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BLENDED LEARNING IN IMPROVING LEARNERS’ ACHIEVEMENT IN

JOAQUIN GUIDO ELEMENTARY SCHOOL: BASIS FOR ACTION PLAN

A Thesis
Presented to the
Faculty of the Graduate Studies
Greenville College
Pasig City

In Partial Compliance
of the Requirements for the Degree
Master of Education
Major in Educational Management

MELISSA A. BITUIN

2021

Chapter 1
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THE PROBLEM AND ITS BACKGROUND

Introduction

The COVID-19 pandemic is having a huge impact on people's lives,

especially the lives of young people. Schools and universities have closed,

tests and events have been rescheduled, healthcare information services have

been limited, and social engagement with friends and family has been

discouraged, if not openly outlawed in some areas.

The ongoing COVID-19 pandemic has caused significant interruption

to schooling, and the consequences will be seen well into the following

academic year, if not beyond. The education industry has been forced to

quickly adapt to new ways of doing things in order to ensure that education

continues across the country. This inevitably resulted in some challenges

along the way, and while some of the changes may not be permanent, others

may.

Teachers are frontliners of education and they need to uphold the

delivery of quality education. According to R.A. 10533, Section 2, Paragraph

a, the state shall give very student an opportunity to receive quality education

that is globally competitive based on a pedagogically sound curriculum that

is at par with international standards.

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The public health emergency caused by COVID-19 requires the

Department of Education to be imaginative and resourceful in offering

excellent, accessible, relevant, and liberating education, according to DepEd

Order No. 18, series of 2020, paragraph I. In response to this situation, the

Department of Education (DepEd) developed the Basic Education Learning

Continuity Plan (BE-LCP) to ensure that learners have access to learning

opportunities in a safe and secure manner using a variety of delivery

methods, including online learning.

From the standpoint of DepEd, “blended learning” or “hybrid

learning” is a fusion of online distant learning and in-person delivery of

printed materials to the homes of the learners through the barangays for those

who don’t have internet access and interactive facilities in the comforts of

their home1.

Teachers in blended learning classes around the country are improving

students' lives with the help of technology. In these settings, teachers serve as

knowledge facilitators, mentors, and coaches. They evaluate, analyze, and

synthesize student work and data in order to create individualized learning

plans for each student, as well as monitor and work with small groups and

entire classes.

1
Custodio, Arlo (2020). Blended Learning is the New Normal in Philippine Education. The Manila Times,
July 24. 2nd Floor, Sitio Grande Building, A. Soriano Avenue, Intramuros, Manila.
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However, in the present condition wherein blended learning is

considered as the strategic method in the delivery of quality education, the

presence of technology alone is no guarantee that students will succeed.

Strong, effective blended learning doesn’t just happen. It requires the work

of thoughtful, engaged teachers who leverage the best of technology and

face-to-face instruction to address the unique learning styles of their students.

In the view of the present researcher, it is important to know what

students think about blended learning. This is to provide immediate action to

address any issues that need to be addressed in the implementation of

blended learning. Continuity of education is to ensure that students get

quality education even during a pandemic. This is the center of this study. It

can also be said that this study is a method of the present researcher to

improve not only the learning experience of the students but also to improve

the teaching using blended learning modality.

Background of the Study

As schools and colleges everywhere reel from the impacts of COVID-

19, exploring efficient methods to continue delivery of education has become

an urgent task. Remote learning is a part of flexible learning and is only one

of many delivery modes that instructors can choose from, depending on the
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needs and context of the students and the courses that they teach2.

Blended learning is a term that refers to the utilization of a variety of

instructional modalities, such as online platforms and digital or printed

modules. Based on their unique circumstances, educational institutions will

use a variety of diverse learning and teaching approaches under this new

system.

Blended learning is a pedagogical strategy that allows for flexibility in

terms of time, place, and audience, as well as the use of technology.

Although it frequently employs distance education delivery methods and

educational technology, this might vary depending on technological levels,

device availability, internet access, digital literacy, and approaches. Learners

and teachers are co-creators of information in this environment, and they

have power over the customization of learning experiences to improve

learning based on the reality of our learning and teaching environment.

The studies examining how students perceive blended learning also

take place in different literature and studies. However, only few studies have

been found to reveal the students’ perceptions on the blended learning

process. In this premise, the present researcher that satisfaction is vital for

determining the quality of blended learning and that student satisfaction can

2
University of the Philippines (2020). Educators Talk about Flexible Learning amidst COVID-19. Pedro R.
Sandoval Ave, Los Baños, Laguna, Webinar, June 22.
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be influenced by the components of instructor, interaction, technology,

classroom management and teaching.

In this present study, the researcher will try to reveal the perceptions

of learners about blended learning taking into consideration the aspects such

as teaching staff, student role, asynchronous lessons, synchronous lessons,

and design of specific activities. The result of the study will serve as basis for

enhancement plan to improve the blended learning in Joaquin Guido

Elementary School, in Angono, Division of Rizal, where the present

researcher is presently teaching.

Theoretical Framework

The researcher anchored her study to Learning Satisfaction Theory

advanced by Cardozo in 1965.

According to the theory, learning satisfaction is the impact of the

processes which have taken place during the teaching and learning sessions

participated by the students. Besides, satisfaction can also be viewed as

comparative outcomes between expectancy and perceived service with

pleasure or displeasure. Additionally, learning satisfaction theory believes

that students are the consumers of education products and they have the

rights of investing in any learning institute they like. For attracting learners

to participate in continuous education, the teaching services provided by the

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school should be considered how to enhance and improve their service

quality and students’ learning satisfaction3.

Therefore, the present study needs to be conducted to clarity the

impact of the quality of teaching and learning services provided by

educational institutes on students’ perceived learning satisfaction throughout

their time spent in learning using blended learning modality.

Conceptual Framework

In the conduct of the study the researcher adopted the Input-Process-

Output or IPO as its conceptual framework.

In this study, the first frame pertains to Inbox or the sources of

information which includes the respondents and their profile in terms of

gender, age, size of the family, parental status, grade level handled, highest

educational attainment of parents, and monthly family income. It also

includes the perceptions of the respondents about blended learning with

respect to teaching staff, student role, asynchronous lessons, synchronous

lessons, and design of specific activities, and the challenges faced by the

intermediate

CONCEPTUAL PARADIGM

3
Wu, Yu-Chuan, Hsieh, Lung-Facr and Lu, Jung-Jei (2014). What’s The Relationship Between Learning
Satisfaction and Continuing Learning Intention? Procedia - Social and Behavioral Sciences, Dacun,
Changhua, Taiwan, Vol. 191, No. 26, pp. 2849 – 2854.
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INPUT
Profile of the PROCESS OUTPUT
Respondents

- Gender
- Age
- Size of the Family
- Parental Status
- Grade Level
- Highest Educational
Development and
Attainment of Parents
- Monthly Family
Validation of
Income Questionnaire
Checklist
Perceptions about Enhancement Plan
Blended Learning to Improve
Blended Learning
teaching staff Administration and of Intermediate
student role Retrieval of Learners in
asynchronous lessons Questionnaire Joaquin Guido
synchronous lessons Checklist Elementary School
design of specific
activities

Challenges Faced in Tabulation, Analysis,

Blended Learning and Interpretation
of Gathered Data

FEEDBACK

learners in blended learning when they were grouped according to their grade

level.
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The second frame pertains to the Process or the step-by-step

procedures to attain the very objectives of the study which includes the

development and validation of research instrument, its administration and

retrieval, and the tabulation, analysis, and interpretation of gathered data.

The third frame pertains to the Output of the study or the proposed

enhancement plan to improve the blended learning of intermediate learners

in Joaquin Guido Elementary School.

The arrows imply the continuous process with feedbacks indicating

that if the result is not successful after getting the feedback, another process

will be executed until it attains the desired result.

Statement of the Problem

The study assessed the perceptions on blended learning of the

intermediate learners in Joaquin Guido Elementary School, Division of

Rizal, during the School Year 2021-2022.

Specifically, the study sought answers to the following questions:

1. What is the profile of the respondents in terms of the following:

1.1 Teachers

1.1 Age

1.2 Sex
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1.3 Educational Attaintment

1.4 Length of Service

1.2 Parents

1.5 Age

1.6 Sex

1.7 Size of the family

1.8 parental status.

1.9 highest educational attainment of parents; and

1.10 monthly family income?

2. What is the level of effectiveness on blended learning with respect to

the following aspects:

2.1

2.2

2.3

2.4

3. Is there a significant difference on the level of effectiveness on blended

learning as perceived by the two groups of respondents(Parents and

Teachers)
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4. Is there a significant correlation between the level of effectiveness on

blended learning and their profile?

5. What are the challenges faced by the respondents in blended learning?

6. Based on the result of the study what action plan may be proposed?

Hypotheses of the Study

The study tested the null hypotheses:

1. That there is no significant difference on the perception of the

respondents about blended learning with respect to the different

aspects in terms of their profile.

2. That there is no significant correlation between the perceptions of the

respondents about blended learning and their profile.

Scope and Limitations of the Study

The study assessed the perceptions of intermediate learners about

blended learning. The study was conducted at Joaquin Guido Elementary

School, Angono, Division of Rizal, during the School Year 2021-2022.

The study considered the one hundred fifty (150) or the fifty (50)

randomly selected learners from grade 4, grade 5, and grade 6 level.

The researcher adopted the descriptive research design to attain the

very objective of the study. The researcher utilized a researcher-made

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questionnaire checklist composed of three parts: the first part gathered the

profile of the intermediate learners in terms of their gender, age, size of the

family, parental status, grade level, and highest educational attainment of

parents, and monthly family income; the second part gathered the responses

of the respondents about their perceptions when it comes to blended learning

with respect to teaching staff, student role, asynchronous lessons,

synchronous lessons, and design of specific activities, and the challenged

faced by the respondents in blended learning.

Significance of the Study

The researcher believed that her study would be beneficial to the

following:

School Administrator. The result of the study would be helpful in the

implementation of enhancement plan to improve the blended learning of

intermediate learners so as to improve the teaching practices of teachers.

Teachers. They would be enlightened about the responses of learners

and they would reflect to the results of the study to better their teaching

approaches in blended learning.

Parents. They would benefit in the findings of the study and would

also informed about the satisfaction of their children in blended learning, and

to take supportive action to their children and teachers.

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Future Researchers. The result of the study would serve as reference

for them in conducting the same or related studies.

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Definition of Terms

For better understanding of the study the following terms were defined

operationally.

Asynchronous lessons. This refers to the lessons provided to learners

during modular lessons.

Blended learning. This pertains to the combination of modular

distance learning and online distance learning.

Challenges. This refers to the problems experienced by the

intermediate learners in blended learning.

COVID-19. This pertains to an acute respiratory illness in humans

caused by a coronavirus, capable of producing severe symptoms and in some

cases death, especially in older people and those with underlying health

conditions. It was originally identified in China in 2019 and became

pandemic in 2020.

Descriptive. This pertains to the type of research is used to describe

characteristics of a population or phenomenon being studied. It does not

answer questions about how/when/why the characteristics occurred.

Distance learning. This refers to a method of studying in which

lectures are broadcast or classes are conducted by correspondence or over the

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internet, without the student's needing to attend a school or college. Also

called distance education.

Enhancement. This pertains to an increase or improvement in quality,

value, or extent.

Evaluation. This refers to the making of a judgment about the

amount, number, or value of something; assessment.

Framework. This pertains to assumptions about the learner and the

society such as learners’ capacity and ability, aptitudes and potential for

learning, motivation, needs, interests and values as well as society’s

orientation to nurturing or using the individual gainfully.

Frequency. This refers to a tabular representation of a survey data set

used to organize and summarize the data.

Grade level. This pertains to the classifications of learners utilized in

this study such as grade 4, grade 5, or grade 6 learners.

Highest educational attainment. This refers to the highest education

attained by the parents of the respondents.

Hypothesis. This pertains to a supposition or proposed explanation

made on the basis of limited evidence as a starting point for further

investigation.
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Mean. This refers to the extensively used in descriptive statistical

analysis such as index numbers with corresponding verbal interpretation.

Pandemic. This pertains to prevalent over a whole country or the

world.

Parental status. This pertains to the categorization utilized by the

present study whether the learner is living with both parents, living with

father or mother alone, or living with relatives or guardians.

Percentage. This refers to "per hundred" and the symbol used to

express percentage is %.

Perceptions. This pertains to the ability to see, hear, or become aware

of something through the senses.

Program. This pertains to a set of related measures or activities with a

particular long-term aim.

Rank. This refers to a place within a rating system.

Role. This pertains to the function assumed or part played by a person

or thing in a particular situation.

Satisfaction. This refers to the expectation of learners in their learning

instructional needs in blended learning.

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Scale. This refers to a five (or seven) point scale which is used to

allow

the individual to express how much they agree or disagree with a particular

statement.

Size of the family. This simply refers to the number of members of

the family.

Synchronous lessons. This pertains to the lessons provided to the

intermediate learners during online instruction when teachers and learners

are present virtually at the same time.

Teaching staff. This refers to the professional personnel directly

involved in teaching students

Variables. This pertains to any entity that can take on different values.
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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of local and foreign literature and

studies that are related to the present study. These reading served to

strengthen the theoretical frame on which this study was premised.

Foreign Literature

Awais et al.4 stated that advancement in technology brings major

impacts on education. Many universities around the world are expanding

their investment in information technology (IT), and specifically the internet,

and are actively promoting internet use in university education. Instructors

are being requested to make their teaching materials and other supporting

resources accessible through the internet. Students are encouraged to

communicate with instructors, or with one another, via email. As universities

promote internet use, they need to understand their students’ attitudes

towards using it. They also explained that Instructors have long since

considered the introduction of novel technologies into the classroom in hopes

of stimulating

4
Awais, Ghafoor (2008). Impacts of Internet Usage on Students’ Academic Performance (CGPA). Osaka
University Knowledge Archive, Osaka, Japan, p. 13.
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students’ interest, focusing attention and fostering learning.

According to Yigit et al.5 blended Learning is a learning model that is

enriched with traditional learning method and online education materials.

Integrating online and face-to-face learning with blending learning can

optimize seat time and improve learning experience. Practices of blended

learning have turned out to be widely accepted in educational networks

around the world, furnishing students with all the more fascinating and

effective instruction, which is customized to their own needs.

Blended Learning was identified as a mix of materials and teaching

methods of face-to-face (F2F) or direct learning in a classroom and online

methodologies (e-learning) in formal education. Direct (face-to-face)

learning guideline includes collaboration between instructors and students

who are in a similar area, whereas communication technologies (ICT) and

online methodologies essential to intervene cooperation and the learning

knowledge without requiring that instructors and students to be in face-to-

face contact.

