1

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the related literature and studies which were

reviewed and helped the researchers fully understand the topic being investigated.

This chapter also covers the synthesis of the reviewed literature and studies.

Related Literature

Blended Learning

(Joseph, 2019) stated in his article entitled “Blended Learning and the Keys

to Academic Achievement shows that by integrating blended and digital learning

into the classroom, educators can take learning experiences to the next level and

improve student performance. A teaching strategy known as blended learning

combines traditional classroom techniques with online learning. In a blended

classroom, it is ideal for students to be able to learn in accordance with their

particular learning preferences. Students frequently approach the same subject in

a variety of ways. Some people enjoy speaking their minds, while others prefer

writing, and still, others avoid speaking in front of the camera. Every student's

talents are highlighted when teachers use a variety of teaching methods and

resources. These courses and exercises can be delivered face-to-face in a

classroom, online, or in a webinar-style virtual classroom. To ensure engagement

 2

and relevance, blended learning relies on three factors: flexibility, efficacy, and

efficiency. To guarantee that the material encourages collaboration and

conversation in a blended learning setting, be careful to choose tools that match

learning. Educators need to look for opportunities in the content design to ask

reflective questions that will stimulate inquiry and conversation. Teachers should

encourage critical thinking in their students by asking questions that will lead to

sincere discussions—conversations that go beyond simply repeating the correct

response.

Benefits of Blended Learning

(Study.com, n.d.) stated that some students can gain from conducting some

of their studying in a face-to-face setting and some of it online. Many students

learn best on their own, at their own pace, and by interacting with digital

technology, which is one of the advantages of blended learning. However, face-to-

face interactions are frequently the greatest way to reinforce the learning that is

done in this virtual environment. Blended learning effectively incorporates the

greatest aspects of both worlds. The use of blended learning in the classroom is

outlined by six fundamental models. Students can cycle among numerous stations

to learn about various aspects of a topic in the rotation model of blended learning.

While some stations use virtual technology, others rely on direct instruction given

in person. In the flex model of blended learning, teachers serve as facilitators in

the classroom while the majority of the instruction takes place online. Since this

approach of instruction is largely self-guided, pupils control their own performance

and speed. The blended learning online lab concept entails students visiting to a
 3

school where all instruction is provided via online modules. This strategy can free

up teacher time so they can concentrate on the pupils who need it the most,

making it a feasible alternative for schools or districts that are facing resource

constraints or budget shortages. In the self-blend model of blended learning,

students take part in a conventional, in-person course load but choose to

supplement it with online learning. This arrangement works well for motivated high

school students since they can finish challenging coursework on their own

schedule. Last but not least, in the online-driven blended learning model, students

complete their coursework from home or other remote locations and communicate

in person or virtually with an instructor about how their online modules are

progressing. For students who study abroad, frequently travel, engage in

competitive sports, etc., the arrangement is ideal.

Academic Performance

Various studies have been conducted on the factors that influence

academic performance or student performance in schools, colleges, and

universities. Some of the identified factors reported to have influenced student

academic performance in these different settings are study effort, previous or

previous academic performance, self-motivation, socioeconomic status of the

student's parents, age of the student, number of study hours per day, time of entry,

various entry requirements, course development and residential area (rural or

cities). It also observed that student learning outcomes and educational attainment

are strongly influenced by the type of educational institution where they received

their education. However, this depends on the number of facilities the school
 4

offers. This usually determines the quality of the facility and influences student

grades and grades (Ali, Haider, Munir, Khan, & and Ahmed, 2013).

Importance of Performance Task

Order No. 8, p. 2015 describes the policy guidelines for course evaluation

for K to 12 Basic Education programs. For us, this means classroom assessment

is an ongoing process of identifying, gathering, organizing, and interpreting

quantitative and qualitative information about what learners know and can do. To

do. The components of the summative assessment are a written assignment

(WW), a performance task (PT), and a quarterly assessment (QA). This calculation

should be fully understood by students and their parents. The component weights

for Grades 1 to 10 are 30% for writing, 50% for performance tasks, and 20 for

quarterly assessment for areas such as language, Araling Panlipunan (AP), and

Edukasyon sa Pagpapakatao (ESP). is. %. For learning areas such as science and

math, 40% writing, 40% performance assignments, and 20% quarterly

assessment. for music and art. Physical Education and Health (MAPEH),

Edukasyong Pantahanan (EVP)/Technology and Livelihood Education (TLE) in

Pancabhayan, 20% for writing, 60% for performance tasks, and 20% for quarterly

assessment (Loyola, 2016).

