Republic of the Philippines

Department of Education
Region III
SCHOOLS DIVISION OF BULACAN
PRENZA NATIONAL HIGH SCHOOL

Blended Learning: A Study on the Academic

Performace of Grade 11 Students During the
COVID-19 Pandemic at Prenza National High
School

In Partial Fulfillment of the Requirements in Practical Research 1

2nd Semester, S.Y. 2020-2021

by:

Giron, John Christian Jerick

Joble, Jhonalyn
Labong, Terrence James B.
Pajarillo, Abigail Joy

ICT 11 COLOSIANS
JULY 2021

Ms. Maria Lourdes A. Punay, LPT.

Subject Teacher
 CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction

Education is one essential part of our lives that gives us an understanding of

the world. These include knowledge, skills, values, morals, beliefs, and habits. It
prepares people to pursue different careers in the future. We acquire all this in school,
where learning takes place.

Traditionally, students partake in classes on weekdays in a classroom setup

which is now not possible because we are in the middle of the COVID-19 Pandemic. In
this age of technological advancement, schools can now provide effective classroom
teaching via the Web. Alternative learnings such as modular, online, and blended
learning was used to make education possible amidst the pandemic. Students now
attend classes online with the use of gadgets since interacting in a classroom is not
possible.

Blended learning includes online classes done on various online platforms like
Google Classroom and Zoom. Some modules contain activities and lessons for
students to study on their own which evaluates their learning through the results. This
kind of is new to all of us meaning there are new benefits and challenges connected to
it.

“ Online learning systems are web-based software for distributing, tracking, and
managing courses over the Internet. It involves the implementation of advancements in
technology to direct, design and deliver the learning content, and to facilitate two-way
communication between students and faculty. They contain features such as
whiteboards, chat rooms, polls, quizzes, discussion forums and surveys that allow
instructors and students to communicate online and share course content side by side.
These can offer productive and convenient ways to achieve learning goals” (Mukhtar,
Javed, and Sethi, 2020).

“ In addition, The Philippine context, the internet usage rose from 9% of the
population in 1998 to 35% in 2014” (Labucay, 2014). “Towards the end of the decade,
with a population of about 106 million Filipinos in 2018, findings have revealed that a
rise to 62-63% or about 67 million Filipinos have access to internet and thought of as
internet users” (Estella & Löffelholz, 2019; Khalid & Lavilles, 2019). “This shows that
ICT in the Philippine education context serves as a milestone which opens wide range
of teaching and learning opportunities” (Lorenzo, 2016). “Studies have reported how
blended-based approach slowly gain its importance in the field of education” (Ma'arop &
Embi, 2016; Matheos & Cleveland-Innes, 2018; Olelewe & Agomuo, 2016); “hence, the
adoption of blended learning is on rise, particularly in tertiary”.

The process of this research is critical to our academic performance. We

gathered and collected data, as well as studied, to be knowledgeable and vigilant about
our learning system. This study should be reliable and valid for students, while also
being useful in the current situation and for future researchers. Students like us wanted
to know if blended learning or other teaching methods would be effective as we
conducted this research. The significance for some educators is how they catch up with
the learning process if they are unable to provide a proper internet connection or an
adequate time allocation. It may also have a benefit for both learners and educators if
teaching adaptations became the main priority of the school and remained an ongoing
process throughout the school year. Every senior high school student faces the
challenge of managing and devoting effort to their studies in the enduring new normal of
learning method.

The objective of the study is to investigates the effectiveness of Blended

Learning in view of student satisfaction, knowledge construction, performance and how
they are related to student characteristics.It is desired that the results of this study could
be a way of being aware of the issues and challenges that are present to be able to
come up with solutions for them to progress in the new learning method, so they need
to establish and develop it.

Statement of the Problem

The purpose of this Phenomenological Study is to know the Academic

Performace of Grade 11 Students During the COVID-19 Pandemic at Prenza National
High School.
 Moreover, this study will provide answers to the following questions:

1. How does online learning affect the Students academic performance?

2. What are the challenges that a Senior Highschool Learner may Encountered
Amids the COVID-19 Pandemic?
3. Can online learning support the development of self-regulated learning?
4. How students motivate and engage in an online environment?
5. What are the key factors for making an online learning to be effective on every
students?

Significance of the Study

Performing this research can possibly point the problems that are affecting
Senior High School Students Academic Performance. We are aiming to know If they are
still able to study effectively and also create connection to their fellow Teachers in this
new Learning System we are facing this time. The result of this research will help the
following people to have additional knowledge about the said topic.

