Approval Sheet: Students at Holy Angel University," Prepared and Submitted by Baluyut, Sarah Jenel D.

Effectiveness of Blended Learning 1
HOLY ANGEL UNIVERSITY
APPROVAL SHEET
This research entitled, “The Effectiveness of Blended Learning to Senior High School
Students at Holy Angel University,” prepared and submitted by Baluyut,Sarah Jenel D.,
Bartolome, Elizah Mae P., Castro, Ravin Lawrence D., Mungcal, Angel Nicole T., Rodriguez,
Karlyn Miana, Tiglao, Arnel Tierenz D., Yabusaki, Ayaka S. in partial fulfillment of the
requirements for the Senior High School program, has been examined and is recommended for
acceptance and approval for examination.
MR./MS. CELINE JOY SANTOS

Research Adviser
APPROVAL
Accepted and approved in partial fulfillment of the requirements

for Senior High School program.
___________________________________
MS. GLORIA A. MIRANDA
Coordinator
SHS Humanities and Social Sciences
___________________________________
MS. ANA PRISCILLA M. YONZON
Assistant Principal
Senior High School
Acknowledgment
First of all, we would like to thank Mrs. Celine Santos our teacher in Practical Research
1 for patiently guiding us in our research and for being the most considerate and understanding
research adviser.
I would also like to thank and congratulate ourselves for doing our best to accomplish
this research. We all deserve to be proud of ourselves.
We thank God for helping us accomplish this task they have given us. He granted us
the wisdom and knowledge that we need to achieve our goal, and we bring back the all glory
in His name.
To our parents, who are supported us all throughout the making of this research, from
the beginning until its successful completion. You have constantly provided us motivation and
served as our energy to keep going despite the glaring difficulty of this research. We could not
have done this without you.
And to all people who believed in and had faith in us that we will accomplish this thesis
and pass the oral defense, we will always be thankful for your support. Our success, is your
success
Table of Contents
Approval Sheet ………………………………………………………………………. 1
Acknowledgment ……………………………………………………………………. 2
Table of Contents ……………………………………………………………………. 3
List of Tables and Figures …………………………………………………………… 5
Title Page …………………………………………………………………………….. 6
Abstract ………………………………………………………………………………. 7
Introduction …………………………………………………………………………. 8
Background of the Study
Review of literature and studies
Theoretical framework
Statement of the Problem
Scope and Delimitation
Significance of the Study
Method ………………………………………………………………………………. 26
Participants
Instrument
Research Design
Procedure
Data Analysis
Results and Discussion ………………………………………………………………. 32
Summary of Findings
Conclusions
Recommendations
References ……………………………………………………………………….... 43
Appendices ………………………………………………………………………... 47
List of Tables and Figures
Table 1 – The data of Senior High School STEM Students of Holy Angel University
…………………………………………………… 32
Table 2 – The Blended Learning helpful in the learning of the students
…………………………………………………… 33
Table 3 – The Effectiveness of Blended Learning is effective in this time of pandemic
.…………………………………………………… 34
Table 4 –The Online learning affect the effectiveness of Grade 11 and 12 STEM students in
accomplishing their tasks…………………………………………………… 36
Table 5 – Grade 11 and 12 STEM students manage their virtual learning effectively
…………………………………………………… 38
Figure 1 – The Effectiveness of Blended Learning to Senior High School Students at Holy
Angel University …………………………………………………… 23

The Effectiveness of Blended Learning to Senior High School Students at Holy Angel
University
Baluyut, Sarah Jenel D.
Bartolome, Elizah Mae P.
Castro, Ravin Lawrence D.
Mugcal, Angela Nicole T.
Rodriguez, Karlyn Miana
Tiglao, Arnel Tierenz D.
Yabusaki, Ayaka S.
Holy Angel University
Practical Research 1
Ms. Celine Joy Santos
December 13, 2021

Abstract
During any type of crisis, such as a pandemic, war, or natural disaster, online/blended
learning is one of the common responses to the academic needs of students. The introduction
of information and communication technology (ICT)-based technologies has transformed the
entire teaching pedagogy into a learner-centered pedagogy, making technology skills the
most important qualifications for both teachers and students. Blended learning, which
combines traditional face- to-face instruction with elements of online instruction while
students remain in the classroom with the teacher, has been around for a while. The purpose
of this study is to know the thoughts, experiences and if it is effective, about the blended
learning which why the researcher pursued this study because of our current situation. The
overall objective of this study is to discover the effectiveness of blended learning to Senior
High School student of Holy Angel University. The study will be conducted at Holy Angel
University. The study focuses on gaining information on how effective the blended learning
is to all Senior High School students of HAU. The study will elaborate how effective is the
blended learning during this pandemic. To give brief insights about the results, it’ll be
tackled based on the SSOP.
Keywords: Blended learning, online learning, Covid-19, technology, and academic

performance
University
In this time of pandemic, we are experiencing a blended learning education by
avoiding the dissemination of COVID-19 to the institution's students and teachers. Since we
do not go to school to search in the library, we get information and references thru internet or
E-library that the student can access. Internet is the source of people that we can get
information or news. According to Al- Alwani (2014), online learning is popular in tertiary
education, forcing educational practitioners to challenge present learning and teaching
assumptions and practices. Educators offer lectures in the physical classroom without
employing information technology at one end of the learning range. Face-to-face learning has
been characterized as the least student-centered method of instruction. Educators decide what
students will learn, how they will learn it, and how their performance will be assessed. Face-
to-face learning gives students less autonomy and flexibility in their learning, which hinders
the development of students' lifelong learning and problem-solving skills. Educators at the
other end of the learning continuum deliver lectures through the Internet without the use of a
classroom or face-to-face meetings, a method known as e-learning or totally online learning.
Despite the fact that e-learning allows for greater flexibility and time for learning, as well as
the reality of unbounded educational discourse, it has been criticized for using it solely for
the sake of technology. Educators are being challenged to satisfy rising demands and
expectations for better learning outcomes and experiences. In order to do so, blended
learning, which combines asynchronous (text-based Internet) and synchronous (face-to-face)
learning experiences, is becoming more popular among practitioners. Blended learning is a
pedagogical style that combines the advantages of both the traditional classroom
environment and online learning. In a virtual learning environment, you can
participate in a variety of activities. As stated by Garrison et.al (2018), Blended learning
combines traditional (face-to-face) and online learning to provide training both in and out of
the classroom. Blended learning combines some of the benefits of online learning with some
of the benefits of face-to-face learning. The system then improves the effectiveness of
classroom training and reinforces the web-based features. The students had prepared for the
exam through blended learning. It can be more efficient because students can talk with their
teachers and friends outside of class, which they couldn't do during classroom interaction.
Blended learning has a good impact on the learning process because it combines the two
advantages of instructional approaches. Blended learning can improve students' learning
outcomes, motivation, and effectiveness in accomplishing learning objectives. Blended
learning also saves money on training and may improve students' learning experience. On the
other side, formulating a well-organized blended learning course is not simple. Teachers are
encouraged to rethink and adapt courses to provide more opportunities for students, and it is
necessary for teachers to practice how to teach utilizing blended learning in the classroom in
order to get good results.
The purpose of this study was to examine the learning of the students of Holy Angel
University. This research investigated on how students manage their time with blended
learning. Furthermore, it determines the subject's laziness and consternation strength. These
findings will also involve the student's learning interest between blended learning and
physical class. Furthermore, According to Randy et.al (n.d) that this study assessed the
profundity of online learning, with a focus on the nature of online interaction in four distance
instruction course designs. The study process questionnaire was used to measure the shift in
students' approach to learning from the beginning to the end of the courses. Design had a
significant approach learning in a profound and meaningful way. Structure and leadership
were found to be significant for online learners to take a deep and meaningful approach to
learning. The general objective in this study is basic interpretative study was to identify
whether Blended Learning was truly effective among Holy Angel University Senior High
School Students and how they learned throughout the epidemic. The researchers are
conducting this study to determine if the students are learning and if Blended Learning is
really beneficial for Senior High School learners, so that teachers and other officials may
develop a technique for learners to learn effectively.
As stated by Bozkurt (2020), in the post-COVID future, such a differentiation will be
critical to the growth and prosperity of online education. Clearly, when considering
online/blended education, one should focus on the changing needs of learners, the changing
contexts of their learning, and the availability and accessibility of feasible technological tools
to facilitate such learning, which also means that different strategies and approaches should
be used to address individual cases with different priorities. According to the findings of the
study, teachers should serve as facilitators rather than lecturers, and teachers should be
trained in the use of cutting-edge technology to ensure the effectiveness of existing teaching-
learning systems. Furthermore, the three pillars of a quality online/blended model, social
presence, teaching presence, and cognitive presence, should be mirrored in the content given,
with a strong linkage between in-person and online tools. In addition, the usage of
online/blended techniques in the teaching-learning process is growing in importance by the