Factors Contributing to Academic Performance

 5

(Jayanthi, S., Latiff, Nasirudeen, & A.M.A., 2014) showed that interest in subject

pursuit, extracurricular activities, student nationality, and gender influence student

academic performance.

(Sibanda, Iwu, & Benedict, 2015) found that regular study, punctuality in school,

and self-motivation were major determinants influencing the academic

performance of South African students. did.

(Ali, Haider, Munir, Khan, & and Ahmed, 2013) also found that daily study hours,

parental socioeconomic status, and age significantly influenced school

performance.

A good classroom environment has also been identified as an important

factor in academic achievement (MolokoMphale & Mhlauli, 2014)

(Maganga, 2016) and (Nghambi, 2014) found that available learning materials,

teacher competence, and the environment in which the school is located influence

students' academic performance. pointed out.

The discussion suggests that a student's academic performance is affected

by a combination of factors including, but not limited to parents' educational level,

socioeconomic status, subject interest, gender, regular study, punctuality in class,

initiative, availability of teaching, and learning materials, teacher competence,

school environment, personal goals, and character traits. These factors can be

divided into the student, teacher, school, and parent factors (Abaidoo, 2018).
 6

Written Works

Written tasks or written works are administered to assess basic knowledge

and understanding through quizzes and lengthy tests/unit tests. A combination of

selected and constructed responses should be used to distribute items across

cognitive process dimensions so that everything is adequately covered. A

minimum of four written assignments must be assigned to students within the

quarter. In the 1st and 2nd quarters, teachers have the opportunity to view the

quizzes and tasks included in the module as writing and performance tasks, as

well as create their own tests that correspond to the learner's level. did. However,

the Central Secretariat requested a sample copy of the written work to include an

assessment guide or rubric, per DepEd Memorandum OUCI-2021-056. In this

regard, all teachers are required, beginning in the third quarter, to have at least

one of their 10 written assignments in addition to the written assignments and

performance assignments from the modules and the grade-specific specifications

for each learning area. I need to create a table. In schools with multiple

departments at the grade level, teachers can work collaboratively to create

consistent writing and performance assignments (Aleman, 2021).

Written Work (WW) allows students to express their skills and content in

writing (CIIT College of Arts and Technology, n.d.).

 7

Types of Written Works

Students must be able to communicate newly acquired knowledge and

concepts in writing, and this is ensured by the written work component. This could

involve writing essays, reports, lengthy tests, and other work samples (Loyola,

2016).

Performance Task

The performance task component gives learners a variety of ways to

demonstrate what they know and can do. Learners can create or innovate

products and complete performance-based tasks. This includes skill

demonstrations, group presentations, oral presentations, multimedia presentations

and research projects. Writing performances can also be regarded as performance

tasks. Finally, quarterly assessments measure student learning at the end of the

quarter. This can take the form of objective testing, performance-based evaluation,

or a combination of these. The rationale behind the performance task is to

describe the skills and abilities a learner is expected to demonstrate in relation to

content criteria and the integration of her 21 st-century skills. Answer questions such

as: What can the learner do with his knowledge? How well does the learner need

to do his job? How well are you using what you understand? How do learners
 8

apply what they learn and understand in real-world situations? What tools and

means should learners use to demonstrate what they know? This ensures that

knowledge, understanding, and skills are integrated. This is expressed through the

creation, innovation, and value-added products/services when working

independently or in collaboration with others (Loyola, 2016).

In the Philippines, the implementation of the K-to-12 basic education

program has significantly changed curriculum, teaching, and assessment

practices. Republic Act (RA) 10533 (2013), also known as the Strengthening Basic

Education Act of 2013, is a constructivist, inquiry-based, reflective, collaborative,

differentiated, and comprehensive It calls for curriculum that uses a pedagogical

approach. The use of performance task assessments to measure a student's

ability to learn, complete practical tasks, and deal with real-world problems is also

emphasized in the Act (Republic Act No. 10533, 2013; Retna, 2016). In addition,

Filipino learners must possess information, media, and technology literacy,

learning and innovation skills, life and career skills, and communication skills that

will help them take advantage of 21 st-century opportunities. The law also

emphasized that education must provide contextualized practice to apply her 21 st-

century skills. Filipino learners who have completed basic education from

kindergarten to age 12 are said to be ready for entrepreneurship, mid-level skill

development, employment, and tertiary education. The Policy Guidelines for K to

12 Basic Education Programs (DepEd Order No. 21, p. 2019) require teachers in

Philippine schools to create responsive learning environments and provide

relevant learning experiences for their students (Albay & Eisma, 2020).
 9

Importance of Performance Task

Assessment of achievement tasks helps develop student creativity through

empathy, collaboration, and nonlinear problem-solving (Häger & Uflacker, 2016).

