SIGNIFICANT DIFFERENCE ON BLENDED TEACHING AND LEARNING

STRATEGIES OF INDEPENDENT STUDENTS AND TEACHERS: FORMULATION OF

GUIDELINES IN PRODUCING INSTRUCTIONAL RESOURCES DURING PANDEMIC

by
George DC. Francisco

A thesis submitted in partial fulfillment of the requirements for

the course
Thesis Seminar

Presented to the faculty of Master of Arts in Education

College of the Immaculate Conception
Statement of the Problem

Independent learning is a holistic learning principle that

deals with the student’s acquisition of learning through own

doings guided by the teacher. This principle of learning is seen

to be best achieved and characterized through the use of BTL

strategies. In this study, the researcher aims to identify the

significance of the difference between the BTL strategies of JHS

and SHS teachers and students of Partida National High School in

achieving the learning independence and acquisition of life long

knowledge.

Specifically, this study aims to answer the following

questions:

1. How may the demographic profile be described in terms of:

a. Role (student/teacher)

b. Department (JHS/SHS)

2. What are the learning resources available to both students and

teachers during the pandemic?

a. printed materials

b. internet connections

c. modern innovation and gadgets/devices

d. and content applications.

e. others
3. What is the most prevalent BTL strategy that promote

independent learning?

a. Blogging and Vlogging

b. Collaborative writing and story making

c. Content Production (Images, Documents, Audio and Video

and Website)

d. Chat Discussion

e. E-portfolios

f. Games

g. Modular Learning

h. Multimedia Presentations and;

i. Video Conferencing.

4. How independent learning be achieved by BTL strategies in

terms of students and teachers’ proficiency.

5. Is there a significant difference on the availability of

learning resources among the groups of JHS and SHS students

and teachers;

6. Is there a significant difference on BTL strategies in

achieving independent learning and;

7. Is there a significant difference on the proficiency of

students and teacher respondents in using BTL strategies

during instruction?
 Questionnaire:

Thesis Title: SIGNIFICANT DIFFERENCE ON BLENDED TEACHING AND

LEARNING STRATEGIES OF INDEPENDENT STUDENTS AND TEACHERS:
FORMULATION OF GUIDELINES IN PRODUCING INSTRUCTIONAL RESOURCES

Dear Respondent:

Thank you for taking time to complete this questionnaire.

Please answer each question to the best of your knowledge. Your
thoughtfulness and candid responses will be greatly appreciated.
Your individual name or identification number will not at any
time be associated with your responses. Your responses will be
kept completely confidential and will not influence your course
grade or performance appraisal.

The Researcher

========================================================================

Part I. Profile of the Respondents

(Please provide the information needed and tick the box
that corresponds to you as respondent of this study)

Name (Optional) : ________________________

Department : Junior High School

Senior High School

Role : Student
Teacher
Part II. Availability of Resources for Blended Teaching Learning
Strategies.
1. Identify the available learning/teaching resources at your
home during the time of pandemic, COVID-19. Please choose as
many as available by putting a check mark on the boxes
provided.

a. Printed materials (books, magazines, newspapers,

etc.)
b. Internet connectivity (data connection,
wired/wireless internet, hotspots, etc.)
c. Electronic gadgets (cellphone, laptop, desktop, TV,
radio, printer, recorder, camera, etc.)

d. E-Learning materials (e-book, videos, audio, etc.)

e. None
f. Others: Specify_____________________________

2. Identify the most prevalent Blended Teaching Learning

strategies that promotes independent learning by ranking the
given set of emerging strategies during pandemic, COVID-19.
Ranking the strategies from 1 to 9 corresponds to the most
prevalent to the least prevalent strategy in promoting
independent learning.

Rank BTL Strategies

a. Blogging and Vlogging

b. Collaborative writing and story making

c. Content Production (Images, Documents, Audio

and Video and Website)
d. Chat Discussion
e. E-portfolios
f. Games
 g. Modular Learning
h. Multimedia Presentations, and
i. Video Conferencing

Part III. Students and Teachers Proficiency in using Blended

Teaching Learning Strategies.