day, and the epidemic has been a gift in disguise in establishing a changed function of
online/blended learning for all sorts of education in a country like India. However, only time
will tell how e-teaching employing technology tools such as Google Groups, Zoom Meeting
Platform, LMS, and other similar platforms will fare.
As claimed by ElSayary (2021), the purpose of this study is to investigate and explain
teachers' attitudes and practices when using a reflective practice paradigm to teach STEM
education in a blended learning setting. The research began before the COVID-19 quarantine
and continued after the quarantine until the end of the semester. The transformative and
experiential learning theories were blended to develop a reflective practice paradigm that
drove this research. Middle school teachers (n=18) from a private school in the United Arab
Emirates UAE took part in the study. The researchers utilized a sequential mixed-method
strategy including quantitative and qualitative data. As a result of teachers' semi-structured
interviews were used to acquire qualitative data via Zoom conference meetings. Finally, the
findings of the study show that teachers' perspectives and behaviors concerning learning and
future abilities will be different than they were before COVID-19.
As mentioned by Esquerra (2020), blended learning is not new to the Philippines,
since, it is already being offered in some schools and colleges, Education Secretary Leonor
Briones said Monday, defying fears about the country's ability to accept different learning
modalities in the wake of the COVID-19 pandemic.

As reported by the Department of Education (2020), is actively attempting to shift
teaching from traditional "face-to-face" learning to blended learning, which combines online
distance learning with in-person delivery of learning materials to learners' homes. For people
who do not have access to a computer or the Internet, radio and television-based instructions
will be used. Vice President Leni Robredo had previously expressed reservations about the
country's preparation for new learning modalities, notably online learning, pointing out that
some parts of the country lack Internet connectivity. However, Briones disagrees, claiming
that the Philippines has been employing blended learning for "decades." "We have been
conducting distant learning, blended learning for decades and decades now," she says. We
have a university, the University of the Philippines, that has been doing and specializing in
distant education for quite some time, and individuals who pursue education and study
education are already familiar with it. Briones said in a televised Palace briefing that "we are
not inventing anything new." She also noted a recent DepEd poll that revealed that the
majority of public school teachers and students have laptops or desktop computers at home.
Schools will use various learning delivery options, including but not limited to face-to-face,
blended learning, distance learning, homeschooling, and other modes of delivery, depending
on the local COVID Risk Severity Classification and compliance with minimum health
standards, beginning on August 24. President Duterte, on the other hand, expressed doubts
about the Philippines' readiness for virtual learning in a public address broadcast Friday
morning. He has said, however, that if the government can afford to supply the tools and
other necessary equipment to the millions of students, DepEd might move forward with its
plans for the coming school year. To address unequal and asymmetrical access to information
communication technology (ICT), the Education Secretary noted the usage of television and
radio networks, which are required to provide at least 15% of their air time to children,
according to her.
As determined by Hamzah (2020), learning has grown in popularity around the world,
and blended English language instruction has piqued people's curiosity. Many higher
education institutions have adopted the strategy, which has sparked concerns about the
students' preparation. The study's goal was to see how prepared pupils were for English
language blended learning. A total of 137 students from various courses at a public university
in Melaka took part in the research. They were invited to complete a questionnaire that
measured their preparation for English language blended learning in five areas: technical
ability, technology accessibility, self-directed learning, attitude toward traditional classroom
setting, and attitude toward blended classroom setting. Since six students were then chosen
for semi-structured interviews to learn about their perspectives on English language blended
learning. Students have low levels of preparation for English language blended learning,
according to the study, scoring 3.28 to 3.54 in attitude toward blended classroom settings,
compared to scores above 4.00 in attitude toward traditional classroom settings. The
interviews showed the reasons for the questionnaire answers, one of which is that they prefer
learning English in a traditional classroom since face-to-face communication with there
instructors allow students to remember more and develop a more in depth comprehension of
a course.
As specified by Kassandrinou et al. (2019), as a result of the current study that has the
potential to significantly improve distant learning practice is the tutor's critical function as a
communication facilitator. The tutor is responsible for facilitating, fostering, and encouraging
quality dialogue and engagement among students on a continual basis. Furthermore, students
should recognize their personal responsibility for the communication gap they perceive
between themselves and their students. Furthermore, as previously said, in terms of the
institution (HOU in this case), the results of this study might serve as the basis for thinking
about methods to reduce transactional distance among students while also enhancing learning
outcomes. Online education has not completely embraced the collaborative potential of
online learning, and so there is a need for distant education to address collaboration and
community concerns further.
As said by Kusuma et al. (2020), blended learning is a new learning strategy that may
be used to supplement a traditional teaching and learning process that only lasts a few hours
in the classroom. The purpose of this study is to investigate the impact of blended learning on
the teaching of English recount text writing and to assess students' attitudes on the method's
deployment. The research was conducted using a mixed-methods approach. A pre-test, post-
test, and an open-ended interview were used to gather data. The numeric data was evaluated
using an independent samples t-test, while the qualitative data was transcribed, classified,
and interpreted using interactive model analysis. In addition, the qualitative data analysis
revealed that the blended learning method had a significant effect on students'
English recount text writing, with a large effect size (1.03). The students reported positive
replies to the use of blended learning approaches in teaching recount text writing, according
to the interviews. It may be concluded that blended learning is a successful way for teaching
senior high school students how to write recount texts. Also other researchers are expected to
expand the research variable and investigate how this strategy works with varying levels of
English proficiency.
As believe by Lorico (2021), the transition to distance teaching and learning during
the COVID-19 outbreak was a substantial hurdle for both teachers and students. Since a
blended learning technique was used in the context of teaching and studying Physical
Chemistry 1 and Analytical Chemistry for Chemical Engineering students at the University
of Santo Tomas to overcome these challenges in teaching undergraduate Chemistry courses.
Indeed, we provide an online technique for transitioning from traditional face-to-face
learning to complete online training. A blended learning technique has five components:
discover, learn, practice, collaborate, and assess (DLPCA). DLPCA's asynchronous teaching
was performed via broadcasting pre-recorded lecture videos on YouTube, which allowed
students to study and progress at their own pace. Video conferencing systems such as Zoom
or Google Meet were used for the synchronous portion of the teaching. The DLPCA
technique was presented and argued with the students basic training. DLPCA had a favorable
impact on students and instructors, according to an analysis of the teaching and learning
experience based on three indicators: student learning experience, student academic
performance, and instructor observations. The dependability of the internet connection and
the instructor's expertise with easily available internet-based teaching tools, such as video
conferencing software, were cited as obstacles. During online classes, instructors must also
develop ways to increase their relationship with students and retain student interest and
involvement.
In the opinion of Malipot (2021), to a news report published by in the website of
Manila Bulletin Board, the DepEd or the Department of Education is offering the blended
learning in order for the students to continue their studies in the midst of pandemic. Although
blended learning is consists of the usual face-to-face combined with online learning, modular
learning as well as television/radio-based broadcast learning. Again its main purpose is to
limit the face-to-face learning, strictly follow the safety protocols such as social distancing
and limit the number of people going outside the comforts of their home.
In accordance with Malykhin et al. (2021), examined the influence of information
technology of professional’s qualities, knowledge, skills and beliefs about self-efficacy in
students and teacher. One of the key components affecting the adequacy of mixed learning
course is the student acknowledgment calculate. Such as the past studies have appeared that
mixed learning acknowledgment worked as indicators for students’ fulfillment, which
empowers understudies to be way better included in mixed learning exercises and is likely to
create alluring learning comes about. Since ponders have found out that mixed approaches
don't dispose of the require for a face-to-face educators, which is still respected as
fundamental for designing instruction, but are more successful than a conventional face-to-
face conveyance mode.
As claimed by Meena (2020), in the simplest form, online education was not actually
practiced. In light of these unprecedented circumstances, it is critical to investigate teachers'
and students' perspectives on the use of online/blended learning, particularly in traditional
universities and colleges, as well as the challenges of implementing online/blended learning

