Republic of the Philippines

COLLEGE OF OUR LADY OF MERCY OF PULILAN FOUNDATION INC.

Pulilan Bulacan

Chapter 1

The Problem and Its Background

Introduction

COVID-19 (coronavirus disease 2019) is a disease caused by the novel coronavirus

(SARS-CoV-2, formerly known as 2019-nCoV) that was discovered in Wuhan, China in
December 2019. It is a member of the coronavirus family, which includes common
viruses that cause a variety of diseases ranging from common colds to more serious but
rare diseases such as severe acute respiratory syndrome (SARS) and Middle East
respiratory syndrome (MERS) according to Centers for Disease Control and Preventions,
2021. The disease has garnered global attention due to increasing infections as well as
how to eradicate the disease and flatten the infection curves (Guo, et al., 2020)

The virus quickly spread throughout the world, prompting the World Health
Organization (WHO) to declare a pandemic in March 2020. The COVID-19 pandemic,
like any other, had a wide-ranging impact on education. Government actions have been
directed toward a common goal of reducing the spread of coronavirus by instituting
measures that limit social contact. Many countries have suspended face-to-face teaching
and exams, as well as imposed immigration restrictions affecting Erasmus students.
Wherever possible, traditional classes are being replaced with school-supplied books and
materials. Various e-learning platforms allow teachers and students to interact, and in
some cases, national television shows or social media platforms are used for education.
Some school districts have declared extended holidays in order to better prepare for this
distance-learning scenario.

Classroom-style education appears to be out of reach in the current situation due to

the COVID-19 pandemic. As a result, the Department of Education (DepEd) proposed
strategies for adapting to the ever-changing teaching environment. One of these
initiatives is the introduction of blended learning in the Philippines. It aims to enable
schools to "restrict face-to-face learning, secure social distancing, and reduce the number

1
of people outside the home at all times. Blended learning is defined as "face-to-face with
any or a mix of online distant learning, modular distributed learning, and TV/Radio-based
teaching," according to the Department of Education. When blended learning activities
became the prevalent, it focuses purely on time modification, with insistence on teaching
methods. Blended learning program are classes where a significant portion of the
traditional face-to-face instruction is replaced by web-based online learning and any other
alternative out-of-classroom learning. “Flipped Classroom Model” was developed, which
utilized the blended learning model to flip the traditional learning environment so that the
majority of the instructional content is delivered online (Keengwe, Onchwari, & Oigara,
2014) Flipped classroom is a type of blended learning design that signifies from either
asynchronous and synchronous class approaches. In synchronous classes students has
been introduced to new material. Teachers can make a short video or link to online
content that is relevant to their program activities. Students can also learn at home by
watching videos, online presentations, or other educational resources. Face-to-face
videoconferencing takes place in a classroom setting using synchronous video or web
conferencing technologies. The blended learning approach is believed to be the most
suitable design to implement because it manages to combine the benefits of synchronous
and asynchronous strategies.

The COVID–19 pandemic has significantly altered the Philippines education

system, with a noticeable shift toward virtual learning in an effort to limit even more
transmission of the virus. School teachers had to modify their teaching plans, styles, and
assessment techniques as a result of the abrupt transition to full virtual learning. Students
also had to adjust rapidly to the "new normal" educational setting. Virtual learning is an
approach to provide substantial advantages to learners, such as channeling students'
attention to the important understanding and enabling them to play an active role in
collaborative learning activities (Code, Ralph, & Forde, 2020). Virtual learning improves
the effectiveness of your knowledge and skills by providing easy access to large amounts
of information (Arkorful & Abaidoo, 2015). However, virtual learning instances might be
far more difficult and complicated as they must deal with learning resources in both the
virtual and real worlds at the same time, personality trait is indeed very essential in the

2
virtual learning context (Dhawan, 2020 ). Learners personal attributes were a significant
variable that determines the effectiveness of online learning (Chu, 2014). Students'
perspectives on blended learning differed. Some were enthusiastic, while others felt that
online learning did not fit their preferred learning style or subject matter. Many students
chose not to use the online learning resources. This could be attributed to a lack of
awareness about the e-learning component (Van Wart, et al., 2020)

Furthermore, this study aims to investigate how COVID-19 Pandemic have

academic impact to ABM's students blended learning. Therefore, this study will assess
the various contributions of blended learning to the pandemic's overall academic impact.
The findings of the study can also be used as a foundation for future research.

