Group 5 Rafael Lalusin Eise Viene Celmar Sarnate Chaise Guce Francis Saldua Russel Sularta. 7

THE IMPACT OF NEW BLENDED LEARNING IN ACADEMIC PERFORMANCE OF
GRADE 12 STUDENTS OF MSEIFI S.Y. 2021-2022
A Senior High School Research Paper

Presented to the Faculty of the Senior High School Department
Manuel S. Enverga Institute Foundation, Inc.
San Antonio, Quezon
In Partial Fulfillment of the Requirements

for Senior High School Practical Research 1
By
Guce Jhustine Chaise Tomagan
Lalusin Rafael Dusdus
Saldua Francis Toling
Sarnate Eise Viene Celmar
Sularta Russel Dejac
12 – General Academic Strand (Moonstone)
(2021-2022)
Document Code: MSEIFI, San Antonio, Quezon
MANUEL S. ENVERGA
Document Title: SHS Research Final Report
INSTITUTE FOUNDATION, INC. Page No.: Page 1 of 57
San Antonio, Quezon Revision No.: 0
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QUALITY FORM Reviewed by:
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APPROVAL SHEET
This research hereto entitled:
SATISFACTION OF THE SELECTED GUARDIANS OF THE HIGHSCHOOL
STUDENTS OF MANUEL S. ENVERGA INSTITUTE FOUNDATION INC. ON
THE CASHLESS TRANSACTION IMPLEMENTED FOR THE SCHOOL YEAR
2021- 2022
Prepared and submitted by Guce Jhustine Chaise Tomagan, Lalusin Rafael
Dusdus, Saldua Francis Toling, Sarnate Eise Viene Celmar, Sularta Russel
Dejac. in partial fulfillment of the requirements for the Senior High School
Practical Research 2 has been examined and recommended for acceptance and
approval for oral examination
Mrs. April Joy Dator

Research Adviser
Approved by the Committee on Oral Examination with a grade of
on .
Ms. Jocelyn Aranda Mr. Aldrin Manaog

Designation Designation
Panelist Panelist
Ms. Marielle Logmao
Designation
Panelist
Accepted and approved in partial fulfillment of the requirements for the Senior
High School Practical Research 1
JOCELYN M. ARANDA
Principal for JHS/SHS
Table of Contents
Title Page
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Approval Sheet i
Table of Contents ii
List of Figures and Tables iii
Acknowledgement iv
I. Abstract 1
II. Background
a. Rationale of the research 2
b. Purpose of the Research 3
c. Theoretical Framework 3
d. Literature Survey 4
e. Significance of the study 13
f. Statement of Desired Outcomes 14
g. Major Final Output 14
h. Target Beneficiaries 14
i. Definition of Terms 14
j. Scope and Limitation 15
III. Description of method or Approach

a. Research Design/Research Instrument/Data Gathering
Procedure 16
b. Respondents/Units of Analysis/Subjects of the Study 16
c. Assumptions and Hypothesis 16
d. Data Analysis Plan 17
e. Research Paradigm/ Conceptual Framework 18
IV. Presentation, Analysis, Interpretation of Data 19

V. Summary of Findings, Conclusions and Recommendations 23
Findings 23
Conclusions 27
Recommendation 28
References
Appendices
A. Curriculum Vitae of the Researcher
B. Informed Consent Form
C. Research Instruments
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D. Tally Sheet
E. Documentation
F. Letters for Validators
G. Request Letter
A. List of Figures and Tables
List of Figures
Figure 1: Research Paradigm of the Study 18
Figure 2: Frequency distribution of respondents in terms of Age 19
Figure 3: Frequency distribution of respondents in terms of Gender 20
Figure 4: Frequency distribution of respondents in terms of Grade Level 20
List of Tables
Table 1: Target Beneficiaries 14

Table 2: Weighted Mean Interpretation 17
Table 1- Age 19
Table 2- Gender 20
Table 3- Grade level 20
Table 4 21
ACKNOWLEDGEMENT
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To our ma’am April Joy Dator, I would like to thank you because you
help me in our research, you always guide us to do our research.
To our parents I would like to thank them because we are always
there if we need help and always support what I do.
To our panelist, thank you because they are the ones who told us
what we should do or change in our research for the next time.
I sincerely thank the lord because he never left me and I know he is
always behind me whenever I need his help and always guides me.
Jhustine Chaise Guce

Researcher
ACKNOWLEDGEMENT
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I would like to thank all the secondary school teachers, department heads,
and their principals for their participation in the survey.
To our teacher, ma’am April Joy D. Dator for all the efforts in guiding us to
make this paper worth the study. We are grateful for the helpful comments they
gave us as well as the encouragement and training they have conducted in
preparing us for the defense.
To my parents, for their unending love and support for us in every step of
the way as we the researchers face so many challenges as well as for the
financial support in doing the research. Without them, we would have lacked
motivation in pursuing our studies.
I am also thankful to the respondents who shared their precious time for
the interview. Without their answers and cooperation, the research will have no
essence.
Lastly, I would like to thank God, for guiding us every day in the face of the
people around us such as our families, peers and friends. We are thankful for the
opportunities God gave us each day to live in his love.
Rafael Lalusin
Researcher
ACKNOWLEDGEMENT
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I want to thank my primary supervisor, April Joy Dator, for her guidance during
this project. I'd also like to thank my friends and family for their encouragement
and insights on the study.
To my Parents, I adore you both and value your efforts and affection in raising
me to be a better person. I am really fortunate to have both of you as my parents,
and I thank God for blessing me with you. Mom and dad, out of all the friends
and instructors I've ever had, you two have been the best. Thanks.
As our father and Lord, we acknowledge you. Every day, we worship you with
praise anthems, heartfelt thoughts, and the work of our hands. Our lives are
dedicated to you. We appreciate your daily kindness and mercies. I'd like to
thank the panelists for their contributions. I'd also want to express my gratitude to
my supervisors for their assistance in completing my research.
Francis Saldua
Researcher
ACKNOWLEDGEMENT
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First and foremost, praises and thanks to God, the Almighty, for His showers of
blessings throughout my research work to complete the research successfully.
I would like to express my deep and sincere gratitude to my research
supervisor, Donator April Joy. It was a great privilege and honor to work and
study under her guidance am extremely grateful for what she has offered me
Eise Viene Sarnate

