CHAPTER 3

PRESENTATION AND ANALYSIS OF FINDINGS

This chapter includes the presentation of the results, the analysis, and the
interpretation of the results and the implications from findings. The data were derived
from the questionnaires given to the student internships of college education
students to know the extent of the level of the blended learning in terms of student
satisfaction, course satisfaction and grades, student perceptions of convenience
and grades and student engagement and grades and level of students’ engagement
during internship in terms of affective liking for learning, behavior, effort, and
persistent, and cognitive.

Blended Learning

Table 2

The Level of Blended Learning in Terms of Student Satisfaction, Course

Satisfaction and Grades

Standard
N Mean Description
Deviation

1. I am satisfied with this

19 4.1579 .76472 High
course.

2. I would take another

19 3.4211 .90159 Moderate
blended course.

3. Given the opportunity I 19 4.0000 1.05409 High

would take another course
in the future that has both
online and face-to-face
components.

4. This course experience

has improved my
19 4.2105 .85498 High
opportunity to access and
use the class content.

5. The online and face-to-

face learning components
19 4.1053 .80930 High
of this course enhanced
each other.

Overall Mean 19 3.9789 .70835 High

Student Satisfaction, Course Satisfaction and Grades. The Table 2 present

the level of blended learning in terms of student satisfaction, course satisfaction,
and grades. The results show that the “I am satisfied with this course.” has the
highest mean with a value of 4.1579 which indicate that the blended learning is
often observe. On the other hand, the lowest mean is 3.4211 in the aspect of “I
would take another blended course.” Describe as moderate which indicate that the
blended learning is sometimes observe. Meanwhile, the overall mean is 3.9789,
described as high, this suggests that the level of blended learning in terms of
student satisfaction, course satisfaction, and grades, which indicates that blended
learning, often observed among teacher education students during on their
internship.

In the topic of international studies, Giannousi M. et al. (2009) evaluated the

effectiveness of blended learning in terms of student satisfaction with 61
undergraduate students as the study's participants. The findings indicated that
student satisfaction with online learning was high, indicating that students were
generally happy with their learning experiences.
 On top of that, a study to look into the potential impact of blended learning
on student involvement, goals, and satisfaction. The participants in the study were
83 undergraduate students. The study's findings indicated that 83.4% of students
reported high levels of satisfaction with blended learning. The study also revealed
that blended learning, which alternates between online and conventional learning
on a set timetable, greatly affects students' learning satisfaction (Awamleh, 2022).

Table 3

The Level of Blended Learning in Terms of Student Perceptions of

Convenience and Grades

Standard
N Mean Description
Deviation

1. Course offered
19 3.9474 .77986 High
convenience.

2. Improved my
opportunity to access and 19 4.1053 .87526 High
use class content.

3. Course allowed me to
reduce my travel time and 19 3.7895 .97633 High
related expenses.

4. This course experience

has improved my
19 4.0526 .77986 High
opportunity to access and
use the class content.

5. The online and face-to- 19 4.0526 .84811 High

face learning components
of this course enhanced
each other.

Overall Mean 19 3.9895 .72564 High

Student Perceptions of Convenience and Grades. Table 3 presents the

Student Perceptions of Convenience and Grades. The results show that will
“Improved my opportunity to access and use class content.” has the highest mean
with a value of 4.1053. On the other hand, the lowest mean is 3.7895 in the aspect of
“Course allowed me to reduce my travel time and related expenses.” Meanwhile, the
overall mean is 3.9895, described as a high level, this suggests the level of the
students’ perceptions of convenience and grades is often evident.

As presented by the study, students now have more control over how they
learn and are more accountable for their education. Self-disciplined students can
learn at their own speed and typically attain excellent academic standards (Owston
et al., 2013; Smyth et al., 2012). The key to succeeding in online distance learning
courses is active participation, which offers students a sense of stronger
engagement and a perception of improved learning quality (Owston et al., 2013)

Besides, self-disciplined learners can grow at their own learning rate, and they
frequently reach excellent academic standards (Owston et al., 2013; Smyth et al.,
2012). For students to succeed in online distance learning courses, active
participation, which fosters a sense of greater engagement and a perception of
higher learning quality, is essential (Owston et al., 2013).

