintaining self-motivation (Fong et al.,
2005). These issues will result in student disenchantment with the online
environment.
Chun and Lee (2016) found that digital literacy is in fact a prerequisite for
student success in a blended learning environment. “It is quite clear that to be
digitally literate, a very basic requirement is possessing the skills to use digital
technology” (Chun & Lee, 2016, p. 62).
Differences in educational attainment among social classes are a
contemporary concern across the globe (Attewell & Newman 2010), not least in
developing countries where the aggressive pursuit of the English language by the
new urban middle-classes is seen as potentially exacerbating social and
economic inequalities (Graddol 2006, Tsui & Tollefson 2007).
Local
Due to COVID-19, education issues in the Philippines have increased and
received new challenges that worsened the current state of the country. With the
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sudden events brought about by the health crisis, distance learning modes via
the internet or TV broadcasts were ordered. Further, a blended learning program
was launched in October 2020, which involves online classes, printouts, and
lessons broadcast on TV and social platforms. Thus, the new learning pathways
rely on students and teachers having access to the internet. This yet brings
another issue in the current system. Millions of Filipinos don’t have access to
computers and other digital tools at home to make their blended learning
worthwhile. Hence, the value of tech in learning affects many students. Parents’
and guardians’ top concerns with this are: Money for mobile load, lack of gadget,
poor internet signal, students’ struggle to focus and learn online, parents’ lack of
knowledge of their kids’ lessons. (Childhope Philippines Foundation, Inc.,2020)
Related Studies
Foreign
A frequent question of teachers across the world pertains to how to
increase students’ proficiency with the standards, as well as how to deeply,
meaningfully, and rigorously engage students in the learning process. In his
research involving secondary education students, Pierce demonstrated that
students’ scores are not responding positively to traditional teaching methods
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such as direct instruction (2017, p. 2) Also, Lozano-Lozano and his team of
researchers from the University of Grenada found that, when surveyed about
classes in which traditional teaching methods were used, students noted a lack
of interest, understanding, and connection to the content being studied (2020, p.
6). Pierce continue by sharing that for students’ proficiency and engagement to
increase, it is necessary for teachers to examine their instructional practices and
shed outdated ones to create a student-centered learning environment (2017, p.
1-3). One way in which to create this type of learning environment is to make use
of blended learning. Blended learning is defined as the combination of face-to-
face and digital instruction in which the focus is shifted from teacher-led
instruction to student-led learning (Siko, 2014, p. 1). Blended learning got its
roots in the 1990s as an influx of technology made the notion of creating digital
learning opportunities possible (Zhonggen, 2015, p. 1). Since then, studies have
shown that blended learning has grown from a distant hope to a very real model
in which teachers use a mixture of classroom and online learning experiences to
allow students a level of autonomy over the place, format and pace in which they
interact with classroom content (Acree et al., 2017; Kazakoff et al., 2018).
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Synthesis
Blended learning has been shown to have a significant positive impact on
students’ academic understanding (Lozano-Lozano et al., 2020; Fazal & Bryant,
2019; Camahalan & Ruley, 2014; Kazu & Demirkol, 2014; Chang et al., 2014). In
a study of blended learning’s impact on high school students’ writing, it was
shown the majority of students were proficient with the writing concepts after
engaging in blended learning instruction in comparison to the students who
received traditional forms of instruction (Camahalan & Ruley, 2014, p. 6). In
another study that analyzed the impact of blended learning on 6th grade math
students’ standardized test scores, it was shown that students who were in the
blended learning math class had an increased mean growth on their MAP scores
from fall to spring. Students in the control group only had a lower mean growth
on the same standardized assessment. Another study led by a Turkish team of
researchers found that the test group and the control group of 12th grade math
students under study all scored similarly on the pre-test; however, concerning the
post-test, the test group, who received math content using blended learning
methods, scored higher on average than the control group who did not receive
blended learning instruction (Kazu & Demirkol, 2014, p. 83). These studies show
that blended learning has been shown to directly correlate to increased student
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understanding in middle and high school settings. This increase in student
understanding, when compared to students’ understanding under a traditional
model of teaching, has been attributed to a variety of factors per a study
completed by Pierce in 2017. The first factor towards student success is that
under a blended learning approach, there is a thoughtful purpose attributed to
each learning activity, and when the learning objectives of a lesson are clear,
student learning is increased (Pierce, 2017, p. 1). Teachers also have more
clarity with and a better grasp of what they are teaching when each activity is