and how to mitigate India's existing digital divide. When various ICT-based practices have
already revolutionized entire teaching–learning pedagogies and reinvented the function of
tutoring, mentoring, and counseling throughout the world, the case of online/blended learning
in India was not as vibrant. The coronavirus epidemic, on the other hand, forced F2F and
ODL institutions to adopt technology for delivering content to learners in a non-disruptive
manner. Indeed, the benefits of education may be equitably conveyed to all, regardless of
socioeconomic prejudice, by utilizing affordable, accessible, and cost-effective technology.
As an emergent response to the Covid-19 dilemma, teachers in India are now doing
Facebook Live lessons, using Google Classroom, publishing information to YouTube,
teaching using WhatsApp, and using meeting tools like Zoom, Cisco WebEx, or Google
Meet. However, it is debatable if such attempts are genuinely reforming the Indian
educational system from a pedagogical standpoint. As a result, it is past time to seriously
address, which is also the purpose of this paper, both teachers and learners' perceptions of the
use of online/blended learning in their regular curriculum transactions during the Covid-19
pandemic, so that both teachers and learners in Indian colleges and universities can continue
their transactions without interruption, and so that a proper roadmap for the judicial use of
online/blended learning at Indian colleges and universities can be prepared. Otherwise, in a
big country like India, mantras like "better, more sustainable education" would always be a
long way off.
In the relation to Romero (2020), president Duterte was persuaded to change his "no
vaccine, no school" policy to "blended learning" by a determined Department of Education
(DEPED) Secretary Leonor Briones. Since, Face-to-face schooling is out e-learning is in.
Where e-learning via computers, smartphones, and the internet is not available to students
from low-income families or in rural and isolated areas, courses will be delivered via
television and radio. Where television and radio cannot adequately offer courses, barangays
will be enlisted to deliver printed lessons and other resource materials. Adapting the teaching
and learning system to reduce COVID-19 hazards is unquestionably a win-win situation.
The "no vaccine, no school" policy will significantly affect entire generations of Filipino
students. The problem of ensuring that students will have the means (computers or
smartphones with internet access) to participate in e-learning is the emphasis of this blended
learning implementation. Many individuals are concerned that the so-called "digital divide,"
or unequal access to these tools and connectivity, would exacerbate the socioeconomic
inequality. President Duterte was persuaded to change his "no vaccine, no school" policy to
"integrated learning" by a determined Department of Education (DEPED) Secretary Leonor
Briones. Face-to-face education is being phased out in favor of e-learning. Where e-learning
via computers, smartphones, and the internet is not available to kids from low-income
families or in rural and isolated areas, courses will be provided via television and radio.
Where television and radio cannot effectively offer courses, barangays will be enlisted to
deliver printed lessons and other resource materials. Adapting the teaching and learning
system to reduce COVID-19 hazards is definitely a win-win situation. The "no vaccine, no
school" policy will severely impair entire generations of Filipino students. The problem of
ensuring that students will have the means (computers or smartphones with internet access)
to participate in e-learning is the emphasis of this blended learning implementation. In
addition, many individuals are concerned that the so-called "digital divide," or unequal
access to these tools and connectivity, would increase the socioeconomic inequality. In
theory, using television and radio to reach rural and impoverished students is a fantastic
concept, but it will take a lot of planning and money on the side of the government and
schools to implement. To make learning effective and efficient for those with and without
computers and internet, the Department of Education (DEPED), the Commission on Higher
Education (CHED), and public and private schools must design a flexible and responsive
system that delivers equivalency in learning and teaching results for both sides of the digital
divide.
A study conducted by Sefriani et al. (2021), the existence of a corona virus epidemic
known as Corona Virus Diseases-19 has wreaked effects on the lives of people all over the
world (COVID-19). The Indonesian government's measures to break the cycle of COVID-19
spread in society include to establish a policy of keeping a safe distance, avoiding publicity,
frequent hand washing, and wearing masks. This has significance in the world of education,
where working from home is referred to as learning from home (WFH). Learning takes place
using an online learning system that incorporates at the very least distance, physical, and
social protection. Blended learning is when you use the Edmodo app to learn online from the
comfort of your own home. The goal of this study is to see how successful blended-learning
with Edmodo applications is for students in Informatics Engineering Education during the
COVID-19 pandemic. This study uses a quasi-experimental design with a control group
before and after the test. As a results of this study suggest that using Edmodo's blended-
learning model in Information Technology Education students during the COVID- 19
pandemic was effective and that it could be used as a virtual learning solution.
In accordance with Talidong et al. (2020), the reality differs from expectations, as not
all students respond positively to online learning. Today, the majority of colleges and
universities encounter virtual learning challenges. For example, not all educators and
students, particularly those in rural locations, can use e-learning software. They believe they
are not learning to their full potential. They face numerous challenges while learning online,
such as extra assignments that make them feel overburdened. This occurs because their
teachers or lecturers offer them two or three tasks for each lesson. Furthermore, network
outages in remote locations have an impact on their ability to participate in online learning.
Students' motivation to complete tasks is also influenced by online learning. As a result, the
aims of online learning are not always met successfully. Students that excel in school are
those who are engaged in their studies and who keep track of what they are learning.
Students' parents agreed that their children were too lethargic to learn online. This situation
paints a negative picture of pupils' attitudes toward learning.
In the light of Tupas et.al (2011), the focus of this qualitative study was on literature
reviews. Document analysis was used as a method. The articles were gathered from various
websites and publications in the libraries of Hokkaido University of Education and Northern
Iloilo Polytechnic State College between 2010 and 2020. The findings revealed that blended
learning was first employed in higher education institutions (HEIs) three decades ago, and is
now widely used in graduate programs and professional development. However, the Center
of Blended Learning opened in the Philippines in 2007 and received a lot of favorable
feedback from parents and students. Furthermore, blended learning (BL) is used in topics
such as English, specifically in Language, Science, and Distance Education. Students that
utilize BL in school are more likely to engage positively in all activities, have improved
learning behavior, and are more likely to become leaders, coaches, and mentors to their
peers. The conduct of professional development by teachers, as necessary instruments for the
proper implementation of BL, is critical. For blended learning in the Philippines, the
Department of Education advocated using online learning, a modular approach, radio-
television approaches, face-to-face, and para-teachers. However, DEPED faces a unique
issue in the Philippines due to a lack of equipment such as gadgets or computer sets, as well
as lack of connectivity. To support the recommendations, the education sectors sought
assistance from various government bodies as well as private persons and groups. Finally, his
report recommends enlisting the support of specialists to perform BL studies to assist the
educational system in adapting to the new normal. Each school must keep track of both
positive and poor BL experiences. During a pandemic, the Department of Education gathers
all of the projects and provides a framework to improve blended learning.
Based on UNESCO (2020), by the end of April 2020, 186 countries will have
imposed nationwide closures, affecting 73.8 percent of all students. Even if the only means to
limit the development of the COVID-19 by interrupting the transmission chain are lockdown
and social separation, the closure of educational facilities has impacted a huge number of
students. Due to the indefinite closure of schools and colleges, both educational institutions
and students are experimenting with strategies to fulfill their mandated syllabi within the
time window set by the academic calendar. These restrictions have undoubtedly caused some
discomfort, but they have also sparked fresh examples of educational innovation involving
digital inputs. Despite the slow rate of reform in academic institutions, which continues to
use millennia-old lecture-based teaching methods, embedded institutional biases, and
outdated classrooms, this is a silver lining on a black cloud. Nonetheless, COVID-19 has
prompted educational institutions around the world to investigate innovative techniques in a
timely manner. During this time, most institutions have changed to an online method, using
Blackboard, Microsoft Teams, Zoom, or other online platforms.
Blended learning does not come out of nothing but it has a solid theoretical
foundation. The connection of this theory and our research is that, learning is promoted when
learners are engaged in solving real-world problems, when existing knowledge is activated as
a foundation for new knowledge, demonstrated to the learner, applied by the learner, and
integrated into the learner’s world, Merrill (n.d.). An effective learning can happen when the
student or learner is given a task that must be accomplish by means of informing them to use
the right method. Conforming to Singh et.al (n.d.), the goal of blended learning is to optimize
learning outcomes and cost of program delivery. Effective learning can be undoubtedly
achieved because blended learning enables practical instructions to come into play as learners
and there are not only presented with real-world problems to solve but they are also provided
with how to solve the problems.

