Metro Manila College Humanities and Social Sciences

METRO MANILA COLLEGE
HUMANITIES AND SOCIAL SCIENCES
OUTLOOKS OF TEACHERS ON THEIR BEST PRACTICES IN

TEACHING UNDER BLENDED LEARNING
A Research Paper Presented to
Faculty of the Basic Education

Metro Manila College
In Partial Fulfillment
Of the Requirements for the Subject
INQUIRIES, INVESTIGATION, AND IMMERSION
By:
CONDE, RICK JAN PAUL P.
GALLA, JOHN CLOYD O.
HABUNAL, JULIA JOY A.
MEDEL, JAMEELA P.
JUNE 2022
APPROVAL SHEET
This research entitled Outlooks of Teachers on their Best
Practices in Teaching Under Blended Learning was prepared and
submitted by
___________________________________________________________
__has been approved and accepted in partial fulfillment of the
requirements for the subject, INQUIRIES, INVESTIGATION AND
IMMERSION.
NAME OF ADVISER:
PANEL OF EXAMINERS
Approved and accepted by the committee on oral examination with a
grade of _______________ on ________________________.
NAME
CHAIRMAN
Member
Member
ACKNOWLEDGMENT
DEDICATION
TABLE OF CONTENTS
Title Page ........................................................................ i
Approval Sheet................................................................ iii
Acknowledgment............................................................. iv
Dedication...................................................................... vii
Table of Contents........................................................…. viii
Abstract.......................................................................... xii
CHAPTER
1 INTRODUCTION
2 METHODS
3 RESULTS
4 DISCUSSION
REFERENCES….............................................…………………179
APPENDICES................................................…………………182
CURRICULUM VITAE...................................………………….184
Chapter 1
INTRODUCTION
The pandemic has taken a significant toll on the world and
created problems that have caused everyone to struggle. In
education, teaching and learning have moved online, and it has
become the new normal. It was a modern concept that combined
the benefits of traditional classroom instruction with online learning.
Another year under blended learning opens, but teachers still expect
to encounter the same problem as last year. Blended learning is
gradually emerging as the new normal for education. We can see
that neither students nor teachers are prepared to adapt to this new
normal due to the government's limited support and efforts.
According to Pastor, (2020) Coronavirus Disease 2019
(COVID-19) has significantly changed the Philippines' educational
system, with a marked shift toward online teaching as a strategy of
preventing the virus's spread. Whereas a large percentage of the
population had a poor internet connection and few technological
devices, many teachers and students were uneasy about the quick
move to online learning. They are considering that many teachers
have stated that they are unprepared to teach primarily through

online methods. In order to meet learners' educational needs,
educators must consider best practices for blended learning.
The Philippines, according to Education Secretary Leonor
Briones, has been using online instruction for decades. She claimed
that her department is not inventing anything new, despite the
concerns raised by the other sectors. With that, educators had no
choice but to change their teaching styles due to the sudden shift to
whole blended learning. The most practical form of adapting is the
synchronous and asynchronous strategies. In addition, the
Department of Education has stated that those who do not have
access to the internet will broadcast lessons, materials, and
instructions via radio and television.
During the COVID-19 pandemic, Lapitan et al. (2021) studied
the most successful blended online teaching and learning technique.
According to the study, the DLPCA, or Discover, Learn, Practice,
Collaborate, and Assess, is a five-component blended learning
strategy. The training in DLPCA is divided into two parts:
asynchronous and synchronous. Asynchronous learning was
accomplished by streaming pre-recorded lecture clips on Youtube,
allowing students to study and develop at their own pace. Online

education used video conferencing platforms such as Google Meet
or Zoom for the synchronous portion of the lecture. In a class
environment, providing individualized instruction or traditional face-
to-face learning is an excellent approach to enhancing teaching and
learning quality. Still, the online teaching style makes it more difficult
for educators to understand each student’s learning condition and
circumstances.
This study aims to analyze the outlooks of teachers on their
best practices in the teaching under blended learning. To see if the
strategies and methods used by teachers are effective for students,
as it will allow them to continue their studies under the new mode
of learning. In addition, this also presents how COVID-19 affects the
perspective and experience of teachers in teaching in blended
learning to raise awareness of effective strategies.