designed purposefully. When teachers have a good handle on what they are
teaching, they are better able to assess what students do and do not know and
how to proceed with that valuable knowledge in ways that will assist students
(Pierce, 2017)
Another factor that Pierce’s study shares regarding the success of
blended learning towards students’ academic achievement is attributed to the
differentiated nature of the activities students participate in, especially in a station
rotation model (2017, p. 2). Since students are no longer subjected to the
traditional one-size fits all approach commonly found with direct instruction,
teachers are given more flexibility with their plans to understand and meet the
needs of all students and students are, most frequently, able to move through
class at an autonomous pace rather than sitting and listening to the same lecture
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and completing the same activity as other students. In Cherry’s 2010 study
concerning online learning’s impact on high school classrooms, it was noted that
students are much more active participants in their education under a blended
learning model (2010, p. 210). Blended learning is formatted in such a way that
students are physically moving more frequently to different stations to complete
certain activities and are more engaged whether in thought, speech, or action in
the learning at hand when compared to a traditional learning environment
(Camahalan & Ruley, 2014). Active learning of this nature has been associated
with increased student scores (Camahalan & Ruley, 2014)
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Chapter 3
RESEARCH METHODOLOGY
Research Design
This research will apply a quantitative design where descriptive statistics
will be used for the pupils’ characteristics and design features data, t-tests for the
age and gender variables to determine if they are significant in blended learning
effectiveness and regression for predictors of blended learning effectiveness.
Hence it helps to get the accurate statistical result without really affecting the
respondent’s daily activities.
It is therefore a planning evaluation research design as noted by Guskey
(2000) since the outcomes are aimed at blended learning implementation at
Saint Joseph Learning Center-Bunawan, Inc. The plan under which the various
variables will be tested involve online teaching and learning at the beginning of
the semester which will be followed by face-to-face study in the second half of
the semester. The last part of the semester will be for another face-to-face to
review work done during the online sessions and final semester examinations. A
questionnaire with items on student characteristics, design features and learning
outcomes will be distributed among grade 6 pupils.
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Research Locale
The study will be conducted in Saint Joseph Learning Center-Bunawan,
Inc. The said school is located in Saint Joseph The Worker Parish Compund in
Barangay San Teodoro, Bunawan, Agusan del Sur
Saint Joseph Learning Center-Bunawan, Inc. was founded 18 years ago
with the goal of giving good Christian education to the children of their
community. It started as a kindergarten school and now a complete elementary
school. Due to the Covid-19 pandemic, the school needs to adopt to the “New
Normal” type of learning environment to educate its learners through Modular
Distance Learning and Blended Learning.
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Research Respondents
The respondents will be the grade 6 pupils of Saint Joseph Learning
Center-Bunawan, Inc., who are enrolled in the school year 2021-2022.
The researchers will use stratified sampling and using the Sloven’s formula
to get the respondents from different sections of grade 6.
Research Instrument
The blended learning questionnaire will be applied to measure the blended
learning in terms of pupil’s readiness, availability of gadgets and access to
internet. The said questionnaire went through a little modification to suit to the
interest of the study. It is adapted from the Department of Education’s Learner
Enrollment and Survey Form for the School Year 2021-2022, from DepEd Order
No. 032 series of 2021. In addition, to measure the academic performance of
pupils, the end of semester results will be used to measure learners’ academic
performance.
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Data Gathering Procedure
The researchers will ask for permission from the school administrator,
principal and advisers to conduct a survey regarding the blended learning and
academic performance of the grade 6 pupils of Saint Joseph Learning Center-
Bunawan, Inc. To maximize the time for data gathering and to not disrupt the
respondent’s classes, leisure time of the pupils will be used as the answering
time for completion of the questionnaire. After the questionnaires will be
answered, the data gathered will be tabulated and analyzed using the computer
application IBM SPSS Statistics 19.
Statistical Treatment
In order to address the problems of the study, appropriate statistical tools
will be used. For problem 1 and problem 2, which is to determine the level of
blended learning and its effect on the academic performance of grade 6 pupils of
Saint Joseph Learning Center-Bunawan, Inc., arithmetic mean will be used. To
answer problem 3, which is to determine the relationship between blended
learning and academic performance, Pearson r correlation will be used and for
problem 4, which is to determine which domain of blended learning significantly
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influence the academic performance of grade 6 pupils of Saint Joseph Learning
Center-Bunawan, Inc., Linear Regression Analysis will be used.
28

