San Lorenzo Ruiz Senior High School

Schools Division of Pasig City

GROUP 1
NUMBER:

GRADE & 11 - STEM B SET (A/B): A

SECTION:
Research Coping Mechanism of STEM Students in Learning Mathematics through
Title: Blended Learning

Leader: Balazon, Angel Joy B.

PERFORMANCE TASK. 3 DATA ANALYSIS

RESULTS AND DISCUSSION

The presentation of the findings followed the sequence about the following research

questions:

1. Under the Blended-Learning, what were the experiences of the students on learning the

Math subjects?

2. What are the problems encountered by students in blended learning in terms of

independent learning on mathematics?

3. What are the coping mechanisms students use to study Math in blended learning?

TABLE 1: RQ1. Under the Blended-Learning, what were the experiences of the students

on learning the Math subjects?

1
 SELECTED FREQUEN PERCENT
THEME
RESPONSES CY (%)

2
 ▪ sobrang hirap niya kasi 14 23
there's a lessons na di'
na mo talaga siya
masusundan thru online
set up
▪ very hassle, not only
because of our
intimidating school
works but also because
of the different
responsibilities and
obligations
Challenging
▪ puro activities,
performance task, hindi
siya nawawala and puro
pressure
▪ nakakapagod since
maraming mga task,
works, performance
task
▪ medyo hectic sya since
madaming assignments
and performance task
na pinapagawa
No Significant ▪ regular week lng simple 6 10
Changes lng
▪ so basically last year we
had 3 days in a regular
week the two days are
for synchronous classes
and the another day
was for our
asynchronous classes
▪ sa blended learning
normal ano lang kasi
normal
▪ parang normal lang ire-
review yung natutunan
mo sa class and boring
kase dalawang araw
pasok.
▪ it looks like a normal

3
 teenager life
▪ satisfied naman ako 20 33

▪ parang neutral lang

Satisfaction ▪ I will rate it as 8 out of

10
▪ no i am not satisfied

▪ hindi ako satisfied

▪ para saakin mas 20 33

effective yung blended
learning

▪ mas effective yung Pre

Pandemic Set Up

▪ personally I think the

Class Set-up pre-pandemic set-up
classes

▪ I personal think that pre

pandemic set up is
more effective

▪ for me i would prefer

blended learning

THEME 1: Challenging. Some of the respondents faced challenges under the blended-learning.

Thus, they were asked, how does their typical week look like as a STEM student in a blended

learning environment. A participant stated that it was "nakakapagod since maraming mga task,

works, performance task", this concludes that a regular week for bim was bumsy and exhausting.

Moreover, most of the respondents shared the same experiences and describe it as busy, stressful,

challenging, and full of pressure due to the mang workload and responsibilities given to them.

4
THEME 2: No Significant Changes. 10% of the respondents described their experience under

the blended-learning as normal and not much different from the regular school days apart from

the 2-days a week synchronous classes.

THEME 3: Satisfaction. The respondents measured their experience by satisfactory. Majority

of the respondents said they were satisfied as they stated that they think their academic

performance during blended learning was okay, but also a couple of respondents said they were

unsatisfied as they feel that they didn't gain much knowledge on math while learning under the

blended learning modality.

THEME 4: Class Set-up. The respondents were asked which is more effective in terms of class

set-up. A huge number of participants stated that the pre-pandemic class set-up was more

effective because it was face-to-face and the teacher is able to explain the lesson well unlike in

online classes. However, some of the participants preferred blended learning class set-up over

the latter. They said that they had more time in doing their assigned tasks and had a longer time

understanding the lessons.

TABLE 2: RQ2: What are the problems encountered by students in blended learning in

terms of independent learning on mathematics?

THEME SELECTED RESPONSES FREQUENCY PERCENT (%)

▪ Depende sa lesson 4 17

▪ To be honest depende kase ito

sa teacher na nagtuturo
Lesson & Delivery
▪ sobrang bilis mag explain nung
teacher
▪ yung mga lesson mismo

5
 ▪ distraction 7 29

▪ my environment

▪ slow internet connection

External Influence
▪ the noises of the environment,
the distractions of my
seatmates
▪ technology/gadget

▪ hindi agad nakakasunod sa 13 22

lessons

▪ I do have a fear of failure na

hindi ko maintindihan yung
concept

▪ parang hindi mo sya masyado

naiintindihan
Internal Influence
▪ Yun nga mabilis yung lesson

▪ Pinaka problem na na-

encounter is sa tingin ko
personal barrier siya na mas
tinatamad ka na mag-aral kasi
since nasa bahay ka
comfortable yung place mo
mas mahirap ma catch-up yung
mga lesson

THEME 1: Lesson & Delivery. Some respondents have said that the problems encountered

vary depending from the teachers to the lessons on whether the teacher clearly conveys the

information of the lessons on how to correctly solve math problems and questions, and on the

difficulty of the lessons of the subject itself.