(Sener, Türk, & Tas, 2015) stated that the application of design thinking

principles in the classroom can also contribute to the development of creative

thinking skills. Apparently, members of the experimental group consistently met

indicators related to evaluating the output required for performance tasks. Although

both the control and experimental groups followed the same task and rubric, the

results found that the experimental group significantly outperformed all rubric

measures.

Therefore, implementing a design thinking process in evaluating

performance tasks facilitated the experimental group to obtain relevant insights,

objects, ideas, and systems demonstration lessons (Goldman & Kabayadondo,

2016).

Because design thinking is user-centric, through the implementation of

various design thinking methodologies, effective collaboration between the

respondents in the experimental group and the students, teachers, and learning

environment allows the former to understand the needs and characteristics of

students. I was able to. Gather insights from their experience and that of teachers,
 10

conduct numerous brainstorming sessions with teachers and experts to generate

ideas, and use different approaches and strategies to achieve the results shown in

performance task assessments (Jordan & Lande, 2016).

Furthermore, the experimental group's performance on the performance

task indicated the significant positive impact of design thinking in facilitating 21st-

century creative classrooms that fully incorporate Philippine RA 10533 and Policy

Guidelines for K to 12 Basic Education Programs. It also shows that it is possible

to give Accounts (DepEd Order No. 21, s. 2019). Consider that the performance

task results were developed based on knowledge gathered from students,

teachers, and professionals (Albay & Eisma, 2020).

Summative Test

Under DO #8, effective for the 2015-2016 school year, the Department of

Education or DepEd will follow a new merit-based assessment system for K-12

basic education programs. Compared to the previous Knowledge, Process,

Understanding, and Performance (KPUP) scoring system, the modern system

uses fewer scoring system components and new translation tables. All public

schools must comply, from kindergarten through high school. Although not

required, DepEd encourages private schools to follow the same guidelines. Non-

DepEd schools, on the other hand, can adapt their policies to suit their mission and

vision with the approval of the DepEd Regional Office. Following this sequence, all

writings, performance assignments, and quarterly assessments or WW-PT-QA

 11

scores by students in grades 1-12 form the basis of the total assessment score.

These three have specific percentage weights depending on the type of learning

region (CIIT College of Arts and Technology, n.d.).

Summative assessments are used to evaluate student learning, skill

acquisition, and academic achievement at the conclusion of a defined instructional

period—typically at the end of a project, unit, course, semester, program, or school

year. Generally speaking, summative assessments are defined by three major

criteria. The tests, assignments, or projects are used to determine whether

students have learned what they were expected to learn. In other words, what

makes an assessment “summative” is not the design of the test, assignment, or

self-evaluation, per se, but the way it is used—i.e., to determine whether and to

what degree students have learned the material they have been taught.

Summative assessments are given at the conclusion of a specific instructional

period, and therefore they are generally evaluative, rather than diagnostic—i.e.,

they are more appropriately used to determine learning progress and achievement,

evaluate the effectiveness of educational programs, measure progress toward

improvement goals, or make course-placement decisions, among other possible

applications. Summative assessment results are often recorded as scores or

grades that are then factored into a student's permanent academic record, whether

they end up as letter grades on a report card or test score used in the college-

admissions process. Summative assessments are usually an important part of the

grading process for most districts, schools, and courses, but not all assessments
 12

that are considered summative assessments are scored (Education Glosarry

Corporation, 2013).

Purposes of Summative Test

The purpose of summative assessment is to assess student learning at the

end of the lesson by comparing it to standards or benchmarks. Overall ratings are

often high stakes, meaning a high point value. Examples of summative ratings are

midterm exams, graduation projects, a piece of paper, and senior night.

Information from summative assessments can be used formatively by students and

faculty as they use it to guide subsequent course efforts and activities (Carnegie

Mellon Univeristy, n.d.)

The purpose of the summative assessment is to measure a student's

understanding of the material presented at the end of a specific unit of work, often

measured by grades or percentages depending on the subject. Unlike the informal

nature of formative assessment, summative assessment requires clear

expectations and timelines, which must be established for students to maximize

their chances of success. Teachers use rubrics or grading standards to ensure that

students understand what to expect in such tests. Summative assessment results

are usually important and are used to determine whether a student has passed a

unit or class (Study.com Corporation, n.d.).