REVIEW OF RELATED LITERATURE AND STUDY
This section contains international and local literature and
research on teachers’ perspectives on their best practices in blended
learning. The significance to the current study provided a big picture
of why these local and international literature and studies are
utilized.
Concept of Blended Learning
According to Deyamport, (2020) that the concept of blended
learning existed long before the pandemic. Blended learning
combines engaging in-person and online lessons and activities,
giving students more control over pace, duration, location, and,
ultimately, their learning path. Educational certified professionals
embrace blended learning since it can shift the learning process from
a passive and teacher-directed approach to one that is more student-
centered and personalized.
In addition to that Cole, (2020) stated the art of teaching has
emphasized best practices in various studies. Teachers can discuss
student needs in their classrooms by utilizing technology and
resources which were not generally possible. They could indeed

assign YouTube shows, tasks, projects, and web pages to various
student groups. The most recent educational research and learner-
centered studies are increasingly becoming the norm rather than the
exception. The hybrid or blended learning model is one of the more
popular innovations. The availability of technology for student use is
the foundation of a blended-learning strategy.
While Rao (2018), supported the information above by stating
that the blended learning is a tertiary educational curriculum in which
a student learns in part through the delivery of content and
instruction via digital and online media, with some extent of
students' abilities over time, space, approach, and progression.
Blended Learning is an educational approach of incorporating
innovative educational answers to problems for instructors, trainers,
and students by hybridizing the traditional classroom curriculum with
mobile learning and online activities. The concept of blended
learning is founded on the notion idea learning is a constant process
rather than just a one-time occurrence. Singh claims that blending
has several advantages over using a single learning teaching
technique.
According to Walker, (2018) there's no doubting that we live
in a digital age, surrounded by ever-changing technological
advancements and innovation. Blended learning has been proved in
studies to be an interesting and successful teaching method for
learners from different backgrounds and different, including English
learners and students with special needs who benefit from
information disseminated in a variety of forms. Generation Z, or
post-millennials, are growing up in a world dominated by personal
computers, smartphones, social media, and the worldwide web.
Education has been identified to reflect today's students' life
experiences, combining traditional educational tactics with cutting-
edge technology. There are benefits and drawbacks to using a
blended-learning paradigm, such as flexibility, efficacy, teacher
empowerment, and reliance on technology, as with any teaching
technique.
Challenges in Blended Learning
According to Dahmash, (2020) due to the Covid-19, teaching
worldwide has changed while managing the spread of this infectious
disease. As stated by Moorhouse et al. (2020), we are supposed to
employ digital technologies such as learning management systems

(LMS), student response systems (SRS), and game-based learning
platforms (GBLP) for education. However, at the beginning of
implementing learning via online media, the students raised their
concerns regarding the potential challenges Obaid, (2020).
According to UNESCO (2020), due to the school closures, 90% of
the world's students are impacted by these changes. Rice & Skelcher
(2018) also cited that few states and other jurisdictions require
educators to have training or experience with online teaching.
Despite the intention of providing students with a traditional
campus-based experience, essential COVID-19 transmission
precautions such as wearing face masks, maintaining physical
distance, and not having gatherings of more than a few people have
resulted in a radically different form of college life.
The New York Times (2020), many institutions that had
reopened had to shift courses quickly due to COVID-19 breakouts on
campus, leading to students being sent home and returning to online
education. Furthermore, because of the Covid-19, this issue
exacerbates students' already significant mental health concerns and
disparities when they are having difficulty obtaining assistance. As
stated by Healthy Minds Network & ACHA (2020), COVID-19 made

it more difficult for 60 percent of college students seeking mental
health services to get them in spring 2020. As a result, it has evolved
considerably, with an increase in the use of technology for remote
teaching and learning, referred to in this paper as "online learning
and teaching." Also, both students and teachers have found online
learning and education troublesome. Many teenagers and young
people suffer from high levels of stress due to online learning,
leading to various mental health problems. Not all teenagers can
benefit from these new learning environments, while others fail to
keep up with their studies and stay motivated and interested
UNESCO, (2020).
Effectiveness of Blended Learning
Despite our current situation, the government found an
alternative way to promote and continue education here in our
country. According to studies, blended learning is widely utilized not
just for learning a receptive language but also for acquiring
expressive language abilities (reading, listening), as well as
productive language components like grammar and spelling (writing
and speaking). Ebron and Mabuan (2017). Furthermore, Mccall