Furthermore, the study would be beneficial to the following:

Students. This Study will benefit not only the Senior High School Students but all
students in general, they will know How to cope out the new learning strategy and may
provide positive outcomes and one of them is it enhancing their own self esteem and
providing them self to manage their allotment of time that can help them to conquer the
bigger world they are facing in college.

Teacher. They will know the reason why students is unable to pass their activity. It
would be an advantage for them to adjust a certain time for a students and for they will
have develop a deeper and understandable connection.

Parents. They will know how to approach their children when they are having a bad time and
also to remind their children to focus on academic alternatives.
DEPED. This study may aid in understanding student performance and competence, as
well as encouraging them to provide for everyone's needs and other programs that are
required during the school year.

Future Reasercher. It will be advantageous to them because they will have more
information to gather as well as a better understanding of why they should develop
Blended Learning and the significance of each student.

Scope and Delimitation of the Study

This research will be carried out at Prenza National High School. It focuses on
students' performance in the midst of the COVID-19 pandemic and also aims to capture
students' experiences with the New Normal teaching method.

This study is qualitative research in which we will use a conceptual research

design. Data for this research study will be collected using a survey questionnaire and
various internet forms. Senior High School is the focus, with individual interviews for
each student.for the sake of senior high school students, comprehend the new normal 
blended learning. 

The study's major informants and variables are male and female. The ages range
from 16 to 21 years old. More importantly, this scope is confined to Senior High School
students from Prenza National High School and does not include students from other
grade levels.

The locale of the study is limited to one (1) secondary school in the district of
Bulacan namely; Prenza National High School (PNHS). The respondents for the
questionnaire are ten (10) SHS students from Prenza National High School.

Bibliography/References in Chapter 1
Estella, P., & Löffelholz, M. (2019). Media landscapes-Philippines.https://www.db-
thueringen.de/servlets/MCRFileNodeServlet/dbt_derivate_00046035/ilm1-
2019200503.pdf
Labucay, I. D. (2014). Patterns of internet usage in the Philippines. In J.D. James (Ed.),
The Internet and the Google age: Prospects and perils, 27-49. DOI:
https://doi.org/10.14705/rpnet.%202014.000176
Lorenzo, A. R. (2016). Effectiveness of the computer and internet literacy project in
public high schools of Tarlac province, Philippines. Turkish Online Journal of
Educational Technology-TOJET, 15(2), 38-46. https://files.eric.ed.gov/
fulltext/EJ1096459.pdf

Ma'arop, A. H., & Embi, M. A. (2016). Implementation of blended learning in higher

learning institutions: A review of the literature. International Education Studies, 9(3), 41-
52 DOI: https://www.researchgate.net/deref/https%3A%2F%2Fdoi.org
%2F10.5539%2Fies.v9n3p41

Mukhtar, K., Javed, K. and Sethi, A.(2020). Advantages, Limitations and

Recommendations for online learning during COVID-19 pandemic
era.https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7306967/
 

CHAPTER II

THEORETICAL FRAMEWORK

Relevant Theories

The current study was developed based on the notions presented by Little (2007:
23) and Nunan (1997: 195) The theory of Innovation in Language Learning and
Teaching and Autonomy and independence in language learning, Graham, C. R. (2013)
The theory of Emerging practice and research in blended learning, Koohang and
Harman (2005) The theory of Interdisciplinary Journal of Knowledge & Learning Object.

“Researchers generally agree that adult learners are rarely ready, willing and
able to be effective autonomous learners (for example, Little (2007: 23) and Nunan
(1997: 201)). Little (2007: 23) It is therefore vital that this is taken into consideration.
This can be done by providing ample support in multiple ways, including documentation;
forums; organised meetings, virtual and face-to-face; sufficient preparation for distance
activities; etc. Nunan (1997: 195) provides a structured approach for guiding learners
towards an improved capacity to operate in a more autonomous environment.”

The themes of innovation in language learning and teaching, as well as

autonomy and independence in language learning, were emphasized by giving support.
It is important that this be considered to provide adequate resources for each of the
students. Teachers must be organized in order to deliver a proper module and hold an
online discussion. Learners must be motivated by learning styles that are directly
related to course participants. It seems quite obvious that a course requiring participants
to do important parts of the course away from the direct supervision of a teacher will
require extra work. Educators should have a plan in place to guide students toward
goodness in order to effectively work on new learning strategies.

