BLENDED-LEARNING-MODALITYIII - Edited - For Merge RUEL2.0final Edit RUEL JAY HAMLIG.6,7

BLENDED LEARNING MODALITY: IMPACT ON FINAL GRADE OF
THE GRADE 10 STUDENTS
A Research Proposal
Presented to the Senior High School Faculty
HINAWANAN NATIONAL HIGH SCHOOL
Hinawanan, Loay, Bohol
In Partial Fulfillment
of the Requirement for Subject
Practical Research – 2/Inquiries Investigation ,Immersion
Aca ac, Kevin Jay

Alingasa, Jannah Adelie
Alinab, Gino Xandler
Calamba, Christian Benedict
Cambangay,Johnryl
Cuico, Jane
Assistant Leader: Doong, Janna Rowena
Hamlig, Ruel Jay
Leader: Jaganas, Jorex
Secretary: Loma, Michelle
Montoyo, Francis Kyne
Patayon, Pearl Angelie
Sudaria, Trisha
Tumampos, Tom Simone
July 2022
TABLE OF CONTENTS
TITLE PAGE
TABLE OF CONTENTS
CHAPTER Pages
THE PROBLEM AND ITS SCOPE
INTRODUCTION
Rationale …………………………………………………….1
Literature Background ………………………………………………..2
Theoretical and Conceptual Framework ……………………………3
THE PROBLEM
Statement of the Problem ……………………………………………4
Hypothesis ……………….……………………………….…………...5
Significance of the Study ………………………….…………………6
Definition of Terms …….………..……………………………………7

Rationale
The purpose of this study of the study is to determine the
impact of blended learning modality on the final grade of the grade 10 students
and also to give detailed explanation on each insight given by students about the
impact of blended learning to their grade .The study was conducted also because
if the identified problems this investigation would elucidate, the researcher would
become more aware of the impact of blended learning on the final grade of
students. Furthermore, the study’s findings would enable the researcher to draft
relevant and appropriate recommendations that would help both the students and
teachers. Overall, if blended learning positively impacts the students final grade,it
would benefit the researchers, the facilities of learning , and the learners
advancement . Blended learning techniques allow teacher to deliver the lecture
and assess students learning using creative and innovative methods

2
Literature Background
Blended learning environments combine traditional face-to-face
instruction with computer-mediated or online education. Blended learning has
become a corporate buzzword during the past few years (Lamb, 2001). Recently,
the American Society for Training and Development identified blended learning as
one of the top ten trends to emerge in the knowledge delivery industry in 2003
(cited by Rooney, 2003).Horn & Staker (2011) defined blended learning as any
time a student can learn at least in a part at supervised a brick and mortar location
away from home and at in part through online delivery with someone element of a
student control over time, place, path, and/ or pace.
As noted by Barbian (2002), Marc Rosenberg, author of E-
Learning: Strategies for Delivering Knowledge in the Digital Age (2001), has
argued that "the question is not if we should blend rather the question is what are
the ingredients." This perspective seems universal in Asia, Europe, the Middle
East, and Australia. In fact, surveys published in the United Kingdom in Training
News (2003, 2004) not only indicate that most companies in the United Kingdom
and North America already find blended learning effectively; they predict significant
increases in the use of blended learning for delivering training as well as
associated changes of blended learning evaluation.

The reasons for this sudden increase in blended learning
include improvements in the learning rate and efficiency of training, maximizing
corporate investments in reusable training materials, and, of course, attempts to
save on training time. In higher education (CHED), the term blended learning is
being used with increasing frequency in academic conferences and publications.
Issues related to the design and implementation of blended learning environments
are surfacing as technological advances blur the lines between distributed and
traditional campus-based learning. Many universities are beginning to recognize
the advantages of blending online and residential instruction. The educational
system at present is in a transition stage. Blended learning requires immediate
feedback to students for their performance, specifically to their final Grade, which
can be achieved by combining assessment techniques with the use of the latest
technological advancement. Blended learning techniques allow teachers to deliver
the lecture and assess student learning using creative and innovative methods.
3
CONCEPTUAL FRAMEWORK
Face – To – Face Modular Distance learning
 Essentially a  The use of modules

teacher centered made by teachers
method of Blended Learning with different tasks
education and learning
 Classroom objectives
Lectures  Individual learning
 Student – activities
Student  Less student –
interaction teacher interaction
 Individual/group  Less discussions
discussion
Final Grade of Students