(2017) uses classroom action research methodologies to study the
usage of Facebook to increase students' abilities to read and write.
The instructor conducted his research by creating a microblog on
Facebook and holding courses online with all of his pupils. The
teacher provides photographs and reading materials for students to
peruse, comment on, and write summaries on. Students wrote a
summary of the microblog in the classroom using a laptop or other
smartphone, and they were allowed to finish the microblog
assignment at home if they couldn't finish it in class. The results of
his research show that using the Facebook application can improve
students' writing ability, particularly in terms of sentence complexity.
Scaffolding was provided to the pupils to achieve the best possible
results. Students respond positively to the usage of Facebook for
learning, according to the findings of the study. And also, Rahman
and M (2018) analyze the efficacy of blended learning
implementation and compare it to traditional face-to-face
approaches. The pupils in the experimental class adopt a mixed
learning approach. Students use social media to get feedback from
peers and teachers, complete homework outside of class, and submit
them using an app. The control class, on the other hand, uses
traditional face-to-face procedures. The pupils do not receive
reciprocal interaction from peers or the teacher. Learning in the
classroom is also uniform because everything revolves around the
teacher. His research found that students who learned using blended
learning approaches performed better in writing than students in the
control group. Furthermore, eighty-eight percent of pupils in the
experimental class had the basic capacity to operate computers
independently, and seventy-six percent of them had stronger online
abilities, according to the study. This conducted research shows how
blended learning helps students to improve their education. This also
helps other teachers to find a new way to promote education.
According to Kintu et al. (2017), assessing the relationship
between the pace of learning, functionality, and effective teaching is
how the effectiveness of the need for a blended learning
environment is calculated. Many studies show that learners' failure
to sustain their educational technology in some cases was indeed
due to family assistance or heavy workloads, culminating in learner
dropout as well as little time for study. Per the research, the notion
of learning and peer reduces the efficiency and subsequent drop-out
in blended learning, and a lack of learner interconnectivity was

identified including an institutional factor that leads to learner drop-
out in distance learning. Learner satisfaction was identified as a
significant factor in the efficiency of blended and online classes, and
level of satisfaction could direct consequence from learners'
ineptitude while using the e-learning systems as an educational
resource, even though users may be failed to comply including an
information management system due to its convenience of use.
Impact of COVID-19 Pandemic on Teaching and Learning
According to World Health Organization, this COVID-19
pandemic has expanded worldwide, infecting approximately every
country and territory. As stated by, Pokhrel (2021), the outbreak has
caused damage to school systems worldwide, affecting about 1.6
billion students in over 200 countries worldwide. More than 94
percent of the world's student population has been affected by
schools, universities, and other learning facility closures. Social
distancing and limited crowd movement policies have seriously
affected traditional learning approaches. With numerous new safety
protocols in place, reopening schools once restrictions have been
lifted is another problem. Switching from traditional face-to-face
learning to online learning may be a completely different experience

for both teachers and students, which they must adapt since there
are no other alternatives other than eLearning. eLearning, as
opposed to the traditional chalk and board mode of teaching, has
become an alternative learning tool for students. Education is also
made simpler, easier, and more successful with the use of e-learning
tools. According to Subedj et al., (2020), during the pandemic, e-
learning tools were important in enabling schools and universities in
the teaching and learning process during the shutdown of
universities and schools.
Considering the conceptual and practical conflicts involved in
teaching and learning a movement-based curriculum using
technology, many educators never imagined teaching virtually.
However, due to the COVID-19 pandemic, most teachers have been
prompted to switch to online learning approaches. According to
Petrie, (2020) unified communication and collaboration platforms
like Microsoft Teams, Google Classroom, Canvas, and Blackboard
have been utilized so far to allow students to teach online classes,
training, and skill enhancement programs online. Furthermore, many
teachers and students were concerned about the unexpected shift

to online learning because a vast portion of the population has
unstable internet access and limited electronic devices.
According to Basilaia & Kvavadze (2020), online learning
allows physically challenged students with more freedom to
participate in learning in the virtual environment, requiring limited
movement. According to Petrie, (2020) supported this information
by stating that many students have experienced psychological and
emotional distress in their home-living environment and have been
unable to interact productively.
Teaching Approaches in New Normal
A foreign study, Hasan (2020), surveyed 408 students about
their thoughts on online education. In line with this, academic
institutions across India urged their students to use video
conferencing platforms like WebEx, Zoom, Google Meet, Say
Namaste, and learning management systems (LMS) such as Moodle,
Blackboard, and others to assist their study in any way possible.
However, in India, where there is still a huge digital gap, and a large
proportion of learners belong to disadvantaged groups, internet
accessibility and unaffordable technology were more likely to put
learning on thousands of students. The Indian Government launched