Another theory that has abiding on the present study is The concept of blended
learning has been around for a long time, but its terminology was not firmly established
until around the beginning of the 21st century. Blended learning can be defined as
learning systems that combine face-to-face instruction with computer mediated
instruction (Graham, 2013). The combination may involves mixing various event-based
activities such as face-to-face classroom, live elearning, self-paced learning,
synchronous online conference and training, or asynchronous self-pace learning
(Graham, 2013). In addition, Graham (2013) argued that the blended learning will
replace the traditional approach in education because it maximized the best advantages
of face-to-face and elearning approaches”

The study is timely because we now use various online platforms such as
Google, Facebook, and Zoom. Its also  follows that learning in alternative ways such as
various event-based activities such as face-to-face classroom, live elearning, self-paced
learning, synchronous online conference and training, or asynchronous self-pace
learning- proves that these effective in providing learning for students. A face-to-face
classroom is not possible during this time because of the COVID-19 Pandemic.
Alternatives based on technology make it possible to increase the accessibility of
learning options that benefit both educators and learners.

“Koohang and Harman (2005) stated that “e-learning is the delivery of education
(all activities relevant to instructing, teaching, and learning) through various electronic
media.” Koohang (2004) stated that appropriate instructional design that includes
learning theories and principles is critical to the success of e-leaning The model
explains how to balance activities between face-to-face and online learning. It further
explains the elements of learning responsible for the success of blended learning. A
factual case study with an analysis of students| comments regarding an undergraduate
IS/IT senior capstone blended course is presented to further illustrate the application of
the proposed model. Recommendations for further research are made.”
 This theory is relevant to the present study because there is evidence and results
which prove e-learning is efficient for blended learning. The present research focuses
on acquiring data affiliated with online learning, which possibly includes both the
benefits and challenges of blended learning. However, there is a degree of consistency
in the recommendations made for some aspects of BL. These include ensuring that the
characteristics of the delivery medium are taken account of when designing the activity,
rather than simply transferring an existing material from a face-to-face environment to a
distant situation. Including students as reviewers, listeners and authors is seen as an
effective way to use the opportunities offered by technology .

Therefore, the three theories Little and Nunan’s The theory of Innovation in
Language Learning and Teaching and Autonomy and independence in language
learning, Graham’s The theory of Emerging practice and research in blended learning,
and Koohang and Harman’s The theory of Interdisciplinary Journal of Knowledge &
Learning Object are the basis of the current study since they provided information that
gives us researchers knowledge about relevant theories for the research. These
theories will guide teachers to create a learning environment which can replace the
traditional way of learning since it is not presently possible.

Technology makes alternative way of learning possible which is online learning.

This provides educators the possibility of teaching students while in lockdown. These
are done through various online platforms such as Google, Facebook, and Zoom. It can
also offer the potential to improve the accessibilty of learning environment, it extends to
students in their homes which cancelled the possibilty of wasting a school year to cope
up with the situation we are in this time.

E-Learning, or electronic learning, is the delivery of learning and training through

digital resources. Although E-Learning is based on formalized learning, it is provided
through electronic devices such as computers, tablets and even cellular phones that are
connected to the internet. You are able to link the various resources in several varying
formats. It is a very efficient way of delivering courses online. Due to its convenience
and flexibility, the resources are available from anywhere and at any time, This makes it
easy for users to learn anytime, anywhere, with few, if any, restrictions.
Related Literature

Gender. Studies indicate that student characteristics such as gender play significant
roles in academic achievement (Oxford Group, 2013), but no study examines
performance of male and female as an important factor in blended learning
effectiveness. It has again been noted that the success of e- and blended learning is
highly dependent on experience in internet and computer applications (Picciano &
Seaman, 2007).

Age. One of the major factors influencing environmental awareness in research projects
is getting experienced against the time that is spent. Hence, the impact of this learning
in higher study levels and high ages might have significant different effects compared to
lower study levels and ages. The older age may receive this information from the media
in validating the above findings. Younger ages groups due to less experience and less
study levels may be less receive information about above subject than older ages
(Strong, 1998).