Less student – teacher
4
Statement of the Problem
This study aims to determine the impact of blended learning modality on the final
Grade of grade 10 students.
Specifically, it seeks answers to the following:
1. What is the impact of blended learning modality on students in terms of:
1.1 written works;
1.2 performance task?
2. Final Grade of a student be affected in terms of:
2.1 limited face-to-face mode of learning;
2.2 modular distance learning?
3. Is there any significant differences between the final grade of a student in face
to the final grade of to face mode of learning student in modular distance
learning?
5
Hypothesis
There is no significant differences between the final grade of a
student in face to face mode of learning to the final grade of student in modular
distance learning.
6
SIGNIFICANCE OF THE STUDY
This research provides crucial information and knowledge regarding the
chosen topic. This study would be of great significance to the following group of
people:
Students. This study would provide them with essential information. Also, to help
them in improving their final Grade. In this study, the student will identify the
differences between modular learning and limited face-to-face learning by the
effects on their final Grade.
Teachers. The teachers can also gain significance in this study, for they would
know the student's needs in comparing and contrasting what the student must
attend. This study will enlighten and guide the teacher in helping their student in
the final grading.
The Researchers. The outcomes of the study is beneficial to the present
researcher. This study may be one of the basis that a new theory in learning arise.
Future Researcher. The result of this study may provide insights and
information that would be useful for researchers in the future. The data of
this study can serve as a reference in their academic undertaking.

References
Bailey, J,. Martin, N., Schneider, C., Vander Ark, T., Duty,L. Ellis, S.,…&
Terman,A.(2013).Blended learning implementation guide 2,0 DIGITAL
SHIFT.
BLENDED LEARNING IN ACTION (2015).Tech & Learning, 36(3), 36-36,
38,40,42 .Retrieve from
http;//search.proquest.com/docview/1725451070/accounted=7113
Bonk, C. J., Kim ,K.J., & Zeng, T.(2006) Future directions of blended learning in
Higher education and workplace learning setting. Handbook of blended
Learning: Global perspective, local design, 550-567
Boyle, T ,Bradley, C., Chalk, P., Jones, R.,& Pickard, P.(2003). Using blended
Learning to improve students success rates in learning to program. Journal
of educational media, 28(2-3),165-178.
Osghuthorpe, R. T.,& Graham, C. R. (2003_. Blended Learning Environments;
Definitions and Directions. Quarterly Review of Distance Education, 4(3),
227-33
7
Definition of Terms
Blended Learning – the independent used by the researchers to determine the
impact of this variable on the Final Grade of Grade 10 students of Hinawanan
National High School.
Face to Face Learning-is an instructional method where course content and
learning material are taught in person to a group of students.
Modular Distance Learning-is the use of modules made by teachers with
different tasks and learning activities based from the essential learning
competencies
Grade 10-The study respondents were located at Hinawanan National High
School, Loay, Bohol.
Final Grade – the dependent variable used by the researchers to determine the
Impact of Blended Learning on the students' final grades.

CURRICULUM VITAE
JANNAH ADELIE ALINGASA

Pob. Ibabao, Loay, Bohol
0963-900-3031
PERSONAL DATA
Date of Birth : May 20, 2004
Civil Status : Single
Mother : Adel Manzanarez
Father :
EDUCATIONAL BACKGROUND
Elementary : SPPJACMS
2015-2016
Secondary : Holy Trinity Academy

(JHS) Pob. Ubos, Loay, Bohol
2019-2020
Secondary : Hinawanan National High School

(SHS) HInawanan ,Loay, Bohol
2021-2022
ACHIEVMENTS : 4th placer in basketball Bacsmeet 2018

CURRICULUM VITAE
GINO XANDLER ALINAB

Tangcasan Sur, Loay, Bohol
0908-782-1067
ginophlzxc@gmail.com
PERSONAL DATA
Date of Birth : November 3, 2004
Mother : Cristina R,Alinab
Father : Saturnino P.Alinab
Elementary : Master’s Vineyard Academy
Taytay, Rizal
2014-2015
Secondary : Affordable Private Educational Center
(JHS) Dolores Taytay, Rizal
2019-2020
(SHS) Hinawanan Loay, Bohol
2021-2022
ACHIEVMENTS :NONE
CURRICULUM VITAE
CHRISTIAN BENEDICT CALAMBA