Researcher
ACKNOWLEDGEMENT
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First and foremost, praises and thanks to God, the Almighty, for His showers of
blessings throughout our research work to complete the research successfully.
I would like to express my deep and sincere gratitude to my research teacher
Ma'am April Joy D. Dator for giving us the opportunity to do research.
I am extremely grateful to my parents for their support, prayers, caring and
sacrifices for educating and preparing me for my future. I am very much thankful
to my group and my friends for their love, understanding, prayers and continuing
support to complete this research work.
Russel Sularta
Researcher
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Research Title: THE IMPACT OF NEW BLENDED LEARNING IN ACADEMIC

PERFORMANCE OF GRADE 12 STUDENTS OF MSEIFI S.Y. 2021-2022
Name of Researcher/s Chaise T. Guce

Rafael D. Lalusin
Francis T. Saldua
Eise Viene C. Sarnate
Russel D. Sularta
Strand and Level GAS - 12
Name of Research Adviser APRIL JOY D. DATOR
I. Abstract
The new blended learning approach utilizes modern technologies and
electronic media in teaching to create a technology-based environment.
However, it is not an exclusive online environment because the teacher and
the students have to be present in a traditional face-to-face classroom. It is
widely believed that adopting a blended learning approach will enable
learners to have quality educational opportunities and improve their
performance. The incentive for conducting the research is to evaluate the
impact of new blended learning in academic performance of Grade 12
Students of MseifiI. The purpose of this study was to determine the Impact
of New Blended Learning in Academic Performance of Grade 12 Students of
Mseifi. This study used a questionnaire to be able to observe and gather
data about the topic. The number of respondents selected by the
researchers was a total of fifty (50) students from General Academic Strand
and Accountancy, Business, and Management. Specifically, the study aimed
at answering the question: 1.How does online learning affect students? 2.
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What is the impact of blended learning in grade 12 students? 3. How does

blended learning affect the academic performance of students? The answers
of each respondent were carefully analyzed and compared and accordingly
it was determined that most of the respondents had a good impact in
academic performance on new blended learning.
II. Background
A. Rationale of the Research
Instructional models are an important component that can affect the
effectiveness and efficiency of teaching and learning processes. An
instructional model serves a good master plan for teaching. Besides, it is
also a conceptual framework which describes a systematic procedure in
organizing learning experiences to achieve certain learning goals and serves
as a guide for the teachers in planning and implementing learning activities.
To implement an instructional model, the teachers provide various learning
aspects to achieve learning objectives. Furthermore, the instructional model
encourages students to get involved in the teaching and learning process.
By doing that, student centered learning can be realized. The rapid
development of Information and Communication Technology, also the
researchers want to know what is the impact of blended learning in
academic performance of grade 12 students if it was helpful or not.
According to Digital Marketing Institute (2018), blended learning provides
the opportunity to make a clear roadmap for students, such as what is
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expected of each student and requirements to reach the final goal or grade.
With blended learning, teachers can visualize and track each student's
progress. This process can make it easier to identify signs of a student
struggling or educational strengths and act upon them accordingly.
B. Purpose of the Research
The purpose of this research was to determine the effect of a blended
learning model on GRADE 12 senior high school students. In this study we
will make a questionnaire about the impact of blended learning in grade 12
students and the respondents of the study will be grade 12 students of
MSEIFI.
Statement of the Problem.

1. How does online learning affect students?
2. What is the impact of blended learning in grade 12 students?
3. How does blended learning affect the academic performance of students?
C. Theoretical and Conceptual Framework
According to John Wiley & Sons (2008), this groundbreaking book offers a
down-to-earth resource for the practical application of blended learning in
higher education as well as a comprehensive examination of the topic. Well-
grounded in research, Blended Learning in Higher Education clearly
demonstrates how the blended learning approach embraces the traditional
values of face-to-face teaching and integrates the best practices of online
learning. This approach has proven to both enhance and expand the
effectiveness and efficiency of teaching and learning in higher education
across disciplines. In this much-needed book, authors D. Randy Garrison
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and Norman D. Vaughan present the foundational research, theoretical

framework, scenarios, principles, and practical guidelines for the redesign
and transformation of the higher education curriculum. Blended Learning in
Higher Education Outlines seven blended learning redesign principles
Explain the professional development issues essential to the implementation
of blended learning designs Present six illustrative scenarios of blended
learning design Contains practical guidelines to blended learning redesign
Describes techniques and tools for engaging students
D. Literature Survey
According to Nicky Hockly (2018), the term ‘blended learning’ has been
widely used in English language teaching since at least 2007, when Sharma
and Barrett published their eponymous teachers’ resource book. Despite its
now widespread use, the term has proved difficult to define, with different
interpretations and terminology proposed by researchers and practitioners.
Nevertheless, more than a decade since the term’s first appearance in ELT,
a consensus around what the term might mean for English language
practitioners has now emerged, which Whittaker summarizes as follows:
“blended learning” is the term most commonly used to refer to any
combination of face-to-face teaching with computer technology.
According to Kasey Bell (2020), as a former middle school teacher with
nearly seventeen years in education, Kasey has made it her mission to be a
disruptor of the boring and to push the bounds of traditional teaching and
learning. Kasey found her true passion in digital learning. With a master's
degree in educational technology and a whole bunch of crazy ideas, she
migrated to the role of instructional technologist. Now, Kasey is a digital
learning coach, consultant, and trainer for Shake up Learning, based in
Texas. As her passion grew, so did her need to share and connect, and
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Kasey started sharing her passions through her blog, Shake Up