E- Learning. Online learning provides a flexible space by bridging the time-place gap
that traditional learning creates, allowing greater access and flexibilities for students. E-
learning programs can assist this process if they incorporate effective pedagogy,
including personlised learning paths that integrate interactive nonlinear access to
information to self-directed learning in online communication environments . In this
regard, SDL is a key factor to be considered in the online program design process and
can be embedded into the design of content, learning tasks and activities. In this way,
learners may be encouraged to be self-directed and to take responsibility for their
learning, and allowed to assume greater control of monitoring and managing learning .
That is, by self-directing their own learning online, students can develop their own
learning and monitor and manage the cognitive and contextual aspects of their learning.
By adopting a SDL perspective that incorporates an SRL framework to understand
online learning, researchers may explain why and how learners spend time, talent and
energy to improve performance, retention and mastery of, in this case, academic
literacy skills. The social cognitive perspective of SRL provides a suitable framework to
support international students’ language difficulties and academic literacy skills
development. SRL focuses on the independence of the individual learner. That is, SRL
stresses the importance of learners assuming personal responsibility for the
development of knowledge and skills and being active participants in the learning
process to become masters of their own learning . In that way, SRL is an active and
constructive process where learners develop the skills to control their thoughts, feelings
and actions in order to achieve academically . In less structured environments, other
key aspects of the SRL process identified in the research include motivation, goal
setting, SRL strategies, self-monitoring, and self-reflection .But learners need the
components of self-awareness, self-motivation and behavioural skills to implement that
knowledge appropriately .In other words, learners who participate in an active SRL
process - motivationally and behaviourally - enhance academic achievement (Lear, Li, &
Prentice, 2016)

A student-centred educational approach is an important factor in the learners’

satisfaction and for the successful integration of ICT instruments when using online
technologies .As such, teachers may use various approaches to facilitate the
technology-mediated education, such as encouraging interaction and collaboration,
ensuring that students have a wide pool of activities as well as setting clear deadlines
and benefiting from structured courses and increased instructor presence , which may
prove useful when teaching switches back to a face-to- face setup (Tartavulea, Albu, C.,
Albu, N., Dieaconescu, & Petre 2020).

Related Studies
This study was conducted by foreign and local researchers to learn about the
experience of learners in Blended Learning and how effective it will be.

This study addressed several outcomes, implications, and possible future

directions for blended learning (BL) in higher education in a world where information
communication technologies (ICTs) increasingly communicate with each other. In
considering effectiveness, the authors contend that BL coalesces around access,
success, and students’ perception of their learning environments. Success and
withdrawal rates for face-to-face and online courses are compared to those for BL as
they interact with minority status. Investigation of student perception about course
excellence revealed the existence of robust if-then decision rules for determining how
students evaluate their educational experiences. Those rules were independent of
course modality, perceived content relevance, and expected grade. The authors
conclude that although blended learning preceded modern instructional technologies, its
evolution will be inextricably bound to contemporary information communication
technologies that are approximating some aspects of human thought processes
(Dziuban, et. Al, 2018).

The term ‘blended learning’has been widely used in English language teaching
since at least 2007. Despite its now widespread use, the term has proved difficult to
define, with different interpretations and terminology proposed by researchers and
practitioners. Nevertheless, more than a decade since the term’s first appearance in
ELT, a consensus around what the term might mean for English language practitioners
has now emerged, which Whittaker summarizes as follows:‘[I] ELT “blended learning” is
the term most commonly used to refer to any combination of face-to-face teaching with
computer technology. To this we might add that the use of ‘computer technology as part
of blended learning is usually understood to take place in another location to the face-
to-face (f2f) teaching, and most likely in the learners’ own time. However, blended
learning in primary and secondary school contexts, currently most common in North
America, can include learners working individually with educational software on
computers in the school building, either in the classroom itself, or in a separate
computer lab (Hockly, 2018).

The effectiveness of a blended learning environment through analyzing the

relationship between student characteristics/background, design features and learning
outcomes. It is aimed at determining the significant predictors of blended learning
effectiveness taking student characteristics/background and design features as
independent variables and learning outcomes as dependent variables. A survey was
administered to 238 respondents to gather data on student characteristics/background,
design features and learning outcomes. The final semester evaluation results were used
as a measure for performance as an outcome. We applied the online self regulatory
learning questionnaire for data on learner self regulation, the intrinsic motivation
inventory for data on intrinsic motivation and other self-developed instruments for
measuring the other constructs. Multiple regression analysis results showed that
blended learning design features (technology quality, online tools and face-to-face
support) and student characteristics (attitudes and self-regulation) predicted student
satisfaction as an outcome. The results indicate that some of the student
characteristics/backgrounds and design features are significant predictors for student
learning outcomes in blended learning (Kintu, Zhu, & Kagambe, 2018).

The nature of the blend is determined by an analysis of the range and nature of
the problems faced by learners. The components and relationships in the blend are
developed to tackle these problems systematically to produce an overall solution that
makes a measurable impact on student performance. The methodology is illustrated by
a major case study where a marked impact on student performance was demonstrated.
The paper concludes by discussing how better conceptual representation can underpin
the evolution of more powerful methodologies for blended learning development (Boyle,
2005).