The method of conveyance methodologies using mixed learning has

been successful in increase student performances and experiences, with the

additional estimation of expanded student availability to programs;

5
Yigit, Tuncay, Arif Koyun, Asim Sinan Yuksel, and Ibrahim Arda Cankaya (2014). Evaluation of Blended
Learning Approach in Computer Engineering Education. Procedia-Social and Behavioral Sciences,
Department of Computer Engineering, Suleyman Demirel University, Isparta, Turkey, Vol. 141: pp. 807-
812.
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Subsequently instead of helping with the increment ratio on getting a good

results and diminish instructor costs, it is also possible to apply the mix

model in creative approaches. For example the used of Online learning has

advanced from the early types of distance education that depends on

correspondence type of courses, educational television programmes and

video conferencing.

Alelaimat and Ghoneem6 averred that learning is considered to be one

of the most important features and characteristics that play a significant role

in nation's progress, whereas it affects positively and comprehensively in

rising new generations while relying on modern and advanced scientific

foundations. This progress is measured by the extent of educators'

knowledge of teaching methods, means and theories; also on their knowledge

with modern teaching orientations.

Research indicates that there is a no universal approach for teaching,

and no method of educational methods is better than the others except in

certain circumstances. Current education practices may be invalid nowadays;

Perhaps conditions in the past in teaching students were restricted on teacher-

Blackboard and text book.

6
Alelaimat, Abeer Rashed and Ghoneem, Khowla Abd Al Raheem (2012). The Effect of Educational
Modules Strategy on the Direct and Postponed Study's Achievement of Seventh Primary Grade Students in
Science, in Comparison with the Conventional Approach, Higher Education Studies, Princess Rahma
College, Salt, Jordan, Vol 11, No. 8, pp. 52-56.
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Educators agree that the best teaching approaches is the one which

lead to better education, and help teacher to succeed in initiating the favored

changes with students, furthermore, this teaching approach includes planned

procedures which teacher utilizes in dealing with his students in order to

make education easy and smooth.

The subject of individualization of education captured the interest of

many of the educationists and Psychologists in the recent years, the take

great interest in the individual differences of the learners believing that this

learner id unique and special, and teaching is individual process, as a result

of this new approach new teaching methods has brought this teaching

process from the teaching subject and the dependency on the teacher into the

teaching process and giving attention to learner who became the center of

activities which aim at archiving the objectives of the teaching process for

the learner, these approaches explain that the teaching makes the teaching

material more understandable and more resistible to oblivion, helps the

learner to individual learning, helps him to gain the thinking strategy, the

increase the mental activeness for the learner, and strengthen the motivation,

consolidating the self satisfaction and helps to keep what they learned, as

they organize the information in his own way.

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Moradi et al.7 discussed that instructional strategies that promote

connections with prior knowledge can promote fuller understanding and

deeper learning of new material e.g., Students arrive at each course with

varying levels of prior knowledge; how to address these differences in prior

knowledge is a common challenge for instructors. One approach is to

provide remedial instruction for students who lack understanding of key

prior concepts. However, it is often not feasible or desirable to provide such

instruction during regular class meetings, because there is not sufficient time

to cover the material, or because students who already understand the

material will become bored or disengaged. Thus, the ability to provide out-

of-class supplementary instruction to ensure accurate and active prior

knowledge is beneficial for both instructors and students.

Students benefit from individual instruction, but most classes do not

allow for it and students frequently do not take advantage of opportunities

for in-person individual instruction, such as instructor office hours. One of

the main factors contributing to learning effectiveness in online courses,

compared to traditional classroom-based courses, is the increased control that

learners have over the course flow and content. modules promoted teaching

presence by encouraging independent study among learners. Additionally,

the modules were constructed such that student empowerment was promoted.
7
Moradi, Moein, Liu, Lin, Luchies, Carl, Patterson, Meagan M. and Darban, Behnaz (2018). Enhancing
Teaching-Learning Effectiveness by Creating Online Interactive Instructional Modules for Fundamental
Concepts of Physics and Mathematics. Multidisciplinary Digital Publishing Institute, University of Kansas,
Lawrence, Kansas, U.S.A. Vol. 12, No. 6, pp. 11-12.
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Students had full control over the pace of progression through the video

modules, and therefore, they were given the freedom to address their unique

needs based on their own aspirations and goals. Information about

technology requirements and available resources for technical help were

provided to the students to facilitate the use of the modules.

Dahar8 stated that teaching is more productive when there are

available, sufficient, and strategically designed instructional materials suited

for the type of students. Instructional approaches may succeed or fail, they

are dependent to the learning needs of the students. Teachers must consider

the students’ emotional needs and their approaches to learning. Developing

instructional materials play an integral role in the teaching – learning

process.

When the students are given the chance to learn through more senses

than one, they can learn faster and easier. The use of instructional materials

provides the teacher with interesting and compelling platforms for conveying

information since they motivate learners to learn more. The teacher

facilitates the learning by acting as a coach, resource guide and companion in

learning. The use of instructional materials does not only encourage teachers

and students to work collaboratively but also results in more cooperative

learning activities among the students. The purpose of instructional materials

8
Dahar, Muhammad Arshad (2014). Effect of the Availability and the Use of Instructional Materials on
Academic Performance of Students in Punjab (Pakistan). Journal Publishing Inc., Kohlu, Punjab, Pakistan,
Vol. 2, No. 1, pp. 91-93.
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is to promote efficiency of education by improving the quality of teaching

and learning. Incorporating these tools and materials present, support and

reinforces teaching.

dos Santos and associates9 mentioned that With the advancement of

information and communication technology (ICT) in progress, students has

become acquainted with a variety modes of learning delivery to study

effectively in an online environment. Virtual Learning Environments (VLEs)

are a group of teaching and learning tools designed to enhance students'

learning experiences by using computers and the Internet in learning

procedures. Virtual Learning Environments (VLEs) offer advantages to

students and instructors/ teachers. In blended learning Teachers/ instructors

are responsible to maintain a good cooperation between students and

customize methodologies usage for the respective classroom. Students are

learning to work with their peers on projects, create shared abilities problem

solving and collaborative skills strategies together.

Mixed learning has been well known accepted around the world. This

learning model has been spread and widely use especially when it has been

proven on its rapidity efficiency in control, in understanding and

adaptability. The desire to maintain the conventional direct learning (face-to-

9
dos Santos Czepula, Alexandra Ingrid, Wallace Entringer Bottacin, Edson Hipólito Júnior, Roberto
Pontarolo, and Cassyano Januário Correr (2018). Active Methodology and Blended Learning: An
Experience in Pharmaceutical Care. Currents in Pharmacy Teaching and Learning, Department of
Pharmacy, University of Federal of Paraná, Curitiba, PR, Brazil, Vol. 10, No. 1: pp. 106-111.
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face) as well as the desire to bring benefits from online learning, has led to

the emergence of blended learning strategies. The results evaluated from the

previous studies shows some tests on student control using the blended

learning model. Social presence was the main observation part through direct

learning (face to face) evaluation, while student learning and personalization

outcomes were usually measured through the online learning (e-learning).

The strategies are mostly to focus on technique as well as coaching the

instructor in order to encourage and optimize the learning atmosphere and

learning process with mixed learning model.

There are some methods in implementing mixed learning. However,

there are no specific characteristics or standardization methods used in mixed

learning model. The e-learning method and the direct learning process has

produced an extraordinary blend. Both of them are the main preferences and

subjects in learning. Mixed learning must reflect these two main preferences

and subjects.

Mixed Learning is a smart model learning, which is a combination of

direct (face to face) learning and online (e-learning), which is used in

educational line. The main objectives are on "Settings and methodologies to

improve student learning outcomes", "intuitive learning methods" and

"Settings and methodologies for preparing professional instructors".

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According to Malik et al.10 the issue of instructional competence has

been canvassed on many planes with many researches focusing on the issues

faced by novice teachers in a classroom and how they fare in comparison

with experienced teachers. Limited resources, negligence and political

manipulation became the primary obstacles in the strengthening of the

education system. The victims of this scenario remained the teachers who

were sandwiched between disgruntled students and indifferent authorities. In

such an environment, instructional competence and its improvement gains

added dimensions for exploration. Instructional competence is a multi-

faceted concept, with its definition falling within many domains. These

domains range from “eligibility to teach” to teachers using “a variety of

appropriate teaching methods and strategies to assess high-quality student

learning; understand the developmental needs of their students; and who

themselves are active and reflective in the ongoing strengthening of the

professional skills of teaching and learning”. Since learning is a very

complex process in which multiple variables correlate and interact with each

other it becomes difficult to formulate hard and fast rules about which factors

exclusively define instructional competence vis-à-vis student learning. This

is because competence is also a matter of individual style and a matter of

interacting with the environment.

10
Malik, Samina, Asma Mansoor, and Jumani, Nabi Bux (2013). Students’ Opinion about Instructional
Competence in Pakistani Context. Journal of Elementary Education, Islamabad, Turkey, Vol. 23, No. 2, pp.
57-74.
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Picciano11 proposes a somewhat different model. He presents

“Blending with Purpose: The Multimodal Model” in recognition of the fact

that learners represent different generations, different personality types and

different learning styles. The author suggests that teachers and instructional

designers try to use multiple approaches to meet the needs of this wide

spectrum of students. His model presents five basic pedagogical objectives

and activities: a) to use of multiple technologies and media for the delivery

of content, b) to incorporate dialectic/ questioning (the Socratic Method) to

probe what students know and to refine their knowledge, c) to incorporate

reflection (as the ability to share one’s reflection with others is beneficial for

both learners and teachers), d) to implement collaborative learning, and e) to

synthesize, evaluate and assess learning.

According to Picciano, the model posits that there is a major benefit of

multiple modalities as “they allow students to experience learning in ways in

which they are most comfortable while also challenging them to experience

and learn in other ways as well”.

Hindman, Grant and Stronge12 contend that effective teachers know

how to use instructional techniques, such as mastery learning and

cooperative learning. When used appropriately, these strategies can result in

11
Picciano, Anthony G. (2009). Blending with purpose: The multimodal model. Journal of Asynchronous
Learning Networks, City University of New York Journal, 42nd St., New York, U.S.A. Vol. 13, No. 1, pp.
7-18.
12
Hindman, James H., Grant, Leslie W. & Stronge, James H. (2010). The supporting learning environment:
Effective teaching practices. Larchmont, New York, U.S.A: Eye On Education, pp. 6-11.
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student achievement that is at least one standard deviation higher than that of

students taught without the use of strategies. Effective teachers use

technology during instruction to offer more individualized student attention,

to provide hands-on experiences, and to shift the focus from the teacher to

the students. Effective teachers also use the students’ prior knowledge as a

starting point with hands-on, inquiry-based approaches to facilitate increased

levels of learning. Furthermore, effective teachers use questioning

effectively.

Mcleod et al.13 the basic role of the teacher is to be the instructional

leader. In order to fulfill that role, the teacher must deal with the social,

intellectual, and physical structure of the classroom. Learning process

involves planning the curriculum; organizing routine procedures; gathering

resources; arranging the environment to maximize efficiency, monitoring

student progress; and anticipating, preventing, and solving problems. Perhaps

it is time to take a fresh look at classroom management. In analyzing the

work of the teacher, these three key elements stand out as critical

components of a well-managed classroom: efficient use of time and

classroom space; implementation of strategies that influence students to

13
Mcleod, Joyce; Fisher, Jan and Hoover, Ginny (2003). The Key Elements
of Classroom Management. Journal on Association for Supervision and
Curriculum Development, Association for Supervision and Curriculum
Development, Alexandria, Virginia. U.S.A. pp. 23-26.
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make good choices, rather than ones that attempt to control student behavior;

and wise choice and effective implementation of instructional strategies.

Taking a proactive approach to building relationships between the

teacher and students, among students, and between the teacher and parents

ensures that students participate in a learning community based on mutual

respect and caring. Students who have a role in building a positive classroom

environment are much more likely to assume responsibility for their own

behavior and become good role models for others. Evaluating instructional

strategies and matching them to the students’ academic needs and learning

styles increase the likelihood of higher student achievement. Students whose

learning needs are being met are likely to feel competent and a part of the

classroom community and, therefore, much less likely to exhibit behavior

problems.

Sharma14 stated that research on the implementation of blended models

has yielded different results. Some researchers contend that language

learning is enhanced through the exposure learners have to the blended

learning model, while others indicate that there is not significant

improvement in comparison with more conventional (F2F) means of

instruction. In terms of levels of satisfaction, different opinions have also

been reported. One of the most significant aspects noted in the studies,

14
Sharma, Pete (2010). Blended learning. English Language Teaching Journal, Broad St. Oxford, United
Kingdom, Vol. 64, No. 4, pp. 456-458.
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however, despite their variance in methodological grounds and results, is the

need for students and teachers to learn to adapt to studying/teaching online.

Although BL implies the combination of both face-to-face and online

instruction, the implementation of the online component is the one which

seems to cause more difficulties for teachers and learners in that it implies a

change in roles and the acquisition of new skills and knowledge.

Varank15 posits that advances in computer technology have caught the

attention of many educators and researchers. Computer-based multimedia

applications, because of their flexible and varied presentation capabilities,

are considered as an effective alternative to traditional training methods.

Today in many educational and training settings interactive computer

programs are used to teach young students and adults computer literacy

skills.

Computer-based learning has the potential to facilitate development of

students’ decision-making and problem-solving skills, data-processing skills,

and communication capabilities. By using computer, students can gain access

to expansive knowledge links and broaden their exposure to diverse people

and perspectives.

15
Varank, İchamy J. (2005). A Research Proposal to Compare A Computer-Based And A Lecture-Based
Computer Literacy Course. The Turkish Journal of Educational Technology, Turkey, Vol. 4, No. 4, pp. 33-
36.
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According to Edwards16 finding new and innovative methods of

teaching is a crucial skill for teachers. Brain research has shown that certain

methods and approaches can truly enhance the learning process. Applying

innovative learning and attention-management techniques to classes is a win-

win for both students and teachers. A list of disconnected facts will not lead

to a deep understanding in students or an integration of knowledge from one

situation to another. Knowledge that is organized and connected to concepts

with a goal of mastery, including the ability to visualize the concepts, can

lead to the ability to transfer knowledge and lead to a deeper, longer-term

understanding of what is taught. Teaching students of visualization skills

help them understand recall and think critically about subjects they study.

Computers, tablets, digital cameras, videoconferencing technology and

GPS devices can enhance a student’s learning experience. Possible uses of

classroom technology include using video games to teach math and foreign

languages, leveraging Skype to communicate with classrooms or guest

speakers from around the world, or multimedia projects that allow students

to explore subject matter using film, audio and even software they create.

However, tech devices in the high school classroom require teachers to add a

component to their classroom management.

16
Edwards, Lois (2013). Three Innovative Methods of Teaching for High School Educators. Journal on
Innovation of Education, Illinois, U.S.A. Vol. 1, No. 3, pp. 9 – 11.
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Reiser17 pointed out that instructional materials can serve as learning

materials for both students and teachers. They can serve a primary source of

science content, present specific views about the nature of scientific

practices, and how scientific knowledge is developed. Materials can also

serve as a primary influence on how teachers should teach science. Yet,

several reviews of curriculum materials have presented a rather grim view of

the value of science instructional materials. Clearly, there is a need for

instructional materials that align with national science education standards

and that take into account what is known about the teaching and learning of

science, for all students regardless of culture, race, or gender.