the "Bharat Padhe Online" to encourage teachers to create digital
educational content on public platforms by creating blogs, wikis, and
OERs. This drive provided continuous learning to support all learners
at all levels and was formed to monitor the online learning
environment across the nation as part of the drive. In response to
the Covid-19 crisis, teachers in India are now doing Facebook Live
lessons, using Google Classroom, uploading content to YouTube,
teaching using WhatsApp, and using meeting tools like Zoom, Cisco
WebEx, or Google Meet. However, it is debatable if such attempts
genuinely reform the Indian educational system from a teaching
standpoint.
According to Noor et al. (2020), the provincial government in
Pakistan, as well as the Federal Ministry of Education is accountable
for the country's national education system. This Ministry of
Education has identified technology-based education interventions
as a way to support learners via television, radio, and online teaching
tools like Zoom, Google Classroom, and Microsoft Teams, which are
all accessible via an internet connection. Notably, the COVID-19
pandemic has significantly altered the teaching practices of school
teachers who are used to classroom instruction (Zhang et al., 2020).

Thus, through the use of various technological devices such as
cellphones, laptop computers, and tablet computers, along with
networked connectivity, the learning experience can be achieved in
both synchronous and asynchronous situations, which is what
constitutes online learning (Dhawan, 2020). With the virtual model
of education being a mostly new experience for most school teachers
in Pakistan, this shift from face-to-face classroom teaching to online
teaching practice has an impact on school teachers' teaching norms,
professional roles, and teaching approaches (Noor et, al., 2020).
Challenges Encountered by Teachers in New Normal
One of the factors seen by Tosun et al., (2021) that led to the
challenges encountered was the lack of awareness, knowledge,
experience, and preparedness of teachers conducting distance
education. They have also observed that when studies on teachers
are undertaken in Turkey, they are usually limited to teachers,
academics, or private school teachers who specialize in a particular
field and/or work in a particular city.
In addition to that Zhang et al. (2020) stated that for young
teachers, the stress of housework and childcare can be
overwhelming, which can have a negative impact on their online

teaching. Second, not all teachers and students have areas at home
to teach and study. Third, poor hardware and an inconsistent
network at home can limit teaching and learning. Moreover, Dziuban
et al. (2018) said that teachers are not trained to teach virtually, so
blended learning is not their preferred teaching platform. And this
confusion causes stress and frustration to them.
According to the findings of the study conducted by Noor et
al. (2020), limited resources, such as electricity and connectivity,
little learner support, a lack of facilities, a lack of knowledge in
technology, and content reorganization were all mentioned as
roadblocks to the smooth operation of an online teaching
environment by the participants. This study likewise reports that the
majority of the participants discussed the scarcity of electronic
devices, such as laptops and high-cost Internet packages needed for
smooth connectivity, lack of expertise in online teaching,
uncooperative students and their families, and low learner
attendance as issues that teachers were facing with online teaching
practices.
Overall, during the COVID-19 pandemic, the interview findings
indicate the challenges that Pakistani school teachers encountered

in terms of online teaching practices. The following were the most
often mentioned concerns and challenges:
High cost of Internet packages;
Attitudes of learners;
Reduced cooperation from students’ families;
Low attendance of students;
Technology confidence of the teachers;
Limited educational resources (particularly in Urdu and Islamiyat)
are available;
Lack of technical knowledge;
Poor network.
THEORETICAL FRAMEWORK
Figure 1. Theoretical Framework
Jean Piaget is considered the creator of the constructivist
approach to education. He is a biologist. He was fascinated by how
organisms adapt to their environment and how past psychological
information affects this. You don't just look at something and make
a spiritual copy of it to understand it. You have to work on the object
to understand it correctly. Learning, according to Piaget, is modeling,