The introduction of blended learning in these disciplines. It demonstrates that

students who do not engage with blended learning are academically disadvantaged.
Alignment of the blended mode of delivery and the mode of assessment is next
considered. Two case studies of the introduction of blended modes of assessment, for
improved student satisfaction with feedback, are evaluated. Finally, the reliance upon
non-faculty to provide both blended learning and assessment is evaluated using
qualitative research methods to establish the barriers to adoption of what is now
considered best educational practice (Francis & Shannon, 2013).

The efficacy of blended learning – an approach that combines in-class and online
methods in a way that leverages the strengths of both – using a field experiment
spanning 16 weeks. An information-processing model of learning suggests that learners
will weigh the cost of information accessibility against its value in ways that will impact
their interactions with the available information sources, which will consequently affect
learning outcomes. Results of our study suggest that such an assessment did indeed
occur and that it impacted learning performance. Specifically, our results support the
idea that providing high-value content in both settings – the classroom (rich, yet high
cost) and online (efficient, yet low cost), enhances performance. The largest gains in
performance were seen by those who used the blended learning system the most, with
the lowest gains by those who did not use the system at all (i.e. the control group) (Hill,
Chidambaram, & Summers, 2017).

Online Learning Module delivered in a blended problem‐based learning (PBL)

environment. Blended learning, as the name suggests, consists of a blend of at least
two pedagogical approaches: within the context of this research, blended learning is the
integration of the PBL face‐to‐face learning in a classroom with an e‐learning
environment. The 10‐week module was part of an accredited Postgraduate Diploma in
Third Level Learning and Teaching for academic staff (lecturers, librarians, learning
technology support staff) from a range of higher education institutions in the Republic of
Ireland. This Postgraduate Diploma attracts academic staff keen to experience and
implement a variety of pedagogical approaches within their own teaching. Over the four
years of the module’s existence, there have been a wide variety of subject disciplines in
higher education represented. This paper shares experiences and lessons learnt from
the case study, and provides a set of recommendations for other teachers pursuing this
form of blended PBL with students (Donnelly, 2006).

Exploratory factor analysis study that determined the underlying constructs that
comprise student barriers to online learning. The eight factors found were (a)
administrative issues, (b) social interaction, (c) academic skills, (d) technical skills, (e)
learner motivation, (f) time and support for studies, (g) cost and access to the Internet,
and (h) technical problems. Independent variables that significantly affected student
ratings of these barrier factors included: gender, age, ethnicity, type of learning
institution, self‐rating of online learning skills, effectiveness of learning online, online
learning enjoyment, prejudicial treatment in traditional classes, and the number of online
courses completed (Muilenberg & Berge, 2005).

ICT or Information and Communication Technology has pervaded the fields of

this http URL recent years the term e-learning has emerged as a result of the integration
of ICT in the education fields. Following the application this technology into teaching,
some pitfalls have been identified and this have led to the Blended learning
phenomenon. However the preference on this new method has been debated quite
extensively. The aim of this paper is to investigate the advantages of blended learning
over face to face instruction through reviews of related literature. The present survey
revealed that blended learning is more favorable than pure e-learning and offers many
advantages for learners like producing a sense of community or belonging. This study
concludes that blended learning can be considered as an efficient approach of distance
learning in terms of students’ learning experience student-student interaction as well as
studentinstructor interaction and is likely to emerge as the predominant education model
in the future (Tayebinik & Puteh, 2013).

ICT or Information and Communication Technology has pervaded the fields of

this http URL recent years the term e-learning has emerged as a result of the integration
of ICT in the education fields. Following the application this technology into teaching,
some pitfalls have been identified and this have led to the Blended learning
phenomenon. However the preference on this new method has been debated quite
extensively. The aim of this paper is to investigate the advantages of blended learning
over face to face instruction through reviews of related literature. The present survey
revealed that blended learning is more favorable than pure e-learning and offers many
advantages for learners like producing a sense of community or belonging. This study
concludes that blended learning can be considered as an efficient approach of distance
learning in terms of students’ learning experience student-student interaction as well as
studentinstructor interaction and is likely to emerge as the predominant education model
in the future (Tayebinik & Puteh, 2013).