Figure 1.1
University
Input Process Output
Profile of the respondents -Approval of respondents -The Effectiveness of

 Section Blended Learning to
 Name (optional) -Data collection of student Senior High School
profile Students at Holy Angel
 Age
University
 Location -Responding questioners
 Gender -Enough time to spent on
Conducting informal Blended Learning
Experience in Blended interview through zoom
Learning (One to One interview)
 Conducting an
interview through
video call is the
method on data
collection)
Data preparation
through coding and
synthesizing raw data.
 Coding
 Synthesizing
 Thematic Analysis
Reporting results based

on the observations
about the data
The purpose of this narrative is to see the Effectiveness of Blended Learning in terms
of performance and learning of Senior High School Students at Holy Angel University.
Blended learning is described at this point in the research as a combination of face-to-face
classrooms and digital education in which the focus is switched from teacher-led instruction
to student-led learning (Siko,2014, p.1). For new generations, such as millennials their
interconnection with technology defines their situation. As mentioned by William (2019),
blended learning attracts to students because it allows them to study in a digital environment
using virtual tools that they are familiar with.
Specific Problem Statements:
1. What is the data of Senior High School Students of Holy Angel University?
 Age
 Gender
2. Is Blended Learning helpful in the learning of the students
3. As a student, how can you say that Blended Learning is effective in this time of
pandemic?
4. How does online learning affect the effectiveness of Grade 11 and 12 STEM students
in accomplishing their tasks?
5. How do Grade 11 and 12 STEM students manage their virtual learning effectively?
This study focused on gaining the knowledge about the effectiveness of blended
learning among Senior High School STEM Students at Holy Angel University.
Moreover, among Senior High School STEM Students learning interest and time
management with blended learning in this pandemic. The data needed to answer specific
questions we’re derived mainly from interview questionnaire online. The questionnaires
are related to whatthe study needs. The respondents that were included in this study are
Stem Students at Holy Angel University this School Year 2021- 2022.
It was delimited that this study only focuses on the effectiveness of blended learning to
senior high school students of Holy Angel University. The research will not be applied to any
other educational institutions and populations. The participants are only from Senior High
School STEM students in grade 11-12.
The significance of the study is to give awareness to the students and teachers about the
effectiveness of Blended Learning. To discover if it is truly effective as a way of teaching to
the senior high school students. This research would be helpful to the following:
This will give a big impact to the students since they will know the effectiveness of
Blended Learning in this time of pandemic. With the help of this study, they will understand
and be lighten with the effectiveness of the blended learning, as a new way of teaching.
With the help of this study, the teachers will have a chance to know the effectiveness of
Blended Learning, even it’s strengths and weaknesses, this will make them be aware of the
problem and find a solution the best that they could.
The parents will have a knowledge about the effectiveness of Blended Learning, as a
new way of teaching and to know the cause and effects to their children as a student. With
this, they can find and make a solution to help their children.
This can help them for their study because this can be a reference to know the
effectiveness of Blended Learning set-up, and to give them an informative research that they
will do.
Method
Participants
The target population of the study is the Holy Angel University's Senior High School
STEM students, and the president of each section will gather some responses from his/her
classmates. The target sample size 12. The researchers come up with this since they are many
grade 12 STEM students, so they tried to lessen their respondents to come up with a better
result. The researchers will use purposive sampling because the researcher came up to the
topic of (Effectiveness of blended learning to senior high school of HAU). To gather
information to the participants on how effective the blended learning is. In obtaining our
sample, the researchers will use purposive sampling to identify how grade 11-12 STEM
students of Holy Angel University adjust in online class. Time management students who are
experiencing difficulties in workloads i.e: does the students only perform academic activities
on the scheduled time or does the students still performs academic activity even over the
scheduled academic time? yes or no. Does the students agree to have limited face-to-face
classes, if allowed? yes, if vaccinated and no, if not. How does online learning offer
advantage and students and teachers. The researchers choose STEM students to identify what
mode of learning they preferred and the researchers they are many friends in the STEM
strand.
Instrument
The research instrument that will be utilized in this study is individual interview as
the main instrument of data collected in this study. The individual interview is Basic
Interpretative Qualitative Study. Conforming to Frances et.al (2013), in health and social
research, the one-on-one interview is a common data collection approach. The process of
conducting an interview has received more attention in the literature, particularly with regard
to the function of the interviewer and the interaction between the interviewer and the
interviewee. Individual interviews are a useful way to learn about people's perceptions,
understandings, and experiences of a topic, and they can help with in-depth data collection.
The interview, on the other hand, is more than a two-person dialogue and involves substantial
knowledge and expertise on the part of the interviewer. As defined by Merriam (2009), basic
interpretative as “to seek to discover and understand a phenomenon, a process, the
perspectives and worldviews of the people involved or a combination of these”. Pursuant to
Bianca (2007), the interviewer is asked to explain or comment in an interpretive interview.
Because the goal of an interpretive interview is to grab attention or viewpoint from the
interviewee, the less explanation given before the interview, the better. The briefing only
contains the essential facts.
Research Design
The research approach is basic interpretative qualitative study. The researchers
choose this research design because it is one of the most used research designs for qualitative
studies. Using this design, will allow the researchers to know the effectiveness of Blended
learning to Senior High School students of Holy Angel University as stated on the overall
objective of the study. This study aims to discover the effectiveness of Blended learning to
Senior High School students of Holy Angel University. As defined by Merriam (2009), basic
interpretative as “to seek to discover and understand a phenomenon, a process, the
perspectives and worldviews of the people involved or a combination of these”. This
approach is best for our study because it focuses on the effectiveness of Blended learning to
our SHS students of HAU. The researchers chose this type of design since it focuses on
interpreting the phenomena of the effectiveness of blended learning in Holy Angel
University. Qualitative research is types of social science research that collects and works
with non-numerical data and that seeks to interpret meaning from these data that help us
understand social life through the study of targeted populations or places. (Crossman, 2019).
Procedure
In this study the researchers will apply the basic interpretative qualitative study. The
purpose of this research is to determine the effectiveness of blended learning to students in
this time of pandemic. The researchers will use a consent to know whether the students are
willing to answer or not because not all students have time to answer our interview so they
come up with the consent. The researchers wants to determine the effectiveness of blended
learning to the Senior High School students of Holy Angel University. Basic Interpretative
Qualitative study, the researchers chose this type of design since it focuses on interpreting the
phenomena of the effectiveness of blended learning in Holy Angel University. Qualitative
research is types of social science research that collects and works with non-numerical data
and that seeks to interpret meaning from these data that help us understand social life through
the study of targeted populations or places. (Crossman, 2020). First that we do is we put
together the information from the participants in which are students from random Senior
High School STEM Students at Holy Angel University about the Effectiveness of Blended
Learning. The researchers viewed the information from the participants. After that, we
synthesize what will be interpretation of the participants about in this research. The
researchers identify the tools, participants, research design that we will use in this study. The
researchers conduct a data by identifying what will be the will use in tools and instruments in
this study. The researchers do the ethical considerations and get a data to know what is
needed in this study. Next is that doing an individual interview which is form by a
questionnaire. The questionnaire is that applicable about our study and so that the researchers
will be not confused and have a smooth flow about information from the participants. The
questionnaire will be answered from the random Senior High School STEM students.
The questions that created by the researchers is clear and understandable so that the
participants will not get confused. In Informed Consent that the researchers conduct the
analysis from the sample size. The researchers do the informed consent from the chosen
participants. In this consent the participants who are willing to participate in this study they
must give a full information. In the organizing interview schedule the researchers will tell
what will be schedule of the individual interview. In order to organize, the researcher know
what will be the time to know if the participants is available for that time. In this schedule the
participants must give an contact information. In conducting an interview, the researchers
must be prepared and well organized. The individual interview will happen virtually because
in our situation right now. The researchers must have a full information. The flow of the
interview we will use the platform via zoom. The researchers will send a link to the
participants. The zoom will be locked so that the outsiders will be not get in, to be not get
distractions. Lastly, the researchers will start interview the participants.
Data Analysis
First is that the data we do from our interviews we have a preparation. First is that the
data we do by sort out and we arrange so that the data we will not be complicated and make it
easy for us researchers. The researchers begin to organize the data and input and coordinate
it. Then we check and input the data. In accordance with CESSDA (2017), Coding is the
process of locating a passage in a text or other data items (picture, image), looking for and
recognizing concepts, and determining their relationships. Thus, coding is more than just
labeling; it is also the linkage of data to the study topic and back to other data. The codes
used enable you to organize data so that you can evaluate and analyze it in an organized
manner, such as by examining links between codes (or open coding). You can search for
concepts/ideas in the text using a defined system of codes (concept-driven approach), or you
can look for ideas/concepts in the text without any prior concepts and let the language speak
for itself (data-driven coding). Investigators can either use a predetermined coding scheme or
review the initial responses or observations to develop a coding scheme based on major
categories that emerge. Both methods necessitate initial and thorough readings of your data,
as well as writing down any patterns or themes that emerge. Typically, a researcher will find
numerous pieces of text that contain the same code, i.e. an expression for a common concept.
Next is that the preparation is to synthesize the idea and to input the code. In consonance
with Wenzel (2020), first, is the review the research goals. It can be difficult to sort through
all of the data and make sense of information once you've interviewed users and gathered a
lot of it. Use your research objectives to keep you on track. While it may be tempting to dig
right into the data and share everything, remember to work smarter, not harder. Concentrate
your research and efforts to make them more effective. A clear, focused, and detailed
analysis is more likely to elicit engagement and action than a rambling, disconnected, and
confused one. Second, organize and the review data. Be cautious of confirmation bias, which
is the tendency to seek out, interpret, favor, and recall information that supports one's
preexisting ideas or theories. We all have biases, and the only way to overcome them is to be
aware of them and seek to overcome them intentionally. Third, Identify affinities, patterns
and themes. As you go over the data, you'll see several similar patterns and tendencies among
the individuals. You should concentrate on repeating topics rather than one-off remarks.
Fourth, summarize your findings. Pull out your main findings after you've recognized, sorted,
and prioritized your insights. Make a list of the essential points you wish to discuss and
disseminate as soon as possible. These should be self-contained and concisely answer your
research questions. Then, for those who want more information and context, you can present
more extensive results using persuasive quotes, examples, and evidence. Lastly, consider
your audience as you prepare to present your findings to your larger stakeholders. What are
their objectives, priorities, problems, roadblocks, and constraints. Lastly the method that will
use in this study. This study is need to interpret ideas about the chosen topic. This study will
use and Interpretative Phenomenological Analysis for short IPA. As reported by Smith
(2015), the qualitative approach of interpretative phenomenological analysis (IPA) strives to
give extensive assessments of personal lived experience. It is explicitly idiographic in its
commitment to delving into the specific details of each instance before moving on to more
general claims. According to Wikipedia (n.d), Interpretative phenomenological analysis