Learning.com Kasey is an engaging, innovative, from-the-heart sharer who
inspires educators while transforming their teaching with original, dynamic,
and use-tomorrow ideas for student choice, differentiation, and technology
integration. Whether creating learning from home through online courses,
leading conference workshops, or presenting as a keynote speaker, Kasey
is a relentless innovator of ideas and a devoted transformer of classrooms
and teaching through teacher-empowering publications and award-winning
educational resources at ShakeUpLearning.com, learner-driven workshops
and presentations, and hosting The Shake Up Learning Show podcast,
Kasey proves that educators should never settle for the static and boring.
When it comes to bringing out the very best in our students, we should
always strive to shake up Learning.
According to Corwin (2017), there are many definitions of blended
learning. The most frequently referenced comes from a nonprofit,
nonpartisan think tank, the Christensen Institute, which states, Blended
Learning is a formal education program in which a student learns at least in
part through online learning, with some element of student control over time,
place, path, and/or pace at least in part in a supervised brick-and-mortar
location away from home and the modalities along each student's learning
path within a course or subject are connected to provide an integrated
learning experience. Sometimes the conversation about blended learning
includes references to personalized learning, digital learning, 21st-century
learning, and next generation classrooms.
According to Moorhouse (2020), the challenges encountered must inspire
teachers to be reflective, open, creative, and adaptive to dynamic changes.
It reminds teachers to keep exploring technology for enhancing foreign
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language learning. Teachers need to identify applications and use them

based on the objectives. To select and utilize suitable applications timely,
teachers need practical preparation and learning on recognizing
applications, organizing activities, maintaining students' engagement, and
evaluating students' learning. Teachers are encouraged to have active
participation in professional development opportunities to develop their
competency on technology integration in language teaching. Training should
be given to make them well prepared to carry out online learning in
emergency incidents.
According to Cakrawati (2017), challenges include relating pedagogies
with technologies, designing interactive activities, enhancing formal learning,
gaining students' support, and dealing with problems in the use of
technology. Other difficulties in fully online learning are meeting scheduled
participation and regular learning, maintaining persistent engagement,
becoming a self-directed learner with high motivation, and socializing.
Problems also come from the inability to afford smartphone and internet
quota for students as well as the unstable internet connection. Good
pedagogy will be nonsense if there are problems in technology access.
According to Pew Research Center (2015), the data from studies on
internet access and found that the problem is mainly in low-income families.
Among households with an annual income under $50,000, 31.4% don’t have
broadband internet access. For households with an annual income over
$50,000, the number is much smaller—only 8.4% lack access to broadband
internet.
According to Storch (2005), writing through online platforms allows
students to get more ideas and more help to edit and revise their work, for
example by making use of Ms. Word editing service, by accessing online
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dictionaries, and by reading various materials related to the work they are
writing. Online writing tasks also allow students to do collaborative writing
with their peers or with the guidance of their teachers. This method will help
students to minimize their grammatical mistakes and expose them to the
right use of a particular language structure since multiple authors will
contribute to all aspects of writing including content, structure and age.
According to Digital Marketing Institute (2018), blended learning provides
the opportunity to make a clear roadmap for students, such as what is
expected of each student and requirements to reach the final goal or grade.
With blended learning, teachers can visualize and track each student's
progress. This process can make it easier to identify signs of a student
struggling or educational strengths and act upon them accordingly.
According to Garote Jurado (2013), neo LMS this learning platform is not
available for free and should be purchased, usually by the institutions. The
main advantage of using this platform is its simple design and user interface,
followed by beautiful design and easy access, although this platform is not
much different from Google Classroom Depending how much space the
user subscribes, students and teachers will be able to do their works through
this platform with over 20000 teachers use this platform for their online
classrooms.
According to Woodrich (2017), Google Docs Students need a program to
make writing easier for them by giving them corrections and suggestions.
Google Docs offer this opportunity, along with a chance to collaborate with
their peers by giving virtual space to contribute to evolving texts. The
experience of writing collaboratively and giving direction and suggestions
are crucial for students to know where they make mistakes and what they
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should do to correct the mistakes. This technology also allows students who
cannot meet with their peers.
According to TeachThought (2022), blended learning is a natural
development to the growing accessibility of eLearning, online resources, and
the continued need for a human component in the learning experience. A
blended learning approach ensures that the learner is engaged and driving
his or her individual learning experience. This approach also helps cater to
the individual needs of the learner, most students have unique learning
styles and a blended approach is more likely to cater to those needs than a
traditional classroom teaching experience.
According to Husniyah (2018), a number of students agreed that the
quality of internet connection affects their interaction such as the bad
internet connection that does not allow them to interact and attend all of their
lectures as the connection is slow and bad in their region. This finding is
compatible with results that poor internet access is a major concern in online
and blended learning. Some students make false excuses to avoid attending
courses and interacting during courses such as the bad internet connection
excuse or that there is noise around them so they can't speak and interact.
According to Husniyah (2018), as for the response of the students and
faculties, the major constraint to the online classes were issues relating to
internet connectivity; slow connection speeds may discourage students,
which agrees with the report it's hoped that improvements in internet
connections or better development of apps which can work at low internet
speeds will contribute to the improved effectiveness of online classes.
According to Olatokum (2008), primarily for communication, students used
the internet for entertainment and leisure reading and sending emails, online
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chatting, instant messaging, playing games and downloading music videos,

