CHAPTER 4

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

In this chapter, the researcher presents the summary of findings, conclusions

and recommendations of the study.

Summary

The purpose of the study is to determine the effectiveness of blended learning in

relation to student engagement during their internship of College Teacher Education
student. Specifically, the study sought to answer the following questions:

1. What is the level of blended learning in terms of:

1.1 Student Perceptions of Convenience and Grades
1.2 Student Perceptions of Convenience and Grades
1.3 Student Engagement and Grades
2. What is the level of students’ engagement during internship in
terms of:
2.1 Affective Liking for Learning
2.2 Behavior, Effort, and Persistent
2.3 Cognitive
3. Is there a significant relationship between blended learning and student
engagement during their internship?

The hypothesis formulated and tested that there is no significant relationship

between effectiveness of blended learning and students’ engagement during internship
of education college students.

These were the findings of the study.

1. The level of blended learning with the overall mean score of 4.0179. They
showed high level in terms of student satisfaction scores of 3.9789. Moreover,
they showed high level in terms of course satisfaction means score of 3.9895,
and grades with the mean score of 4.0842 respectively.
2. The level of student engagement is high with a mean score of 4.0421.
3. There is a significant relationship between blended learning student
engagements of the students. The result is significant and the null hypothesis+
rejected. Blended learning has high correlation and has to do with the
engagement of college student.

Conclusion

Based on findings, the following conclusion drawn based on the result of the
study.

1. The level of blended learning is high.

2. The level of students’ engagement during internship is high.
3. There is significant relationship between the blended learning and student
engagement during their internship.

Recommendation

Base on the findings the researcher suggested the following:

1. School administrator, department heads and subject instructor that may able
to utilize blended learning for effective learning experience of student, they
may also provide a support in order for student active engagement on their
internship. Moreover, they may use to informed and utilize the result so that
subject instructor could improve their teaching on blended learning for better
engagement and for better teaching and learning process.
 2. For parents, the result shown how effective the blended learning towards
student engagement during internship, parents may inform to guide and
provide support their student towards blended learning for better learning
experience of student.

3. For future researchers, the result of the study may use to expound or conduct
another study in relation with the effectiveness of blended learning in terms of
student engagement during their internship of college student. In addition, the
present study may use a cross reference for further study.

4. Students and reader will provide information effectiveness of blended

learning on student engagement, the present study may help students
overcome the challenges, the situation they are facing and important part of
learners engagement. The result also provides a wider understanding and
awareness of blended learning.

Table 11

Summary of the Dependent Variable

Variable Mean Descriptive Level

Students’ Engagement
4.0421 High
During Internship

Presented in table 11 the level of student engagement during their internship.

Based on the data gathered, and analyze, the finding show that the level of engagement
of student during their internship is high with the mean score of 4.0421. This indicates
that student have high engagement during their internship and often observed.

As suggested in the study of Namyssova (2019) in the Nazarbayev University

Graduate School of Education (NUGSE) in Kazakhstan conducted this exploratory
study to investigate the impact of a graduate-level blended learning course on the
professional development of teachers and educational leaders in Kazakhstan. The
research includes an examination of the pedagogical strategies used in blended
learning courses to help students develop educational leadership abilities as well as an
examination of the difficulties that both the instructors and the students encountered.
The study concludes with policy and practice suggestions aimed at improving the
efficacy of blended learning programs in higher education. Early on, it might be of
special interest to schools.

Significance of Blended Learning and Students’ Engagement During Internship

Presented in Table 12 is the significance of the relationship between blended

learning and student engagement. Based on the result there is significant relationship
found between blended learning and student engagement shown in the R-value of
0.896, which is greater than the p-value of 0.000. The result is significant and the null
hypothesis rejected. This implies that effectiveness of blended learning has a high
correlation to the student engagement during their internship.

Table 11

Significance of the Relationship Between Blended Learning and Students’

Engagement During Internship

Variable N R-value P-value Remarks

Blended learning
and students’
19 0.896 0.000 Significant
engagement
during internship
 The relationship between blended learning and student engagement investigated
using Pearson product – moment correlation coefficient. There was a high correlation
between the variables (r= 0. 896, n= 19, p= 0.000), which implies between that blended
learning influences students’ engagement during internship.