 13

Impacts of Summative Test

Most of the evidence presented in the review points to the negative effects

of summative assessment on some student learning. It lowers the self-esteem of

unsuccessful students and reduces their effort. Exam anxiety affects students in

different ways. Limited learning opportunities due to exam-oriented teaching or

teaching methods that advocate specific learning approaches. However, large-

scale studies show that the proper use of summative tests can improve the

motivation of underperforming students, especially when good feedback is used to

keep students focused on improving. claims. In other words, there is ammunition in

reviewing a wide range of existing views on the impact of testing on students.

Questions remain for individual schools to consider and clarify on their own. Above

all, schools need guidance and support to develop assessment strategies that not

only measure learning, but actually enhance learning (Eppi Centre, 2022).

Aggregate assessment feedback given by educators to students,

particularly for standardized assessments used for professional qualifications, is

provided regularly in the form of overall scores (Havnes, Smith, Dysthe, &

Ludvigsen, 2012).

In addition to decreased motivation, increased student anxiety creates an

environment in which student learning cannot be maximized and student

performance is expected to be poor. This is not the best combination when

working with patients in a hospital environment. Student outcomes such as

engagement, satisfaction, learning and academic achievement are also directly

 14

impacted by the types of assessment methods used by online health educators

(Wing, 2018)

Related Studies

Several studies were reviewed and were found relevant to the present

study.

The study of (Kintu & Zhu, 2017) entitled Blended Learning

Effectiveness: The Relationship Between Student Characteristics, Design

Features and Outcomes aimed to identify the important predictors of blended

learning efficacy. To collect information on student characteristics/background,

design elements, and learning results, a survey was given to 238 respondents. It

was found that through examining the connection between student

characteristics/background, design elements, and learning outcomes, this article

examines the efficacy of a blended learning environment. With student

characteristics/background, design elements, and learning outcomes as

dependent variables. Performance as an outcome was measured using the

findings of the final semester evaluation. For information on learner self-regulation,

 15

the intrinsic motivation inventory, information on intrinsic motivation, and additional

self-created instruments for measuring the other dimensions were used. According

to the results of a multiple regression analysis, student satisfaction was predicted

by student characteristics (attitudes and self-regulation) and blended learning

design elements (technology quality, online resources, and face-to-face support).

According to the findings, various student traits/histories and design elements are

important indicators of student learning outcomes in blended learning.

The study of (Turpin, 2018) entitled Blended Learning and Its Effect On

Student Achievement: An Action Research Study aimed to examine the students’

achievement in a social studies classroom in relation to blended learning. It was

found that the premise that students are not performing to their full potential on

examinations is at the heart of the research, as is the question of how to help them

most effectively by implementing a new teaching strategy. To solve the research

topic, this action research study uses Mertler's (2014) action research paradigm.

Students taking an Honors World History course in the 10th grade made up the

study's sample. A mixed learning technique was used to teach students, with direct

instruction accounting for 50% of the content in one unit and blended learning

accounting for the remaining 50%. Student surveys and evaluation data were used

to conduct both qualitative and quantitative research. Overall student achievement

increased, according to the quantitative data gathered through the formative and

summative examinations. Students' perceptions of blended learning as a

methodology for the classroom demonstrated growth in achievement and a

positive perception of the learning method for students, according to the qualitative
 16

data gathered through both the pre-and post-perception surveys as well as notes

in the researcher's journal.

The study of (Habib, 2019) entitled Effect of Blended Learning on Student

Achievement aimed to assess the impact of blended learning on student’s

performance. It was found that to indulge the observable fact under in further detail

data sources for the investigation came from in-depth interviews with the students,

classroom observation data with the findings of previous research on the Blended

learning's effectiveness in raising student achievement. The study's conclusions

suggest that a student's opinion on the allure of blended learning be significant, in

addition to encouraging the start of this kind of internet-based learning traditional

methods of instruction.

The study of (Utami, 2018) entitled The Effect of Blended Learning Model

Senior High School Students’ Achievement aimed to ascertain the impact of the

blended learning paradigm on students' performance in high school. This using an

experimental research design and a random control group, the study test-posttest

methodology. 63 students participated in the study. 31 of the students enrolled in

an information and communication technology course are 32 of whom were in the

control group and 32 of them were in the experimental group. Blended learning

was utilized by teachers in the experimental group as while the course was

delivered using an instructional paradigm in the control group based on the

conventional educational model. Information gathered from the outcome 35-

question learning objective test. It was found that the learning outcomes of the

experimental group are better than those of the control group team.
 17

The study of (Hinampas, Murillo, & Layosa, 2018) entitled Blended Learning

Approach: Effect on Students’ Academic Achievement and Practical Skills in

Science Laboratories aimed to find out the effect of the blended learning approach

on students' academic achievement and practical skills in science laboratories.