(IPA) is an idiographic technique to psychological qualitative research that tries to provide
insights into how a specific person, in a specific environment, makes sense of a specific
occurrence.
Results
Table 1
The data of Senior High School STEM Students of Holy Angel University
Category Sub-categories n
Profile (P) Age of Respondents (AR)
18 years old 7
17 years old 5
Gender of Respondents
(GR)
Male (M) 3
Female (F) 9
This table illustrates the profile of the respondents it is indicated in their the age and
gender of the respondents. This profiles are for the respondents who participated in the
interview. Majority of the responses were under the age of 18 and five 17 years-old answered
to our interview.
According to interviewee 2: “Okay I’m 18years old. “
According to interviewee 1: “Uhmm I’m 17 years old.”
This table illustrates the opinion of the respondents about the question, is blended learning
helpful in the learning of the students. In this table interviewee 7,10 and 12 is the male who
responded in the interview.
According to interviewee 7, 10, and 12: “Male“

According to interviewee 1,2,3,4,5,6,8,9, and 11: “Female“
Table 2
The Blended Learning helpful in the learning of the students
Opinion (O) Yes (Y) 11
No (N) 1
The majority of the respondents in this table enhanced their performance in blended
learning. They are not hindered from studying because of blended learning.
According to interviewee 5: “Yes, I think that blended learning can be beneficial to

students especially to those who are slow learners. Blended learning can help them improve
their academic performance by discovering a effective method of learning“.
According to interviewee 7: “Blended learning doesn’t improve his performance in

academic learning.”
According to interviewee 7: “No, I do not think that blended learning improves my

academic learning performance. “
Table 3
The Effectiveness of Blended Learning is effective in this time of pandemic
Priority (P) Health (H) 2
Education (E) 1
Practices (P) Improvements of the 1
academics (IA)
Learning something new 1
(LSN)
Interact (I) 1
Instructional Tools (IT) Digital Environment (DE) 1
Asynchronous Instruction 1
(AI)
Blended classes (BC) 1
In this table, it is clear that they all agreed that blended learning is beneficial in the
face of pandemic. Students prioritize their health, and therefore it is beneficial for
Interviewees 1 and 11 to avoid Covid-19 and learn even it is Online class.
According to interviewee 1: “Yes, because with the current situation that we're
experiencing right now, such as COVID 19 and pandemic, with the help of the new blended
learning, not only it prioritizes our health, but also our education.”
According to interviewee 11: “Yes, because our mental health is important and for
me seeing other people help me forgot my problems and having a good mental health can
help me to study better.”
According to interviewees 3, 12 and 6: They gained a lot of improvements and

knowledge. They also learned how to interact in a different way which means they have cope
up with the adjustments.
According to interviewee 3: “Yes, it helps every student to study now, because you
can see how much focus you have on learning. And because of our current pandemic
situation, we use technology to study. In the same way we learn to study on our own, we
usually learn on our own by listening to the proper and correct answers to all the school
activities. For me, it will be easier to study through technology because you will see an
improvement in your academics.”
According to interviewee 12: “Yes, because it allows student to critique and learn
something new method. “
According to interviewee 6: “Interviewee: Yes, it is beneficial for them since it gives

them a chance to go to their school a few times a week and interact with their teachers,
classmates and friends rather than just staying at home all week and facing their screens all
by themselves.”
According to interviewee 4, 9, and 2: Blended learning or any other learning media

platforms are not really a hindrance to learn. It moreover advantages to them since they
have control over their time and can do whatever they want.
According to interviewee 4: “Yes, it can be beneficial at some point. First, they won’t
get shocked going back to face to face classes because blended classes asses them already
what kind of situation our students will be experiencing because of its slow introduction of its
phases by the means of education in which students learn via electronic and online media as
well as traditional face-to-face teaching.”
According to interviewee 9: “Yes, because many school will begin this year in hybrid
situations with students attending a physical school part time and spending the remaining
hours in remote asynchronous instruction.”
According to interviewee 2: “Yes, because we can still study even with our current
situation, and it is safety during this time of pandemic. We are more at ease because we are
only at home we can do whatever we want, unlike at school, where we can do it but with
restrictions. It enables me or us to study in a digital environment using virtual tools we are
familiar with, which we frequently use in our daily lives.”
Table 4
The Online learning affect the effectiveness of Grade 11 and 12 STEM students in
accomplishing their tasks
Achiever, Learner, and More successful students 1
Responsibilities (ALR) (MSS)
More environment 1
conscious (MEC)
Improves more knowledge 1
(IMK)
Traits (T) Productivity (P) 1
Self-Motivation (SM) 1
Time management skills 2
(TMS)
Problems (P) Fail (F) 1
Less interruptions (LI) 1
Very Hassle (VH) 1
This table illustrates the experiences and thoughts from the participants. Majority of
the participants said yes and they explain why they choose yes. In table 4, first category, it
shows that it is successful for students to maximize the effectiveness of blended learning and
it is also environment conscious. Interviewee 3 stated her insight that it is not all about the
successful of students but also being aware of the environment they we’re in.
According to interviewee 3: “Yes, because online learning is not only more successful
for students, but it is also more environment conscious.”
In the third category, which is improve more knowledge, it shows that students have
more freedom that leads to higher accomplishment and they’ll be able to explore and have a
better understanding by doing it on their own. According to interviewee 4 and 5 blended
learning improves their knowledge about blended learning because they study on their own
and they have more learning freedom.
According to interviewee 4: “Yes, because online learning gives students more

learning freedom and improves their learning experience, which leads to higher student
accomplishment.”
According to interviewee 5: “Yes, because it improves the learning experience for

students by allowing them to explore topics on their own and have a better understanding of
them.”
Under the traits, in the first category, which is productivity, it shows that students
productivity increases when they it is blended learning. Interviewee 10 stated that blended
learning improves it productivity and also it skills in learning.
According to interviewee 10: “Yes, because it improves my productivity. It customize

my learning environment and it improve my skills.”
For self-motivation and time management skills, interviewee 7 said that blended
learning doesn’t maximize it’s effectiveness because it requires self-motivation and time-
management. It also stated that this are one of the biggest reasons why students fail.
According to interviewee 7:“No, because it is self-motivation and time management

skills are required for online learning. One of the biggest reasons that students in online
learning fail to complete the courses is a lack of self-motivation.”
Less interruptions under problem, it maximize it’s effectiveness because they are
learning at home that makes it less-hassle, and they can focus more and maximize their time,
just like interviewee 8 stated.
According to interviewee 8: “Yes, because learning at home may provide less

interruptions than learning in a regular classroom, allowing students to focus more easily
and maximize the time.”
For fail and very-hassle, interviewee 7&9 stated that they don’t have enough
motivation, skills, and gadgets to use that makes it very-hassle, fail them, and difficult to
learn.
According to interviewee 7: “No, because it is self-motivation and time management

skills are required for online learning. One of the biggest reasons that students in online
learning fail to complete the courses is a lack of self-motivation.”
According to interviewee 9: “No, because I don’t have enough gadget to use. It is

very hassle for me. It is difficult to learn.”
Table 5
Grade 11 and 12 STEM students manage their virtual learning effectively
Be responsible (BR) 8
Do the given tasks within 3

Responsibility (R)
the time (DGTT)
Make a blended learning 1
as a priority (MBLP)
This table illustrates how to manage their virtual learning time and their
responsibility. Majority of the participants choose to be responsible because in their thoughts,
they should be responsible to things that they encounter especially in time for academics. The
3 participants choose do the given task within the time given. One participant chooses make a
blended learning as a priority.
Most of the participants choose to be responsible in doing the given task given to
them. Interviewee 1,2,3,4,6,9,10 and 12 choose to be responsible.
According to Interviewee 1: “Be responsible.”