Willmot and Perkin18 stated that facilitate staff/student interaction,

enable students to develop academically and staff to have a better

understanding of their students. These approaches also promote peer

interaction and the development of long-lasting friendships. It is important

that the teaching-learning process is smooth, rich and enjoyable for the

student; however, this has been a learning experience as much for the staff as

for the students.

The new development sits alongside a largely unchanged curriculum

and embraces the premise that the most effective learning takes place when
17
Reiser, Bran J. (2003). Design strategies for developing Science instructional materials. Annual Meeting
of the National Association of Research in Science Teaching, August 23, 2003, Philadelphia, U.S.A. p. 29.
18
Willmot, Peter and Perkin, Glynis (2015). Evaluating the Effectiveness of a First Year Module Designed
to Improve Student Engagement. Journal of Higher Educational Academy, London, United Kingdom, Vol.
6, No. 2, pp. 36-41.
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students are motivated. The assignments must therefore be enjoyable as well

as instructional, must attempt to integrate theoretical work from other

modules and aim to generate a positive cooperative spirit between staff and

students and within the School as a whole. Most importantly, they must

make the students want to become engineers.

Participants were asked to recall their opinion of the module at the

time when they were undertaking it. Interestingly, all of the students had

extremely good recollection of the module content and made very similar

comments about it. These indicated that participants felt that some of the

lectures were boring whereas the group work proved popular. The evaluation

also revealed some less favourable comments from students concerning

individual elements of the module. These can often be traced back to where a

student from a culture where marks take priority over learning outcomes had

received a poor mark. A number of students clearly disliked one or more of

the tasks, but this is hardly surprising. Overall, the students considered the

benefits of the module to far outweigh any shortcomings. The module is still

under development and improves year on year by obtaining and acting on

feedback. Some of the earlier perceived shortcomings have already been

remedied. It is important to note that there is a strong consensus regarding

the benefits of the module, as evidenced by the module feedback forms,

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information freely given in the student survey and the earlier anecdotal

evidence that was instrumental to the initiation of this evaluation project.

As pointed out by LeBrum19 individualized instructional modules have

done much to help technology education curriculums. Many feel that

technology labs have improved curriculum integration and the school's

image in the local community. Individualized instructional modules are

excellent tools to help in classroom management. Using individualized

instructional modules reduces the time it takes teachers to develop a

technology-based program.

Individualized instructional modules are “ground to be covered

concepts of education,” or a “cycle through” process and many educators

feel that individualized instructional modules do not promote basic tool

skills. Another complaint of modules is the fact that students don’t get many

chances to make anything of value that they can take home. When

individualized instructional modules were implemented, take-home projects

decreased dramatically and take-home projects are a good learning tool that

students doing modules don't get to do. Individualized instructional modules

developed by vendors offer advantages but also cause fear in technology

educators that have to use them. Some schools have eliminated their

traditional program altogether in favor of modules.

19
LeBrum, David (2001). A Study of Modularized Instruction and Its Role in the Technology Education
Curriculum at Southern Door Schools. Educational Research Journal, Vol. 12, No. 6, University of
Wisconsin-Stout, Wisconsin, Minnesota, U.S.A. pp. 26-27.
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Columbno20 added that module is a self-instructional package dealing

with one specific subject in convenient form. Modular approach as a form of

instruction can be employed so that the students could learn at their own pace

and they also assume responsibility for their own learning, since the modular

approach in teaching is structured so that students can go over and over the

topics they less understand. The production of instructional materials is time

consuming but quite rewarding since its goal is to enable the students learn

the subject easier.

Self-instructional materials are those which are described to be self-

contained and the manner of presentation is such that the learning activities

can be undertaken individually or in small groups. These materials are most

effectively used in individualized instruction programs. The act of teaching is

so complex that it cannot be said that a specific way of teaching is superior to

other ways for all purposes, with all students for all times and circumstances.

Certain procedures, teaching styles and techniques that are generally not

recommended seem to work well for a specific teacher. There is no fast rule

in the choice of the best strategy to be used in teaching.

The teacher should adapt different strategies of teaching to suit the

needs of the students. Successful classroom instruction depends upon the

technique of teaching, through it, the learning activity of the pupils is guided.
20
Columbano, Mia Q. (2019). Development and Validation of Modules in Basic Mathematics to Enhance
Students’ Mathematics Performance. International Journal of Innovative Technology and Exploring
Engineering, Maryland, U.S.A. Vol. 87, No. 12.
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Pupil activity without the organization of effort and material to achieve a

definite goal would be a waste of time and effort and would not achieve

satisfactory results in content learned or study habits. It is the teaching

technique that provides this guidance for the pupils.

According to Prince Edward Island Department of Education 21 the

resource-based learning approach supports, enriches, and helps to implement

the educational program of the school through the interaction of professional

personnel, students, and parents/guardians in the school community. It is the

duty of professional staff to provide students with a wide range of materials

at varying levels of difficulty, with a diversity of appeal, and representative

of different points of view.

Learning Resources should support and be consistent with provincial

and local pilot/program curriculum outcomes, be developed by competent

authors and producers and meet high standards of quality in factual content

and presentation, be appropriate for the subject area and for the age,

emotional development, ability level, learning styles, and social development

of the students for whom the materials are selected, have aesthetic, literary,

and/or social value, have a physical format and appearance suitable for their

intended use, and be one of a variety of media presentation modes.

21
Prince Edward Island Department of Education (2008). Evaluation and Selection of Learning Resources:
A Guide. Charlottetown, Prince Edward Island, West Kent Canada, pp. 6-11.
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It is the responsibility of all professional staff at the Department,

school board/district, and school levels to select resources that will enrich

and support the curriculum, taking into consideration the diversity of

interests and perspectives, and the variety of abilities, learning styles and

maturity levels of the learners served; to select resources that will stimulate

growth in factual knowledge, literary appreciation, aesthetic values, and

knowledge of societal standards; to select resources that positively and

accurately reflect diverse perspectives on controversial issues, ensuring that

learners have an opportunity to develop, under guidance, the practice of

critical analysis and the ability to make informed judgments in their daily

lives; to select resources representative of gender, appearance, sexual

orientation, ability/disability, belief system, family structure, race and

ethnicity, and socio-economic status;, and to assure a comprehensive

collection appropriate to the school community by considering the

appropriateness of placing principle above personal opinion and reason

above prejudice in the selection of specific resources.

Kanchan22 asserts that individualization of instructions is the need of

the time. Effective learning requires individual guidance, personal attention

and overall individual efforts of the learners. Self Learning Modules may

prove to be a boon for students due to their enriched features. They perform

22
Kanchan, David E. (2019). Effectiveness of Self Learning Modules on the Achievement and Retention of
Under Graduate Students in Commerce. Semantic Scholar Journal, Denver Colorado, U.S.A. Vol. 23, No. 6,
pp. 12-116.
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the role of an efficient teacher. Students become independent thinkers. They

gain the freedom to learn without restrictions . Due to increased enrolment of

students and knowledge explosion, the need of Self Learning Modules is the

demand of the time. In order to develop and find out the effectiveness of Self

Learning Modules (SLM) for higher education, the present venture has been

taken up. The students may excel in their related fields if they are provided

Self Learning Modules for self-study p Keywords- Modules, Achievement,

Retention Learning in true sense requires individual guidance, personal

attention and overall individual efforts of the learners.

Self Learning Modules may prove to be a boon for students due to

their enriched features. They perform the role of an efficient teacher.

Students become independent thinkers and learn to accept responsibility.

Intrinsic reward creates good feeling among the students. Self-learning

modules give the opportunity to develop a good work ethic. Due to increased

enrolment of students and knowledge explosion, the need of Self Learning

Modules is the demand of the time. Along with it, knowledge through Self

Learning Modules also helps to inculcate self-study habits and self-

confidence among students which are very much essential to enhance

learning.
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According to Dawe23 the role of the person with overall responsibility

for professional learning and professional development in organizations has

been changing significantly over the last decade. The role has shifted from

being mostly and administrative one to one that is more strategic – and from

leading alone to where the leadership is distributed throughout the whole

organization. Those with middle leadership responsibility in schools have

been pivotal in making this shift in culture. Teachers learning and classroom

practices are inextricably linked to school improvement. Pupils chances are

improved when teachers and adults are highly effective and when the

learning and teaching is appropriate and of the highest quality.

According to Milanowski24 planning and preparation has several

components that describe how a teacher organizes the content that students

are to learn, that is, how a teacher designs instruction. Components include a

deep understanding of content and pedagogy and an understanding and

appreciation of the students and what they bring with them. The content must

be transformed through instructional design into sequences of activities and

exercises accessible to the students.

This area also covers assessment plans. Assessment techniques must

reflect instructional outcomes and document student progress. Assessment

23
Dawe, Mary (2012). The School Leader’s Toolkit: Practical Strategies for Leading and Managing. Sage
Publication Inc., Thousand Oaks, California, U.S.A. pp. 16-18.
24
Milanowski, Anthony (2004). The Relationship Between Teacher Performance Evaluation Scores and
Student Achievement: Evidence from Cincinnati‖. Peabody Journal of Education, Wisconsin, Madison,
U.S.A.: Lawrence Erlbaum Association Inc. Vol. 15, No. 3, pp. 193- 212.
 GREENVILLE COLLEGE xl
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must be used for formative purposes and provide diagnostic opportunities for

students to demonstrate their level of understanding. This domain is based on

the principle that a teacher’s role is not so much to teach as it is to arrange

for learning. The plans and the students’ assignments may be included in a

teacher’s professional portfolio. The plan’s effects must be observed through

action in the classroom and are reflected in student learning outcomes.

In terms of the classroom environment, these are aspects that set the

stage for all learning. Components have to do with the way a teacher

establishes a comfortable and respectful classroom environment that

cultivates a culture for learning and creates a safe place for risk taking. This

must lead to student behaviour that is cooperative and non-disruptive, and to

a physical environment that is supportive to these purposes. Caring, high

expectations, commitment of teachers to students, are included in the

components. Master teachers in this domain are able to create an atmosphere

of excitement about the importance of learning. The skills are demonstrated

through classroom interaction and through interviews with or surveys of

students.

For instruction, the components of this domain are at the heart of

teaching and they refer to the actual engagement of students in content. What

matters is to get children to develop a complex understanding and to

participate in a community of learners. It refers to the implementation of the

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plans designed in the first domain. Good teachers in this domain have finely

honed instructional skills. Their work in the classroom is fluid and flexible.

Their questions probe student thinking and serve to extend understanding.

They are attentive to different students in the class. Skills in this domain are

demonstrated through classroom interaction, observed either in person or on

videotape, as well as through student learning outcomes.

In terms of professional responsibilities, these include roles assumed

outside and in addition to those in the classroom. They involve professional

engagement with the school, families and the communities, as well as their

work for the school as a whole. They also include professional growth.

Teachers that excel in this domain contribute to the general well-being of

their institutions. The skills in this domain are demonstrated through teacher

interaction with colleagues, families, other professionals and the larger

communities.

Local Literature

According to Arimbuyutan25, the development of information

Technology and knowledge information society transfer brought huge

change of education filed in the world. In fact, Educational infra of

Philippines was meager before 4~5 years. Also computing and Internet infra

it will not support to education environment. But Philippine education

25
Arimbuyutan, Reynato C. (2007). A Study of E-Learning in the Philippines. International Journal of
Multimedia and Ubiquitous Engineering, Pasong Tamo, Quezon City, Vol. 2, No. 4, pp. 43-45.
 GREENVILLE COLLEGE xlii
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environment changed fast during 2000 ~ 2006 years. Development of

network environment is big effect of computer game by Philippine young

generation. Also, effect of education reform policy that Philippines

government. Philippines making e-Learning systems for remote education

environment. And, there is progressing various project with more interest

about e-Learning.

E-learning can be regarded as a relatively new concept in the

Philippines and is still in its embryonic stage. Although open and distance

learning has been documented to be introduced in the Philippines way back

in 1952 through the Farmers’ School-on-the-Air program over a one kilowatt

radio station in the province of Iloilo, the development of distance education,

much so of the e-learning environment lags far behind more industrialized

countries due to a relatively lack of infrastructure, investment, and a

pedagogy applicable to many Filipinos.

As pointed out by Macasaet 26 students benefit from utilizing

computers in their education by making school work easier; likewise, the

instructors benefit from the usage of technology in teaching. Now, presenting

topics to students is as easy as a click on the keyboard, as the text or

illustration immediately unfolds onscreen in a slideshow presentation. This

not only makes preparing visual aids for class more efficient and less time-

26
Macasaet, John Rufino I. (2013). Uplifting Education through Technology. Philippine Research Program,
Diliman, Quezon City, pp. 27-29.
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consuming, but it also helps keep the flow of discussion inside the classroom

more interesting and more engaging to the students. The modern classroom

now requires the use of computers, the internet and mobile devices

practically in every school activity. With this idea in mind, the Department

of Education has planned to modernize the Philippine classrooms in line with

its K to 12 program. Today, education at all levels are gearing towards a

computer-centric learning environment.

Tindowen et al.27 mentioned that the Philippines is active in accepting

the global challenge of providing Educational Services to the Filipinos. In

fact, in the year 1990, the international development community birthed a

massive global education initiative called Education for All (EFA) 2015. The

Philippine government has adopted this commitment of EFA goals in EFA

assembly in Jomtien, Thailand, in 1990 and Dakar, Bangladesh, in 2000. The

country also adapts Millennium Development Goals (MDG) in 2001 and the

Decade for Literacy in 2003. But despite this educational goal, the country

still continuously suffers a very high dropouts statistically 62% of the

Filipino Student Population or 11,000,000 in total. The Government efforts

to combat school attrition through strengthening student programs and

developing a system that will promote continuing education, thus,

promulgated Republic Act 9155 in 2001 or the Governance Act of Basic

27
Tindowen, Darin Jan C., Bassig, John Michael and Cagurangan, Jay-Ar (2017). Twenty-First-Century
Skills of Alternative Learning System Learners. University of Sint Louis, Mabini St, Tuguegarao, Cagayan,
pp. 13-16.
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Education which provides provisions for Alternative Learning System (ALS)

that will address illiteracy and promote continuing education.

The implementation of ALS paved way to the rights for education to

be asserted by marginalized groups like children, women, people with

special needs, and Indigenous people communities and also out-of-school-

youths (OSY) who did not finish their basic education due to economic and

support issues. Many studies had shown that globalization favors the

educated, skilled, and mobile workers, and marginalized groups who are

denied of access to education will most likely be unable to benefit from

modernization.

For the OSY and unprivileged Filipino learners to cope with the fast

changing workplace, the Bureau of Alternative Learning System (BALS)

under the Department of Education (DepEd) has designed a curriculum

combining the formal and non-formal education (Philippine Education for

All, 2009).