This is a questionnaire designed to measure what you

are thinking about your proficiency in using BTL strategies.
There is of course no right answer for any statement. The
best answer is what you feel is true of yourself at the
moment. Be sure to answer all of the items by putting a
check on the column of your answer even if you are not
certain of the best answer. Please use the following as
guide in answering

1 - None Proficiency
2 - Low Proficiency
3 - High Proficiency
4 - Very High Proficiency
 A. BTL Strategies on Individual Capacity of Students

Statements 1 2 3 4
1. BTL strategies employed by the teacher considers
the individual capacity of the students.
2. BTL strategies employed by the teacher is
appropriate to the individual capacity of the
students.
3. BTL strategies employed by the teacher is
flexible to the individual capacity of the
students
4. BTL strategies employed by the teacher is
reflective to the individual capacity of the
students.
5. BTL strategies employed by the teacher is
adaptive to the individual capacity of the
students.
6. BTL strategies employed by the teacher is
reliable to the individual capacity of the
students
7. BTL strategies employed by the teacher is a
valid tool to improving the individual capacity
of the students in achieving independent
learning.
8. BTL strategies employed by the teacher is an
accessible tool to improving the individual
capacity of the students in achieving
independent learning.
9. BTL strategies employed by the teacher is a
measurable tool to improving the individual
capacity of the students in achieving
independent learning.
10. BTL strategies employed by the teacher is
conducive to improving the individual capacity
of the students in achieving independent
learning.
 B. BTL Strategies on Self-Taught Children

Statements 1 2 3 4
1. BTL strategies employed by the teacher improves
self-taught sense of students.
2. BTL strategies employed by the teacher
encourages self-taught sense of students.
3. BTL strategies employed by the teacher is allows
students to self-discover learnings.
4. BTL strategies employed by the teacher is allows
students to self-explore learnings.
5. BTL strategies employed by the teacher provides
opportunity to students to learn on their own.
6. BTL strategies employed by the teacher provides
opportunity to diagnose students’ ability to
learn independently.
7. BTL strategies employed by the teacher provides
opportunity to students in doing self-learning
reflections.
8. BTL strategies employed by the teacher provides
opportunity to develop the ability to think
critically with less supervision of the teacher.
9. BTL strategies employed by the teacher is self-
paced and still able to provide prompt
feedback/guide to learning.
10. BTL strategies employed by the teacher is
student-centered and allows opportunity for
meaningful learning.
 C. BTL Strategies on Progressive Development

Statements 1 2 3 4
1. BTL strategies employed by the teacher appears
according to chronological sequence or level of
difficulty.
2. BTL strategies employed by the teacher follows a
sequence on developing the progression in
achieving competencies in learning.
3. BTL strategies employed by the teacher allows
the students to learn from basic competencies to
the complex ones.
4. BTL strategies employed by the teacher presents
pre-requisites first before learning new
knowledge and skills.
5. BTL strategies employed by the teacher
encourages the learner to learn a more complex
competency.
6. BTL strategies employed by the teacher addresses
the level of difficulty of the competencies of
learning.
7. BTL strategies employed by the teacher
scaffolds/guides the students’ difficulty in
learning.
8. BTL strategies employed by the teacher guides
the students in answering difficult problems.
9. BTL strategies employed by the teacher draws
immediate feedback on the learning progression
of students.
10. BTL strategies employed by the teacher
promotes long term learning of pre-required
competencies.
 D. BTL Strategies on the Role of Instructor/Teacher to
Learning.

Statements 1 2 3 4
1. The teacher acts as a significant agent of BTL
strategies in promoting independent learning.
2. The teacher is able to make clarifications
during employment of BTL strategies in promoting
independent learning.
3. The teacher serves as guidance during employment
of BTL strategies in promoting independent
learning.
4. The teacher is able to promote independent
learning during employment of BTL strategies.
5. The teacher is able to address students issues
and problems during employment of BTL strategies
in promoting independent learning.
6. The teacher is able to incorporate competencies
during employment of BTL strategies in promoting
independent learning.
7. The teacher is able to communicate effectively
during employment of BTL strategies in promoting
independent learning.
8. The teacher is able to select appropriate
materials during employment of BTL strategies in
promoting independent learning.
9. The teacher is able to achieve students’
learning during employment of BTL strategies in
promoting independent learning.
10. The teacher is able to assess the extent of
students’ understanding during employment of BTL
strategies in promoting independent learning.