and reading newspapers.
According to Ruth and Adedotun (2015), posited that the source and
access to information can influence the academic performance of secondary
school students the importance attached to internet use and academic
performance.
According to Akende and Bamise (2017), it is comparatively important for
students to show that access to a home computer and internet connection
contributes to students' academic performance as well as self-learning skills.
According to Ellore (2014), the influence of internet usage on academic
performance and face to face communication revealed that as a result of the
availability of the internet, most students have had access to the internet on
their cellphones. This helps students to broaden their academic knowledge.
According to Borg (2003), social, psychological and environmental realities
of the school and classroom, which include parents, principals'
requirements, the school, society, curriculum mandates, classroom and
school layout, school policies, colleagues, standardized testing, and the
availability of resources are factors that "may hinder language teachers'
ability to adopt practices which reflect their beliefs.
According to Hampel and Stickler (2008), online pedagogy is not
something completely new and mysterious for language teachers; in fact,
some of the problems online teachers face are similar to those encountered
in face-to-face classes. Nonetheless, some of these problems need different
solutions and it is therefore necessary to consider the training needs of
online language teachers in particular. In a similar vein, Mortera-Gutierrez
(2006) contends that success is not just having traditional F2F instructors in
place and providing teachers with computer communication technology,
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expecting they will develop acceptable skills, but "it is training them with
pedagogical and didactic tools, and teaching them how to handle blended
learning courses.
According to Comas-Quinn (2011), the success of any model lies
especially in the hands of teachers, and in the case of BL, on how well they
can make the transition from their role in the face-to-face classroom to the
complex roles that online learning demands: "The success of any innovation
in education, such as the introduction of online teaching and online
technologies (what is commonly referred to as e-learning), is in great part
due to how well teachers deal with the new ideas and implement them with
their learners" (p.219). Teachers' understanding and use of ICT modes
greatly impact students' acceptance of online learning as well as their
perceptions of how useful online tools are.
According to Bañados (2006), teachers' and students' roles change
considerably as a result of their participation in a blended program. Students
need to learn to be responsible for their own learning process and teachers
ought to take on roles as material designers, producers of media resources,
managers of the learning environment, and online tutors. As a result of all
these complex phenomena, "students [just as teachers] may favor one of the
delivery modes to the detriment of the other or may even resist or oppose
the whole blended experience.
According to Hong and Samimy (2010), like Comas-Quinn, explored the
role of teachers in the successful implementation of BL, but they did it from a
different angle; data were gathered from students rather than from teachers.
They particularly examined the relationship between teachers' use of
Computer Assisted Language Learning modes and language learners'
reactions to BL. A booklet questionnaire was distributed to 255 students and
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questions addressed students' attitudes towards their use and their teachers'
use of CALL modes, as well as other issues related to demographics, time
devoted to the use of the web, and previous blended learning experiences.
According to Nellman (2008), examined academic achievement and
satisfaction levels of students, as well views about learning environments
have increased seriously. However, most of these investigations were
carried out in the higher education degree. There were not enough studies in
the K-12 level and in the field of computer programming. Thus, this study
aims to fill this gap by investigating the effects of blended learning on
academic achievement in the 6th grade classrooms. Besides, the
importance of Computer Programming and Creating Software Product units
in the schools has been increasing day by day.
According to Wing (2008), computational thinking is considered a learning
paradigm, consisting of two pillars. One of the pillars is logical deduction,
which is similar to problem solving algorithms in the computers in the course
of learning activities. Second one is to develop problem solving models such
as using Lego blocks. In this process, learners can enhance resolution
models and use the suitable coding syntax. In this sense, we can say that
computational thinking is a process of problem solving. Its basics lean on the
constructivism approach. Computational thinking paradigm arose through
the studies conducted in Massachusetts Institute (MIT) in 1973.
Computational thinking paradigm targets students’ obtaining abstract
thought skills rather than teaching computer programming to them.
According to Gynther (2005), there are a lot of definitions and approaches
about how to describe blended learning in the literature. Depending on the
learning targets, in the blended learning environments, students learn
through face-to-face in class and technology based e-learning environments.
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The percentage of the in-class and e-learning environments varies. The

definition of Blended Learning, used in the American literature for the first-
time, concerns both pedagogical approach and learning methods, using
media, technology and relations between all of them, bearing in mind what
to learn.
According to Ayala (2009), blended learning, is also known as mixed,
sandwich, hybrid learning, is a method that conflate traditional learning
environments in which led by teachers and technological based e-learning
environments During the process of choosing blended learning
environments, the educators need to think about the skills that are being
taught, learning resources, practicality, time and cost, learners’ qualifications
and suitable learning theories.
According to of Demirkol (2012), considering that there is a significant
difference between the study groups in terms of gender groups in their
academic achievement, there was no difference between girls and boys in
the experimental group, but the groups were found to be significant
differences in favor of girls between groups of boys and girls in the control
group. As the cause of this difference, female students of the control group
were also found to be higher than in the lecture notes of male students in
other subjects. Male students were observed to use the Internet for games
and entertainment rather than working and trying for programming in the
laboratory during the study.
According to eLearning industry (2017), regardless of your age, gender,
working status, or otherwise, time is one of the most important resources
you have. Everything you ever hope to do or accomplish in your lifetime will
take some amount of time. This is something that’s especially relevant to
those hoping to study online. Because you’re in control of your own learning
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and pace, you need to understand how to manage your time well to make
enough room for your online courses and the rest of your responsibilities.
According to Ceylan and Kesici (2017), the pre and post-face-to-face
asynchronous tasks also honed students' autonomy in learning through
participating in online forums, discussions, and video conferences with
peers. These demonstrated congruences to Ceylan and Kesici's findings
stating that experimental groups' learning experience honed autonomy,
enabled learners to interact online and during face-to-face sessions, and
resulted in better academic achievement. These demonstrated congruences
to Ceylan and Kesici's findings stating that experimental groups' learning
experience honed autonomy, enabled learners to interact online and during
face-to-face sessions, and resulted in better academic achievement.
According to Hinampas (2018), blended learning improves academic
achievement and laboratory skills. Blended learning can teach students to
ask questions, design experiments, analysis, interpret, and communicate.
Blended learning can improve understanding
E. Significance of the study
The findings of study may benefit the following:
GRADE 12 STUDENTS- this research can help the students of grade 12
students of MSEIFI by having enough information about the new blended
learning.
Teachers- this research can help the teachers to guide their students to
adapt in new blended learning.
Future researchers-they may find material a good source of information.
This study could be their basis.
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F. Statement of Desired Outcomes

Blended learning, also known as hybrid learning, is an approach to
education that combines online educational materials and opportunities for
interaction online with traditional place-based classroom methods.
Our reflections revealed three important outcomes increased engagement,
accountability, and adaptability that may inspire teachers across all
curriculums and across grade levels to incorporate blended learning into
their student-centered classrooms
G. Major Final Output
After the final process of this research, the major final output will be a
booklet for every student that contains about blended learning but we will
make it more interesting to read.
H. Target Beneficiaries of the Research Results
The target beneficiaries of this research will be the researchers, future
researchers and selected students that are explicitly deliberated at the
preceding part of this chapter. To be more detailed, the target beneficiaries
are listed below.
Table 1: Target Beneficiaries
Target Tot
Beneficiaries al
Researchers 5
Future 2-3
Researchers
Students 50
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I. Definition of Terms
Internet = is a global wide area network that connects computer systems
across the world.
Student = a person who is studying at school or college.
Blended Learning = a way of studying a subject that combines being taught
in class with the use of different technologies, including learning over the
internet.
Researcher = someone who conducts research, an organized and
systematic investigation into something.
Teacher = a person who teaches, especially in a school.
Online Class = a course conducted over the Internet.
J. Scope and Delimitation
This study was conducted at Manuel S. Enverga Foundation Incorporated
and covers the Grade 12 Student who have experience and know the impact
of blended learning in academic performance.
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III: Description of Method or Approach
A. Research Design/ Research Instrument/ Data Gathering Procedure