The learning strands are not adapted according to their disciplinal case

but according to their “functionality.” The ALS is identified as a

Community-Based Learning Service, where it pursues the growth of

students’ intellectual capacity along their chosen career path and aims to

promote their sense of social responsibility, providing them the opportunity

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to serve the community. This challenges ALS teachers to try their best to

provide a meaningful learning experience to such a diverse group.

According to Abulon28, in virtually every learning situation, the

teacher stands as an important variable in student achievement. Moreover,

the influence of teachers generally transcends the confines of the classroom.

Indeed, effective teachers tend to shape the students' cognitive development

as well as their lifelong quest for personal growth and development. As such,

it is imperative for researchers to identify the characteristics of effective

teachers, especially in the hope of incorporating and reinforcing these

characteristics into the roster of teachers. This applies to both the

experienced teachers and those who are still undergoing teacher training

programs. Indeed, the studies included in this review summarize empirical

data acquired from exemplary teachers themselves who recounted their own

characteristics which were confirmed by stakeholders' (i.e., students and

school administrators) evaluations of effective teachers.

Albarico et al.29 state that while a teacher’s job does not end in

managing the classroom, planning and evaluating, the instructional materials

also has a big part in teaching learning process. Student’s enthusiasm,

28
Abulon, Edna Luz Raymundo (2014). Basic Education Teachers’ Concept of Effective Teaching: Inputs
to Teacher Education Curriculum in the Philippines. International Journal of Research Studies in Education,
Philippine Normal University, Taft Ave. Ermita, Manila, Volume 3 Number 3, p. 6-7.
29
Albarico, Shiela H., Tagura, Mirasol O. and Visitacion, Riah L. (2014). Adequacy of Instructional
Materials Used by Teachers in Teaching Technology and Livelihood Education. International Conference
on Law, Education and Humanities, Arlegui St. Quiapo, Manila, pp. 23-25.
 GREENVILLE COLLEGE xlvi
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involvement and willingness to learning process greatly rely on the material

that the teacher used in the classroom. Instructional materials must serve as a

vehicle for improving the quality of learning for every student. The use of

instructional materials greatly helps the students in remembering important

information. When properly used, they help gain and hold the attention of

students.

With the availability of the audio-video materials it can be very useful

in supporting a topic, and the combination of both audio and visual stimuli is

particularly effective since the two most important senses are involved.

Instructors should keep in mind that they often are salesmen of ideas, and

many of the best sales techniques that attract the attention of potential clients

are well worth considering. The instructional material should keep student

attention on the subject; it should not be a distracting device. A good

instructional material also can help solve certain language barrier problems

considering the continued expansion of technical terminology in everyday

usage.

Cañosa30 explained that with the use of computers, smartphones and

the internet, exchanging information today has become fast and easy. For

example, we do not have any more to rely solely on television or the radio

for our need for daily news and worldwide events update. It can be done now

30
Cañosa, Marvin S. (2016). What is ICT and the Importance of ICT in the Philippines? Journal of
Education and Innovation, Palanan, Makati City, pp. 3-6.
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through various platforms online. Additionally, we are not anymore limited

as to when we can access these information. We can now do it anytime and

anywhere we are thanks to computers, smartphones and the easily access of

the internet these days.

How does this affect the Philippines in general? One of the most

important effect of this easy exchange of information is we are not anymore

left behind. The information made used by other countries for the

government and for their people are now also accessible to people in the

Philippines. We can now say that technology now is within our reach

because ICT. However, in terms of utilizing it to the fullest, we are still

somehow left behind by terms of high-end resources which can be freely

used by people or government in first world countries.

In terms of education, its great today that ICT is now slowly being

implemented in our education system. Though there are still areas in the

Philippines which are not reached by technology, it is great to see the effort

of the government in bringing technology to this hard to reach places. Simply

providing computer units to such areas is already a good start.

With the use of the internet, students are presented with recent

information which brings a lot of advantages to their learning. We do not

anymore rely solely on textbook which sadly in some cases show

information which are not updated or in worse cases wrong details. Students
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are now being thought how to use emails to send a message to anywhere in

the world.

De Mesa31 reiterate that even with the most sophisticated language

learning software available, with remarkable features motivational elements,

unwillingness to experiment as language instructors will render the

programme useless and leave the whole language learning experience of

students in tatters. That said, the human factor cannot be discounted at any

cost. No programme can be termed as be all and end all. Where necessary,

the language instructor must and should complement the software in order to

make the entire learning experience a worthwhile effort for the students. This

holds very true for us as English language instructors. The faculty’s role in

ensuring the maintenance and usage of this software in an English classroom

is of paramount importance too. Otherwise, the software might end up on the

shelves of the language laboratories as another “white elephant”. Failure to

make use of an available programme will deprive our students of the

experiences of enjoying a motivating learning experience.

Dangle and Sumaoang32 that modular learning is the most popular type

of Distance Learning. In the Philippines, this learning modality is currently

used by all public schools because according to a survey conducted by the

31
De Mesa, Ellaine E. (2011). Language and Learning and the Role of Technology. Journal on
Communication and Technology, Aguirre St. Legaspi Village, Makati City, pp. 14-15.
32
Dangle, Ysthr Rave Pe and Sumaoang, Johnine Danganan (2020). The Implementation of Modular
Distance Learning in the Philippine Secondary Public Schools. 3rd International Conference on Advanced
Research in Teaching and Education, Gov. Pack Rd, Baguio, Benguet, pp. 32-34.
 GREENVILLE COLLEGE xlix
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Department of Education, learning through printed and digital modules

emerged as the most preferred distance learning method of parents with

children who are enrolled this academic year (Bernardo, J). This is also in

consideration of the learners in rural areas where internet is not accessible for

online learning.

The teacher takes the responsibility of monitoring the progress of the

learners. The learners may ask assistance from the teacher via e-mail,

telephone, text message/instant messaging among others. Where possible, the

teacher shall do home visits to learners needing remediation or assistance.

Printed Modules will be delivered to students, parents or guardians by the

teachers or through the Local Government Officials. Since education is no

longer held within the school, parents serve as partners of teachers in

education. Parents play a vital role as home facilitators. Their primary role in

modular learning is to establish a connection and guide the child.

The use of modules encourages independent study. One of the benefits

of using modules for instruction is the acquisition of better self-study or

learning skills among students. Students engage themselves in learning the

concepts presented in the module. They develop a sense of responsibility in

accomplishing the tasks provided in the module. With little or no assistance

from others, the learners progress on their own. They are learning how to

learn; they are empowered. Other advantages of modular instruction include

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more choice and self-pacing for students; more variety and flexibility for

teachers and staff; and increased adaptability of instructional materials. The

disadvantages include greater self-discipline and self-motivation required for

students, increased preparation time and lack of concrete rewards for

teachers and staff, and greater administrative resources needed to track

students and operate multiple modules.

Bay et al.33 stated that with so many things to accomplish, teachers are

being confronted by various regulatory requirements causing them to

perform multiple responsibilities aside from their major duty of delivering

quality instruction. They are now preparing too many documents and reports

for OBE Implementation. Satisfaction of employees and clients is an

important element of success for any organization and any sector of the

economy. It drives the motivation to continuously improve the process of

delivering services to customers and provide the culture of excellence

towards the achievement of the organization’s vision and mission.

Through strategic leadership and innovative management, faculty

members may be guided accordingly to attain the objectives of the OBE.

There are some resistant from the teachers in the implementation of OBE due

to various tasks need to accomplish at a time where they find it very toxic.

33
Bay, Amelia B., An, Imelda L. and Laguador, Jake M. (2014). Organizational Satisfaction and Work
Engagement of Filipino Teachers in Asian University. International Journal of Multidisciplinary Academic
Research, Commonwealth, Quezon City, pp. 31-32.
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With proper orientation and demonstration of support from the management,

organizational satisfaction may be achieved through unity and harmony of

goals.

Faculty members are the number one beneficiary of the professional

development program of the human resource development and management

office through taking advanced studies in the graduate school, sending them

in seminars, training and research conferences. They used their abilities to do

research and allowed them to present its findings in the local, national and

international research forums.

Perez34 pointed out that it is the educator’s task to consider means to

fully incorporate technology as a regular part of their planning in the

classroom. Successful teacher technology should be integrated to classroom

instruction. However, Integrating technology in the classroom assumes the

teacher’s ability to use the digital tools in flexible way to accomplish

educational objectives.

Encouraging the use of educational technology in secondary language

education has wider implications. She added that to prepare our students to

be responsible citizens in an increasingly technologically advanced society,

then our way of teaching our students must reflect this.

34
Perez, Vivian A. (2014). Effectiveness of Tell Me More in Enhancing Communication Skills. Asia
Pacific Journal of Multidisciplinary Research, Malay Rd. Laurel, Batangas. pp. 6-8.
 GREENVILLE COLLEGE lii
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Technology continues to be used for all sorts of specific language

learning activities, such as oral practice and reading and writing skills

development. However, ICT seem to be particularly successful when

integrated into project-based language learning, where English can be

acquired naturally through themed activities and different subject disciplines.

A typical scenario within the primary sector might consist of a sequence of

content-driven, language-based activities that culminate in a significant event

such as an oral presentation, or a specific task like writing a letter or essay.

As pointed out by Santos35, teacher empowerment is defined as

investing teachers with the right to participate in the determination of school

goals and policies and to exercise professional judgment about what and how

to teach. To follow the above definition, administrators must be active in

providing experiences for all teachers to grow as leaders. In today’s economy

and with limited funds available to provide teachers with professional

development, administrators must be creative and open to numerous options

for individual and school growth. This growth is enhanced by empowered

teachers, who are committed to the overall success of the school’s mission,

have increased productivity in and out of the classroom, and an increase in

the teachers disposition.

35
Santos, Catherine V. (2010). Impact of School Administrators Decision Making on the Empowerment of
Teachers. Journal on Effective Management and Empowerment, U.P., Diliman, Quezon City, pp. 4 – 6.
 GREENVILLE COLLEGE liii
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By providing experiences for teachers to grow, teachers become more

committed to the school's mission. When giving the opportunity to lead,

teachers are vested and want to see their work be successful. As the

administration relinquishes control to the teacher and shows trust, teachers

become more creative and willing to take risks. The classroom teacher will

try new approaches to instruction, provide more assistance to their students,

and be more flexible. By granting more freedom and independence teachers

are

more likely to have buy-in to the school’s mission.

Arinas36 avers that good education is an essential need at the same

time a right. Getting a good education equips one to survive in a competitive

world where the ignorant are either pushed to the sidelines or gobbled up by

the powerful. And in today's competitive society, one needs all the

advantages he can get in order to survive if not to succeed. Quality education

is strained by lack of proper resources. What we need is competent teachers

and not technology. The absence of competent educators results in mediocre

education thus multiplying mediocrity among the innocent learners.

Sometimes with modernization, the government and the educational

institutions become careless in prioritization of interventions necessary to

attain quality education. Education is not only an appeal to the human

36
Arinas, Jovita U. (2010). Creating a Sustainable Learning Environment in Your School. The Modern
Teacher, Quiapo, Manila, Vol. 61, No. 6, pp. 31 – 32.
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intellect. There is a growing demand for technical and managerial skills. To

get hold of modern life and survive in today's fast-paced age of information,

it is a must to acquire the proper knowledge on new technological

breakthroughs.

As pointed out by Salana37 teachers are charged with providing a

foundation for life in the complex, diverse and uncertain economic and social

environment of the current times. They are faced with the different impact of

new technologies, new economies and a challenging world. Being a teacher

in the 21st Century goes beyond work in the classroom; it requires an

understanding of the multiple contexts of teaching, the multiple players in

education, and the diverse roles of the teacher. It also involves an ongoing

professional learning in the forms of further studies, participation in

professional development programs and engagement in professional school-

based learning communities.

It is the goal of teachers to develop students with the skills and

knowledge necessary not just for lifelong learning but more specifically for

the knowledge economy. The knowledge-based economy is a complex

interaction between individuals and institutions actively seeking to learn

from one another. One of its characteristics is innovativeness, where people

often exhibit curiosity, creativity and commitment. As such, they develop

37
Salana, June P. (2007). The Role of the Teacher in the Pedagogy of the 21st Century. Sulo: Journal of
Student-Faculty Research, Carmen, Cagayan De Oro City, Misamis Oriental, Vol. 9, No. 1, pp. 26-29.
 GREENVILLE COLLEGE lv
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into people with a vision, become customer-driven, have a holistic view, and

are risk-tolerant. They are able to utilize a resources and mutual learning

process that translates knowledge into economic growth.

Bagtas38 states that at a glance, effectiveness and efficiency in teaching

is quite confusing but upon analyzing, you will find out that these two

qualities are related and both are important in teaching. A teacher can exhibit

efficiency in the manner she gets things done, how she manages her class

and her time in getting things done. A good example wherein a teacher can

be called efficient is when she always comes to her class (and leave) on time,

with well-prepared lesson plan, instructional materials, engaged time on task,

and everything is organized regardless of output or result produced in the

teaching-learning process.

On the other hand, a teacher is effective when she gives her best in

teaching and able to make her students learn or master the skills and turned

them meaningful, relevant and applicable in real life situations. She is a

teacher who reaches out to her pupils and can make a difference in their

lives. Generally, efficiency and effectiveness in teaching are two different

things.

38
Bagtas, Anabelle C. (2013). Teacher’s Effectiveness vs. Efficiency. Asian Journal of Education, Tandang
Sora, Commonwealth, Quezon City, Vol. 3, No. 4, pp. 28 – 35.
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Efficiency means doing things right while effectiveness is doing the

right things. Anyway whatever definition we gather, these two concepts

should complement each other because it’s hard to be an effective teacher if

you are not efficient. Likewise, if you are an effective teacher, most likely

you are efficient. But it doesn’t necessarily mean that if you are efficient, you

are effective but you have the chance to be one. Always remember that your

students don’t care what you know (efficiency) until they know that you care

(effectiveness).

Amador39 explained that systematic program evaluation provides

means to achieving the above goals by leading to informed decisions.

Whatever reason triggering the above evaluation to be evaluated would be on

or more of the following: climate, administrative support, teaching

performance, employer image and efficiency. These measures are not

sufficient to determine whether or not the program had an impact, but

without them it isn’t clear whether the program was carried out according to

plan. Evaluators need evidence that the program was delivered in order to

make responsible statements about causation.

Second, the evaluator needs to know the impacts of the program, both

those the program is expected to achieve and also unexpected positive or

39
Amador, Merly E. (2013). A Successful Implementation Project: The Use
of ICT in the Teaching Methodology of the Subject: Economics in the Public
Sector. International Technology, Education, Development Conference, July
18, Sudlon, Cebu City, ISBN: 2340-1079, pp. 38-42.
 GREENVILLE COLLEGE lvii
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negative impacts. The expected impacts are codified in statements of

programs objectives. An evaluator often takes baseline measurements to

documents the situation before an intervention and then takes the same

measurements after an intervention to assess impact. However, this technique

only works for expected impacts. The unintended impacts are more

challenging to document, because there are usually no baseline measures for

them. Yet, identifying unintended impacts can be important in understanding

all of the impacts of a

program.