THEM 2: External Influence. The external influences included here are problems with their

internet connections, gadgets, environment, lessons, teachers, noises from their surroundings,

6
and other distractions. This shows they are affected by either technological difficulties or outside

interference that prevent them from focusing on their lessons. Respondent 16 stated that “internet

talaga yung challenge para samin.” Some of the other respondents agreed to have the same

problem with their slow internet connection. Meanwhile, respondent 17 had problems with “the

noises of the environment, the distractions of [their] seatmates.”

THEM 3: Internal Influence. The internal influences included here are problems with

struggling due to difficult lessons, lack of self-trust, and other personal barriers. This shows that

the respondents are hindered by their own emotional struggles or issues in their character.

Respondents conveyed that they had difficulty keeping up with the lessons. Respondent 2 stated

that “yun nga mabilis yung lesson.” This was confirmed by respondents 1, 4, and 6.

TABLE 3: RQ3: What are the coping mechanisms students use to study Math in blended

learning?

THEME SELECTED RESPONSES FREQUENCY PERCENT (%)

External Influence ▪ sobrang laking tulong yung 20 50

mga teachers na yon na nasa
harapan na natin na nagtuturo.
▪ Mga digital material such as
YouTube
▪ Naging malaking tulong yung
support ng kaklase natin sa
pag improve ng understsanding
ng math since naging
supportive sila at willing sila
magturo.
▪ meron tayong internet
connection, social media and
mga platforms like goolge
▪ someone or my seatmate

7
 buddy really helps me to cope
up with the lessons in
mathematics
▪ pag adapt ng blended learning 20 50
siguro yan mas naka tulong
siya sakin
▪ i read our modules online for
me to be ready for the
upcoming lesson
▪ ngayon mas kailangan ko mag
advance reading and aralin
Personal Influence talaga ng mabuti yung
concepts
▪ pinaka adjustment sa akin ay
yung pag gising lang sa
umaga pag papasok
▪ i extend my time in studying.
naglalaan ako ng oras sa isang
araw para ireview yung mga
tinuturo

THEME 1: External Influence. The external influences include on-site classes where the

teachers are physically present, support and assistance from schoolmates, and additional

references from the internet that help them improve and understand mathematics.

THEME 2: Personal Influence. The personal influences included positive responses, such as

being prepared ahead of time, the need of advanced study, maintaining a regular sleep pattern,

and increased productivity are all important considerations. This demonstrates that good changes

have been made to assist pupils in coping with their lessons.

CONTRIBUTION TABLE
MEMBERS Specify Roles
Balazon, Angel Joy B. (Leader) ● Decoded Interview Question 7 & 8
(RQ3)

8

Malapit, Samantha Mae P. (Asst. Leader)
Abalorio, Johnvic A.
Lazo, Argel Michael Q.
Romero, Kathy A.
Vega, Maybelle L.
● Generated some Themes (RQ1 &
RQ3)
● Explained the Themes (RQ1)
● Proofreading & Revisions
● Selected Interview Responses for
the Table
● Finalization of WW3 w/ codes word
file and PT3 word file
● Decoded Interview Question 1
(RQ1)
● Generated some Themes
(RQ1,RQ2, RQ3)
● Explained the Themes (RQ1 &
RQ2)
● Revisions
● Finalization of Extracted Data excel
file
● Decoded Interview Question 2 & 3
(RQ1)
● Generated some Themes (RQ2)
● Decoded Interview Question 1, 4, 5,
6, 8, 9 (RQ1, RQ2, RQ3)
● Generated some Themes (RQ2 &
RQ3)
● Generated the frequency &
percentage
● Decoded Interview Question 2 & 3
(RQ1)
● Generated the frequency &
percentage
● Decoded Interview Question 2, 3, 8,
9

Taule, Cy Jovenn
Gural, Emiel Nathan G.
Llorin, Keon Martin S.
Ballares, Shanamae V.
*Put “No Contribution” if any member did not contribute anything
9 (RQ1 & RQ3)
● Generated some Themes (RQ2)
● Decoded Interview Question 2, 3
(RQ1)
● Explained the Themes (RQ2)
● Decoded some Interview Question 1
(RQ1)
● Explained the Themes (RQ3)
● Explained the Themes (RQ2 &
RQ3)
10