Hinawanan ,Loay,Bohol
0970-463-4895
Calambachristianbenedict@gmail.com
PERSONAL DATA
Date of Birth : December 25, 2003
Mother : Brenda Calamba
Father : Roger Calamba
Elementary : Blessed Harvest Christian Institute

Villalimpia, Loay, Bohol
2015-2016
(JHS) Hinawanan, Loay, Bohol
2019-2020
2021-2022
ACHIEVMENTS : NONE
CURRICULUM VITAE
JANE CUICO
Villalimpia, Loay, Bohol
0970-463-4862
PERSONAL DATA
Date of Birth : October 5, 2003
Mother : Norma Cuico
Father : Randy Cuico
Elementary : Villalimpia Elementary School

: Villalimpia, Loay, Bohol
2015-2016
With honor
2019-2020
(SHS) Hinawanan, Loay, Bohol
2021-2022
ACHIEVMENTS : 2nd placer in volleyball sub congressional meet

2018
CURRICULUM VITAE
JANNA ROWENA C.DOONG

Bonbon, Loay,Bohol
09630407551
jannadoong8@gmail.com
PERSONAL DATA
Mother : Flordelina C. Doong
Father : Antero P Doong
Elementary : Sagnap Elementary School
Sagnap, Loay, Bohol
2015-2016
With Honors
2019-2020
With Honors
(SHS) Hinawanan,Loay, Bohol
2021-2022
ACHIEVEMENTS : HONOR STUDENT SINCE ELEMENTARY

CURRICULUM VITAE
RUEL JAY HAMLIG

Concepcion, Loay, Bohol
09104916653
Rueljayhamlig44@gmail.com
PERSONAL DATA
Date of Birth : Febuary 15, 2004
Mother : Lucrescia Hamlig
Father : Epifanio Hamlig (+)
Elementary : Concepcion Elementary School

Tangcasan Sur, Loay,Bohol
2015-2016
2019-2020
Service Award
Secondary Hinawanan National High School
2021-2022
ACHIEVEMENTS : Youth for Christ Servant since 2018

CURRICULUM VITAE
JOREX JAGANAS
Tangcasan Norte Loay,Bohol
0907-036-1194
Jaganasjorex1@gmail.com
PERSONAL DATA
Mother : Diomedes G. Jaganas
: Dionisio D. Jaganas
Elementary :Tangcasan Norte Elementary School
Tangcasan Norte, Loay,Bohol
Valedectorian
2015-2016
Secondary :Hinawanan National High Shool
(JHS) Hinawanan Loay,Bohol
2019-2020
With High Honor
Secondary :Hinawanan National High School
(SHS) Hinawanan Loay,Bohol
2021-2022
ACHIEVMENTS :2022 BISU MAIN ENTRANCE EXAM PASSER

:
CURRICULUM VITAE
MICHELLE LOMA
Tangcasan Sur Loay,Bohol
0951-132-3383
Michellelucerna39@gmail.com
PERSONAL DATA
Date of Birth : Septembr 10, 2003
Mother : Ester Loma
Father : Michael I. Lucerna
Elementary : Concepcion Elementary Shool
Tangcasan SUR, Loay, Bohl
2015-2016
With Honors
(JHS) Hinawanan Loay, Bohol
2019-2020
2021-2022
ACHIEVMENTS : WITH HONOR

CURRICULUM VITAE
FRANCIS KYNE MONTOYO

Tambangan, Loay , Bohol
0970-463-4705
montoyofranciskyne@gmail.com
PERSONAL DATA
Date of Birth : September 15, 2003
Mother : Jona F. Montoyo
Father : Damaceno P. Montoyo
Elementary : Tambangan Elementary School
Tambangan, Loay, Bohol
2015-2016
With Honors
2019-2020
Most Cooperative
2021-2022
ACHIEVMENTS : 2022 Inter-Barangay 1st placer Basketball League

CURRICULUM VITAE
PEARL ANGELIE PATAYON

Agape, Loboc, Bohol
0951-910-8843
PERSONAL DATA
Mother : Gina S.Patayon
Father : Manuel M.Patayon (+)
Elementary : Agape Elementary School
Agape, Loboc, Bohol
2015-2016
With Honors
Secondary : Camayaan National High School
(JHS) Camayaan, Loboc, Bohol
2019-2020
With Honors
2021-2022
ACHIEVMENTS : NONE
CURRICULUM VITAE
TRISHA RAMIREZ SUDARIA