altering, and comprehending how an object is produced. As a result
of our interactions with the environment, we change our internalized
picture of the world. Views on specific constructions can shift in a
variety of ways. Instead of a stimulus followed by a reaction as a
method of learning, Piaget claimed that the two have a cyclical
relationship: a stimulus can create a response, and that response
can influence how the following stimulus is perceived. External
inputs update one's cognitive schema or the way one thinks about a
topic or item. The stimulus can be adapted to the schema.
Consumption or housing are two options. Coordination is the act of
adjusting the cognitive schema to accept something new from the
environment, and consumption is the process of taking new
information from the environment and adapting it to the existing
schema. Both processes can be used in different ways at the same
time throughout life The relevance of this theory in this research
study is that constructivism can be used or utilized by teachers to
teach their students and also use their past experiences to learn from
them and apply them to themselves and their practices to help their
students.
CONCEPTUAL FRAMEWORK
Figure 1. Conceptual Framework
This study's conceptual framework depicts teachers' teaching
in a blended learning environment, including students' personal
experience in their practices, as well as teachers' preparedness in
blended learning, challenges, and the pandemic's impact.
Outlooks of teachers on their best practices in teaching under
blended learning are treated as a dependent variable whereas
students’ perception regarding teachers’ preparedness, challenges,
and the impact of the pandemic as independent variables. In
addition, the dependent variable is fixed in the middle of the figure,

while independent variables illustrate the effect on the dependent
variable with pointing arrows.

STATEMENT OF THE PROBLEM
This research study aimed to describe and determine the
Outlooks of Teachers on their Best Practices in the Teaching under
Blended Learning.
Specifically, it sought answers to the following questions:
1. How may the respondents be described in terms of:
1.1 Sex;
1.2 Age;
1.3 Years in Teaching;
1.4 Highest Educational Attainment;
1.5 Civil Status
2. What are the best practices of teachers as to asynchronous
and asynchronous class?
3. What are recommendations may the respondents suggest for
the improvement of their flexible learning process?

SIGNIFICANCE OF THE STUDY
The generalization of this study would contribute to the
development of teaching of teachers under blended learning. The
result of this study could be highly significant and beneficial to the
following:
Teachers that the result of this research will help and provide
the teachers with more knowledge about the best practices in
blended learning teaching. This will also offer them with new
perspectives on the shift from face-to-face activities to e-learning
and e-teaching.
Students, this study will benefit to the students to gain more
knowledge about the different and best practices of teachers in
teaching under blended learning.
Parents, this data would serve as a knowledge to the parents
on how teachers teach their children during blended learning.
Department of Education (DepEd), this study will serve
as a new source of information regarding on the best practices of
teachers in teaching under blended learning.

Future Researchers, this research could serve as a guide
and new source of information gain more knowledge in order to
improve their studies.

SCOPE AND DELIMITATION
This research delimits its study on the outlooks of teachers on
their best practices in the teaching under blended learning. The
researchers will utilize a survey sheet questionnaire to know how
teachers in the new normal education environment innovate their
teaching techniques.
The researchers focus their respondents on eighty (80)
teachers, Grade 11 and 12 Humanities and Social Sciences currently
teaching in Metro Manila College. In addition to that, the
respondents may also choose based on the SOP of this study.

HYPOTHESIS (FOR CORRELATIONAL AND EXPERIMENTAL)
DEFINITION OF TERMS
Accessibility can be thought of as “the ability to have access” and
can benefit from a system or facility.
Asynchronous is used to defined forms of education and learning
that do not occur in the same setting or at the same time. It is used
to facilitate the exchange of information between networks of people
outside of time and place constraints.
Blended Learning normally applies to practices that use both
online and face-to-face learning experiences when educating
learners. Blended learning experiences, also known as hybrid and
mixed learning, can be designed and implemented significantly
differently from school to school.
New Normal is an unknown or non-typical situation that has
become typical, general, or expected.
Pandemic is an outbreak of an infectious disease that has spread
across a large region.
Platform is a group of technologies used as the basis for developing
other applications, processes, or technologies.