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Republic of the Philippines

SURIGAO DEL SUR STATE UNIVERSITY

BLENDED LEARNING AND ITS EFFECT ON THE ACADEMIC

In Partial Fulfillment of the Requirements

JOANA MAE R. RIEGO DE DIOS

1 THE PROBLEM AND ITS SETTING

Statement of the Problem 7

Scope and Limitation of the Study 9

Significance of the Study 10

2 REVIEW OF RELATED LITERATURE AND STUDIES

Data Gathering Procedure 20

THE PROBLEM AND ITS SETTING

COVID-19's inception has an impact on countries all around the world. It

notably halts activities in the Philippines' education sector, forcing schools to

close early and limiting conventional face-to-face connection between students

and teachers. As a result, the Department of Education implemented the Blended

Learning modalities for the education in the new Normal.

In this time where technology is becoming increasingly accessible to

technology is used in education. One of this is blended learning, which involves

hands to interact with interactive screen devices (Moftah, 2015), integration of

technology in teaching has a greater impact Schools are encouraged to employ

interest in the learning process by embracing blended learning. Students will be

exposed to a variety of realistic resources and will engage in real-life

communication as a result of using blended learning.

Recognizing the rising need for diversified and student-centered learning

vs traditional institutional learning in the past, the elementary education institution

teachers demonstrated a learning gap in terms of technology awareness and

refinement, and as a result, they hampered student academic achievements due

to the existence of continuing traditional instruction.

Similar writers identified blended-learning as a “methodology” or

“approach” that “results in an amalgamation of digital information, technologies,

Murray, 2017,). Blended learning in elementary schools is a collection of best

integration of selected models

interesting for students, and it provides the possibility of offering many

educational resources for students.

Technology has such a profound impact on learning and teaching that it

develop methods to integrate technology into learning despite constraints such

as a lack of technological infrastructure, financial resources, and knowledge and

implemented it. The establishment of multiple open universities, as well as the

adoption of tablet-based learning in some private institutions, is confirmation of

Due to this public health emergency brought by the pandemic, traditional

methodologies should be switched to blended learning during this time,

according to the Department of Education. According to the DepEd, "blended

learning" or "hybrid learning" is a combination of "online distant learning" and "in-

person" delivery of printed materials to learners' homes through barangays

guidance in areas where this is not possible. Lessons, resources, and

instructions will be broadcast on radios and televisions across the country to

individuals who do not have access to a computer or the internet.

In this connection, the researcher wants to contribute on the on-going

discussions about the effectiveness of blended learning in the academic

performance of the students particularly in the primary education since most of

learning in the academic performance of the students in this kind of learning

This study is anchored on the Constructivist theory of Lev

Vygotsky. Vygotsky believed that learning is a collaborative process, and that

social interaction is fundamental for cognitive development. According to

More Knowledgeable Other and the Zone of Proximal Development.

Figure 1 presents the conceptual paradigm of the study. It shows the

relationship between the blended learning and academic performance of pupils.

variable. The independent variable is blended learning which has three

Figure 1. Schematic Diagram

Independent Variable Dependent Variable

Blended Learning Academic

1.1 Figure 1. Conceptual Framework showing the different variables