Table 4

The Level of Blended Learning in Terms of Student Engagement and Grades

 Standard
N Mean Description
Deviation

1. I am more engaged in
19 4.1053 .80930 High
this course.

2. Online and face-to-

face components 19 4.1053 .87526 High
enhanced each other.

3. Web resources are

19 4.1053 .80930 High
helpful.

4. Amount of my
interaction with other 19 4.0000 .81650 High
students increased.

5. Quality of my
interaction with the 19 4.1053 .93659 High
instructor was better.

Overall Mean 19 4.0842 .76104 High

Student Engagement and Grades. Table 4 presents the level of blended

learning in terms of student engagement and grades. The results show that the “I am
more engaged in this course.” has the highest mean with a value of 4.1053, the
same with the result of “Online and face-to-face components enhanced each other”,
“Web resources are helpful.”, and “Quality of my interaction with the instructor was
better”. On the other hand, the lowest mean is 4.0000 in the aspect of “Amount of my
interaction with other students increased.” Meanwhile, the overall mean is 4.0842,
described as high, this suggests that the level of student engagement and grades is
oftentimes evident.
 As revealed by DeVito (2016), who discovered that when students fully
comprehend the teacher's instructions, learning becomes engaging when they were
given the chance to participate in decision-making, and expectations. The teachers'
educational methods were also cited by the respondents as a key element in
motivating people to participate actively. The study also showed that teachers' usage
of technology influenced students' motivation in studying in a favorable way.

Additionally, this result was consistent with that study by Groves, et al. (2015),
which discovered that relationships with teachers were the most crucial ones. One of
the main causes was that they had positive relationships with their professors
(Russel and Slater, 2011), that the teachers were approachable, and that they were
eager to interact with the students in class.

Table 5

Summary on the Independent Variable

Level of Blended Learning Mean Description

Student Satisfaction, Course

3.9789 High
Satisfaction and Grades

Student Perceptions of Convenience and

3.9895 High
Grades

Student Engagement and Grades 4.0842 High

Overall Mean 4.0179 High

Students’ Engagement During Internship

Table 6

The Level of Students’ Engagement During Internship in Terms of Affective

Liking for Learning

Standard
N Mean Description
Deviation

1. I am very interested in
19 4.2105 .85498 High
learning.

2. I think what we are

learning in school is 19 4.2105 .85498 High
interesting.

3. I like what I am
19 4.2632 .80568 High
learning in school.

4. I enjoy learning new

19 4.2632 .87191 High
things in class.

5. I think learning is
19 2.4737 1.17229 Low
boring.

Overall Mean 19 3.8842 .60485 High

Affective Liking for Learning. Table 6 presents the affective liking for learning.
The results show that the “I think learning is boring” has the highest mean with a
value of 2.4737 this indicates that the Blended Learning is sometimes observed. On
the other hand, the lowest mean is 4.2105 this indicates that the blended learning is
often observed in the aspect of “I think what we are learning in school is interesting.
Meanwhile, the overall mean is 3.8842, described as high, this suggests that the
level of affective liking for learning is oftentimes evident.

According to the study's findings on behavioral engagement, the majority of

respondents were striving for good grades, which they obtained through paying
attention to and staying awake during class. As a result, they were grateful for the
rapid written or spoken response on their academic standing. The majority of
respondents, however, did not raise their hands during the conversation and
participated in small group discussions at a low rate, according to the survey. The
respondents mentioned the following as the main causes: fear of the teacher, fear of
making mistakes, and fear of receiving criticism from peers and the teacher.