Statement of the Problem

The present study aimed to determine the academic impact of COVID-19

Pandemic in the Accountancy, Business and Management (ABM) Students Blended
Learning. More specifically, it sought answers to the following questions.

1. What is the Demographic Profile of Accountancy, Business and

Management (ABM) Students in terms of:

1.1 Age;

1.2 Gender;

1.3 Grade Level;

1.4 Marital Status; and

1.5 Spending Hours in Studying during this Pandemic?

2. Does COVID-19 Pandemic have a significant academic impact on the blended

learning of Accountancy, Business and Management (ABM) Students?

3. How may the Blended Learning of Accountancy, Business and Management

(ABM) Students be described?

3
Significance of the Study
The purpose of this study is to quantitatively examine the Academic Impact of
COVID-19 Pandemic in the Students Blended Learning. The results of the research will
be beneficial to the following:

Academic Institutions and administrators – through this research, academic

institutions and administrators may promote programs and advocacies regarding student
related matters that can help the students deal with their class’s issues.

Community – this study spreads awareness in the community, recognizing how to help
the students on adjusting in the new normal, helping students in their concern and how to
provide better solutions that can be a useful approach.

Parents – this research may help parents to consider giving their child much better
attention, giving longer time for them to study and learn.

Students – students will be directly benefited from this research as its findings may
encourage them to consider finding better approach and solution on their academic
problems.

Future researchers – It will serve as reference material for other researchers engaged in

similar studies.

Theoretical/ Conceptual Framework

According to (Heart, Finklestein & Cohen, 2021) blended learning is to foster

social learning when face-to-face learning is not possible due to factors such as
geographic distance, students' disabilities, or the current pandemic that prevents social
gatherings. This conclusion is especially relevant in terms of the impact of Covid-19 on
face-to-face learning. Designers of blended learning programs should pay closer attention
to students' voices and keep in mind that minimizing face-to-face T&L for a variety of
reasons may jeopardize students' satisfaction, which is likely to reduce learning
effectiveness.

4
 Figure 1 presents the conceptual framework of the study. The independent
variable of the study is represented by Academic Impact COVID-19 Pandemic, which
was measured by the following parameters: Time-management, Communication, Online
Resources and Students Emotion towards studying during COVID-19 Pandemic.

INDEPENEDENT DEPENEDENT
VARIABLE VARIABLE

Academic Impact Blended Learning

of Covid–19 Pandemic of ABM Student
In terms of: In terms of:
Time-management Self-Regulation
Communication Attitude towards the blended
Online Resources learning

Students Emotion towards Workload Management

studying during COVID-19
Pandemic

Figure 1. Conceptual Model of the Study

Meanwhile, the study's dependent variable is represented by blended learning

of ABM students at COLM, which is measured using the following parameters: Self-
Regulation, Attitude towards Blended Learning and Workload Management.

Hypotheses of the Study

H0: COVID-19 Pandemic have no academic impact in the ABM Students Blended
Learning

5
Definition of Terms

To help the readers to understand the study, the following terms define
operationally:

Blended learning- a style of teaching/education were students learn via electronic and
online media including traditional face-to-face teaching.
Flipped Classroom Model - a dynamic, interactive learning environment where the
educator guides students as they apply concepts and engage creatively(omerad.msu.edu).
Synchronous classes - a real time class, were students and instructors attending together
from different locations, possibly connected via internet.
 Asynchronous classes - run on a more relaxed schedule, with students accessing class
materials during different hours and from different locations(thebestschool.org).