Third, the evaluator needs to make responsible judgements about the

links between a program intervention and its observed impacts. While a

certain amount of conjecture enters into making these links, increased

knowledge about the program as it was delivered, and its impacts, leads to

stronger conjecture.

Padojinog40 espoused that Information and communication

Technology (ICT) was coined to capture a new set of services that emerged

from the convergence of computer hardware, software, and

telecommunications giving birth to what is popularly known as the Internet.

The definition and coverage of ICT is constantly under periodic review by

40
Padojinog, Winston Conrad B. (2005). The Philippine Information and Communication Technology
Sector: Evolving Structure and Emerging Policy Issues. Philippine Institute for Development Studies,
Discussion Paper Series No. 29, North Tower, Eton Centris, Three Cyberpod Centris, 18th Floor, Diliman,
Quezon City, pp. 3-4.
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the Committee for Information, Computer and Communications Policy of the

OECD in light of the emerging new applications and experiences of

countries in using such a definition. The current definition of ICT is so broad

that it even includes to a large extent the electronics industry. At the rate in

which its industry coverage and scope expands, ICT is best classified not as

an industry but as a sector composed of clustered industries.

In the Philippines, ICT refers more to its service-component rather

than the manufacturing aspect. ICT in the Philippine broadly includes the

following: Telecommunication industry which includes fixed lines and

wireless services which covers fixed and mobile, and satellite applications;

Internet service providers; E-commerce models; Hardware and software

application for communications technology; Business process outsourcing

including both independent and shared services: medical & legal

transcription, finance and accounting, data encoding, animation, design,

market research, etc.; Contact center operations also covering both

independent and shared services, and; Multi-media applications.

According to Dimaano41 education has to be about quality and

excellence. And educational institutions are business enterprises. The quality

and excellence that the educational institutions, particularly higher education

institutions, aim to achieve is a transformed way of being in the world.

41
Dimaano, Alfredo Mosende (2016). Predictive Model of Total Quality Management for Education
Institutions. Saint Paul University Research Journal, Tuguegarao City, Cagayan, pp. 26-29.
 GREENVILLE COLLEGE lix
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particularly higher education institutions, aim to achieve is a transformed

way of being in the world – not just…Skills Technology accumulation at par

of facts knowledge. It is rather the quality of presence they share with their

students, teachers, and stakeholders; and the quality of relationships they

shared with each other-systems and subsystems, strategies, procedures,

attitudes, and beliefs.

To meet these rising expectations, higher education has been

challenged to continue to improve the quality of academics and the full array

of co-curricular and support services. The pursuit of the principle of quality

means maintaining and applying academic and educational standards, both in

the sense of specific expectations and requirements that should be complied

with and in the sense of ideals of excellence that should be aimed at. The

pursuit of the principle of quality means maintaining and applying academic

and educational standards, both in the sense of specific expectations and

requirements that should be complied with and in the sense of ideals of

excellence that should be aimed at. The definition of these expectations and

ideals can differ from context to context, partly depending on the specific

purposes pursued.

Rodrigo42 explained that despite enthusiasm from all sectors, the

implementation of ICTs in Philippine Education suffers from a number of

42
Rodrigo, Ma. Mercedes T. (2002). Information and Communication Technology Use in Philippine Public
and Private Schools. Unpublished Masteral Thesis, Ateneo de Manila University, President Carlos P.
Garcia, Katipunan Ave. Quezon City, pp. 6-7.
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shortcomings. Among them are the absences of documentation, a lack of

coordination between public and private sector efforts, and insufficient

teacher training. The remainder of this paper shall discuss each of these

limitations in turn. Also, teacher preparation is insufficient. Some teacher

training programs emphasize use of specific software packages but overlook

the integration of ICT in curriculum. Others provide teachers with training in

integration, but not in computer literacy. One public school teacher noted

that she was asked to teach a mathematics class using mathematics software,

after only one day of training. Prior to that one-day session, she had no

previous exposure to ICT.

Boholano43 opined that education in the 21 st century highlights

globalization and internationalization. Any advancement of technology

presents theoretical constructs and realistic insights in the development and

enhancement of knowledge, skills, and attitudes among students and

teachers. With social media, educators can now much more readily connect

their students not just in their own localities, their places of learning, and to

each other, but also to a huge and ever expanding diversity of social, cultural,

political networks and therefore to multiple ways of being knowing and

communicating.

43
Boholano, Helen B. (2017). Smart Social Networking: 21st Century Teaching and Learning Skills.
Research in Pedagogy, Capitol Site, Cebu City, Vol. 1, Issue 1, pp. 21-29.
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ICT does not automatically improve teaching and learning, teachers

have to do something in order to motivate learners. The improvement of the

teaching learning process depends on the strategies used by the teacher.

Technology will help teachers facilitate effective teaching. The basic

education institutions in the Philippines acknowledge that they must move

quickly with the technology driven changes in society and economy. Pre‐

service teachers must possess the 21st century skills in social networking.

Leoncio44 avers that teaching without chalk and blackboard made

possible through technology that serves as fundamental structural changes as

integral to achieving significant improvements in productivity. It used to

support both teaching and learning, technology infuses classrooms with

digital learning tools, such as computers and hand held devices.

Student engagement and motivation; and accelerates learning.

Technology also has the power to transform teaching by ushering in a new

model of connected teaching. This model links teachers to their students and

to professional content, resources, and systems to help them improve their

own instruction and personalize learning.

E-classroom as part of our educational technology eliminate the

barrier to quickly access new information in the field of research and it

bridging the gap between the rich and the poor and urban to remote areas to
44
Leoncio, Celerina M. (2013). Importance of e-Classroom in Teaching and Learning. Department of
Education Journal, Mabuga, Gapan, Nueva Ecija, pp. 121-122.
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quest for quality learning. This type learning creates an opportunities to

teachers and pupils/students to use the educational resources and other

technologies that can increase educational productivity by accelerating the

rate of learning reducing costs associated with instructional materials and

better utilizing teacher’s time. This can also be done a blended learning by

incorporating both face-to-face and online learning opportunities known as

distant learning program. The degree to which online learning takes place,

and the way it is integrated into the curriculum, can vary across schools.

The strategy of blending online learning with school-based instruction

is often utilized to accommodate teachers to pursue a higher degree as well

as students and to enable them to work before or after school in ways that are

not possible with full-time conventional classroom instruction.

According to Magdirila45 the Philippines has the fastest growing

internet population in the world, experiencing 531 percent growth in the last

five years. This is according to recent statistics from The Global Web Index.

The Philippines does not have the biggest number of internet users. It has

only about 37 million internet users, which pales in comparison to China’s

618 million internet users – the biggest internet population in the world to

date. But growth in the Philippines has outperformed the growth of all the

other regions.

45
Magdirila, Phoebe (2014) Philippines Records the Biggest Internet Population Growth Globally. Journal
on Technology Asia, Diliman, Quezon City, Vol. 6, No. 17, pp. 6-7.
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Back in 2000 the Philippines had an internet penetration rate of a mere

two percent. But just between 2012 to 2013 Comscore saw a 22 percent

increase in the country’s internet penetration. Following the Philippines is

Indonesia, which has experienced internet population growth of 430 percent

in the last five years. It also is the seventh largest internet population globally

at 58 million, according to the report. A different report by We Are Social, it

shows that Indonesia already has around 72 million users as of January this

year.

Foreign Studies

The study of Kaur46 found out advantages and disadvantages of the use

of lecture method in teaching. The advantages are: The proper perspective

and orientation of a subject can be presented and the general outline of scope

of the subject can be brought out; many facts can be presented in a short time

in an impressive way; the lecture can stimulate very good interest in the

subject; greater attention could be secured and maintained, as interest leads

to attention; spoken word has greater weight than mute appeal by books; the

language may be made suitable to all the members of the audience; and

Lecture can present a number of facts belonging to different subjects and

also.

46
Kaur, Gurpeet (2011). Study and Analysis of Lecture Model of Teaching. Published Masteral Thesis,
Singhania University, India, pp. 42-43.
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The disadvantages are as follows: It is waste of time to repeat the

matter already present in books; the teacher to make the lecture impressive

may care more for manner and style but very little for matter or content; if

the lecture is very fast, the pupil cannot easily take notes and will not have

any written record of the salient points made out; a lecture delivered in a

style not easily understood by pupils will serve no purpose; in the process of

lecturing, the learners are more passive than be active in class; the problem

solving attitudes of pupils may disappear in the lecture method; and there is

no cooperation and interaction between the teacher and pupils in the lecture

process.

Akudolu47 revealed in his study that among the personal ICT

competencies that teachers need to develop, the highest scoring item is the

development of the ability to use key ICT skills in developing and presenting

information. These key ICT skills are not limited to knowledge of technical

skills such as key boarding and technical use of some software packages.

They include the ability to recognize when and how to apply ICT to the

solution of problems. Another finding of this study is that teachers need to

develop competencies not only in selecting, developing, monitoring and

evaluating ICT instruction but also in developing and maintaining

educational website. This is to make it possible for learners to interact with

47
Akudolu, Emma (2010). A Curriculum Framework for Entrepreneurship Education in Nigeria. Published
Masteral Thesis, University of Valencia, Av. de Blasco Ibáñez, 13, 46010 València, Valencia, Spain, pp.
63-65.
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the learning content anytime and anywhere. The need for teachers to develop

competencies in the instructional integration of ICT in subjects across the

curriculum is to ensure that ICT based education promotes the integration of

disparate subject areas. This type of ICT based education offers opportunities

for spiritual, moral, social and cultural development of pupils.

The result of the study of Listiana and Jaharadak48 revealed that

student satisfaction does not only focus on how many students enjoy their

time in using Blended Learning, but also how well they do in it. Satisfaction

with the blended learning defined as the sum of student’s behavioral

convictions and attitudes that gathered by the advantages student receives by

using blended learning course.

Effectiveness are to be indicated in terms of achieving goals. Thus

analysis of objectives are the first activity in planning & teaching in a

blended learning model in the use of data, facilities, or the time or effort

through certain activities both physically and non-physically to obtain

maximum results both quantitative and qualitative. The effectiveness of the

learning model used is a factor that influences the quality of learning

outcomes. Instructors can also be expected to have the ability and creativity

to develop various approaches in the learning process.

48
Listiana, Nora and Jaharadak, Adam Amril (2019). Blended Learning as Instructional Media: Literature
Review. Published Research Paper, Management and Science University of Malaysia, Shah Alam,
Selangor, Malaysia, pp. 74-75.
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Interaction is the main factor that determines success in blended

learning between both interaction students and teachers, interactions student

and students in direct learning or interaction student with e-learning systems

for students involves. In the context of e-learning, Successful knowledge

sharing depends on the number and quality of interactions between students,

as well as willingness and ability to use knowledge.

An alternative to traditional methods of learning was provided by

Blended learning pedagogy-based on communication skills training to

enhance students' satisfaction and self-efficacy levels in communicating with

others. The communication between instructors and learners/ students is also

important in the online component of mix learning environments.

The use of blended learning Challenges where came from several

areas. One of these are generated in terms of quick development timeline and

courses delivery. The methods challenges are not only about professional

development for teacher in teaching or acquiring technology to run on

networks, but also contains of insuring the success programme by supporting

and utilizing the relevant technologies.

The research review of Matanlok et al.49 the effectiveness of teaching

module based on radical constructivism towards rural students in Sabah. This

49
Malantok, Ovelyn, Mohammad, Baharom, Kiflee, Norizah Ag. and Imbug, Molod (2013). The
Effectiveness of Using Teaching Module Based on Radical Constructivism Towards Students Learning
Process. Published Research Paper, Journal on Social Behavioral Sciences, Kudat, Sabah, Malaysia, Vol. 3,
No. 2, pp. 66-68.
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research uses embedded design (quasi experimental and case studies).

Researcher use 70 students as are sample who were chosen by purposive and

matching sampling. A total of 35 students were chosen as the treatment

group and the rest as are control group. Researchers develop teaching

modules for Geography subject based on radical constructivism known as

Geography Teaching Module CSAA to overcome the rural students’ learning

problem. The teaching module consists of three main phases which are

cognitive scheme; assimilation and accommodation used as intervention to

the treatment group. Meanwhile, the control groups were taught using the

teacher-centered approach. Data were collected through pre and post tests,

observations and document analysis conducted by the researcher. Analysis of

Variance (ANOVA) showed that there was no difference in post test scores

for the control and treatment group of low cognitive level. Meanwhile,

analysis of variance (ANOVA) for medium and high cognitive level showed

significant difference between the two groups. The findings show that the

use of Geography Teaching Module CSAA can improve students’ thinking

skills. The implementation of Geography Teaching Module CSAA could

increase thinking skills as the use of student-centered approach to encourage

students to participate actively in the discovery of knowledge.

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Chen50 discussed that knowing the strengths and limitations of these

print materials help teachers to appropriately select and use them for

effective instruction. Perhaps, what makes print materials stand out can be

traced from the fact that these are time-effective and cost-effective. Print

materials are readily available and easy for teachers to use. Since teachers

and students are quite familiar with these print materials, then using them

don’t require an intensive orientation/training. When teachers think that

there’s a need to edit and revise, then it can be easily done in print materials.

Despite the fact that there are emerging new ways and technologically-

enhanced materials, teachers shouldn’t forget that print materials still bring

in benefits to students learning. Print materials can serve as a reference

when students review previously learned information. Students can control

the pace of their involvement in the learning process. Students can pause if

there’s a need to consult reference materials and make clarifications about

the lesson discussed. However, print materials may also have its drawback;

i.e., learning may possibly become passive. Teachers should make sure that

print materials will appear interesting to students considering that graphics in

print materials are static. Teachers should also be wary in the selection and

utilization of print materials because most likely such materials are rarely in

sync to the learning needs of the students.

50
Chen, Loyola (2013). Print Materials for Effective Instruction. Principles and Methods of Assessment,
New Delhi, India, Vol. 12, No. 3, pp. 41-42.
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Khalil and Elkhider51 stated that teachers are involved in many

instructional design activities without formal training in learning theories and

the science of instruction. Learning theories provide the foundation for the

selection of instructional strategies and allow for reliable prediction of their

effectiveness. To achieve effective learning outcomes, the science of

instruction and instructional design models are used to guide the

development of instructional design strategies that elicit appropriate

cognitive processes. Here, the major learning theories are discussed and

selected examples of instructional design models are explained.

Instructional designers are formally trained to use several instructional

design models that have been developed for systematic planning and the

development of instruction. These systematic processes in designing

instruction are aimed at increasing instructional efficiency and facilitating

student learning. In that respect, design models translate the general

principles of learning and instruction to provide a procedural framework for

developing instructional materials and creating an environment for

successful learning outcomes.

