Professional Documents
Culture Documents
CHAPTER 1
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Blended learning or hybrid learning is combining digital learning tools with
traditional face-to-face teaching. From being one of the biggest untapped areas for
advancements, the education space saw a dynamic shift with numerous investments
and innovations both from educational institutions as well as government bodies.
This was mainly because, society realized that a child's overall development is
important and a holistic approach with the help of advanced edutech solutions is
necessary to achieve this. Blended learning was introduced to help secure education
by keeping the child and childhood at its center. (Chitra Ravi, 2022)
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in the Davao Region. Dr. Mary Jeanne Aldeguer of DepEd XI briefed the Committee
on the DLDM and its implementing mechanisms. The DLDM is DepEd’s blended and
distance learning program under the New Normal in view of the COVID-19
pandemic, consisting of three learning methods –Modular Distance Learning (MDL),
Blended Learning (BL), and Homeschooling. DepEd XI’s significant findings and
observations in its DLDM initial implementation for SY 2020-2021 were:
poor/unstable internet access for learners; lack of ICT equipment for learners and
parents; and the need of some students for a more visual presentation of lessons.
DepEd XI committed to heightening the quality assurance of the Learning Modules
that are distributed to distance learners, as well as the intensified use of TV and
Radio in teaching and learning delivery. DepEd XI cited that the Blended Learning
Modality, with Minimum-Face-to-Face, particularly those in Geographically Isolated
and Disadvantaged Areas (GIDAS) and Last Mile Schools, will serve as
psychosocial support to ensure the wellness of the learners during the COVID-19
pandemic. The Committee enjoined all National Government Agencies and other
relevant government instrumentalities to support DepEd XI’s implementation of the
DLDM in the Davao Region. (SDC,2020)
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2. What is the level of academic engagement in mathematics subject in
terms of:
2.1 Cognitive Task Solving
2.2 Taking Notes
2.3 Interaction
3. Is there any significant relationship between blended learning and
academic engagement in mathematics subject?
HYPOTHESIS
This study tested the hypothesis with 0.896 level of significance. There's
significant relationship between effectiveness of blended learning and students’
engagement during internship of education college students.
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Presented in Figure 1 is the conceptual framework of the study. The
independent variable is the blended learning with the indicators in terms of student
satisfaction, course satisfaction and grades, student perceptions of convenience and
grades, and student engagement and grades. The dependent variable is the
students’ engagement during internship with the indicators in terms of affective liking
for learning, behavior, effort, and persistent and cognitive.
Blended Academic
Learning Engagement in
Mathematics
- Student Satisfaction, subject
Course Satisfaction and
Grades - Affective Liking for
- Student Perceptions Learning
of Convenience and - Behavior, Effort, and
Persistent
Grades
- Cognitive
-Student Engagement
and grades
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SIGNIFICANT OF THE STUDY
For school administrators, department heads and subject instructors, this study
will serve as a tool for them to be able to provide adequate support to every student
to facilitate more effective of blended learning. It provides extensive ideas that are
beneficial in terms of instructional decision-making and helping students in coping
with blended learning.
For parents, this study will serve as a guide for them to be able to understand
the supplication of every student toward blended education. And for them to make
some adjustments for their children’s convenience.
For future researchers, this will help them expound the discussion of their
specific problem as the theories in this study can be used as a reference for their
research. Any relevant ideas that show the relationship between this research and
their study would support their findings.
For those who didn’t experience the said situation, any information found in this
study will give them a wider and clearer understanding of blended learning. This
study will give them at least an idea and awareness that might be helpful to their
family and friends who are experiencing the same situation.
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DELIMITATION AND LIMITATION OF THE STUDY
The study was limited only to those 19 graduate students in Holy Cross
College of Sasa, Inc. were participants in the Bachelor of Secondary Education
Batch 2021-2022. The main purpose of this study is to point out the effectiveness of
blended learning in relation to students’ engagement during internships of college
education students. Results from the study may serve as a tool for them to take
action with the supplications of every student’s engagement during their internship
towards the effectiveness of blended learning.
DEFINITION OF TERMS
The following terms are defined operationally for a better understanding of the
terminologies:
Blended Learning
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Hassan (2010), it is a method of instruction designed to support the student in
achieving the desired learning objectives by fusing traditional education with e-
learning practices that take place both inside and outside of the classroom.
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REVIEW OF RELATED LITERATURE
The review of related literature discuses, blended learning’s effectivity, and its
indicators. It further covers the factors and quality of education towards blended
learning. With the given literature reviews, readers will have broader ideas and may
be applicable to preservice teachers as participants of this study.