Online learning within K-12 education is increasing access and equity by making
high quality courses and highly qualified teachers available to students. Online learning
programs offer courses, academic credits and support toward a diploma. They vary in
structure, and may be managed by a state, district, university, charter school, not-for-
profit, for-profit, or other institution. Thirty states and more than half of the school
districts in the United States offer online courses and services, and online learning is
growing rapidly, at 30% annually. This growth is meeting demand among students, as
more than 40% of high school and middle school students have expressed interest in
taking an online course. The most well established K-12 online learning programs are
more than ten years old, and many programs have between five and ten years of
operating experience. The newest programs are building on the expertise of those early
adopters, as well as the experience of online learning in postsecondary institutions and
the corporate world. A body of knowledge, skills and practices has been developed by
individual programs, in collaboration with practitioners, researchers, and policymakers.
Because there are so many types of online programs (full-time, supplemental, stateled,
district-level, consortium), there are also many different approaches to teaching, student
support, professional development, and other issues (Watson, 2008).

According to Garcia, et al., (2020), due to a crisis, emergency remote teaching is

a rapid shift in instructional delivery to an alternate remote delivery mode. At the
University of Madrid, a study examines the effect of organizational factors related to
unplanned change, instruction-related variables, and the use of digital supporting
technologies on students' academic performance.

According to Annisa, et al., (2020), During the Covid19 Pandemic, this study
aims to describe that a blended learning innovation of social media-based (sosmed-
based) English teaching helped the students strengthen the active Language skills. It
combines networking sites with elearning technologies such as Be-Smart, Zoom, and
Google Classroom.

According to Fadillah, et al., (2020), The purpose of this research is to describe

the mathematical students' attitudes who have used blended learning during the Covid-
19 pandemic. Four students from the sixth semester of a mathematics education
program worked as research subjects. According the research authors, the average
level of mathematical disposition is moderate.

According to Debarati Adhikari (2020),The motivation of students toward

blended learning styles in the framework of the COVID 19 pandemic is studied in this
research. In the event of a pandemic, people appear to be ready to attend online
classes in conjunction with on-site classes. They realize the benefits of online learning,
but they do not support them at that same time.
 According to Consilz Tan (2020), The objectives of this research is to see if the
coronavirus disease (COVID-19) pandemic affects university students during the
Movement Control Order (MCO) In March 2020, MCO was introduced, and the learning
process changed from face-to-face to online.

According to Febrianty, et al., (2020), The aim of this project is to evaluate how
e-schools support blended learning during the Covid-19 Pandemic. The web-adapted e
school as a whole has been capable of facilitating Blended-Learning learning, according
the results of UEQ evaluations on parent-school students.

According to Aggarway, et al., (2020), The study's information to figure out how
much factors affect students' satisfaction and performance in online classes during the
COVID–19 pandemic. Data was collected from 544 respondents who were accepted in
business management (B.B.A. or M.B.A.) courses via an online survey.

According to Clark, et al., (2020), The COVID-19 pandemic has resulted in

widespread closing schools, with many students choosing to continue their studies via
online distance education. Students received record online lessons from external,
higher-quality teachers scored significantly higher on exams than students receive
recorded online lessons from teachers through their own school.

According to Ayuda Nia Agustina (2020), The COVID-19 pandemic has an effect
on many groups of society, including academics. The effect of the blended learning
model on learning outcomes of level II students in child-nursing courses during the
pandemic is explored in this research. A pre-experiment, one-group pre-test post-test,
and cluster random sampling method was considered in this research.

According to Kramarenko (2020), The article emphasizes the significance of

integrating blended learning into higher education's learning process. Its use of
electronic testing at the final teaching and learning' academic achievements is also
considered. It shows the connection between current and final grades, and also test
scores and the duration of the relationsh

Conceptual Framework
 This study is focused on the experience of Grade 11 Senior High School students
in online learning during COVID-19 Pandemic in Prenza National High School.

Intervie Questionn
w aire

Experience

ANALYSIS

Conclusion
From the illustration, two measurement tool will be used for the study:
questionnaire and online interview to gather relevant data. The objective or aim of the
study is the experience of PNHS-SHS (G11) students on partaking in online learning.
The experiences of the PNHS-SHS (G11) students on their online classes will be
explored through the analyzation of the collection of the data.

The researcher will keep track of the questionnaires answered by PNHS-SHS

(G11) students for the collection of data. The researcher will develop a survey that will
note what is similar and different about the data of the student respondents and will
create their narrative in the final report.

Definition of Terms

The following stated terms in this study were defined operationally to help
comprehend the research concept properly.
Blended Learning - The term blended learning is generally applied to the practice of
using both online and in-person learning experiences when teaching students.

New Normal - A new normal is a state to which an economy, society, etc. settles
following a crisis, when this differs from the situation that prevailed prior to the start of
the crisis.