Although there are many different design models available, all of them

include the following essential phases of instructional design: analysis,

design, development, implementation, and evaluation phases. The designer's

51
Khalil, Mohammed K. and Elkhider, Ihsan A. (2015). Applying Learning Theories and Instructional
Design Models for Effective Instruction. Advances Physiology Education, University of South Carolina
School of Medicine, Greenville, South Carolina, Vol. 40, No. 2, pp. 147-156.
 GREENVILLE COLLEGE lxx
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main task is to perform instructional analysis to determine instructional

goals, develop instructional strategies, and develop and conduct an

evaluation to assess and revise instructional materials. Like instructional

designers, faculty members also use aspects of instructional design. They

consider the program objectives to identify their session objectives, develop

learning activities to reach these objectives, and assess learners' progress

toward achieving those objectives. However, faculty activities in planning

educational experiences or designing educational investigation should be

guided and supported by the science of learning and instruction.

Mayer52 opined in her study that instruction is a critical component of

any educational endeavor. Your learning objectives guide what students will

do, and your assessments measure their progress along the way, but it’s your

instruction that shapes the journey. It’s the material students engage with to

better themselves, meet their goals, and ultimately succeed in your course. In

the online environment, this can take multiple forms.

Whatever form your instructional materials take, it’s critical that they

engage your students. In the face-to-face classroom, observing engagement is

easy—your students are viewing your lecture, taking notes, or showing other

signs of attentiveness—but that isn’t always the case online. Online, you

can’t see your students, meaning it’s important to structure your materials in

52
Mayer, Elizabeth E. (2009). Multimedia learning (2nd ed.). Cambridge, England: Cambridge University
Press. 1-2 Trinity St, Cambridge CB2 1SZ, United Kingdom, pp. 36-38.
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a way that’s likely to keep their attention. While your assessments will

ultimately show how well students have paid attention to the instructional

material, by shaping your materials in a way that sets them up to succeed,

you maximize the chances they’ll do what they need to successfully master

your learning objectives. With that in mind, this article will outline a number

of strategies you can employ to maximize the efficacy of the learning

materials you use in your online course.

For effective learning of any kind to take place, Rahman 53 stated that,

learners-whoever they may be-must develop capability of monitoring what

they do and modifying their learning strategies appropriately. Such self-

monitoring is what educational psychologists include as part of their term

metacognition which now a central plank in cognitive theories of learning. It

is important all learners to develop the ability to be realistic judges of their

own performance and to effectively monitor learning can be effectively

undertaken when the learner monitors what is known, what remains to

known and what is needed to bridge the gap between the two. Effectiveness

of the behaviorist approach to assessment in classifying students according to

whether they have achieved or have not achieved specified objectives.

However, distance learning in the contemporary period has been associated

with high product innovation and process variability where course

53
Rahman, Mohammad Habibur (2015). Learning Assessment in a Self-Learning Materials. Published
Doctoral Dissertation, Bangladesh Open University School of Social Sciences Humanities and Languages,
Nagarpur, Bangladesh, pp. 62-66.
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curriculum and delivery mode can rapidly adjusted to meet the changing

needs of distance learners.

Assessment has two kinds of influence on the distance learner-it can

empower him in many aspects of distance learning such as individual

learning pace and the selection of course modules or it can severely restrict

him to following the narrowly defined assessment criteria laid down by

distance education institutions. The assessment mechanism or methods are

crucial as these may have a greater influence on students’ growth than the

impact of supervising teachers or teaching materials.

Self-learning materials or modules are designed for students or

trainees to study individually with less assistance from other people. A

student or a trainee is expected to comprehend the learning content by

reading the module as well as by conventional face-to-face tutorial. What

could you do to active that objective? Try to discuss it, and then compare

what you have discussed to the description below. A high quality self-

learning material or module should contain sufficient activities to stimulate

student to study constantly. The integrated activities within the module

should be able to create a certain situation similar to classroom learning

activity. One of the stimulation’s is question or practice form. Question and

activity within module can be constructed in order to put back the dialogue

between teacher or instructor and student or trainees occur in learning

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activity. With the given question or task, student is encouraged to read the

description or explanation within a module, so the learner can answer the

question or solve the problem proposed. They are encouraged to read since

they realize that without reading the description or explanation they will not

be able to answer the question or the assignment.

The other role of the learning assessment is as a measuring tool to

recognize whether a student or a trainee has understood the material the

learner has learnt individually or by assistance of teacher or instructor.

Through a self-test, a student or a trainee can measure his/her learning

progress. Whenever the learner masters the material, the learner can go on

with another topic. On the contrary the learner should repeat learning the

material if the learner failed to master it. A teacher or an instructor can use

end of module test or end of unit test to measure the student’s or trainee’s

learning progress. This test result can be a measuring tool to determine

whether a student or a trainee comprehends the module. According to the

result a teacher or an instructor can decide whether a student or a trainee may

step in to the next module or unit.

Sejpal54 stated that modules are increasingly being used in many

countries as a way of organizing a language curriculum. As a consequence,

many course books are now structured on the basis of “modules” rather than

54
Sejpal, Kandarp (2013). Modular Method of Teaching. Published Doctoral Dissertation, Haribapa Arts &
Commerce College, Jasdan. Gujarat, India. pp. 82-84.
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“units”, and most teachers, when faced with this innovation, wonder whether

this is really a new development, opening up new paths for learning and

teaching, or whether it might not just be “old wine in new bottles”.

Modular teaching is one of the most widespread and recognizes

teaching learning techniques in United States, Australia and many other

Western countries including Asian region. Modular is used in almost all

subjects like natural science, especially in biology and medical education and

even in social sciences as well as in computers education. All kinds of

subjects are being taught through modules. It is a recent development based

on programmed learning; a well established and universally recognized

phenomenon.

If considering the individual differences among the learners which

necessitate the planning for adoption of the most appropriate teaching

techniques in order to help the individual grow and develop at her/his own

pace. When the study analyzed the modular method of teaching, we can

understand that this is more effective, recent and more technology based

teaching method in the present educational field. In recent years, the consent

of modular curriculum has been under discussion in secondary schools.

Modular approach provides more flexibility to distance teaching mode as

well to learners.
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Brown55 opined that, instructors are increasingly incorporating online

tools into face-to-face teaching approaches, such that blended instruction is

forecasted to become “the new traditional model”. Yet, less than 5% of the

scholarship on blending in higher education explores academic practice (e.g.

teaching, curriculum design, professional development and training for

instruction. Six influences that cut across the literature are identified: faculty

member's interactions with technology, academic workload, institutional

environment, interactions with students, the instructor's attitudes and beliefs

about teaching, and opportunities for professional development.

In the study of Aguilar56, her literature review arrived at the conclusion

that teachers are influenced by a wide variety of contextual and personal

aspects that affect their perception about technology and in turn the kind of

learning opportunities they provide their students with. These external and

internal factors will often come to shape teachers’ experiences with

technology whether they are taking part in blended courses or in other

programs where technology is used in more conventional ways.

Some of the studies on blended learning previously described,

although suggesting important practical and pedagogical implications for

55
Brown, Michael G. (2016). Blended Instructional Practice: A Review of the Empirical Literature on
Instructors' Adoption and Use of Online Tools in Face-to-Face Teaching. Published Doctoral Dissertation,
University of Michigan, 500 S State St, Ann Arbor, Michigan, U.S.A. pp. 81-86.
56
Aguilar, Jenny Alexandria Mendienta (2012). Blended Learning and the Language Teacher: A Literature
Review. Published Doctoral Dissertation, Savannah College, Department of Foreign Languages and
Cultures, Chia, Colombia, pp. 49-53.
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language learning and teaching, do not take into consideration the various

personal and professional factors affecting the transition that teachers

experience when moving from fully face-to-face environments to blended

environments where a high online learning component is often present.

It is therefore important for researchers to focus their attention not

only on the observable and measurable (language performance and levels of

satisfaction) implications of hybrid innovations, but also on the internal and

external realities that are part of teachers’ lives, since they also have a

bearing

on how BL is interpreted and put into action.

The more technology influences our lives, the greater the feeling that it

is part of the pedagogical structuring process of educational institutions, and

“whether teachers accept technology or not, academic institutions [will

continue] mandating integration of technology into academic programs”

Butcher57 contends that learning module must have an assessment in

which the student will be able to track how they are progressing with regard

to that topic that is being taught and as such this will increase the

effectiveness in that the learners are able to know where they need more

training with regard to the topic that is being that is being taught by the

57
Butcher, Michael (2008). earning Module. London, United Kingdom: John Wiley and Sons, pp. 34-35.
 GREENVILLE COLLEGE lxxvii
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learning module. The learner will conduct the assessment on themselves to

gauge the limit to which they understand the topic and this is very important

in that they must be able understand the topic for the learning module to be

effective in its purpose. The learners will also know where in the topic they

will need more training and as such they will be able to consult the instructor

to be further instructed on what to do.

In conclusion, a learning module is a presentation that can be used by

instructors in helping the learners to understand more clearly the topic that is

being taught. In addition to that, the learning module is a very important tool

that can be used by instructors in a bid to increasing the effectiveness of the

learning process towards the students. Factors that have to be taken into

consideration when creating a learning module include the grade level and

subject being taught in that the instructor must be able to fully understand the

learners before creating a learning module. This will help in developing the

learning module in that the instructor will be able to create a learning module

that is interesting to the learners involved. On the other hand, the instructor

must also take into consideration the purpose of the learning module while

creating the learning module in that the learning module must be able to cater

for the specific needs of every student with regard to helping increase the

effectiveness of the learning process.

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Morrison58 opined in his study that flexible self-directed learning

modules add an extra dimension of choice to self-directed learning both from

the perspective of pacing and the type and frequency of support offered. The

extra analysis provided by a diagnostic and the focused, prioritized goal

setting that emerge undoubtedly stimulate inner dialogue and raise awareness

of targeted learning. From this stage, the design and implementation of a

self-directed learning plan comes from the learner with support when

requested. This cycle passes ownership of learning back to the learner

without pushing the learners into unsupported autonomy if they choose to

ask for guidance. Contact with LAs is available in a variety of ways whether

for reassurance, guidance or to celebrate success.

Hagerstedt et al.59 discussed teachers' experience from using a given

kind of interactive learning material in their mathematics classroom for the

first time. Teachers clearly appreciated getting new methods for use in the

classroom - both for teaching and for coaching. Structured derivations is seen

as an interesting new pedagogical approach, which helps students see the

importance and benefits of justifications. Computers and the e-book, on the

other hand, give teachers long-awaited tools for modernizing their teaching.

58
Morrison, Brian R. (2011). elf-directed learning modules for independent learning: IELTS exam
preparation. Published Masteral Thesis, Kanda University of International Studies, Japan, pp. 51-67.
59
Hagerstedt, Esbjorn, Mannila, Linda, Salakoski, Tapio and Back, Ralph-Johan (2014). Interactive
Learning Skills of Teachers and Performance of Students. Published Research Paper, University of Turkku,
Turun Yliopisto, Finland, pp. 26-27.
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Teachers particularly liked the ability to coach students individually

by giving feedback on solutions directly in the e-book. This opportunity was

appreciated for making it easier to see what - and how - the students were

doing as well as a way of increasing the amount of teacher-student

communication. The possibility to glance at students' solutions to homework

also helps the teacher decide what should be repeated during the next lesson

before moving forward to new material.

Teachers appreciated the tailored tools and functionality available for

use in the classroom. The most popular one was the step-by-step

functionality that enables showing examples in the e-book one step at a time

– this makes it possible to go through examples in the classroom in an

interactive manner and also leaves more room for reasoning. Similarly,

teachers liked the editor, which makes it possible to create examples and

solutions in a straightforward way on the computer.

Learning to use new technology naturally requires some effort in order

to learn to use new tools and work with new functionality. This is the case

regardless of the situation in which the technology is introduced. For the

teachers the initial learning curve involved feelings of insecurity of their own

skills, additional time needed for preparing lessons and mastering new

teaching situation. Some teachers, however, pointed out that this is the case

when starting to use a new traditional paper book as well.

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According to Ford60 when teachers teach their subjects well and if

schools emphasize the importance of academic tasks and permit no

distractions, children should be able to learn. Some cultures are academically

advantageous; however, poverty or culture should not be the predictor of

students’ educational destiny. Socio-economic status and ethnicity by

themselves do not influence or cause academic achievement difficulties, but

the collections of characteristics that define social class differences have

influenced students’ achievement.

Most economically disadvantaged children have effectively mastered

the usual developmental childhood tasks of motor and language skills, and

have learned the values of social practices of their homes and neighborhood;

but they may not have learned particular forms of language or the ways in

which schools use specific forms of language to the extent that their middle

income peers have. Therefore, it can be assumed that students’ failure to

achieve academically may be explained by other factors. The amount of

money that a family has or the color of a child’s skin should not influence

how well that child learns.

Meiers61 opined that there is a growing body of evidence that use of

ICT in the classroom can enhance learning. Computer-based multimedia

60
Ford, Yessah A. (2013). The Relationship between Socioeconomic Status and the Academic
Achievement of Culturally Diverse Students. Unpublished Masteral Thesis, Kennesaw State University,
Chastain Rd NW, Kennesaw, Georgia, U.S.A. pp. 8-9.
61
Meiers, Monique (2002). Aids to Computer-Based Multimedia Learning. Learning and Instruction.
Published Masteral Thesis, University of Sydney, Camperdown, New South Wales, Australia, pp. 107–119.
 GREENVILLE COLLEGE lxxxi
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learning environments - consisting of images, text and sound - offer a

potentially powerful setting for improving student understanding. However,

all multimedia resources are not equally effective, so the challenge teachers’

face is how to assess and select multimedia resources that best promote

meaningful learning.

Multimedia is media that utilizes a combination of different content

forms displayed or accessed using computerized or electronic devices. In

Education, multimedia resources allow the user to go through a series of

presentations, text and associated illustrations about a particular topic in

various information formats. Learning theory in the past decade has

expanded dramatically because of the introduction of multimedia resulting in

the development of specific areas of research (e.g. Cognitive load,

Multimedia learning).

Multimedia represents the convergence of text, pictures, video and

sound into a single form. The power of multimedia and the Internet lies in

the way in which information is linked. Multimedia and the Internet require a

completely new approach to writing. The style of writing that is appropriate

for the 'on-line world' is highly optimized and designed to be able to be

quickly scanned by readers. A good site must be attractive and innovative in

its design, function in terms of its purpose, easy to navigate, frequently

updated and fast to download.

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Turner and Patrcik62 argued that young children are typically already

interested in nature, the environment and how things work. It serves

elementary science teachers well to take advantage of the students’ interests

as a source for engaging and motivating students to high levels of

achievement. Motivation can be an antecedent to and an outcome of learning.

Thus, students must be interested and motivated to learn before learning will

take place, and this success can lead to motivation to learn more.

Sorting through those students’ interests can make teachers’ job a bit

easier in connecting the needed science concepts and skills to the students.

Addressing the affective domain can lead quite well into success in the

cognitive and psychomotor domains.