Three of our participants choose to do the given task within the time given.
Interviewee 5,7 and 8 choose to do the given task within the time given.
According to Interviewee 5: “Do the given tasks within the time given.”
According to Interviewee 7: “Do the given task with in the time given.”
According to Interviewee 8: “Do the given task on time.”
One of our participant stated that we should make the blended learning as our
priority. Interviewee 11 chooses to make the blended learning a priority.
According to Interviewee 11: “Make a blended learning as a priority.”

Discussion
This research provides the summary of the findings. The main purpose of this study is
to know the Effectiveness of Blended Learning to Senior High School Students at Holy
Angel University. The Method that used is thematic analysis. The overall objective of this is
Basic Interpretative Qualitative Study it is a particular points of view from the perspective
about the effectiveness of blended learning of Senior High School Students at Holy Angel
University. The target sample size in this study there are 12 Participants. They are all
participated in this study. The data collection of the study was in the form of semi structured
questionnaires. In this you will see what is the main point of the study. What is the
perception, insights and experience of the participants. The researchers include the responses
of the participants in conclusion. The majority of the responses of the participants falls under
the fourth question which the researcher will be based to answered the conclusion and main
point of the study. The answers in Statement of the Problem it can be seen in the conclusion.
Based on the findings of the study. The following conclusion were drawn. There are
two conclusions upon conducting the study, The Effectiveness of Blended Learning to Senior
High School Students at Holy Angel University. First, majority of the participants said that
blended learning is effective as long as it conducted properly. It is effective because it is safe
to be at home, they can study and learn more and with the help of technology they can
improve their academic performance. Second, some of the participants said that blended
learning is not effective because it is self-motivation, they don’t have enough gadgets to use
and that makes them difficult to learn, it is very hassle and it requires time management
skills. The researcher learned that the blended learning is effective because The researchers
obtained their expectations regarding this topic. The findings from
data analysis guaranteed that it supported the research study and it is feasible. It can surely
prove that this study was successful and have done well. They differ from the other research
study and have its own authenticity. This study also challenges existing theories that are
prompt so it is considered as an interesting study to talk about. It can also provide insights
that can help future researchers that will conduct the same study or topic as this.
With the abovementioned conclusion, the following recommendations of the study
were drawn.
To the students, the researchers recommend by appreciating the instructional
approaches used by the teachers. Should embrace a new learning technique. Explore
technology and other learning tools or strategies.
To the teachers, the researchers recommend as a learning object, provide
opportunities and methods for social communication. Prior knowledge should be stimulated.
Master the skills and talents required to instruct on the most basic of ideas. Students should
be advised and receive hours of instruction and clarification of their doubts. Assist with self
evaluation. Constantly provide comments for material correction. Teachers must encourage
students to take advantage of learning opportunities.
To the parents, the researcher recommend the important thing you can do as a parent
is to assist your children in creating a schedule and taking responsibility for their own
education a day of blended learning looks considerably different than a day of traditional
learning. Parents assist students in organizing their work, guiding them through academics,
and encouraging them to succeed.
To the future researchers, the researchers recommend that this study is about the
effectiveness of blended learning they can read this to have a reference when they come up in
this study. To have knowledge and to know the experiences of others about blended learning.
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Appendices
INFORMATION SHEET
Title of the Study: The Effectiveness of

BlendedLearning to Senior High School
at Holy Angel University.
Researchers: Baluyut, Sarah Jenel D.

Bartolome, Elizah Mae P.
Castro, Ravin Lawrenz D.
Mungcal, Angela Nicole T.
Rodriguez, Karlyn Miana
Tiglao, Arnel Tierenz D.
Yabusaki, Ayaka S.
Background: The purpose of this study was to

examine thelearning of the students of Holy Angel
University. This research investigated on how
students manage their time with blended learning.
Furthermore, it determines the subject's laziness
and consternation strength. These findings will also
involve the student's learning interest between
blended learning and physical class. Furthermore,
D. Randy Garrision and Martha Cleveland-Innes
said thatthis study assessed the profundity of online
learning, with a focus on the nature of online
interaction in four distance instruction course
designs. The study process questionnaire was used
to measure the shift in students' approach to
learning from the beginning to the end of the
courses. Design had a significant approach learning
in a profound and meaningful way. Structure and
leadership were found to be significant for online
learners to take a deep and meaningful approach to
learning. The study's objective was to identify
whether Blended Learning was truly effective
among Holy Angel University Senior High School
Students and how they learned throughout the
epidemic. The researchers are conducting this
study to determine if the students are learning and
if Blended Learning is really beneficial for Senior
High School learners, so that teachers and other
officials may develop atechnique for learners to
learn effectively.
Study Procedure: In this research will be done

individually. The researchers asked to participate in
the interview contains questions about the
effectiveness of blended learning as well their
thoughts about blended learning and their
experiences.
Time Required: Participation in this study will take 10-20
minutes.
Voluntary Participation: Your participation is voluntarily.

By writing your name and affixing your signature on the informed
Consent which states that you have agreeing to participate. On
The other hand, you are given the freedom to withdraw anytime
While answering the questions.
Question about the study:

If you have questions or concerns during your participation in this study, or you would liketo
receive a copy of the aggregate results, you may contact:
Researcher: Baluyut, Saragh Jenel D.

Contact Number: 09687308996
Email Address: baluyutsarah103@gmail.com
Researcher: Bartolome, Elizah Mae P.

Email Address: embartolome1208@gmail.com
Researcher: Castro, Ravin Lawrenz D.

Email Address: Ravinlawrencecastro@gmail.com
Researcher: Mungcal, Angela Nicole T.

Email Address: gelaimungcal13@gmail.com
Researcher: Rodriguez, Karlyn Miana

Email Address: Karmiana31@gmail.com
Researcher: Tiglao, Arnel Tierenz D.

Email Address: arenzteeglao@gmail.com
Researcher: Yabusaki, Ayaka S.

Email Address: ayakayabusaki05@gmail.com
INFORMED CONSENT
Title of Research: The Effectiveness of Blended Learning to Senior High School at Holy
Angel University.
I hereby make a decision to participate in the research study. My signature below
indicates that I have voluntarily participate in the study after reading all the information
and understand the objective, purpose, procedures, duration, risks and benefits of the
research. I consent voluntarily to be a participant of this study.
Name of Participant:
Signature of Participant:
Date:
(Day/Month/Year)
Researcher: Baluyut, Sarah Jenel D.
Signature:
Date: November 9,2021
Researcher: Bartolome, Elizah Mae P.
Signature:
Researcher: Castro, Ravin Lawrenz D.
Signature:
Researcher: Mungcal, Angela Nicole T.
Signature:
Researcher: Rodriguez, Karlyn Miana
Signature:
Researcher: Tiglao, Arnel Tierenz D.
Signature:
Researcher: Yabusaki, Ayaka S.
Signature:
Script/Spiel Format:
A pleasant morning/afternoon to all, I am (your name). Here are the information you need
to know about our study (reading the information sheet and information consent). I will
inform you that this interview will be recorded and I assure you that this video and voice
record is intended for our research only. The information that you give to us will be safe and
secured because we are the only people who can read the information that we gathered from
you. Can I ask if you are voluntarily participating in our interview?. Okay let's proceed with
our questions in our research instrument. The first question is (to be followed).
SSOP Interview Question

1. What is the data of Senior High School How old are you?
Students of Holy Angel University?
i. Age
What is your Gender
ii. Gender
2. Is Blended Learning helpful in the Do you think blended learning can improve
learning of the students? your
performance in academic learning?
o Yes
o No
3. As a student, how can you say that Can blended learning be beneficial for students
Blended Learning is effective in this time in our current situation? Why or why not?
of pandemic?
o Yes
Why?
o No
Why not?
4. How does online learning affect the Does online learning maximize its
effectiveness of Grade 11 and 12 STEM effectiveness to
students in accomplishing their tasks?
students?
o Yes
o No
5. How do Grade 11 and 12 STEM What do you do to properly manage your

students manage their virtual learning virtual learning time?
effectively?
o Make blended learning as a priority
o Be responsible
o Do the given tasks with in the time given
Thank you participants for your time and participating in our research. Have a nice
day.
Step by Step
STEP 1
Researcher: How old are you?
Interviewee 1: Uhmm I’m 17 years old.
Interviewee 2: Okay I’m 18years old
Interviewee 3: 18
Interviewee 4: 18
Interviewee 5: Okay I’m 17years old.
Interviewee 6: I’m 18years old.
Interviewee 7: I’m 18 years of age.
Interviewee 8: 17years old.
Interviewee 9: 18
Interviewee 10: 18
Interviewee 11: 17