Scope and Delimitation of the Study

The study aimed to determine whether COVID-19 Pandemic have academic impact
to ABM's students blended learning. Academic Impact of Covid-19 Pandemic in terms
of: Time Management, Communication, Online Resources and Students Emotion towards
studying during COVID-19 Pandemic also Blended Learning of ABM Student in terms
of: Self-Regulation, Attitude towards the blended learning and Workload Management.
The result of the study was based only on the data gathered from respondents that is
comprised of ABM-11 and ABM-12 with the total of 120 students. The location of the
study will be at College of Our Lady of Mercy (COLM). To ensure the significance and
validity of the results, appropriate sampling techniques were used.

6
 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDY

This chapter offers the related literature and studies after the thorough and in –
depth forage done by the researchers. The literature and studies adduced in this chapter
addresses the different ideas, concepts, generalization, conclusions and also the different
development related to the study starting from the past up to the present. This will serve
as a guide for the researchers in developing the project. Moreover, the information
included in this chapter, helps in familiarizing details that are apposite and similar to the
present study.

Academic Impact of COVID-19

In December 2019, an outbreak of a novel coronavirus known as Covid-19 occurred in

China and has spread rapidly across the globe within aa few months. Covid-19 is an
infectious disease caused by a new strain of Coronavirus that attacks the respiratory
system (World health organization, 2020). As of January 2021, Covid-19 has infected 94
million people and has caused 2 million deaths in 191 countries and territories (John
Hopkin University, 2021). This pandemic has created massive disruption of the
educational systems affecting over 1.5 billion students. It has forced the government to
cancel national examinations and the schools to temporarily close, cease face to face
instruction, and strictly observe physical distancing these events have sparked the digital
information of higher education and challenged its ability to respond promptly and
effectively. Schools adopted relevant technologies, prepared learning and staff resources,
set systems and infrastructure, established new teaching protocols, and adjusted their
curricula. However, the transition was smooth for some schools but rough for others
particularly those from developing countries with limited infrastructure. (Pham &
hyvyen,2020; Simbulan 2020). Inevitably, schools and other learning spaces were forced
to migrate to full online learning as the world continues to bottle to control the vicious
spread of the virus. Online learning refers to a learning environment that uses the internet
and other technological devices and tools for synchronous online learning without a strict

7
schedule for different students (Thurman, 2019). Within the context of the Covid-19
Pandemic. Online learning has taken the status od interim remote teaching space has
faced several major concerns relating to policy, pedagogy, logistics, socioeconomic
factors, technology and psychosocial factors. (Donita-Schmidt &Ramot, 2020; Khalil et
al. 2020; Varea & Calvo, 2020). With reference to policies, government education
agencies and schools scrambled to create fool-proof policies on governance structure,
teacher management, and student management. Teachers, who were used to conventional
teaching delivery, were also obliged to embrace technology despite their lack of
technological literacy. To address this problem, online learning webinars and peer
support systems were launched. On the parts of the students, dropout rates increased due
to economic, psychological, and academic reasons. Academically, although it is virtually
possible for students to learn anything online leaning may perhaps be less than optimal.

Recently, there has been explosion of studies relating to the new normal in education.
While many focused on national policies, professional development and curriculum,
others zeroed in on specific learning experience of students during the pandemic. Among
this are Copeland et al. (2021) and Fawaz et al. (2021) who examined the impact of
Covid-19 on students, mental health and their coping mechanisms. Copeland et al. (2021)
reported that the pandemic adversely affected students behavioral and emotional
functioning, particularly attention and externalizing problems (ei. Mood @ wellness
behavior) which were caused by isolation, economic & health effects, and under
certainties. Fawaz et al.’s (2021) found that “students raised their concerns on learning
and evaluation methods, overwhelming task load, technical difficulties, and
confinement”. To cope with these problems, students actively deal with the situation by
seeking help from their teachers, and relatives engaging in recreational activities. In
another study, Tang et al. (2020) examined the efficacy of different online teaching
modes among Abm senior high students. Using a questionnaire, the results revealed that
students were dissatisfied with online learning in general, particularly in the aspect of
communication and question-and-answer modes. Nonetheless, the combined model of
online teaching with flipped classrooms improved students’ attention, academic
performance and track evaluation. A parallel study was undertaken by Hew et al. (2020)