Specifically, it aimed to determine the level of academic achievement of students

as exposed to the two blended learning approaches and to those exposed to the

non-blended learning approach; ascertain the practical skills of students exhibited

when exposed to the blended learning approach and to those exposed to the non-

blended learning approach in terms of questioning, designing, communicating,

recording, analyzing, and interpreting; comparing the academic achievement of

students toward science laboratories when exposed to blended learning approach

and non-blended learning approach, and differentiating the practical skills exhibited

by students in science laboratories when exposed to blended learning approach

and non-blended learning approach. The study utilized the quasi-experimental

design to determine the students' academic achievement and practical skills in

science laboratories through a blended learning approach. Two intact classes such

as the third section class exposed to the blended learning approach and the

second section class exposed to the non-blended learning approach were

administered with developed teacher-made test questions and adapted

questionnaires on practical skills inventory. Descriptive statistics such as mean

and percentages and analysis of covariance were also used. It was found that

students exposed to blended learning improved their academic performance from

pre-test to post-test, catching up with students not exposed to blended learning.

 18

Students' practical skills were interpretation, communication, design, absorption,

analysis, and questioning. Further results showed that there was no significant

difference between the academic performance of students exposed to blended

learning approaches and those exposed to non-blended learning approaches, both

of which improved performance, thus demonstrating It was not possible to reject

the null hypothesis proposed. There are significant differences in demonstrated

practical skills between students exposed to blended learning approaches and

those not exposed to blended learning approaches, thereby rejecting the null

hypothesis presented such as mean and percentages, and analysis of covariance

were also used. Results showed that students exposed to blended learning

improved their academic performance from pre-test to post-test, catching up with

students not exposed to blended learning. Students' practical skills were

interpretation, communication, design, absorption, analysis and questioning.

Further results showed that there was no significant difference between the

academic performance of students exposed to blended learning approaches and

those exposed to non-blended learning approaches, both of which improved

performance, thus demonstrating It was not possible to reject the null hypothesis

proposed. There are significant differences in demonstrated practical skills

between students exposed to blended learning approaches and those not exposed

to blended learning approaches, thereby rejecting the null hypothesis presented.

Synthesis
 19

The review related literature and related studies proved to be useful to the

present study.

The study of Kintu & Zhu is related to the current study since they both

aimed to identify the effectiveness of blended learning to the students. The present

study and the study of Turpin are similar because they aimed to examine the

students’ achievement in relation to blended learning. Other than that, both studies

also used survey-questionnaire which were answered by the respondents. The

study of Habib is also comparable to the current study because both studies

tackled about the effects of blended learning on academic performance or

achievement of the students. Both studies also aimed to know the opinions of the

students regarding the concepts of blended learning. Moreover, the previous and

present study used survey-questionnaires which were answered by the

respondents. The study of Utami is also related to the current study because they

discussed about the impacts of blended learning model to the students. They both

used senior high school students as their respondents in their study. Lastly, the

study of Hinampas, Murillo, & Layosa is similar to the current study because they

aimed to find the effects of blended learning approach on students’ academic

achievement. Both studies also used survey-questionnaire which were answered

by the respondents. They both used students as their subject of the study.

However, the study of Kintu & Zhu and the current study are different

because they included the relationship between student characteristics, design

features and outcomes in their findings which are not included in the current study.

They also differ in the method because they used the inventory method while the
 20

current study used survey-questionnaire. On the other hand, the study of Turpin

and the current study are different because he set a specific subject to identify the

effects of blended learning while the current study included more than one subject

as reference. The previous study also used mixed method, qualitative and

quantitative methods of research unlike the current study that used quantitative

method only. The study of Habib and the current study are also different because

the participants in the previous study of Habib were from higher education while

the current study is from senior high school. Habib also includes the teachers and

their perceptions about blended learning unlike the current study which only

includes the students as their respondents. They also differ in the scope includes

of respondents. She had a wide range of respondents, while in the present study,

the researchers only include the grade 12 Humanities and Social Sciences

(HUMSS) students from Dr. Juan A. Pastor Integrated National High School. Also,

the study of Utami and the current study are different because the previous study

used experimental research design unlike the current study. Lastly, the study of

Hinampas, Murillo, & Layosa and the current study are different because the

previous study not just focus on the effects of blended learning approcah to the

students’ academic achievement but also in the practical skills in science

laboratories. The previous study also utilized the quasi-experimental design unlike

the current study.

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