Researcher: What is your gender?
Interviewee 1: Female
Interviewee 7: Male
Interviewee 10: Male

Researcher: Do you think blended learning can improve your performance in academic
learning?
Interviewee 1: Yes
Interviewee 2: Yes
Interviewee 3: Yes
Interviewee 4: Yes
Interviewee 5: Yes
Interviewee 6: Yes
Interviewee 7: No, I do not think that blended learning improves my academic learning
performance.
Interviewee 8: Yes
Interviewee 9: No
Interviewee 10: Yes
Interviewee 11: Yes
Interviewee 12: Yes

Researcher: Can blended learning be beneficial for students in
our current situation? Why or why not?
Interviewee 1: Yes, because with the current situation that we're experiencing right now,
such
as COVID 19 and pandemic, with the help of the new blended learning, not only it prioritizes
our health, but also our education.
Interviewee 2: Yes, because we can still study even with our current situation, and it is
safety
during this time of pandemic. We are more at ease because we are only at home we can do
whatever we want, unlike at school, where we can do it but with restrictions. It enables me or
us to study in a digital environment using virtual tools we are familiar with, which we
frequently use in our daily lives.
Interviewee 3: Yes, it helps every student to study now, because you can see how much
focus
you have on learning. And because of our current pandemic situation, we use technology to
study. In the same way we learn to study on our own, we usually learn on our own by
listening to the proper and correct answers to all the school activities. For me, it will be easier
to study through technology because you will see an improvement in your academics.
Interviewee 4: Yes, it can be beneficial at some point. First, they won’t get shocked going
back to face to face classes because blended classes asses them already what kind of situation
our students will be experiencing because of its slow introduction of its phases by the means
of education in which students learn via electronic and online media as well as traditional
face-to-face teaching.
Interviewee 5: Yes, I think that blended learning can be beneficial to students especially to
those who are slow learners. Blended learning can help them to improve their academic
performance by discovering a effective method of learning.
Interviewee 6: Yes, it is beneficial for them since it gives them a chance to go to
their school a few times a week and interact with their teachers, classmates and friends rather
than just staying at home all week and facing their screens all by themselves.
Interviewee 7: Blended learning can be beneficial to students, in a sense that they are still
able to continue their education despite of the current situation, which is the pandemic.
Interviewee 8: Yes, with our current situation, blended learning has been beneficial for
students in some ways. Others has given a chance to be a working student that could help in
providing their financial needs, since their time is flexible.
Interviewee 9: Yes, because many school will begin this year in hybrid situations with
students attending a physical school part time and spending the remaining hours in remote
asynchronous instruction.
Interviewee 10: Yes, because a given an activity to the student is can be research in google
its
makes them eye to answer.
Interviewee 11: Yes, because our mental health is important and for me seeing other people
help me forgot my problems and having a good mental health can help me to study better.
Interviewee 12: Yes, because it allows student to critique and learn something new method.
Researcher: Does online learning maximize its effectiveness to students? Why or why not?
Interviewee 1: Yes, because online learning combines numerous types of instruction from
many perspectives to produce an effective learning outcome for the majority of students.
Interviewee 2: Yes, because online learning provides learners with ease and flexibility,
allowing them to determine their own learning pace and learn from anywhere.
Interviewee 3: Yes, because online learning is not only more successful for students, but it is
also more environment conscious.
Interviewee 4: Yes, because online learning gives students more learning freedom and
improves their learning experience, which leads to higher student accomplishment.
Interviewee 5: Yes, because it improves the learning experience for students by allowing
them to explore topics on their own and have a better understanding of them.
Interviewee 6: No, because not every learner will have equal access to materials, online
learning can be difficult, if not impossible.
Interviewee 7: No, because it is self-motivation and time management skills are required for
online learning. One of the biggest reasons that students in online learning fail to complete
the courses is a lack of self-motivation.
Interviewee 8: Yes, because learning at home may provide less interruptions than learning in
a regular classroom, allowing students to focus more easily and maximize the time.
Interviewee 9: No, because I don’t have enough gadget to use. It is very hassle for me. It is
difficult to learn.
Interviewee 10: Yes, because it improves my productivity. It customize my learning
environment and it improve my skills.

Interviewee 11: Yes, because it allows to have manage wisely on my time. It allows me
more
knowledge and when doing the written activities it allows me to think enough because I feel
comfortable and think properly when I’m in a quiet place.
Interviewee 12: Yes, because it makes me more focus. It improves more my knowledge and
allows to do independently. In online learning it allows to be responsible to listen and to do
my written activities or others activities.

Researcher: What do you do to properly manage your virtual learning time? Is it make a
blended learning as a priority, be responsible or do the given task with in the time given.
Interviewee 1: Be responsible.
Interviewee 5: Do the given tasks within the time given.
Interviewee 7: Do the given task with in the time given.
Interviewee 8: Do the given task on time. To manage my time in an online class, I make a
plan ahead of time for the task that has been assigned to us. For example, if we had an
asynchronous
Interviewee 11: Make a blended learning as a priority.

STEP 2
Researcher: How old are you?
Interviewee 1: Uhmm I’m 17 years old.
Interviewee 2: Okay I’m 18years old
Interviewee 3: 18
Interviewee 4: 18
Interviewee 5: Okay I’m 17years old.
Interviewee 6: I’m 18years old.
Interviewee 7: I’m 18 years of age.
Interviewee 9: 18
Interviewee 10: 18
Interviewee 11: 17

Researcher: What is your gender?
Interviewee 7: Male

Researcher: Do you think blended learning can improve your performance in academic
learning?
Interviewee 1: Yes
Interviewee 2: Yes
Interviewee 3: Yes
Interviewee 4: Yes
Interviewee 5: Yes
Interviewee 6: Yes
Interviewee 7: No, I do not think that blended learning improves my academic learning
performance.
Interviewee 8: Yes
Interviewee 9: No
Interviewee 10: Yes
Interviewee 11: Yes
Interviewee 12: Yes

Researcher: Can blended learning be beneficial for students in our current situation? Why or
why not?
Interviewee 1: Yes, because with the current situation that we're experiencing right now,
such as COVID 19 and pandemic, with the help of the new blended learning, not only it
prioritizes our health, but also our education.
Interviewee 2: Yes, because we can still study even with our current situation, and it is
safety during this time of pandemic. We are more at ease because we are only at home we
can do whatever we want, unlike at school, where we can do it but with restrictions. It enables
me or us to study in a digital environment using virtual tools we are familiar with, which
we frequently use in our daily lives.
Interviewee 3: Yes, it helps every student to study now, because you can see how much
focus you have on learning. And because of our current pandemic situation, we use
technology to study. In the same way we learn to study on our own, we usually learn on
our own by listening to the proper and correct answers to all the school activities. For me,
it will be easier to study through technology because you will see an improvement in your
academics.
Interviewee 4: Yes, it can be beneficial at some point. First, they won’t get shocked going
back to face to face classes because blended classes asses them already what kind of
situation our students will be experiencing because of its slow introduction of its phases by
the means of education in which students learn via electronic and online media as well as
traditional face-to-face teaching.
Interviewee 5: Yes, I think that blended learning can be beneficial to students especially
to those who are slow learners. Blended learning can help them to improve their academic
performance by discovering a effective method of learning.
Interviewee 6: Yes, it is beneficial for them since it gives them a chance to go to their school
a few times a week and interact with their teachers, classmates and friends rather than just
staying at home all week and facing their screens all by themselves.
Interviewee 7: Blended learning can be beneficial to students, in a sense that they are still
able to continue their education despite of the current situation, which is the pandemic.
Interviewee 8: Yes, with our current situation, blended learning has been beneficial for
students in some ways. Others has given a chance to be a working student that could help in
providing their financial needs, since their time is flexible.
Interviewee 9: Yes, because many school will begin this year in hybrid situations with
students attending a physical school part time and spending the remaining hours in remote
asynchronous instruction.
Interviewee 10: Yes, because a given an activity to the student is can be research in google
its makes them eye to answer.
Interviewee 11: Yes, because our mental health is important and for me seeing other people
help me forgot my problems and having a good mental health can help me to study better.
Interviewee 12: Yes, because it allows student to critique and learn something new method
Researcher: Does online learning maximize its effectiveness to students? Why or why
not?
Interviewee 1: Yes, because online learning combines numerous types of instruction from
many perspectives to produce an effective learning outcome for the majority of students.
Interviewee 2: Yes, because online learning provides learners with ease and flexibility,
allowing them to determine their own learning pace and learn from anywhere.
Interviewee 3: Yes, because online learning is not only more successful for students, but it is
also more environment conscious.
Interviewee 4: Yes, because online learning gives students more learning freedom and
improves their learning experience, which leads to higher student accomplishment.
Interviewee 5: Yes, because it improves the learning experience for students by
allowing them to explore topics on their own and have a better understanding of them.
Interviewee 6: No, because not every learner will have equal access to materials,
online learning can be difficult, if not impossible.
Interviewee 7: No, because it is self-motivation and time management skills are required for
online learning. One of the biggest reasons that students in online learning fail to
complete the courses is a lack of self-motivation.
Interviewee 8: Yes, because learning at home may provide less interruptions than
learning in a regular classroom, allowing students to focus more easily and maximize the
time.
Interviewee 9: No, because I don’t have enough gadget to use. It is very hassle for me. It is
difficult to learn.
Interviewee 10: Yes, because it improves my productivity. It customize my learning
environment and it improve my skills.
Interviewee 11: Yes, because it allows to have manage wisely on my time. It allows me
more knowledge and when doing the written activities it allows me to think enough because I
feel comfortable and think properly when I’m in a quiet place.
Interviewee 12: Yes, because it makes me more focus. It improves more my knowledge and
allows to do independently. In online learning it allows to be responsible to listen and to do
my written activities or others activities.