Research Design
This research sought to answer the posed questions in the previous
chapter. It used a quantitative research design specifically descriptive
research design. It is implemented because it is important for the
researchers to have statistical conclusions to collect actionable insights. It is
a theory-based research design, which was created by gathering, analyzing
and collecting data.
Research Instrument
The strength of qualitative research lies in its multi-instrument approach or
triangulation, therefore, interviews and observations were both used to
collect data for this research
Data Gathering Procedure
A letter of request to conduct the study was prepared. The researcher
constructed a questionnaire. The researcher will conduct the research in
MSEIFI grade12 students. The researcher will explain to the respondents
the importance of their response to the study.
B. Respondents of the Study/Unit of Analysis/Subject of the Study
The respondents of the study are composed of all students of GAS12 and
ABM12.
C. Assumption or Hypothesis
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If the researchers succeed in their research the range of the studies will
help to know what is the impact of new blended learning in academic
performance of grade 12 students.
D. Data Analysis Plan

For the analysis and interpretation of the data gathered, the following
statistical tools were used.
To gather information on respondents related factors namely: age, gender
and grade level, a simple formula was utilized. The formula for finding the
percentage is:
f
P= x 100
n
Where:
P= percentage
F= the number of respondent-related factors
N= the total number of respondent
To get the mean perception of the respondents in MSEIFI, weighted mean
was used. The formula of weighted mean is:
4 f +3 f +2 f +f
WM= 9
n
Where:
WM= weighted mean
F= frequency
N= total number of respondents
Table 1: Four point scale for interpreting average weighted mean data
POINT SCORE RANGE INTERVAL PRESCRIPTIVE CODE
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RATING
1 3.25-4.00 Strongly Agree SA
2 2.50-3.24 Agree A
3 1.75-2.49 Disagree D
4 1.00-1.74 Strongly Disagree SD
E. Research Paradigm/ Conceptual Framework
The statements of problems which the researchers want to seek answers
to, the process, and the output. The input contains the statement of the
problem of the research, while the process shows the used method in
conducting the study. The researchers’ output is the researcher developed a
Booklet for the student to find out the impact of new blended learning in
academic performance of grade 12 students of MSEIFI.
INPUT
1. How does online learning PROCESS
affect students? Gathering of
2. What is impact of blended information through OUTPUT
learning in grade 12 questionnaire. `The researcher
students? Getting the developed a Booklet for
3. How does blended perception of the the student to find out
learning affect the academic respondents. the impact of new
performance of students? Analyzing and blended learning in
intercepting the data academic performance
gathered. of grade 12 students of
mseifi.
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IV: PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter discusses the data collected from the respondents of the
study. The respondents were Grade 12, ABM and GAS students with the
age bracket of 16-21 years old. This chapter provides tables and charts to
summarize the collective reaction of the respondents and also answers the
specific problems given in the previous chapter.
Table 1
Frequency and Percentage Distribution
of Respondents’ Age
Age Frequency Percentage
15-16 0 0
17-18 46 92%
19 Above 4 8%
Total 50 100%
Table 1 shows that the respondents are dominated by the age of 17-18 years old
and 46 out of 50 or 92% of the respondents. 4 out of 50 or 8% of the respondents
are 19 years old above.
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Table 2
of Respondents’ Gender
Gender Frequency Percentage
Male 30 60%
Female 20 40%
Total 50 100%
Table 2 shows that 30 out of 50 or 60% were male. Then the other 20 out of
50 or 40% were female.
Table 3
of Respondents’ Grade Level
Grade Level Frequency Percentage
Moonstone 32 64%
Zircon 18 36%
Total 50 100%
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Table 3 shows that 32 out of 50 or 64% of the respondents are in grade 12
Moonstone. Then the second is 18 out of 50 or 36% are in grade 12 Zircon.
Table 4
STATEMENS HI I NIA WM QD
This online learning increased the quality of my 3 42 5 2.96 A
learning.
Online Instruction is an effective means to 6 41 3 3.06 A
deliver the content of this topic.
I am capable of learning new technologies. 7 42 1 3.12 A
I am capable of prioritizing my responsibilities. 9 39 2 3.14 A
I am able to balance many tasks at one time. 6 38 6 3.00 A
I am self-disciplined when it comes to my 7 39 4 3.06 A
studies.
I am able to easily access the Internet as 5 38 7 2.96 A
needed for my studies.
Blended learning can help me to manage my 6 41 3 3.06 A
time.
I found it hard to meet deadlines by using 3 38 9 2.88 A
blended learning.
I get more information in the area of my study 2 39 11 2.94 A
through blended learning than through face to
face interaction.
Blended learning has a positive impact on 2 43 5 2.94 A
students.
Blended learning helps learners develop 5 41 4 3.02 A
receptive skills (Listening - Reading).
Blended learning makes students autonomous. 2 47 1 3.14 A
Blended learning makes students responsible 4 42 4 3.00 A
for the course.
Blended learning can have a detrimental effect 10 35 5 3.10 A
on a student’s academic performance.
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Legend:
HI = Highly Involve WM = Weighted Mean
I = Involvez QD = Qualitative Description
NIA = No Involvement at All
Table 4 shows the perception of students with the average weighted mean
of 3.06 describing qualitatively as Agree. Almost all of the respondents agree
that the new blended learning is having a good impact on the academic
performance of grade 12 Students of MSEIFI. Based on the study of
TeachThought (2022), blended learning is a natural development to the
growing accessibility of eLearning, online resources, and the continued need
for a human component in the learning experience. A blended learning
approach ensures that the learner is engaged and driving his or her
individual learning experience. This approach also helps cater to the
individual needs of the learner, most students have unique learning styles
and a blended approach is more likely to cater to those needs than a
traditional classroom teaching experience. Few people disagree that
blended learning is having a good impact on the academic performance of
grade 12 students.
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V: SUMMARY, FINDINGS, CONCLUSIONS, RECOMMENDATIONS

This chapter discusses the findings of the study, its conclusions and
recommendations made by the researchers based on the presentation and
analysis of gathered data.
Summary
This study aims to find out the perception of the respondents about the
impact of new blended learning in MSEIFI San Antonio, Quezon.
Specifically, it sought to find out the following questions.
1. How does online learning affect students?
2. What is the impact of blended learning in grade 12 students?
3. How does blended learning affect the academic performance of students?
The summary of this research is to understand the impact of new blended
learning and to have knowledge of the people in MSEIFI. This research can
help the students in MSEIFI to know what they need to do to protect nature.
This study would help the students to know the benefits or good things about
blended learning.
The researchers will succeed in their study or research by using the
internet to seek information about blended learning. They also get
information about the academic performance in blended learning of students
by making questionnaires to have their survey. In their questionnaires, they
will use research-made questionnaires and the draft questionnaires are
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going to be submitted to the research adviser in order for it to be validated.