BLENDED LEARNING
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In an attempt to ensure equivalence to the face-to-face unit, the online unit
used a multimedia approach to the delivery of materials, including lecture materials,
which is likely to explain the high levels of satisfaction expressed by online students.
Boling et al. (2012) discovered that online students preferred multimedia and high
levels of interaction over those that relied heavily on text-based resources.
Furthermore, students were pleased with the instructors' accessibility and prompt
feedback.
The literature on student satisfaction in online courses is less clear than that
on active learning. While some studies have found that learner-centered activities
are important for student satisfaction in online courses (Ellis & Cohen, 2006),
Cuthrell and Lyon's (2007) recent study contradicts this finding. It was discovered
that students preferred a combination of instructional strategies that included both
active and passive modes of instruction.
Based on the study, high achievers thought that blended learning compared
to low-achieving students, learning offered greater convenience and reduced travel
time and costs. It is difficult to interpret this finding. Certain research findings indicate
that students frequently appreciate flexibility in time and location as well as a better
degree of self-control. These benefits, which are typically built-in to online or mixed
learning environments give students more flexibility, balancing work and family
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commitments while keeping their jobs (Ashton & Elliott, 2007; Fleck, 2012; Poon,
2012; Smyth et al., 2012) could assist students in quickening their learning in the
direction of earning their degree (Reiss & Steffens, 2010). It's possible that blended
courses' efficiency and adaptability are appealing to pupils who excel because of the
format enabling people to utilize their time more effectively by participating in.
Academic work is done when students are not enrolled in classes on campus. On
low achievers, on the other hand, might think about the moment when they do not
interact in class and pretend that it is just leisure time was only called off.
Furthermore, research has shown that student perceptions are more accurate
predictors of student learning outcomes than other approaches, such as outside
observations or teachers' subjective assessments of their own teaching practices
(Maulana et al., 2015). The validity and reliability of student ratings are somewhat
compromised despite the fact that it is a more cost-effective way since student
assessments typically reflect their expectations for the teacher (Mateo, 2000; De
Jong and Westerhof, 2001; Maulana et al., 2015; Van der Lans et al., 2015).
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As mentioned by Krause and Coates (2008), say that engagement may be
those calibers for exertion understudies themselves commit with educationally
purposeful exercises that help straightforwardly to wanted conclusions. Additionally,
Chen, Gonyea & Kuh (2008), say that engagement may be those levels on which
learners are captivated for their instructive exercises. Also, that participate is
positively connected to a host of wanted outcomes, including secondary grades,
personal satisfaction, also persist. Different investigations characterize engagement.
As far as interest, effort, motivation, time on task and recommended that there is a
causal relationship the middle of locked in time, that is, those times of time over
which learners would totally concentrate with respect to also take an interest in the
learning task, and academic accomplishment (Beer, Clark, & Jones, 2010).
The internship student teachers, studies report that this was a very
challenging task for teacher education institutions since the internship was not
possible (Cho & Clark-Gareca, 2020). While there is a dearth of investigations
documenting the internship during the pandemic, there are several of significance in
the present investigation. Debrah et al. (2021) used semi-structured interviews with
student teachers from Ghana and found out that online teaching was deemed
ineffective due to the lack of infrastructure, cost of internet data, and poor internet
connectivity. They also argue the importance of student satisfaction as a factor in
course design as well as assessment and evaluation measures are important factors
in determining the effectiveness of online learning.
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study implied that virtual internships can be a useful asset in teacher education
(Theelen et al.,2020).
The term "affective involvement" describes how students feel about his peers,
teachers, school, and learning (for instance, the student feels favorably about his
teachers (Jimerson et al, 2006). In the recent research, this construct has also been
referred to as psychological engagement and emotional involvement (Appleton,
Christenson, Kim, & Reschly, 2007).
Furthermore, students are more likely to feel like they belong and are
understood and cared for by their peers when they have opportunities to interact and
listen to each other, offer emotional support, share learning experiences, and
develop respect. Warm classroom interactions with peers create a friendly
environment and assist in satisfying students' demand for relatedness (Ciani,
Middleton, Summers, & Sheldon, 2010).
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Student accomplishment of an online course is the outcome of a complex
phenomenon called persistence. Practically all of the research on the topic agrees
that motivation, communication with the teacher, and peer and family support can be
used to get beyond challenges to persistence and help a student succeed in an
online course (Levy, 2007; Müller, 2008; Park & Choi, 2009). Recent research has
widened the definition of persistence as a characteristic that is essential for students'
performance in online courses. Based on this review, it is believed that the success-
related qualities actually make the students more persistent, which results in
success.
C. Cognitive
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case, both students and teachers must develop their learning strategies to create a
positive learning environment (Christenson et al. 2012).
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