Researcher: What do you do to properly manage your virtual learning time? Is it make a
blended learning as a priority, be responsible or do the given task with in the time given.
Interviewee 5: Do the given tasks within the time given.
Interviewee 7: Do the given task with in the time given.
Interviewee 8: Do the given task on time. To manage my time in an online class, I make a
plan ahead of time for the task that has been assigned to us. For example, if we had an
asynchronous
Interviewee 11: Make a blended learning as a priority.

STEP 3
Highlighted Text Coding
Health Health
Education Education
Be responsible Responsibility
Digital Environment Technology
Frequently use in our daily life Regularly used
Own learning Education
An effective learning outcome Education
Improvement in your academics Education

Technology to study Technology
More successful for students Improvement
More environment conscious Ecological
Blended classes Type of Learning
Improves their learning experiences Experience
Learning experience Education
Academic performance Education
Better Understanding Improvement
Do the given task with in the time Responsibility
Interact Ability
Equal access to materials Accessibility
Improve my academic learning Improvement
performance
Self- motivation Attributes
Time management skills Ability
Financial Needs Financial
Less Interruptions Less-Hassle
Beneficial Education
Make them eye to answer Responsibility
Productivity Attributes
Asynchronous Instructions Types of Learning
Difficult to learn Education
Hassle Problems
Learning Education
Mental Health Health
Study better Education
Manage my time wisely Ability

Learn something new Education
Improves more my knowledge Improvement
Make a blended learning as a priority Responsibility
A plan a head of time Responsibility
Yes Improvement
No Improvement
Problems Health
Fail Health
STEP 4
Health Ability
Education
Improvement
Responsibility
Type of Learning
Attributes
Technology
Regularly Used
Ecological
Accessibility Less-
Hassle
Health
Regularly used
Education Accessibility
Less-Hassle
Improvement
Responsibility Ecological
Types of Learning Ability
Technology Attribute
s
STEP 5
Health Promotion Learning Outcomes Achiever, Learner, Traits
and Responsibility
Health Education Improvement Ability
Responsibility Attributes
Ubiquitous Learning Ease of access Environment
Type of Learning Regularly used Ecological
Technology Accessibility
Less-Hassle
STEP 6
“The Effectiveness of Blended Learning to Senior High School Students at Holy Angel
University
During any type of crisis, such as a pandemic, war, or natural disaster, online/blended
learning could better address the academic needs of students. The introduction of information
and communication technology (ICT)-based technologies has transformed the entire teaching
pedagogy into a learner-centered pedagogy, making technology skills the most important
qualifications for both teachers and students. Blended learning, which combines traditional
face-to-face instruction with elements of online instruction while students remain in the
classroom with the teacher, has been around for a while. Blended learning aims to combine
the best of both face-to-face and online learning experiences for students. The purpose of this
study is to know the thoughts, experiences and if it is effective about the blended learning
which why the researcher pursued this study because in our current situation. The overall
objective of this study is to discover the effectiveness of blended learning to Senior High
School student of Holy Angel University. The study will be conducted on Holy Angel
University. The study focuses on gaining information on how effective blended learning is to
all Senior High School students of HAU. The study will elaborate how effective is the
blended learning during this pandemic. The study aimed on answering the specific statements
of the problem to fulfill the purpose of this study. To give brief insights about the results, it’ll
be tackled based on the specific statements of the problem that the result addressed. The
participants provided an in-depth idea to how beneficial blended learning is, which answers
the specific statement of the problem. General themes that we’re generated includes the
health (H), ability (A), education (Edu), improvement (Ipm), responsibility (Rpb), type of
learning (Tol), attributes (A), technology (Thl), regularly used (Rglu), ecological (Eco),
accessibility (Acsb), and less-hassle (Lh). It can be generalized that the participants have
provided answers to the specific questions that the study needs to address and have proven
the initial theories and foundations which were generated on the review of related literature
and studies.
Conducting Interview

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Effectiveness of Blended Learning 1

HOLY ANGEL UNIVERSITY

acceptance and approval for examination.

MR./MS. CELINE JOY SANTOS

Accepted and approved in partial fulfillment of the requirements

this research. We all deserve to be proud of ourselves.

have done this without you.

Approval Sheet ………………………………………………………………………. 1

Table of Contents ……………………………………………………………………. 3

List of Tables and Figures …………………………………………………………… 5

Title Page …………………………………………………………………………….. 6

Background of the Study

Review of literature and studies

Statement of the Problem

Scope and Delimitation

Significance of the Study

Results and Discussion ………………………………………………………………. 32

List of Tables and Figures

Table 2 – The Blended Learning helpful in the learning of the students

Table 3 – The Effectiveness of Blended Learning is effective in this time of pandemic

accomplishing their tasks…………………………………………………… 36

Angel University …………………………………………………… 23

Baluyut, Sarah Jenel D.

Bartolome, Elizah Mae P.

Castro, Ravin Lawrence D.

Mugcal, Angela Nicole T.

Rodriguez, Karlyn Miana

Tiglao, Arnel Tierenz D.

Holy Angel University

Ms. Celine Joy Santos

December 13, 2021

Keywords: Blended learning, online learning, Covid-19, technology, and academic

In this time of pandemic, we are experiencing a blended learning education by

education, forcing educational practitioners to challenge present learning and teaching

classroom or face-to-face meetings, a method known as e-learning or totally online learning.

learning, which combines asynchronous (text-based Internet) and synchronous (face-to-face)

learning experiences, is becoming more popular among practitioners. Blended learning is a

environment and online learning. In a virtual learning environment, you can

participate in a variety of activities. As stated by Garrison et.al (2018), Blended learning

advantages of instructional approaches. Blended learning can improve students' learning

outcomes, motivation, and effectiveness in accomplishing learning objectives. Blended

order to get good results.

develop a technique for learners to learn effectively.

As stated by Bozkurt (2020), in the post-COVID future, such a differentiation will be

online/blended techniques in the teaching-learning process is growing in importance by the

Platform, LMS, and other similar platforms will fare.

strategy including quantitative and qualitative data. As a result of teachers' semi-structured

future abilities will be different than they were before COVID-19.

As mentioned by Esquerra (2020), blended learning is not new to the Philippines,

modalities in the wake of the COVID-19 pandemic.

As reported by the Department of Education (2020), is actively attempting to shift

ability, technology accessibility, self-directed learning, attitude toward traditional classroom

learning English in a traditional classroom since face-to-face communication with there

community concerns further.

of Santo Tomas to overcome these challenges in teaching undergraduate Chemistry courses.

Indeed, we provide an online technique for transitioning from traditional face-to-face

experience based on three indicators: student learning experience, student academic

In the opinion of Malipot (2021), to a news report published by in the website of

learning as well as television/radio-based broadcast learning. Again its main purpose is to

In accordance with Malykhin et al. (2021), examined the influence of information

technology of professional’s qualities, knowledge, skills and beliefs about self-efficacy in

mixed learning acknowledgment worked as indicators for students’ fulfillment, which

face conveyance mode.