8
who transformed conventional flipped classrooms into fully online flipped classes
through a cloud-based video conferencing, assisted online flipped classrooms. Unlike the
two studies, Surgaman et al. (2020) looked into how learning occurred at home during the
pandemic. Their finding showed that students faced many obstacles in a home learning
environment, such as lack of mastery of technology, high internet cost, and limited
interaction socialization between and among students. In related study, Kapasi et al.
(2020) investigated how lockdown impacts students learning performance. Their findings
revealed that the lockdown made significant disruptions in students leaning experience.
The students also reported some challenges that they faced during their online classed.
These include anxiety, depression, poor internet service, and unfavorable home learning
environment, which were aggravated when students are marginalized and from remote
areas. Contrary to Kapasia et al. (2020) findings Gonzalez et al. (2020) found that
confinement of students during the pandemic had significant positive effect on their
performance. They attributed these results to students continues use of learning strategies
which, in turn, improved their learning efficiency. Finally, there are those that focused on
students overall online learning experience during the Covid-19 pandemic.

Before COVID-19, the Philippines were one of the most dynamic economies in

East Asia. The Philippines’ economic progress relies upon strong consumer demand, a
thriving labor market, and remittances received from overseas. Increased urbanization, a
growing middle class, and a young population help to drive these. In January 2020, the
country’s first COVID-19 case was recorded, and by March, the country had been placed
under strict community quarantine, restricting mobility and commercial activity. While
these actions delayed the spread of COVID-19, they had serious negative
consequences for family incomes, jobs, education, food security, and businesses. The
pandemic caused the Philippines’ economy to decline to its lowest level since World War
II, with GDP decreasing by 9.5% in 2020. It’s the worst drop since records began in
1947, and it’s also the first time the economy has shrunk since 1998, when it contracted
by 0.5%. When the tightest lockdown was implemented in the second quarter of 2020,
GDP fell as low as -16.9% (FutureLearn , 2021).

9
The COVID-19 pandemic has introduced uncertainty into major aspects of national and
global society, including for schools. For example, there is uncertainty about how school
closures last spring impacted student achievement, as well as how the rapid conversion of
most instruction to an online platform this academic year will continue to affect
achievement. Without data on how the virus impacts student learning, making informed
decisions about whether and when to return to in-person instruction remains difficult.
Even now, education leaders must grapple with seemingly impossible choices that
balance health risks associated with in-person learning against the educational needs of
children, which may be better served when kids are in their physical schools. ( Kuhfeld et
al, 2020)

As of July 2020, 98.6% of learners worldwide were affected by the pandemic,

representing 1.725 billion children and youth, from pre-primary to higher education, in
200 countries (United Nations, 2020).

COVID-19 pandemic has affected all levels of the education system, Educational
institutions around the world (in 192 countries) have either temporarily closed or
implemented localized closures affecting about 1.7 billion of student population
worldwide. Many universities around the world either postponed or canceled all campus
activities to minimize gatherings and hence decrease the transmission of virus. However,
these measures lead to higher economical, medical, and social implications on both
undergraduate and postgraduate communities. Due to the suspension of classroom
teaching in many colleges and universities, a switch to the online teaching for
undergraduate and graduate students becomes effective. This form of learning provides
an alternative way to minimize either the contact between students themselves or between
the students and lecturers. However, many students have no access to the online teaching
due to lack of either the means or the instruments due to economical and digital divide
(Mohamed,2020).