Pub. Ubos, Loay, Bohol
0950-958-2344
Trisha_sudaria@gmail.com
PERSONAL DATA
Date of Birth : June 16, 2003
Mother : Ma.Elena Sudaria
Father : N/A
Elementary : SPPJAMS
2015-2016
Secondary : Holy Trinity Academy

(JHS) Pob. Ubos, Loay, Bohol
2019-2020

2021-2022
ACHIEVMENTS : NONE
CURRICULUM VITAE
TOM SIMONE TUMAMPOS

Concepcion, Loay, Bohol
0938-271-5848
tumampostom@gmail.com
PERSONAL DATA
Date of Birth : August 2, 2003
Mother : Leizel Tumampos
Father : Joel Tumampos
Elementary : Concepcion Elementary School
Tangcasan Sur, Loay, Bohol
2015-2016
2019-2020
2021-2022
ACHIEVEMENTS : 2022 Inter Purok – 2nd Placer and One of the
Mythical five and Best Player of the Year

CURRICULUM VITAE
JOHNRYL CAMBANGAY
Palo, Loay,Bohol
0950-816-3886
Johnrylcambangay@gmail.com
PERSONAL DATA
Date of Birth : September 15, 2003
Mother : Julieta C.Cambangay
Father : Petuel V.Cambangay
Elementary : Tambangan Elementary School
Tambangan, Loay, Bohol
2015-2016
With Honors
2019-2020
Most Cooperative
(SHS) Hinawanan Loay ,Bohol
2021-2022
ACHIEVMENTS : 2022 Inter-Barangay 1st placer Basketball League

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BLENDED LEARNING MODALITY: IMPACT ON FINAL GRADE OF

THE GRADE 10 STUDENTS

Aca ac, Kevin Jay

THE PROBLEM AND ITS SCOPE

Literature Background ………………………………………………..2

Theoretical and Conceptual Framework ……………………………3

Statement of the Problem ……………………………………………4

Significance of the Study ………………………….…………………6

Definition of Terms …….………..……………………………………7

The purpose of this study of the study is to determine the

advancement . Blended learning techniques allow teacher to deliver the lecture

and assess students learning using creative and innovative methods

Blended learning environments combine traditional face-to-face

instruction with computer-mediated or online education. Blended learning has

student control over time, place, path, and/ or pace.

As noted by Barbian (2002), Marc Rosenberg, author of E-

increases in the use of blended learning for delivering training as well as

associated changes of blended learning evaluation.

include improvements in the learning rate and efficiency of training, maximizing

corporate investments in reusable training materials, and, of course, attempts to

being used with increasing frequency in academic conferences and publications.

Issues related to the design and implementation of blended learning environments

traditional campus-based learning. Many universities are beginning to recognize

the advantages of blending online and residential instruction. The educational

system at present is in a transition stage. Blended learning requires immediate

technological advancement. Blended learning techniques allow teachers to deliver

Face – To – Face Modular Distance learning

 Essentially a  The use of modules

Final Grade of Students

Grade of grade 10 students.

Specifically, it seeks answers to the following:

1. What is the impact of blended learning modality on students in terms of:

1.1 written works;

1.2 performance task?

2. Final Grade of a student be affected in terms of:

2.1 limited face-to-face mode of learning;

2.2 modular distance learning?

to the final grade of to face mode of learning student in modular distance

There is no significant differences between the final grade of a

SIGNIFICANCE OF THE STUDY

This research provides crucial information and knowledge regarding the

differences between modular learning and limited face-to-face learning by the

effects on their final Grade.

the final grading.

The Researchers. The outcomes of the study is beneficial to the present

this study can serve as a reference in their academic undertaking.

Blended Learning – the independent used by the researchers to determine the

impact of this variable on the Final Grade of Grade 10 students of Hinawanan

National High School.

Face to Face Learning-is an instructional method where course content and

learning material are taught in person to a group of students.

Modular Distance Learning-is the use of modules made by teachers with

Grade 10-The study respondents were located at Hinawanan National High

School, Loay, Bohol.

Impact of Blended Learning on the students' final grades.

JANNAH ADELIE ALINGASA

Secondary : Holy Trinity Academy

Secondary : Hinawanan National High School

ACHIEVMENTS : 4th placer in basketball Bacsmeet 2018

GINO XANDLER ALINAB

Civil Status : Single

Mother : Cristina R,Alinab

Father : Saturnino P.Alinab