According to the results of this study, students said they were affectively
involved in tasks where they were successful at learning new things. This positive
conclusion supports earlier studies that demonstrated that students value success
experiences (Brophy, 2010; Pressley, 2006). The results of this study also revealed
that students expressed affective involvement in pursuits they thought were
enjoyable and meaningful. Students rated both the topics and the exercises as being
interesting and meaningful. For instance, because they enjoy reading as a hobby,
pupils expressed interest in independent reading. Students also expressed interest
in reading a specific genre ("I like reading poems") and writing about a specific
subject "I want to write". Therefore, despite the fact that this study was
conceptualized from the viewpoint of situational interest, students indicated both
situational interest (i.e., interest in particular activities) and personal interest in
specific themes.

It's interesting to note that a number of the study's conclusions go against

earlier findings. For instance, a common recommendation as a best practice for
writing education is to have a genuine audience for students' writing (e.g., Bromley,
2011). One participant in this study did not enjoy a writing exercise, though, because
it had a real audience. The boy chose to write his personal narrative about a
humiliating period in his life since he did not want to discuss this moment with his
peers, making this situation unusual, according to experts. When the teacher
discovered that he did not want to share the story, she made it clear that he was
under no need to do so if it made him uncomfortable. However, it's crucial to keep in
mind that writing is intensely private, and students might not want to share their work
with real readers. A typical suggestion for improving pupils' comprehension is to
have them keep track of their thoughts on sticky notes (e.g., Harvey & Goudvis,
2007). A participant in this study, however, claimed that this technique made it
impossible for her to read. These results serve as a reminder that best practice
guidelines do not apply to everyone.

Table 7

The Level of Students’ Engagement During Internship in Terms of Behavior,

Effort, and Persistent

Standard
N Mean Description
Deviation

1. I try hard to do well in

19 4.2632 .80568 High
school.

2. I pay attention in class. 19 4.0526 .84811 High

3. When I’m in class, I

19 3.7895 .78733 High
just act like I’m working.

4. In school, I do just
19 3.6842 1.10818 High
enough to get by.

5. If I have trouble
understanding a problem,
19 4.2632 .87191 High
I go over it again until I
understand it.

Overall Mean 19 4.0105 .67486 High

 Students Engagement During Internship in Terms of Behavior, Effort, and
Persistent. Table 7 presents the Students Engagement During Internship in Terms of
Behavior, Effort, and Persistent. The results show that “I try hard to do well in
school.” the same with the result of “If I have trouble understanding a problem, I go
over it.” has the highest mean with a value of 4.2632. On the other hand, the lowest
mean is 3.6842 in the aspect of “In school, I do just enough to get by.” Meanwhile,
the overall mean is 4.0105, described as a high level, this suggests the level of the
students’ engagement during internship in terms of behavior, effort, and persistent.

In accordance with Rajendra Chavan (2017) did a study on the benefits of

internship programs for learning about student teacher educators' behavior in the
classroom and giving them the chance to see innovative teaching methods, ideas,
and resources in action.

Besides, it is frequently difficult to distinguish between student retention and

the related concept of perseverance when attempting to assess a student's
achievement. Student persistence is "the rate at which students who begin higher
education at a given point in time continue in higher education and eventually
complete their degree, regardless of where they do so," while student retention is
"the rate at which an institution retains and graduates’ students who first enter the
institution as freshmen at a given point in time" (Tinto, 2012, p. 127).

As accentuated by Tinto (2012) went on to say that because some students

may need to "stop out" of college occasionally, measuring retention and persistence
might become even more challenging (p. 127). To manage other commitments
associated to various adult tasks, attendance may be interrupted for just a semester
or possibly for years. Due to distance learners' enrollment statuses, this is
particularly challenging. According to a poll conducted by Best Colleges.com for their
2016 Online Education Trends report, almost 40% of non-traditional adult learners
are enrolled part-time. The adoption of a non-traditional course load compromises
the institution's traditional definitions of "active enrollment" and "considerable
completion time." Although online learners may be making progress toward degree
completion, they may not be reported appropriately on institutional reports because
normal persistence or commitment to the program may not be met (Wyatt, 2011).