After the validation they will ask for the approval so that they can conduct
their study.
Findings
1. The respondents are dominated by the age of 17-18 years old shows that
46 out of 50 or 92% of the respondents. 4 out of 50 or 8% of the
respondents are 19 years old above. 30 out of 50 or 60% were male. Then
the other 20 out of 50 or 40% were female. The researcher respondents are
the grade 12 students where 32 out of 50 or 64% of the respondents are in
grade 12 Moonstone. Then the second is 18 out of 50 or 36% are in grade
12 Zircon.
2. Based on the survey the respondents strongly agree and also agree
that online learning increased the quality of their learning. 42 out of 50 or
84% of the respondents agree. 3 out of 50 or 6% of the respondents strongly
agree. 4 out of 50 or 8% of the respondents disagree and 1 out of 50 or 2%
of the respondents strongly disagree.
that online Instruction is an effective means to deliver the content of this
topic. 41 out of 50 or 82% of the respondents agree. 6 out of 50 or 12% of
the respondents strongly agree. 3 out of 50 or 6% of the respondents
disagree and no one of the respondents strongly disagrees.
that they’re capable of learning new technologies. 42 out of 50 or 84% of the
respondents agree. 7 out of 50 or 14% of the respondents strongly agree. 1
out of 50 or 2% of the respondents disagree and no one of the respondents
strongly disagrees.
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that they’re capable of prioritizing their responsibilities. 39 out of 50 or 78%
of the respondents agree. 9 out of 50 or 18% of the respondents strongly
that they’re able to balance many tasks at one time. 38 out of 50 or 76% of
the respondents agree. 6 out of 50 or 12% of the respondents strongly
agree. 6 out of 50 or 12% of the respondents disagree and no one of the
respondents strongly disagrees.
that they’re self-disciplined when it comes to their studies. 39 out of 50 or
78% of the respondents agree. 7 out of 50 or 14% of the respondents
strongly agree. 2 out of 50 or 4% of the respondents disagree and 2 out of
50 or 4% of the respondents strongly disagree.
that they’re able to easily access the Internet as needed for their studies. 38
out of 50 or 76% of the respondents agree. 5 out of 50 or 10% of the
respondents strongly agree. 6 out of 50 or 12% of the respondents disagree
and 1 out of 50 or 2% of the respondents strongly disagree.
that blended learning can help them to manage their time. 41 out of 50 or
82% of the respondents agree. 6 out of 50 or 12% of the respondents
that they found it hard to meet deadlines by using blended learning. 38 out
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of 50 or 76% of the respondents agree. 3 out of 50 or 6% of the respondents

that they get more information in the area of their study through blended
learning than through face to face interaction. 37 out of 50 or 74% of the
respondents agree. 2 out of 50 or 4% of the respondents strongly agree. 9
out of 50 or 18% of the respondents disagree and 2 out of 50 or 4% of the
respondents strongly disagree.
that Blended learning has a positive impact on students. 43 out of 50 or 86%
of the respondents agree. 2 out of 50 or 4% of the respondents strongly
that Blended learning helps learners develop receptive skills (Listening -
Reading). 41 out of 50 or 82% of the respondents agree. 5 out of 50 or 10%
of the respondents strongly agree. 3 out of 50 or 6% of the respondents
disagree and 1 out of 50 or 2% of the respondents strongly disagree.
that Blended learning makes students autonomous. 47 out of 50 or 94% of
the respondents agree. 2 out of 50 or 4% of the respondents strongly agree.
No one of the respondents disagree and 1 out of 50 or 2% of the
respondents strongly disagree.
that blended learning makes students responsible for the course. 42 out of
50 or 84% of the respondents agree. 4 out of 50 or 8% of the respondents
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that blended learning can have a detrimental effect on a student’s academic
performance. 35 out of 50 or 70% of the respondents agree. 10 out of 50 or
20% of the respondents strongly agree. 5 out of 50 or 10% of the
respondents disagree and no one of the respondents strongly disagrees.
Conclusions
Based on the gathered data and findings, the researchers formulated the
following conclusions:
1. The researchers conclude that the respondents know the benefits or
good things that they can acquire from blended learning. The respondents
can expand their knowledge about blended learning. The knowledge of the
respondents about the benefits of blended learning will increase and
because of that they can adapt to our new blended learning. Based on the
study of Digital Marketing Institute (2018), blended learning provides the
opportunity to make a clear roadmap for students, such as what is expected
of each student and requirements to reach the final goal or grade. With
blended learning, teachers can visualize and track each student's progress.
This process can make it easier to identify signs of a student struggling or
educational strengths and act upon them accordingly.
2. As a result, online learning also increased the quality of learning of the
students. Based on the study of Akende and Bamise (2017), it is
comparatively important to students that access to a home computer and
internet connection contributes to students' academic performance as well
as self-learning skills.
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3. Based on the gathered data the respondents are capable of learning

new technologies. Based on the eLearning industry (2017), regardless of
your age, gender, working status, or otherwise, time is one of the most
important resources you have. Everything you ever hope to do or
accomplish in your lifetime will take some amount of time. This is something
that’s especially relevant to those hoping to study online. Because you’re in
control of your own learning and pace, you need to understand how to
manage your time well to make enough room for your online courses and
the rest of your responsibilities.
Recommendations
Based on the findings and conclusions, the researchers therefore
recommends the following:
1. The researchers recommended to the students to get more knowledge
or more information about blended learning impact on academic
performance. This will help them to make their skills more useful and it also
enhances their skills in doing activities on blended learning and having good
grades. The researchers strongly recommended having a proper knowledge
about the blended learning that can apply in future courses.
2. The researchers advise future researchers that they would get ideas
here in this research. They can also use this to be a related literature and a
guide to their study. They need to be focused and analyze their topic so that
they can answer every question about their study.
REFERENCE
Nicky Hockly (2018), the term ‘blended learning’ has been widely used in
English language teaching since at least 2007, from:
https://academic.oup.com/eltj/article-abstract/72/1/97/4812363
Corwin (2017), there are many definitions of blended learning. from:
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https://www.christenseninstitute.org/blended-learning-definitions-and-models
Teach Thought (2022), blended learning is a natural development to the
growing accessibility of eLearning. from:
https://www.teachthought.com/technology/benefits-of-blended-learning/
OTHER ELECTRONIC REFERENCES
https://scholar.google.com/scholar?
hl=en&as_sdt=0%2C5&q=blended+learning&btnG=&oq=b
APPENDICES
A. Curriculum Vitae of the Researches
Guce, Jhustine Chaise T.