Young children’s daily realities are fertile ground for helping them

observe and understand the world around them. Students’ “funds of

knowledge” (i.e., the information and experiences they bring with them to

school) can be tapped to encourage and engage them in the science they need

to know and be able to do. Science assessments that tap into the reality of the

students can increase the possibility that students will be successful. For

example, having a second grader in an urban community consider the many

and diverse transportation options in her city can serve as the starting point

for looking at pollution, forces and motion, and physical and chemical
62
Turner, Juliane C. & Patrick, Helen (2008). How Does Motivation Develop and How Does It Change?
Reframing Motivation Research. Educational Psychologist, Queen Village, Philadelphia, U.S.A. Vol. 43,
pp. 119-131.
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changes. Each of these topics is grade-level appropriate and can open the

door for students to explore science in new ways.

Morgan63 posited that learners learn and process information in

different ways. Some students prefer certain methods of learning, and it is

important that educators utilize a wide variety of teaching activities to

address learning preferences of the students. Being able to identify the

various learning styles of students and teaching them with an informed

awareness of those differences can assist students to achieve a better

academic result and improve their attitudes towards learning.

Identifying learning styles enables a teacher to capitalize on a

student’s strengths and to become familiar with concepts they may find

challenging. Outfitting student’s unique style will make every student bring

up their full potential and provide opportunities for genuine learning based

on learners’ interest and needs; thus, the rewards are great. Teachers who are

unaware of student learning styles will likely teach in a manner that prevents

pupils from doing their best work.

Using a variety of intelligences when providing instruction, rather than

just one or two, is important because different students learn in different

ways and through many intelligences. Students usually rely on their strongest

intelligence when completing a task. Consequently, when teachers allow

63
Morgan, Hani (2014). Maximizing Student Success with Differentiated Learning. The Clearing House,
Routledge, Fontaine Rd, Streatham, London, United Kingdom, pp. 34-38.
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learners to solve problems using the learners’ preferred intelligence, they

provide scaffolding and create more opportunities for their students to be

successful.

Gurney64 states that in taking on the reflective role, teachers can enjoy

the process of teaching by sharing their knowledge through the creation of a

reflective classroom. In such an environment the knowledge is shared; pupils

and teachers all become learners, discovering the world of the subject. The

teacher that is willing to share his knowledge unconditionally will be

stepping towards the effective classroom. The passion that a teacher has for

his subject will be creating a world that moves beyond the ritual of classroom

activities. It is the example of passion for something that can inspire pupils to

want to learn. At the same time the teacher is the guardian for learning in the

classroom environment. If the teacher goes in unprepared, unwilling to share,

unfocussed on the process of developing a context that will encourage and

stimulate an interest and a thirst for further knowledge then that teaching is

shirking the responsibility of being a teacher. Teaching is far more than

simply transferring information. It is the engaging of minds to seek out

answers.

64
Gurney, Philip (2010). Five Factor Affecting Teaching. New Zealand Journal of Teacher’s Work,
Queenstown, New Zealand, Vol. 4, No. 2, pp. 89 – 98.
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According to Fusch65, the flexibility of time-space accounted for by

the integration of ICT into teaching and learning processes contributes to

increase the interaction and reception of information. Such possibilities

suggest changes in the communication models and the teaching and learning

methods used by teachers, giving way to new scenarios which favor both

individual and collaborative learning. The use of ICT in educational settings,

by itself acts as a catalyst for change in this domain. ICTs by their very

nature are tools that encourage and support independent learning.

Students using ICTs for learning purposes become immersed in the

process of learning and as more and more students use computers as

information sources and cognitive tools, the influence of the technology on

supporting how students learn will continue to increase. In the past, the

conventional process of teaching has revolved around teachers planning and

leading students through a series of instructional sequences to achieve a

desired learning outcome. Typically these forms of teaching have revolved

around the planned transmission of a body of knowledge followed by some

forms of interaction with the content as a means to consolidate the

knowledge acquisition.

Local Studies

65
Fuchs, Woessman, l. (2004). Computers and Student Learning: Bivariate and Multivariate Evidence on
the Availability and Use of Computers at Home and at School. Unpublished Working Paper. No. 1321.
Munich University of Applied Science. Lothstrabe, Munich, Germany, pp. 26-28.
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In the study of Alontaga66 he experiences of two hundred (200) higher

education students in blended courses conducted using Modular Object-

Oriented Dynamic Learning Environment (MOODLE) were examined.

Adapting the Blended Learning Student Survey Questionnaire by Garrison

and Vaughan (2008) and the Presence in Online Community of Inquiry Tool

(Swan, et al., 2008), the students indicated that compared to their non-

blended courses there is an increase in the amount and quality of interaction

between teachers and other students. This was particularly true among

female students and those who were in blended courses delivered in local

access. High ratings were given to the online presence in the blended courses

by the learners especially on the area of teaching presence.

It was recommended that additional features such as synchronous

online communication be incorporated to further improve interaction among

the course participants, and that corresponding professional development for

the teachers on these features be conducted. Other models of blended

delivery

could also be explored.

66
Alontaga, Jasper Vincent Q. (2013). Examining Blended Learning Experiences of Higher Education
Students. Unpublished Masteral Thesis, Jose Rizal University, Shaw Blvd, Mandaluyong, Metro Manila,
pp. 49-50.
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Austria67 conducted a study focused on the impact of blended learning

for two (2) general education courses during SY2011-2012 as part of the

Course Redesign Program (CRP) of Jose Rizal University – Mandaluyong

(JRU), where the proponents are associated. Blended learning in the

university followed a rotation model where students move back and forth

between face-to-face and online sessions (Staker, 2011).The online sessions

covered 50% of the course and were delivered using Modular Object-

Oriented Dynamic Learning Environment (MOODLE).

Results indicated increase in student passing rate for both Natural

Science 21 and Humanities 11 courses and cost savings in instruction. This

was verified by the significant difference between the pretest-posttest p-

values after the CRP implementation, at 0.017 and 0.0006 respectively.

Survey data gathered from students also showed positive perceptions about

the blended courses in terms of their relevance to learning and in capturing

students’ interest. Barriers in terms of access were also identified. Continued

implementation of the blended courses was recommended, as well as

development and exploration of blended learning for major courses.

Provision of improved infrastructure was also proposed.

67
Austria, Milani M. (2013). Blended Learning in Philippine Higher Education Institutions: The Jose Rizal
University Experience. Unpublished Masteral Thesis, Jose Rizal University, Shaw Blvd, Mandaluyong,
Metro Manila, pp. 61-63.
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The study of Amparo and Diaz68 aimed to describe how multi-age

education is implemented in Brainworks School from the perspectives of

teachers, pupils, students and parents. It used a qualitative research design in

approaching the study’s objectives. The theoretical and conceptual

framework formed the basis of the prepared interview guide and observation

guide. In addition to interviews, classroom observations were made. Finally,

official school documents were analyzed.

Results showed that teachers and students viewed multi-age education

as an alternative learning system because it encourages personalized

teaching, peer teaching and cooperative learning as different from teaching

and learning in most conventional schools. Analysis of documents showed

that parents viewed multi-aged education as a system where their children

receive personalized, non-traditional education as very different from their

children’s previous schools. A new theoretical understanding to multi-age

education is established in this study. In the Brainworks School; the parents

expect and look for alternative ways of educating their children, the teachers

are well-trained in using these alternative ways of teaching, and that the

children grew accustomed to and sought more of these alternative ways of

learning.

68
Amparo, Rachel R. and Diaz, Syren T. (2009). Multi-Age Education of Brainworks School: An
Alternative Learning System. Published Research, Holy Cross of Davao College, 14-B Sta. Ana Ave,
Poblacion District, Davao City, 8000 Davao del Sur, pp. 48-49.
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Galleto and Bureros69 looked into the challenges of inclusiveness for

teacher education along policy, curriculum, materials, and methodology of

State Universities and Colleges (SUCs) in the Philippines offering teacher

education programs to estimate their vulnerability. Descriptive survey

method of research was employed with the aid of questionnaire checklist

which was administered to 89 Deans of the College of Teacher Education of

SUCs in the country. Principal component analysis model was obtained and

used to determine the coefficients of resilience and vulnerability indices.

The study revealed that teacher education institutions in the country

were intensely vulnerable in the challenges on policy, curriculum, materials,

and methodology. This necessitates that inclusive education policy should be

part of the broader dynamics and processes of the policy-making body.

Teachers should be learning about, experiencing, and practicing inclusive

approaches to teaching and learning throughout their professional

development to promoting inclusive education. The needs to be matching

revision of the materials used in teacher education programs should be seen

essential, and inclusive teaching methodology should be intrinsically linked

to and mutually supportive of inclusive curricula. 2

69
Galleto, Patrick G. and Bureros, Narcisa S. (2017). Estimating Vulnerability in Promoting Inclusive
Education in the Philippines. Published Research Paper, Jose Rizal Memorial State University, Gov. Sta.
Cruz, Guading Adasa St, Dapitan City, Zamboanga del Norte, pp. 332-337.
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Canale70 found that teachers play a very important role to this

consideration, must make a wise decision in selecting instructional materials

to improve teaching-learning process. The process of learning is typically

supported by a variety of media to provide information and to help the

learner to organize his growing knowledge. Thus, better tools are needed to

pinpoint the learner’s strengths and weaknesses and to monitor the progress

of the learning program. Perhaps, the computer as claimed by many is the

only instrument capable of coordinating the complex network of diagnosis

and instruction.

The teacher being facilitator of learning can contribute much to the

attainment of the target performance level. It is imperative then, that they

improve on their strategies and methodologies in teaching to suit the needs of

their clientele. The interactive learning activities developed the

identification, familiarization and classification skills of the students in the

course of implementation.

However, being a mere tool itself, the interactive learning activities’

maximum and best use also depends on the person who utilizes it. The

interactive learning activities can only be used as part of the learning process,

but in the end, it is the teacher’s role to explain, clarify and reinforce, and the

student’s job to study by themselves which will count the most.

70
Canale, Xania B. (2014). Development and Evaluation of Interactive Learning Activities in Chemistry 2
(Inorganic Chemistry) for High School Students. Unpublished Masteral Thesis, University of Rizal System,
San Juan, Morong, Rizal, pp. 8-9.
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Falsario et al.71 said that the future of the nation is on the shoulders of

teachers and how they teach kids; the future of the world is in the classroom

where the teachers are. And if we have any chance to guarantee a positive

bridge to the 21st century, it is how we educate the children in the classroom

today.” Teachers are the catalysts of change; they are the torch bearers

always lighting the path towards progress of the world in all its facets.

The study of Tejada72 found out that: There is no significant difference

between the perceptions of administrators and teachers on the extent of

effectiveness and efficiency of the respondents; There is a significant

difference on the extent of effectiveness and efficiency of the respondents in

terms of age with respect to instructional design, interpersonal skills, task

management skills and personal characteristics. There is a significant

difference in terms of sex with respect to interpersonal skills, task

management skills and personal characteristics. There is no significant

difference in terms of civil status, educational attainment and length of

service with respect to cognitive skills, instructional design, interpersonal

skills, task management skills and personal characteristics.

71
Falsario, Herminia, N., Muyong, Raul F. and Nuevaespaña, Jenny S. (2014). Classroom Climate and
Academic Performance of Education Students. Unpublished Research Paper, Southern Iloilo Polytechnic
College, Miagao, Iloilo, p. 16.
72
Tejada, Jeanette A. (2015). Effectiveness and Efficiency of Public Elementary School Teachers in the
District of Baras. Unpublished Masteral Thesis, Tomas Claudio Memorial College, Taghangin, Morong
Rizal, pp. 74-75.
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It was found out that 96.9 percent of the respondents have very

satisfactory remarks while only 1 of them or 3.1 percent have a remark of

satisfactory; and There is no significant relationship between the extent of

effectiveness and efficiency of the respondents and their level of

performance as revealed by their PAST since all the p-values exceed the 0.05

level of significance and accepted the hypothesis.

Cahapay73 said that “there is a need to infuse the use of technology in

everyday classes as it is the trends now in most private schools thus public

schools need to be at that level with that of their private counterpart,”

Besides, she said that technology is now available and is the common thrusts

of most industrialized and developing nations. To be at par and competitive,

everybody should be follow and integrate the trends and need the call of the

times in the teaching- learning process so as to improve the quality of

instruction and the level of achievement of the pupils.

She further pointed out that computer technology can bring forth

significant attention among pupils as they are knowledgeable in the use of

computers more than what teachers now are capable of. This is evident of

many pupils taking some computers games in computer shops so why

introduce the program that is best-liked by the pupils. She ended her note by

saying that change is inevitable so we must adapt to that changes so as to

73
Cahapay, Flora (2009) District In-Service Training workshop on the Use of ICT in Teaching ENSCIMA.
Unpublished Doctoral Dissertation, Greenville College, Cainta, Metro Manila, pp. 7-8.
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bring changes in our classes in particular and the whole educational system

in general.

Cortez74 explained that people at present live in the Information Age.

It is the time when information is transferred freely, and there is instant

access to a large body of knowledge which used to be difficult to access. The

internet is virtually the largest of such. Due to the vast information that is

available on the internet, the process of searching for information is critical.

To be able to find quality information from the internet effectively and

efficiently, it is necessary to make more informed decisions.

Moreover, children are exposed to the internet at a young age. In the

US, Internet usage of young people is at its peak at 12-17 years of age. At a

global scale, teens aged 13-19 years old comprise the highest percentage of

internet users. In the Philippines, students start using the Internet as an

educational resource at a young age, especially in the urban areas where

Internet access is widely available.

As locally observed in Leyte, some elementary pupils start to use the

Internet for their research. Most high school students have frequent Internet

access. With the use of search engines like Google or Yahoo!, students can

look for desired information in a few clicks. However, the process of Internet

74
Cortes, John Arman D. (2011). Effects of Activating Metacognition on high School Students’ Skills in
Retrieving Information from the Internet. Unpublished Masteral Thesis, Visayas State University,
Pangasugan, Baybay City, Leyte , pp. 42-43.
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search is more like problem-solving with the vast amount of information the

Internet holds.

Leyson75 posits that with the fast-paced society that we live in,

technology has also become a focal point in all aspects of human activity.

Internet has become an integral part in both business and personal activities.

More and more social media applications, Facebook as the most popular

among all other, have become tools for instant communication.

Although the Filipinos such "internet savvies", in 2013, 4 out of 5

Filipino homes have no internet access — that makes it only around 33.6

million Filipinos that have internet access, from the 95 million of the

Philippine population. The internet has a wide range of use. It eases the user

from exerting too much physical activity. Almost everyone uses social media

such as Facebook to send and receive mails, photos, videos and other

important documents. Postal services is no longer used by many since it

takes a lot of waiting time, whilst one gets instant access through the internet.

An internet savvy knows that the internet is a gigantic library that lets you do

research. It basically helps most Filipinos, both hardworking students and

researchers with their homework, dissertations, thesis, scientific projects and

the like.