School closures due to COVID-19 have brought significant disruptions to

education across Europe. Emerging evidence from some of the region’s highest-income
countries indicate that the pandemic is giving rise to learning losses and increases in

10
inequality. To reduce and reverse the long-term negative effects, Ukraine and other less-
affluent lower-middle-income countries, which are likely to be even harder hit, need to
implement learning recovery programs, protect educational budgets, and prepare for
future shocks by “building back better.” (Donnelly et al, 2021)

At the peak of the pandemic, 45 countries in the Europe and Central Asia region closed
their schools, affecting 185 million students. Given the abruptness of the situation,
teachers and administrations were unprepared for this transition and were forced to build
emergency remote learning systems almost immediately.

One of the limitations of emergency remote learning is the lack of personal interaction
between teacher and student. With broadcasts, this is simply not possible. However,
several countries showed initiative by using other methods to improve the remote
educational experience, including social media, email, telephone, and even the post office
(Donnelly, Patrinos, & Gresham, 2021)

While the majority of the respondents agree that they suffered from the lack of
social interaction and communication during the social distancing/isolation, there were
significant differences in the reactions to the lockdowns between academic staff and
students. There are also differences in the degree of influence of some of the problems,
when compared across geographical regions. In addition to policy actions that may be
deployed, further research on innovative methods of teaching and communication with
students is needed in order to allow staff and students to better cope with social isolation
in cases of new or recurring pandemics (filho et al, 2021).

Blended Learning

Blended learning mixes in-person teacher-student interactions with online learning

resources to support overall instruction for both the instructor and the student in the
conventional sense. There are several approaches to blended learning nowadays, thanks
to the extensive use of technology in teaching and learning (Ferlazo, 2020).

We had to take the best of blended learning and adapt it to exist in a completely virtual
world when we transitioned to distance learning last season. We had previously

11
investigated the flipped-classroom model, which is a popular form of blended learning
that typically layers instructional videos to be consumed independently at home with time
spent in the classroom focused on working through assignments, extension activities, or
application problems. We worked to capture the benefits of "traditional" in-person
learning through live, virtual small-group classes that allowed students to ask clarifying
questions in real time and provided peer-to-peer learning opportunities, as well as critical
social interactions, as we transitioned to remote learning. While there were many
educational losses this spring, this virtual flipped classroom allowed students to
participate in discussions and instruction in smaller groups than would normally occur in
a school environment (Lawrence, 2020).

Universities and colleges yet to implement changes to campuses in response to the novel
coronavirus should take cues from others who have already taken action. They should
analyze the steps already taken by other educators to understand what has worked, what
hasn’t worked and how to tackle the challenges they may face. With the spread of the
disease expected to worsen before it gets better, administrators should take quick action
to safeguard their campuses and students in preparation for potential closures.

But it’s not all doom and gloom. The higher education sector has withstood turbulent
economic times in the past, and it will withstand them again. In a digital age, universities
and colleges are better placed today more than ever to provide students with easy access
to continue their studies online (world university ranking).

Seventy-three out of 78 optometry educators (93.58%) have switched to e-

learning mode in a very short time span with good confidence. Most teaching-learning
and assessment activities are carried out using multi-device supporting video
conferencing tools, dedicated educational portals and social media apps.

The COVID-19 pandemic is proving to be a constructive disruptor, giving an

opportunity for restructuring the present conventional, classroom based educational
system. The quick transitions to online mode assisted in keeping continuity of optometry
education programs, effectively fitting in the purpose of completion of the current
academic year. The rapid transition to online education has not only benefited optometry

12
students but also has created a momentum of continued education for
practicing optometrist in the country (Rajhans et al., 2020).

“We might be facing unprecedented levels of variability come fall,” Kuhfeld told
me. “Especially in school districts that serve families with lots of different needs and
resources. Instead of having students reading at a grade level above or below in their
classroom, teachers might have kids who slipped back a lot versus kids who have moved
forward (Terada, 2020).