Online Learning - Online learning is education that takes place over the Internet. It is
often referred to as “e- learning” among other terms. However, online learning is just
one type of “distance learning” - the umbrella term for any learningthat takes place
across distance and not in a traditional classroom.

Pandemic - an outbreak of a disease that occurs over a wide geographic area (as
multiple countries or continents) and typically affects a significant proportion of the
population.

Bibliography/References in Chapter 2
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 CHAPTER III

METHODS OF RESEARCH

Methods and Technique of the Study

This is a qualitative research which used a qualitative tool which is a survey.
According to Scheuren (2004), Surveys provide an important source of basic scientific
knowledge. Economists, psychologists, health professionals, political scientists, and
sociologists conduct surveys to study such matters as income and expenditure patterns
among households, the roots of ethnic or racial prejudice, the implications of health
problems on people’s lives, comparative voting behavior, and the effects on family life of
women working outside the home. Surveys can be classified by their method of data
collection. Mail, telephone interview, and in-person interview surveys are the most
common. Extracting data from samples of medical and other records is also frequently
done. In newer methods of data collection, information is entered directly into computers
either by a trained interviewer or, increasingly, by the respondent. One well-known
example is the measurement of TV audiences carried out by devices attached to a
sample of TV sets that automatically record the channels being watched.
Written surveys require minimum resources (staff, time, and cost) and are best
suited to eliciting confidential information. Minimal sampling error occurs due to the
relatively low cost per survey. There are also minimal interviewer and respondent
measurement errors due to the absence of direct contact (Salant & Dillman, 1994).
Written surveys allow the respondent the greatest latitude in pace and sequence of
response.
Written surveys may be distributed using either postal or electronic mail. In some
cases, written surveys are distributed in person to a group of respondents to evaluate a
recent event. This approach is frequently used in military survey research where after
action reports are used to evaluate an exercise. Although this method provides
immediate
results, the involuntary nature of an in-person written survey makes this medium prone
to response biases.
Among the disadvantages of written surveys are their subjectivity to certain types
of error. For example, written surveys are subject to coverage error where population
lists are incomplete or out of date. They are also typically subject to nonresponse error.
Less educated, illiterate, and disabled people are particularly less likely to respond to
written surveys (Isaac & Michael, 1997). Written surveys are also subject to bias where
the intended respondent refers to others in completing the survey. Finally, written
surveys are subject to item nonresponse where some questions may be inadvertently or
intentionally skipped (Salant & Dillman, 1994).

Population of the Study

The population frame of the study includes the Grade 11 Senior High School
Students of Prenza National High School in Bulacan. The respondents for the
questionnaire are ten (10) G11 SHS students from PNHS.

Studies with as few as 10 participants can yield fruitful and applicable results. We
suggest a minimum sample size of 10, but in this case, population integrity in recruiting
is critical (Anonymous, n.d.). Ten students participated in the survey questionnaire
following the above stated sampling procedure.

Research Instrument
 The researchers will use a survey-questionnaire as a research instrument for data
gathering and to assess the statement of the problem. The Interviews will provide more
insight on the experience of every study on this online learning, including the different
strategies they will use in developing online education.

This study is carefully planned and communicated procedure paired with local
directives in times of emergency such as a pandemic will make your Online Learning
protocol much smoother to execute. With course materials that can easily be aligned to
learning objectives, robust tools for communication and collaboration, and the freedom
of mobility, it simplifies the Blended learning process from initial planning to
implementation.

Construction and Validation of the Instruments

The researcher will gather ideas and tips before constructing the questionnaire. To
make the questionnaire more valid and appropriate, internet resources can also be
useful and The researcher will develop a follow-up interview protocol to explain further
the phenomena and validate findings of the obtained qualitative collection of data.
The survey which will be used by the researcher to look into G11 senior high school
students experience in online learning will be used as a tool to observe their educational
well being during the COVID-19 Pandemic.

Data Gathering

The researcher will seek consent from possible respondents from the Grade 11

Senior High School Students of Prenza National High School in the Division of Bulacan,

Marilao. Afterwards, the researcher will ask the senior high school students to complete

the survey/questionnaires and interview through online for the qualitative components

of the study.
 The researcher will keep the confidentiality and privacy of the participants in the

present study by using codes in the checklist instead of using their information during

the transcription and analysis of the interview.

Online learning overcomes drawbacks that are inherent in traditional classroom

teaching, especially its lack of flexibility in the use of resources, including space and

time scheduling. The advantages dis- cussed in the literature of using computer-

assisted tools include its convenience in providing access to information, its flexibility in

adapting to the educational needs of student and its cost-effectiveness in opening

educational opportunities to large numbers of students. Rosenlund further identified that

use of information technology in education offers new opportunities to pro- vide

interactive learning experiences (Rosenlund and Damark-Bembenek, 1999).