Grade 12
Contact No. 0961-930-3424
E-mail: jhustinechaiseguce@gmail.com
PERSONAL INFORMATION
Gender: Male
Birthday: August 3, 2004
Birth Place: San Pablo City
Address: Tiaong Quezon
Age: 17
Citizen Ship: Filipino
Religion: Catholic
Civil Status: Single
Mother’s Name: Sherry rose Tomagan
Occupation: Housewife
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Father’s Name: Jaypee Guce

Occupation: OFW
EDUCATONAL ATTAINMENT
Secondary
(Junior High School)

: MANUEL S. ENVERGA INSTITUTE FOUNDATON INC.
: BRGY. POBLACION SAN ANTONIO, QUEZON
(Senior High School)
Primary
(Elementary)
: Academia de San Antonio de padua
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Lalusin, Rafael D.
Grade 12
Contact No. 0966-479-6869
E-mail: lalusinrafaeld@gmail.com
Gender: Male
Birthday: October 5, 2004
Birth Place: Brgy, Poblacion, San Antonio, Quezon
Address: Brgy, Niing, San Antonio, Quezon
Age: 17
Religion: Catholic
Mother’s Name: Clara Lalusin
Occupation: Housewife
Father’s Name: Norlito Lalusin
Occupation: Business Owner
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Secondary

Primary
(Elementary)
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Saldua Francis T.
Grade 12
Contact No. 0930-606-2154
E-mail: salduafrancis2@gmail.com
Gender: Male
Birthday: October 15, 2003
Birth Place: Brgy, Loob, San Antonio, Quezon
Address: Brgy, Loob, San Antonio, Quezon
Age: 18
Religion: Catholic
Mother’s Name: Carina T. Saldua
Occupation: OFW
Father’s Name: Ponciano P. Saldua
Occupation: Tricycle Driver
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Secondary

Primary
(Elementary)
: DMIMES
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Sarnate, Eise Viene C.

Grade 12
Contact No. 0915-692-4870
E-mail: Gsilverblade@gmail.com
Gender: Male
Birthday: February 24, 2004
Birth Place: Grandha Lipa
Address: Brgy, San Jose, San Antonio, Quezon
Age: 18
Religion: Catholic
Mother’s Name: Ivy C Sarnate
Occupation: Business owner
Father’s Name: Luis Sarnate
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Secondary

Primary
(Elementary)
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Sularta Russel D.
Grade 12
Contact No. 0910-838-0781
E-mail: russelsularta@gmail.com
Gender: Male
Birthday: August 1, 2003
Birth Place: Manila
Address: Brgy, Sampaguita, San Antonio,
Quezon
Age: 18
Religion: Catholic
Mother’s Name: Nelsie Sularta
Occupation: House Wife
Father’s Name: Rosebon Sularta
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Secondary

Primary
(Elementary)
: San Antonio Central School
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B. Informed Consent Form

Research studies by senior highschool students in Manuel S. Enverga Institute
Foundation Incorporated
Researcher/s Guce, Chaise T.
Lalusin, Rafael D.
Saldua, Francis T.
Sarnate, Eise Viene C.
Sularta Russel D.
Type of study: Practical Research 2
Purpose of the Research
learning model on GRADE 12 senior high school students. In this study we will
make a questionnaire about the impact of blended learning in grade 12 students
and the respondents of the study will be grade 12 students of MSEIFI.
Objectives
The goal of this research is to understand the impact of new blended learning
and to have knowledge of the people in MSEIFI. This research can help the
students in MSEIFI to know what they need to do to protect nature. This study
would help the students to know the benefits or good things about blended
learning.
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C. RESEARCH INSTRUMENT
PART I. DEMOGRAPHIC PROFILE OF THE RESPONDENTS
In this part, the demographic profile of the respondents will be surveyed. Kindly
fill in the box that best corresponds to your answer
Part I: Demographic Profile
Name:
Age:
Gender:
PART II. The level of customer satisfaction on the cashless transaction of the
selected parents/guardians of the students enrolled in Manuel S. Enverga
Institute Foundation Inc.
Part III. This part aims to know the impact of new blended learning in academic
performance of grade 12 students of mseifi.
SA - Strongly Agree
A - Agree
SD - strongly Disagree
D - Disagree
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STATEMENS SA A D SD
This online learning increased the quality of my
learning.
Online Instruction is an effective means to de-
liver the content of this topic.
I am capable of learning new technologies.
I am capable of prioritizing my responsibilities.
I am able to balance many tasks at one time.
I am self-disciplined when it comes to my stud-
ies.
I am able to easily access the Internet as
Blended learning can help me to manage my
time.
I found it hard to meet deadlines by using
blended learning.
I get more information in the area of my study
face interaction.
Blended learning has a positive impact on stu-
dents.
Blended learning helps learners develop recep-
tive skills (Listening - Reading).
Blended learning makes students autonomous.
Blended learning makes students responsible
for the course.
Blended learning can have a detrimental effect
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D. TALLY SHEET
STATEMENS HI I NIA WM QD
This online learning increased the quality of my 3 42 5 2.96 A
learning.
Online Instruction is an effective means to 6 41 3 3.06 A
deliver the content of this topic.
I am capable of learning new technologies. 7 42 1 3.12 A
I am capable of prioritizing my responsibilities. 9 39 2 3.14 A
I am able to balance many tasks at one time. 6 38 6 3.00 A
I am self-disciplined when it comes to my 7 39 4 3.06 A
studies.
I am able to easily access the Internet as 5 38 7 2.96 A
Blended learning can help me to manage my 6 41 3 3.06 A
time.
I found it hard to meet deadlines by using 3 38 9 2.88 A
blended learning.
I get more information in the area of my study 2 39 11 2.94 A
face interaction.
Blended learning has a positive impact on 2 43 5 2.94 A
students.
Blended learning helps learners develop 5 41 4 3.02 A
receptive skills (Listening - Reading).
Blended learning makes students autonomous. 2 47 1 3.14 A
Blended learning makes students responsible 4 42 4 3.00 A
for the course.
Blended learning can have a detrimental effect 10 35 5 3.10 A
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E. DOCUMENTATION
learning model on senior high school students. In this study we will make a
questionnaire about the impact of blended learning in grade 12 students and the
respondents of the study will be grade 12 students of MSEIFI. This research is to
understand the impact of new blended learning and to have knowledge of the
people in MSEIFI. This research can help the students to know what they need to
do to protect nature. This study would help the students to know the benefits or
good things about blended learning. The strength of qualitative research lies in its
multi-instrument approach or triangulation, therefore, interviews and observations
were both used to collect data for this research. A letter of request to conduct the
study was prepared. The researcher constructed a questionnaire. The researcher
will conduct the research in MSEIFI grade12 students. The researcher will
explain to the respondents the importance of their response to the study. For the
analysis and interpretation of the data gathered, the following statistical tools
were used. To gather information on respondents related factors namely: age,
gender and grade level, a simple formula was utilized.
43
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Approved by:
F. LETTERS FOR VALIDATORS