That impact on well-being may be magnified by another effect of school closures:

Schools are “the de facto mental health system for many children and adolescents,”
providing mental health services to 57 percent of adolescents who need care, according to
Golberstein et al, (2020). School closures may be especially disruptive for children from
lower-income families, who are disproportionately likely to receive mental health
services exclusively from schools.

The Covid-19 pandemic may worsen existing mental health problems and lead to more
cases among children and adolescents because of the unique combination of the public
health crisis, social isolation, and economic recession, (Golberstein et al, 2020).

Terada (2020) said, “Mental health and academic achievement are linked, research
shows. Chronic stress changes the chemical and physical structure of the brain, impairing
cognitive skills like attention, concentration, memory, and creativity”. “You see deficits
in your ability to regulate emotions in adaptive ways as a result of stress,” said Cara
Wellman (2014). In her research, Wellman (2014) has discovered that “chronic stress
causes the connections between brain cells to shrink in mice, leading to cognitive
deficiencies in the prefrontal cortex”. 

While trauma-informed practices were widely used before the pandemic, they’re likely to
be even more integral as students experience economic hardships and grieve the loss of
family and friends. Teachers can look to schools like Fall-Hamilton Elementary in
Nashville, Tennessee, as a model for trauma-informed practices (Terada, 2020). 

13
To respond to the needs of learners, especially of the 3.5 million tertiary-level students
enrolled in approximately 2,400 HEIs, certain HEIs in the country have implemented
proactive policies for the continuance of education despite the closure. These policies
include modified forms of online learning that aim to facilitate student learning activities.
Online learning might be in terms of synchronous, real-time lectures and time-based
outcomes assessments, or asynchronous, delayed-time activities, like pre-recorded video
lectures and time-independent assessments (Oztok et al., 2013)

DLSU has resorted to remote online learning, which combines both synchronous
and asynchronous activities. For students who cannot participate in online learning, there
are flexible options for completing course requirements throughout the academic year
(De La Salle University, 2020a). ADMU stopped the synchronous online classes but
continued asynchronous online learning, “all students can learn at their own pace”
(Villarin, 2020). UST, like DLSU, has opted to continue with synchronous and
asynchronous online classes, and a flexible grading of student outputs and assessments
(University of Santo Tomas, 2020)

Leonor Briones (2020) said, “Education must continue even in times of crisis
whether it may be a calamity, disaster, emergency, quarantine, or even war”. The
Philippines’ Commission on Higher Education (CHEd), on the other hand, advised HEIs
to continue the “deployment of available flexible learning and other alternative modes of
delivery in lieu of on-campus learning” (Commission on Higher Education, 2020)

According to Joaquin et al. (2003) “Distance education is broadly characterized

as any form of learning experience where the learner and the instructor are physically
separated from each other (not only by place but also by time)”. Arguably, such a
dislocation is “the perfect context for free-flowing thought that lets us move beyond the
restricted confines of a familiar social order” (hooks, 2003). Moreover, this type of
education is a way of providing learning opportunities to every learner, whatever their
circumstances might be. This means that distance education may extend access to
education through distribution and economies of scale (Guri-Rosenblit, 2005; Owusu-
Agyeman and Amoakohene, 2020).

14
Several months after the initial backlash in March 2020, CHEd Chairperson, Prospero De
Vera qualified the idea of flexible learning as “more encompassing than online learning.”
De Vera explains that while online learning requires internet access, flexible learning
does not necessarily require connectivity. Instead, it “focuses on the design and delivery
of programs, courses, and learning interventions that address the learners’ unique needs
in terms of pace, place, process, and products of learning” (Parrocha, 2020).

De La Salle University (2020) found that “Private universities and institutions

have likewise adapted to the limitations imposed by the pandemic and are poised to go
either fully online, blended learning, or scheduled in-person classes in case the
government lifts quarantine measures”. In July 2020, DLSU adopted an alternate mode of
education that is technology-enabled dubbed Lasallians Remote and Engaged Approach
for Connectivity in Higher Education (R.E.A.C.H). R.E.A.C.H emphasizes the
importance of engagement between faculty and students and offers three different
delivery modes: (1) fully online (synchronous and asynchronous), and whenever possible
(2) hybrid (blending of online and face-to-face), and (3) face-to-face. All online academic
tools and materials are organized and made accessible via the university’s learning
management system (LMS), AnimoSpace (De La Salle University, 2020).