Strategies is an action taken by a manager to achieve one or more
organizational goals. Strategy can also be defined as “A shared
direction that is determined for the company and its various divisions
to achieve a desired future state.
Synchronous Learning is a general term used to describe forms
of education, education, and learning that occur simultaneously but
not in the same place. The term is most commonly used to refer to
different forms of television, digital, and online learning where
students learn in real-time from teachers, instructors, and
colleagues, but not directly.
Techniques is a way of carrying out a particular task and the ability
to handle such details and use such movements.
Traditional Learning take place in the classroom. There are
trainers who moderate and coordinate the flow of information and
knowledge.
Chapter 2
METHODS
This chapter of the research will be dedicated to the
presentation of methods and procedures defined to acquire data, its
analyzation, interpretation, and conclusion. This section specifically
shall also provide respondents involved, sampling technique,
instruments used to consider construction and validation of data,
administration of questionnaire, and utilization of statistical
treatment.
RESEARCH DESIGN
In this study, the researchers used a descriptive research
design approach. A descriptive research study aims to correctly and
methodically characterize a group of people, situations, and
phenomena. It can also answer the questions of what, where, when,
and how, but "why" is not included. A descriptive research design,
according to Shona McCombes (2020), can study one or more
variables using a range of research methods. Unlike experimental
research, the researcher does not influence or change the variables.
They are only observed and measured.

RESEARCH DESIGN
In this study, the researchers used a descriptive research
design approach. A descriptive research study aims to correctly and
methodically characterize a group of people, situations, and
phenomena. It can also answer the questions of what, where, when,
and how, but "why" is not included. A descriptive research design,
according to Shona McCombes (2020), can study one or more
variables using a range of research methods. Unlike experimental
research, the researcher does not influence or change the variables.
They are only observed and measured.

RESPONDENTS
In this study, the researchers had come up with eighty (80)
teachers from Metro Manila College as respondents. They focused
their study on the Outlooks of Teachers on their Best Practices in
Teaching under Blended Learning including with their age, Sex and
employment status.
INSTRUMENT USED
The researchers made use of questionnaire in gathering data.
Questionnaire
The researchers used questionnaire that provides a script for
presenting a standard set of questions and response options.
PART I: Personal information of the respondents which includes:
Sex, Age, Years in Teaching, Highest Educational Attainment, and
Civil Status.
PART II: What are the best practices used by teachers in teaching
under blended learning?
PART III: What suggestions and recommendations do the
respondents have for how to improve their flexible learning process?

SAMPLING TECHNIQUES
The respondents were chosen using a Quota sampling method
by the researchers. A quota sampling is a non-probability sampling
and it may be characterized as a means of obtaining information
about a population of people. The use of quota sampling guarantees
that the researcher's sample group reflects specific features of the
population.
CONSTRUCTION OF THE INSTRUMENT
The researchers read books, journals, research papers, and
dissertations, as well as conducted internet research for more data,
frameworks, variables, and indicators, which they used to create
surveys. They will draft it and present it to the research teachers and
advisers.
VALIDATION OF INSTRUMENT
The researcher pre-tested the instrument to 5 (five) teachers
in Metro Manila College, who were not among the chosen
respondents. The purpose of this dry-run was to find out if there
were vague or confusing items in the questionnaire so that the
researchers could improve the questionnaire.

ADMINISTRATION AND RETRIEVAL OF THE INSTRUMENT
After considering the results of the pre-tested instrument, the
researchers prepared the final draft of the questionnaire then asked
for the approval of their thesis adviser to distribute the questionnaire
to the chosen respondents. Administration and retrieval was
personally done by the researchers to ensure 100% return of the
tool. The researchers distributed it to the respondents and waited
outside. The questionnaires were collected as soon as the
respondents were finished.

STATISTICAL TREATMENT OF THE DATA
The researchers manually tabulated and processed the data
after reconciling acquired data to get the specific way of analyzing
and interpreting the results. In treating the gathered data, the
following instruments were applied:
1. Frequency and Percentage Distribution
This was used to relate a part of a whole in the total responses.
This is a numerical especially on frequency distribution
Formula:
𝑓
P = 𝑛 x 100
Where:
P = percentage
f = frequency
N = no. respondents
2. Weighted Mean
To compute the awareness of the respondents on the Cultural
beliefs and practices, the weighted mean was applied. The collected
data were categorized and were given corresponding weights. The

weight was multiplied by the number of replies in each category to
be added and then divided from the sum of the product.
Formula:
𝑓𝑤
WM=
𝑁
Where:
WM = weighted mean
fw = sum of the products of the frequency
N = no. of respondents
3. Four point Likert Scale
To qualify the responses on the rating scale, a likert scale method
of measuring the attitude was used. Likert scale provides a great
way of measuring attitudes, knowledge, perception, values, and
behavioral changes. Similarly, this scale involves a series of
statement that survey respondents may choose from, in order to
rate their responses to evaluative questions. (Mahmutovic, 2014)
Each statement has four responses classified under the level of
frequency with weights 1, 2, 3, and 4
The corresponding point assigned by estimating each weighted
average with the following equivalent verbal description:

Numerical interpretation
Verbal interpretation
3.25 – 4 4 VHE-Very high extent
2.25 – 3.24 3 HE- High extent
1.75 – 2.24 2 LE- Low extent
1.00 –1.74 1 VLE- Very low extent
4. Ranking. This was used to determine the arrangement of
responses for given variable to degree of the importance as
perceived by the respondents. The equivalent point assigned to each
item indicated the extent of the existence of condition as perceived
by the respondents was determined by estimating each weighted
average which become the verbal descript.
5. Chi-square Test. This was used to test the statistical
relationship that exist between two categorical variables that were
used in the study. xe2
(𝑂𝑖 −𝐸𝑖 )2
Formula: 𝑥𝑐 2 = ∑ 𝐸𝑖
Where:
X2 = chi square computed value
C = degrees of freedom
∑ = Summation of data
𝑂 = observed value
𝐸𝑖 = expected value
i = “ith” position in the contingency table

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METRO MANILA COLLEGE

HUMANITIES AND SOCIAL SCIENCES

OUTLOOKS OF TEACHERS ON THEIR BEST PRACTICES IN

A Research Paper Presented to

Faculty of the Basic Education

Title Page ........................................................................ i

Approval Sheet................................................................ iii

Table of Contents........................................................…. viii

created problems that have caused everyone to struggle. In

education, teaching and learning have moved online, and it has

become the new normal. It was a modern concept that combined

the benefits of traditional classroom instruction with online learning.

to encounter the same problem as last year. Blended learning is

gradually emerging as the new normal for education. We can see

normal due to the government's limited support and efforts.

According to Pastor, (2020) Coronavirus Disease 2019

(COVID-19) has significantly changed the Philippines' educational

system, with a marked shift toward online teaching as a strategy of

preventing the virus's spread. Whereas a large percentage of the

population had a poor internet connection and few technological

move to online learning. They are considering that many teachers

have stated that they are unprepared to teach primarily through

educators must consider best practices for blended learning.

The Philippines, according to Education Secretary Leonor

that her department is not inventing anything new, despite the

concerns raised by the other sectors. With that, educators had no

whole blended learning. The most practical form of adapting is the

synchronous and asynchronous strategies. In addition, the

Department of Education has stated that those who do not have

access to the internet will broadcast lessons, materials, and

instructions via radio and television.

During the COVID-19 pandemic, Lapitan et al. (2021) studied

the most successful blended online teaching and learning technique.

According to the study, the DLPCA, or Discover, Learn, Practice,

Collaborate, and Assess, is a five-component blended learning

strategy. The training in DLPCA is divided into two parts:

asynchronous and synchronous. Asynchronous learning was

accomplished by streaming pre-recorded lecture clips on Youtube,

allowing students to study and develop at their own pace. Online

or Zoom for the synchronous portion of the lecture. In a class

environment, providing individualized instruction or traditional face-

to-face learning is an excellent approach to enhancing teaching and

for educators to understand each student’s learning condition and

This study aims to analyze the outlooks of teachers on their

best practices in the teaching under blended learning. To see if the

strategies and methods used by teachers are effective for students,

of learning. In addition, this also presents how COVID-19 affects the

perspective and experience of teachers in teaching in blended

learning to raise awareness of effective strategies.

research on teachers’ perspectives on their best practices in blended

learning. The significance to the current study provided a big picture

of why these local and international literature and studies are

Concept of Blended Learning

According to Deyamport, (2020) that the concept of blended

learning existed long before the pandemic. Blended learning

combines engaging in-person and online lessons and activities,

giving students more control over pace, duration, location, and,

ultimately, their learning path. Educational certified professionals

a passive and teacher-directed approach to one that is more student-

centered and personalized.

In addition to that Cole, (2020) stated the art of teaching has

emphasized best practices in various studies. Teachers can discuss

student needs in their classrooms by utilizing technology and