Dear Validator:
We are Grade 12 GAS students from Manuel S. Enverga Institute
Foundation Inc. San Antonio Quezon and currently conducting our research
titled: “THE IMPACT OF NEW BLENDED LEARNING IN ACADEMIC
PERFORMANCE OF GRADE 12 STUDENTS OF MSEIFI S.Y. 2021-2022”. We
would like to request for your help in validating this questionnaire.
Sincerely,
(SGD.)EISE VIENE SARNATE

Researcher
(SGD.)RAFAEL LALUSIN
Researcher
(SGD.)JHUSTINE CHAISE GUCE

Researcher
(SGD.)FRANCIS SALDUA
Researcher
RUSSEL SULARTA
Researcher
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G. REQUEST LETTER
April 6, 2022
JOCELYN M. ARANDA
Principal
Manuel S. Enverga Institute Foundation, Inc.
San Antonio, Quezon
Dear Ms. Aranda,

Greetings of Peace!
In partial fulfillments of our requirements for Senior High School Practical
Research 2, we, Grade 12 GAS students from the Manuel S. Enverga Institute
Foundation Inc. San Antonio Quezon and currently conducting our research
titled: “THE IMPACT OF NEW BLENDED LEARNING IN ACADEMIC
PERFORMANCE OF GRADE 12 STUDENTS OF MSEIFI S.Y. 2021-2022”.
In line with this, we would like to ask your good office to grant us permission to
conduct an online survey among the senior high students of Manuel S. Enverga
Institute Foundation, Inc., the respondents of the study, about the impact of new
blended learning in their academic performance.
Hoping for your positive response regarding this matter.
Thank you and God Bless!
Sincerely Yours,
(Sgd.)GUCE, JHUSTINE CHAISE T.
Researcher
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(Sgd.)LALUSIN, RAFAEL D.
Researcher
(Sgd.)SALDUA, FRANCIS T.
Researcher
(Sgd.)SARNATE, EISE VIENE C.

Researcher
(Sgd.)SULARTA, RUSSEL D.
Researcher
Noted by:
(Sgd.)APRIL JOY D. DATOR

Research Adviser
Approved by:
(Sgd.)JOCELYN M. ARANDA
Principal, MSEIFI
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THE IMPACT OF NEW BLENDED LEARNING IN ACADEMIC PERFORMANCE OF

GRADE 12 STUDENTS OF MSEIFI S.Y. 2021-2022

A Senior High School Research Paper

In Partial Fulfillment of the Requirements

12 – General Academic Strand (Moonstone)

Mrs. April Joy Dator

Ms. Jocelyn Aranda Mr. Aldrin Manaog

III. Description of method or Approach

IV. Presentation, Analysis, Interpretation of Data 19

Table 1: Target Beneficiaries 14

Jhustine Chaise Guce

Eise Viene Sarnate

Research Title: THE IMPACT OF NEW BLENDED LEARNING IN ACADEMIC

Name of Researcher/s Chaise T. Guce

What is the impact of blended learning in grade 12 students? 3. How does

A. Rationale of the Research

Instructional models are an important component that can affect the

effectiveness and efficiency of teaching and learning processes. An

instructional model serves a good master plan for teaching. Besides, it is

also a conceptual framework which describes a systematic procedure in

organizing learning experiences to achieve certain learning goals and serves

as a guide for the teachers in planning and implementing learning activities.

To implement an instructional model, the teachers provide various learning

aspects to achieve learning objectives. Furthermore, the instructional model

encourages students to get involved in the teaching and learning process.

By doing that, student centered learning can be realized. The rapid

development of Information and Communication Technology, also the

researchers want to know what is the impact of blended learning in

academic performance of grade 12 students if it was helpful or not.

According to Digital Marketing Institute (2018), blended learning provides

the opportunity to make a clear roadmap for students, such as what is

progress. This process can make it easier to identify signs of a student

struggling or educational strengths and act upon them accordingly.

B. Purpose of the Research

The purpose of this research was to determine the effect of a blended

learning model on GRADE 12 senior high school students. In this study we

will make a questionnaire about the impact of blended learning in grade 12

students and the respondents of the study will be grade 12 students of

Statement of the Problem.

and Norman D. Vaughan present the foundational research, theoretical

Kasey started sharing her passions through her blog, Shake Up

language learning. Teachers need to identify applications and use them

chatting, instant messaging, playing games and downloading music videos,

The percentage of the in-class and e-learning environments varies. The

F. Statement of Desired Outcomes

Table 1: Target Beneficiaries

III: Description of Method or Approach

A. Research Design/ Research Instrument/ Data Gathering Procedure

D. Data Analysis Plan

POINT SCORE RANGE INTERVAL PRESCRIPTIVE CODE

1 3.25-4.00 Strongly Agree SA

4 1.00-1.74 Strongly Disagree SD

E. Research Paradigm/ Conceptual Framework

The statements of problems which the researchers want to seek answers

conducting the study. The researchers’ output is the researcher developed a

academic performance of grade 12 students of MSEIFI.

IV: PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Table 3 shows that 32 out of 50 or 64% of the respondents are in grade 12

Moonstone. Then the second is 18 out of 50 or 36% are in grade 12 Zircon.

V: SUMMARY, FINDINGS, CONCLUSIONS, RECOMMENDATIONS

going to be submitted to the research adviser in order for it to be validated.

of 50 or 76% of the respondents agree. 3 out of 50 or 6% of the respondents

strongly agree. 3 out of 50 or 6% of the respondents disagree and 1 out of