15
 Chapter 3

Methodology of the Study

This chapter discusses details explaining the method that will be utilized for the
present study. This discussion includes the methods and techniques that will be used of
the study, instruments to be used, respondents of the survey, data gathering procedure,
and data processing and statistical treatment.

Methods and Techniques Used

This study used descriptive design of research utilizing questionnaires to

determine the student’s demographic profile in terms of age, gender, grade level, marital
status, and Spending Hours in Studying during this Pandemic and the academic impact of
COVID-19 Pandemic in the ABM’s Students Blended Learning.

Descriptive research describes what is. It involves the description, recording,

analysis, and interpretation of the present nature, composition or processes of
phenomena. The focus is on prevailing conditions, or how a person, group, or thing
behaves or functions in the present. It often involves some type of comparison and
contrast (Joy, 2014).

Respondents of the Study

The respondents of the present study are Accountancy, Business and

Management (ABM) Students from grade 11 and grade 12 at College of our Lady of

16
Mercy. The said school has a total number of 120 students (see Figure 2. They were
selected via simple random sampling, where every person in the population has an equal
chance of being selected.

Figure 2. Respondents of the Study

Grade Level No. of ABM’s Students

11 60

12- A 30

12- B 30

Total 120

Instruments of the Study

The study gathered information using survey questionnaires to help determine

whether to accept or reject the hypothesis of the study. There were two variables for the
study, and each variable has a corresponding survey questionnaire. Part A of the
questionnaire was Academic Impact of COVID-19 Pandemic which was adapted from
previous resarchers. It is composed of 12 items, which is answerable using a Likert-type
response scale ranging from Strongly Agree (5) to Strongly Disagree (1). Meanwhile,
Part B of the questionnaire was Blended Learning which was adapted from (Varthis,
2016). It is composed of 20 items and each piece was answered using a Likert-type
response scale ranging from Strongly Agree (5) to Strongly Disagree (1). The instrument

17
is a standardized one which was tested for validity, internal consistency, and Likert’s
reliability with a value of .83.

Data Gathering Procedure

The researchers utilized a survey questionnaire to gather data from ABM students
at College of our Lady of Mercy. It is important to seek first the consent of the pertinent
respondents of the study. The researcher also enclosed the survey together with their
letter asking for their permission and consent to use the information for the study
purposes only. The researchers maintained constant contact with pertinent representatives
to track the developments of their survey. The data gathering lasted for two weeks.

Data Processing and Statistical Treatment

The present study sought to establish the Academic Impact of COVID-19

Pandemic in the ABM Students Blended Learning. The survey questionnaire was used to
gather data. Analysis and interpretation were based on data gathered which will be
tallied and computed with the average or mean to provide insights on how they did in
the survey. This goes to Academic Impact of COVID-19 Pandemic in the ABM’s Students
Blended Learning.

The following Likert scale was used to analyze and interpret the results for Academic
Impact of Covid-19 Pandemic in the ABM’s Students Blended Learning:

Figure 3. Scoring Range for the responses on Academic Impact of COVID-19

18
 Scale Range Verbal Description

5 4.20-5.00 Strongly Agree

4 3.40-4.19 Agree

3 2.60-3.39 Neutral

2 1.80-2.59 Disagree

1 1.00-1.79 Strongly Disagree

Figure 4. Scoring Range for the responses on Blended Learning

Scale Range Verbal Description

5 4.20-5.00 Strongly Agree

4 3.40-4.19 Agree

3 2.60-3.39 Neutral

2 1.80-2.59 Disagree

1 1.00-1.79 Strongly Disagree

19