Table 8

The Level of Students’ Engagement During Internship in Terms of Cognitive

Standard
N Mean Description
Deviation

1. When I study, I figure

out how the information
19 4.3684 .76089 High
might be useful in the real
world.

2. When learning new

information, I try to put the 19 4.4211 .76853 High
ideas in my own work.

3. I make up my own
examples to help me
understand the important 19 4.2632 .80568 High
concepts I learn from
school.

4. I try to see the

similarities and differences
between things I am 19 4.3158 .74927 High
learning for school and
things I know already.

5. I try to think through 19 3.7895 1.13426 High

topics and decide what I’m
supposed to learn from
them, rather than studying
topics by just reading them
over.

Overall Mean 19 4.2316 .72192 High

Cognitive. Table 7 presents the level of students’ engagement during

internship in terms of cognitive. The results show that “When learning new
information, I try to put the ideas in my own work.” has the highest mean with a value
of 4.4211. On the other hand, the lowest mean is 3.7895 in the aspect of “I try to
think through topics and decide what I’m supposed to learn from them, rather than
studying topics by just reading them over.” Meanwhile, the overall mean is 4.2316,
described as high, this suggests that the level of student engagement and grades is
oftentimes evident.

The study discovered a positive correlation between the students' academic

performance and the three components of student engagement (behavioral,
emotional, and cognitive) of Partido State College. The following research provided
evidence to support these findings: Urquijo and Extremera (2017) revealed that
students who were more engaged demonstrated higher academic accomplishment;
Casuso-Holgado, et. Al, (2013) postulated that students who were more engaged
would be more likely to fulfill their academic goals; Gunuc (2014) discovered that
Roberts and McNeeze (2010) found that as levels of student involvement/
engagement grow, so does student retention in higher education; while Sbrocco
(2009) found that cognitive, behavioral, and emotional engagements predicted
academic accomplishment and explained it with a rate of 10% when he came to the
conclusion that student academic engagement.

Table 9

The Summary on the Dependent Variable

Level of Student’s Engagement During Mean Description

Internship

Affective Liking for Learning 3.8842 High

Behavior, Effort, and Persistent 4.0105 High

Cognitive 4.2316 High

Overall Mean 4.0421 High

Table 10
Relationship between the Independent Variable and Student Engagement

INDEPENDENT VARIABLE Student Engagement

R p-value Remarks

Blended Learning .896** .000 Significant

The results show that there is significant relationship between blended

learning and students’ engagement during internship (p<.05).

In particular, there is a significant relationship between blended learning and

students’ engagement during internship (r=.790, p<.05). The strength of correlation
between the two variables is high and has a directly proportional relationship as
revealed by the coefficient of .896. This suggests that the increase the blended
learning would also likely increase the students’ engagement during internship of
college education students.

Improving students' engagement has been an important goal in blended

learning course design (Manwaring, Larsen, Graham, Henrie, & Halverson, 2017). In
this era of technological advancement, where education places more emphasis on
blended learning due to the proliferation and prioritization of virtual learning
environments, it is crucial to consider students' engagement to ensure successful
implementation of the blended learning model of instruction.

Moreover, to increase student involvement, adjustments have made to the

blended learning approach. Over time, blended learning patterns have centered on
using flexible teaching methods, video recordings, and threaded discussion forums,
as well as spending more time on professional development for teachers who intend
to implement blended learning (Van Raalte & Boulay, 2012). The research backs up
the claim that blended learning models are a more effective method of instruction,
with studies highlighting improved test scores, higher student satisfaction, and
deeper content understanding, as well as evidence from programs that have
successfully implemented a form of blended learning (Horn & Skater, 2011). The
data from Horn & Skater's review (2011) emphasizes the promise of blended
learning as a more standardized and individualized teaching that enables each
student to work at her own pace.