To explore the experiences of G11 SHS students in participating in their online learning,

the researcher will interview student respondents regarding on how they are doing in

studying online. The researcher will cross-check responses from the questionnaires with

the data from the interview to review the gathered data. These questions are the same

for each participant. The participants were informed that their names would not be used

in this study. At the end of each interview, the researcher informed the participant that

there will be accurate interpretation of the responses.

Data Analysis

The analysis that will be used is narrative. Many qualitative nurse researchers have
discovered the extent to which human experience is shaped, transformed, and
understood through linguistic representation. The vague and subjective sensations that
characterise cognitively unstructured life experiences take on meaning and order when
we try to articulate them in communication. Putting experience into words, whether we
do this verbally, in writing, or in thought, transforms the actualexperience into a
communicable representation of it. Thus, speech forms are not the experiences
themselves, but a socially and culturally constructed device for creating shared
understandings about them. Narrative analysis is a strategy that recognises the extent
to which the stories we tell provide insights about our lived experiences (Thorne, 2000)
which in this case, is online learning experience.
The researcher will transcribe the interviews and will write the summary of the
interview to provide a copy of the transcript and interview summary for the participants
in order to obtain feedback and assure that the responses are recorded successfully.
The researcher will conduct a review of data once this process is complete. The
coding process will begin once an initial sense of data is obtained. In order to allow the
participants to determine if the interpretation of their experiences are accurate, the
researcher will evalute the codes which can also prove the trustworthiness of the data.
Lastly, informations such as dates, times, and details of student respondents’
experience in online learning will be monitored by the researcher.
The researcher will develop a survey that analyzes the data of the student
respondents and will create their narrative in the final report.

Bibliography/References in Chapter 3

interQ-Research (n.d). Ideal sample size in a qualitative research. https://interq-

research.com/ideal-sample-size-in-qualitative-research/

Isaac, S., & Michael, W. B. (1997). Handbook in research and evaluation: A collection of
principles, methods, and strategies useful in the planning, design, and evaluation of
studies in education and the behavioral sciences. (3rd Ed.). San Diego: Educational and
Industrial Testing Services.

Salant, P., & Dillman, D. A. (1994). How to conduct your own survey. New York: John
Wiley and Sons.
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088d6a8b6228/UploadedImages/WhatIsSurvey_Scheuren2004.pdf

Rosenlund, C.H., Damark-Bembenek, B., 1999. Assessing the effectiveness of an

online program. Nurse Educator 24 (1), 5–6.

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70.

Koohang and Harman (2005)

stated that “e-learning is the
delivery of education (all activities
relevant to instructing, teaching,
and learning) through various
electronic media.” Koohang
(2004) stated that appropriate
instructional design that includes
learning theories and principles is
critical to the success of e-leaning.
Koohang and Harman (2005)
stated that “e-learning is the
delivery of education (all activities
relevant to instructing, teaching,
and learning) through various
electronic media.” Koohang
(2004) stated that appropriate
instructional design that includes
learning theories and principles is
critical to the success of e-leaning.
Koohang and Harman (2005)
stated that “e-learning is the
delivery of education (all activities
relevant to instructing, teaching,
and learning) through various
electronic media.” Koohang
(2004) stated that appropriate
instructional design that includes
learning theories and principles is
critical to the success of e-leaning.
Koohang and Harman (2005)
stated that “e-learning is the
delivery of education (all activities
relevant to instructing, teaching,
and learning) through various
electronic media.” Koohang
(2004) stated that appropriate
instructional design that includes
learning theories and principles is
critical to the success of e-leaning.
Koohang and Harman (2005)
stated that “e-learning is the
delivery of education (all activities
relevant to instructing, teaching,
and learning) through various
electronic media.” Koohang
(2004) stated that appropriate
instructional design that includes
learning theories and principles is
critical to the success of e-leaning.
Koohang and Harman (2005)
stated that “e-learning is the
delivery of education (all activities
relevant to instructing, teaching,
and learning) through various
electronic media.” Koohang
(2004) stated that appropriate
instructional design that includes
learning theories and principles is
critical to the success of e-leaning.
Koohang and Harman (2005)
stated that “e-learning is the
delivery of education (all activities
relevant to instructing, teaching,
and learning) through various
electronic media.” Koohang
(2004) stated that appropriate
instructional design that includes
learning theories and principles is
critical to the success o