75
Leyson, Leyza (2015). Effect of Internet and Cellular Phones on the Filipino Youth. Unpublished
Masteral Thesis, Cagayan State University, Caritan Sur, Tuguegarao City, pp. 21-22.
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As more and more internet applications are being hand down to the

Filipino society, the young and sophisticated youth in the country have

logged on to the internet more often and for a longer span of time. Filipinos

have the ability to adapt to changes in the society. The country is known for

issues relating to poverty, but many young unemployed individuals have

embraced this technology to make their lives easier. They engage in online

outsourcing for example, where they can work with clients all over the world

without leaving their homes.

Halili76 opined that we live in an age of modern technology with rapid

and widespread impact on the lives of people and society. In educational

setting, Information and Communication Technology (ICT) is becoming

basic skill and knowledge, which every individual should have in order to be

competent in his work and way of living. Technology needs to be readily

accessible to all to learn to use it in ways that are directly related to both

teaching and learning situations.

De Leon-Abao77 determined how the teachers’ instructional

competence influences the intermediate students’ comprehension skills as

well as their critical thinking ability. Utilizing the normative-evaluative

76
Halili, Catherine C. (2012). The Status of Readiness on the Use of Computer Technology as Teaching
Aid in Makabayan - EPP Instruction, SY 2011 -2012. Unpublished Masteral Thesis, Polytechnic
Universities of the Philippines, Sta. Mesa, Manila, p. 21.

77
De Leon-Abao, Ethel (2014). Teachers’ Instructional Competence on Students’ Comprehension Skills
and Critical Thinking Ability. Open Journal of Social Sciences, Cebu Normal University, Osmeña Blvd.
Cebu City, Vol. 2, pp. 334 – 339.
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method, findings revealed that the intermediate students obtained an above

average performance in following Directions.

The study reveals that the students are generally obedient. They are

conscious of applying the skill in carrying out their varied

activities/responsibilities because according to them careful compliance to

standards and the like, engenders peace and order. On the other hand, both

groups performed below average in Predicting Outcomes and Drawing

Inferences respectively.

This obviously denotes inadequacy in making intelligent guesses

which are paramount in decision making. Since reading is significant to

success basically in an academic undertaking, the teachers’ instructional

competence as reflected in the findings is highly instrumental in the

development of students’ comprehension skills and critical thinking as these

would eventually lead them to function effectively in society.

According to Guitart78 refining teaching materials is an iterative

process that has several participants: students, teachers, researchers, teacher-

training, classroom environment and availability or resources. In relation to

students it is important to refine the sequence on the basis of both their

learning outcomes and their opinions on the activities used to support

78
Guitart, Josefa (2013). Analysis of Students Questionnaires after Implementation of Research-Based
Activities on the Acquisition of Science Competencies using Sensors to Real Classrooms. Journal of
Managerial Studies and Research, North Ave. Quezon City, Volume 1, Issue 2, pp. 10.
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learning. In this sense, it is important to take into account students’ opinions

and perceptions on their own learning when new materials are implemented

in order to refine them.

Marcial and Dela Rama79 presented the status of ICT competency in

teacher education in the central region of the Philippines. Specifically, the

study investigates the ICT competency level in higher education institutions

offering teacher education programs in four provinces in Central Visayas,

Philippines. Respondents are all faculty handling any professional and/or

specialization courses in the teacher education. The ICT competency level is

measured empirically in terms of work aspects described in the UNESCO’s

ICT Competency Standards for Teachers. The instrument used in data

gathering was a survey questionnaire. The study shows a moderate level of

ICT competency in the teacher education program.

The result implies that the teacher educator’s ICT competency level

falls on the knowledge deepening stage where teachers are integrative,

student-centered and collaborative. It is concluded that there is a notable gap

between the current global status of ICT competency and the competency

among the teacher educators in Central Visayas, Philippines. There is a high

need to improve the level of competency among the teacher educators,

particularly in the concepts and operations of technology.

79
Marcial, Dave E. and Dela rama, Pablito (2014). Status of Information and Communication Technology
in Teacher Education: The Case in Central Visayas, Philippines. Unpublished Research Paper, Siliman
University, Dumaguete, pp. 75-78.
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Avila and Baetiong80 noted that teachers who use strategy training

often become enthusiastic about their roles as facilitators in classroom

learning. Strategy training makes them more learner-oriented and more

aware of their pupils’ needs. This also enables teachers to scrutinize how

their teaching techniques relate or fail to relate to their pupils’ learning

strategies, which sometimes lead them to alter their instructional patterns as a

result of such scrutiny. They added that the use of learning strategies in

classroom instruction is fundamental to successful learning.

Strategy training can enhance both the process of language learning

(the strategies of behaviors learners use and the effective elements involved)

and the product of language learning (change in pupils’ language

performance). They also claimed that strategy training has some positive

effects on the teacher.

According to Oracion81 to be a teacher leader is both a demanding

challenge and a privilege. Powerful forces exist to prevent restructuring of

leadership or impede the success of teacher leadership in Philippine schools

but this research suggests that this form of school leadership is an exciting

and promising prospect. It is exciting because it can challenge the existing,

long-standing leadership structures in schools and promising because it can

80
Avila, Ronite M. and Baetiong, Lourdes R. (2012). Meta-cognitive Strategy Training and Teacher
Attitude and Performance. Published Research, University of the Philippines, Diliman, Education Quarterly,
Vol. 70, No. 1, pp. 2-4.
81
Oracion, Carmela Canlas (2013). Teacher Leadership in Public Schools in the Philippines. Journal of
Research and Dissertation, Project 8, Quezon City, p. 23-24.
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offer new strategies for leading that take advantage of the ‘sleeping giant’ in

schools.

Acio82 conducted a study on the integration of technologies in the

classroom program in Placido del Mundo Elementary School. In the quest to

enable its learner to be lightly competitive in high-tech world, they piloted

the Integration of Technologies in the classroom (ITC) program in two

classes each from Grade one to six. Following a station rotation approach,

children were grouped and then asked to perform learning tasks at different

station over a one-week period. These tasks required them to work a variety

of technology based materials.

The study found that the most important element of successful

technology integration is appropriate hardware and technology literate staff

and curriculum –driven technology use. The program produced very positive

benefits with regard to self-concept, emotional and social maturity.

Furthermore, there had been overwhelming strong satisfaction from parents.

The pupils also manifested tremendous difference in academic achievement

and social aspect.

82
Acio, Joseph (2006). The Integration of Technologies in the Classroom Program of Plecido del Mundo
Elementary School. Unpublished Masteral Thesis, St. Paul College, Quezon City, pp. 43-44.
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Macasaya83 conducted a study to determine how computers are utilized

in the Basic education Curriculum, School of the Future (SOF) in Pili,

Camarines Sur for the school year 2004-2005. The study seeks how Grade V

pupils together with their teacher used the computer as well as the observable

effects of computer utilization on pupil learning.

Finding shows that software for science, English and math are

available for the utilization of the teachers and pupils in the SOF. This

available software is used depending on their various applications. In the

absence of needed software for specific lesson, the teachers made their own

to suit their lesson. The study also shows that computers were used by the

teachers to present lesson, develop skills and evaluative learning. The pupils

used the computer to perform different drills and other exercises as well as

quizzes for evaluation of learning. The utilization of computer had

motivational and positive reinforcement effects on the learners. It enhanced

cooperative learning and developed pupils, self confidence in their capability

to learn.

Redoblo84 investigated the factors on the use of ICT in terms of

Computer usage, Internet usage, Multimedia usage and Mobile usage in

83
Macasaya, Maricel V. (2006). The Computer: Its utilization in the Basic Education Curriculum.
Unpublished Masteral Thesis, Bicol University, Rizal St. Legaspi, Albay, pp. 51-52.

84
Redoblo, Cristine V. (2015). Blended Learning Approach: A Case Study. Unpublished Masteral Thesis,
Carlos Hilado Memorial State College Talisay City, Negros Occidental, pp. 58-59.
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Blended Learning Approach among the faculty. It analyzed the SWOT

(strengths, weaknesses, opportunities and threats) of blended learning for a

Proposed 5-year Instructional Design Strategic Plan. The study used

quantitative research design by the use of the constructed questionnaire and

qualitative through the conducted focus group discussions within the four

campuses of CHMSC.

The study revealed that CHMSC faculty exhibited low extent of use of

blended learning. The result also showed a significant difference in the

extent of use of ICT in terms of age, sex, and workplace whereas civil status,

subject taught, and educational qualification do not significantly differ. The

identified factors that affect blended learning were used as a basis for a

Proposed Instructional Design Strategic Plan and projected after five years.

The development and package of learning materials will be realized to the

clients of the institutions and other stakeholders.

Chapter 3

METHODS OF RESEARCH AND PROCEDURES

This chapter presents a discussion of the methods of research used,

population and sampling, research instrument, data gathering, scoring

interpretation and statistical treatment.

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Methods of Research Used

In the conduct of the present study, the researcher adopted the

descriptive research design to attain the very objectives of the study.

Descriptive research aims to accurately and systematically describe a

population, situation or phenomenon. It can answer what, where, when and

how questions, but not why questions. A descriptive research design can use

a wide variety of research methods to investigate one or more variables.

Unlike in experimental research, the researcher does not control or

manipulate any of the variables, but only observes and measures them.

Descriptive research is an appropriate choice when the research aim is to

identify characteristics, frequencies, trends, and categories.

The descriptive research design is very much suitable to the present

study since it aimed to describe the respondents in terms of their profile. The

study also described the perceptions of the respondents about distance

learning and the challenges they experienced using a 5-point scale.

Population and Sampling

The study assessed the perceptions of intermediate learners about

blended learning. The study was conducted at Joaquin Guido Elementary

School, Angono, Division of Rizal, during the School Year 2021-2022.

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The study considered the one hundred fifty (150) or the fifty (50)

randomly selected learners from grade 4, grade 5, and grade 6 level..

Table 1 presents the distribution of the respondents.

Table 1

Frequency Distribution of the Respondents

Grade Level Sample Size

Grade 4 50

Grade 5 50

Grade 6 50

Total 150

Research Instrument

The researcher utilized a researcher-made questionnaire checklist

composed of three parts: the first part gathered the profile of the intermediate

learners in terms of their gender, age, size of the family, parental status,

grade level, and highest educational attainment of parents, and monthly

family income; the second part gathered the responses of the respondents

about their perceptions when it comes to blended learning with respect to

teaching staff, student role, asynchronous lessons, synchronous lessons, and

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design of specific activities, and the challenged faced by the respondents in

blended learning.

The research instrument was presented to her designated adviser for

content validity prior to the actual conduct of the study. Her thesis adviser's

ideas, revisions, and criticisms are included into the final form of the

research instrument..

Scoring and Interpretation

To interpret the perception of the respondents about blended learning

with respect to the different aspects the following scale is used:

Scale Range Verbal Interpretation

5 4.20 – 5.00 Strongly Agree

4 3.40 – 4.19 Agree

3 2.60 – 3.39 Somewhat Agree

2 1.80 – 2.59 Disagree

1 1.00 – 1.79 Strongly Disagree

To interpret the perception of the respondents about the challenges

they faced in blended learning, the following scale is used:

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Scale Range Verbal Interpretation

5 4.20 – 5.00 Very Much A Challenge

4 3.40 – 4.19 Much A Challenge

3 2.60 – 3.39 A Challenge

2 1.80 – 2.59 Less A Challenge

1 1.00 – 1.79 Not A Challenge

Data Gathering Procedure

The following procedures were undertaken by the researcher in the

conduct of her study:

The research problems were conceptualized after the thesis title was

approved. The researcher then examined a variety of sources, including

books, journals, blogs, and research studies, in order to obtain relevant

information for chapters 1, 2, and 3. The researcher then wrote letters to

several people who were concerned about the study's conduct, requesting

their approval. The researcher then created a questionnaire-checklist that

functioned as the study's principal instrument, which was content-validated

before being transferred to Google Forms and conducted online. The

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responses were examined using statistical methods adequate for addressing

the issues raised in Chapter 1.

After the gathered data were analyzed and interpreted the researcher

completed chapters 4 and 5 then final oral defense followed. After the

constructive comments and careful evaluation of the chairman, panel

members, thesis adviser and statistician the study then undergone editing and

corrections. The researcher then prepared the study for hard binding and for

the distribution of the copies to all concerned authorities.

Statistical Treatment of Data

The data were tallied and tabulated by the researcher using the

following statistical treatment:

Frequency, Percentage and Rank Distribution. These were used to

determine the (SOP# 1) profile of the respondents in terms of gender, age,

size of the family, parental status, grade level, highest educational

attainment, and monthly family income.

Formula for Percentage:

P = f / N x 100

Where:

P = Percentage
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f = frequency

N = total number of respondents

Weighted Mean. This is used to determine the (SOP #2) perception

of the respondents about blended learning with respect to the different

aspects and the (SOP# 4) the perception of the respondents about the

challenges they faced in blended learning.

Formula for Mean:

Where: ∑ = the sum of

W = weights

X = the value

One Way Analysis of Variance (ANOVA). This is used to determine

the (SOP# 3) significant difference on the perception of the respondents

about blended learning with respect to the different aspects in terms of their

profile.

Formula for One Way Analysis of Variance:

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F – Ratio

MSb
F=
MSw

Where:

Msb = Mean Squares of between groups

MSw = Mean Squares of within groups

Mean Squares (MS)

SSb SSw
a. MSb = b. MSw =
df df

Where:

SSb = Sum of Squares of between groups

SSw = Sum of Squares of within groups

df = degrees of Freedom

Degrees of Freedom
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a. between groups = k – 1

b. within groups = Nt – k

Where:

k = number of groups

Nt = total number of respondents

Pearson r. This is used to determine the (SOP# 4) significant

correlation between the perceptions of the respondents about blended

learning and their profile.

Formula for Pearson r:

Where:

N = number of pairs in scores

∑xy = sum of products of paired scores

∑x = sum of x scores

∑y = sum of y scores
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∑x2 = sum of squared x scores

∑y2 = sum of squared y scores

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Gawa na lng po kau questionnaire

Two groups of respondents po ito

Statement of the Problem

The study assessed the perceptions on blended learning of the

intermediate learners in Joaquin Guido Elementary School, Division of

Rizal, during the School Year 2021-2022.

Specifically, the study sought answers to the following questions:

7. What is the profile of the respondents in terms of the following:

1.1 Teachers

7.1 Age

7.2 Sex

7.3 Educational Attainment

7.4 Length of Service

1.2 Parents

7.5 Age

7.6 Sex

7.7 Size of the family

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7.8 parental status.

7.9 highest educational attainment of parents; and

7.10 monthly family income?

8. What is the level of effectiveness on blended learning with respect to

the following aspects:

2.1

2.2

2.3

2.4

9. Is there a significant difference on the level of effectiveness on blended

learning as perceived by the two groups of respondents(Parents and

Teachers)

10. Is there a significant correlation between the level of effectiveness on

blended learning and their profile?

11. What are the challenges faced by the respondents in blended learning?

12.Based on the result of the study what action plan may be proposed?