Perceptions of STEM Students on Blended Learning

ALANGILAN SENIOR HIGH SCHOOL
Science, Technology, Engineering and Mathematics
CHAPTER I
THE PROBLEM
This chapter deals with the presentation of the problem. Specifically, this
presents the introduction, statement of the problem, conceptual framework,
hypothesis of the study, scope and delimitations and definition of terms.
Introduction
Education has always been a vital element for humans. It aims to help
people understand and develop their skills. Over the course of many years,
education has evolved in many different ways in order to reach and teach people
under different circumstances. As the Earth revolves, education evolves. Its
system has changed from where it stood years ago. The knowledge and skills
that have been piled up are passed from generation to generation, and they
become more advanced as time goes by. And it survived that way.
Advancements in education make it easier for people to learn. It also makes
studying more convenient.
It was 2020 when the COVID-19 virus struck globally forcing out a
pandemic worldwide. Ongoing classes were put to halt and the world was
shocked by the laws of quarantine. But education did not stop. We had to adapt
and develop new methods to ensure that learning remained effective in light of
the changes that occurred. It found ways to continue to teach learners through
the means of distance learning. Distance learning is a kind of learning in which
students receive instruction through the use of online classes, video recordings,
video conferencing, or any other audio/visual technology medium. It allows
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students to get an education without having to physically be in a classroom.
Under distance learning there are different modalities like Modular Distance
Learning (MDL), Online Distance Learning (ODL), and TV/Radio-Based
Instruction.
As per DepEd order no. 34 S. 2022, it is stated that this school year for the
first few months, we are to employ the blended learning, recognizing the COVID-
19 pandemic's impact on the requirement to restart 5 days of in-person
instruction, the DepEd wants to provide schools enough time to gradually adapt
to it by implementing either 5 days of in-person instruction or a blended learning
approach. As per blended modality, there will be a 3-day schedule for in-person
classes and 2 days of distance through modality, online, and television/radio-
based instruction. Thereafter, there will be 4 day in-person classes and 1 day of
distance learning. In-person classes will be implemented Mondays to
Wednesdays with Thursdays to Fridays of distance learning, and thereafter there
will be in-person classes from Mondays to Thursdays and Fridays for distance
learning.
Since the pandemic, the term "blended learning" has emerged in today's
educational system. According to DepEd Data Bits (2022), blended learning
refers to a method of delivering education that mixes in-person instruction with
one or more of the following: online distance learning, modular distance learning,
and TV/radio-based instruction. It is an approach to education that combines
online educational materials and opportunities for interaction online with
traditional place-based classroom methods. Blended learning is the best of both
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worlds, giving learners the guidance and interaction of an in-class experience
along with dynamic and flexible learning opportunities outside of the classroom.
The premise of blended instruction is that it combines the advantages of
face-to-face interaction with the convenience and flexibility of online assignments
and discussions. One of the advantages of blended learning is the transition from
passive to active learning, which allows students to read, speak, and think.
Learners can also choose to work in groups or individually, both online and in
person. Furthermore, teachers can use human evaluation to assess students'
interest, accountability, and genuine evaluation.
The reasons for implementing the blended learning strategy range from
accommodating more students to improving course quality. It allows learners to
take more control of their learning by scaffolding their knowledge. It allows
students to have some control over their time, space, learning path, and pace. In
other words, blended learning promotes active learning because students arrive
prepared and with sufficient background knowledge about the topic, resulting in a
more rigorous, challenging, engaging, and thought-provoking classroom.
In addition, blended learning helps students improve their reading and
writing skills. The method is an efficient way of improving students' language
skills. It improves learners' participation in the lessons, the traditional approach,
and online learning It also provides learning materials and the roles of teachers,
as well as learner engagement and the social environment.
As stated by Hoffman (2014), the introduction of blended learning
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initiatives is part of these innovations but its uptake, especially in the developing
world, faces challenges for it to be an effective innovation in teaching and
learning. Given the unique learner characteristics and technological experiences,
one significant challenge is how users can effectively use the technology and
ensure learners' commitment.
With this background, the researchers decided to conduct a study on the
perception of blended learning of grade 12 students of the STEM Department in
terms of schedule, time allotment per subject and activities per discipline. This
aims to further broaden the vast exploration of what students do in a blended
learning set up. Moreover, this study intends to determine the significant
difference of the respondents on blended learning when grouped according to
their profile and the possible suggestions and recommendations to improve the
academic performance of the learners.
In line with this, this research is of great importance because it will identify
the different perspectives of grade 12 STEM learners towards blended learning.
In addition, this study aims to point out learning barriers that hinder students'
improvement. Furthermore, the results of this study will help the grade 12 STEM
learners to develop and encourage more in-depth learning, lessen stress, and
boost student satisfaction in classroom engagement.
Statement of the Problem
This study aims to determine the perception of grade 12 STEM students
on blended learning. Specifically, it seeks to answer the following questions:
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1. What is the profile of the respondents in terms of:
1.1 sex;
1.2 family monthly income; and
1.3 academic performance
2. What are the perceptions of the respondents in blended learning in terms
of:
2.1 schedule;
2.2 time allotment per subject; and
2.3 activities per discipline
3. Is there a significant difference in the perception of the respondents on
blended learning when grouped according to their profile?
4. What plan of action may be recommended to improve the academic
performance of the respondents in blended learning based on the results
of the study?
Conceptual Framework
This study uses the Input-Process-Output (IPO) model as one of the
methods to ensure the study's validity.
As seen in the figure, the input box of the paradigm consists of the profile
variables of the students-respondents, specifically, sex, monthly income, and
academic performance. It also includes the perception of the students towards
blended learning. The second box, which is the process, all the inputs from the
respondents were used in the analysis of the data in order to determine the
perception of the respondents in blended learning. The process will be carried
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out using a questionnaire. Data will be analyzed using DATA tab software. The
last box, labeled as "output," contains the suggested plan of action for the
improvement of academic performances of the respondents. The said activities
are based on the findings of this research.
Figure 1
Research Paradigm of the Study
Hypothesis
The study sought to test the hypothesis that there is no significant
difference on the perception of the respondents in blended learning when
grouped according to their profile.
Scope and Delimitations
This study aims to determine the perception of the Grade 12 Science,
Technology, Engineering, and Mathematics (STEM) learners in blended learning.
In particular, the researchers will determine the profile of the respondents in
terms of sex, monthly family income and academic performance. Moreover, the
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perception of the learners in blended learning with regards to schedule, time
allotment per subject, and activities per discipline were also identified.
Additionally, the significant differences in the responses when grouped according
to their profile will be tested. The goal of this study is to recommend an action
plan to improve the academic performance of the respondents in blended
learning. This study was limited to 131 Grade 12 learners of Alangilan Senior
High School taking up Science, Technology, Engineering, and Mathematics
(STEM) strand during the academic year 2022-2023. The respondents were
selected using stratified random sampling. Additionally, the instrument utilized in
this study is a questionnaire. The data that will be gathered will be statistically
treated using DATAtab software.
Definition of Terms
The following terms are deemed important for the better understanding of
this research. Hence, they are defined conceptually and operationally.
Academic Performance. It is the measurement of student achievement
across various academic subjects (Ballotpedia, n.d). In this study, it refers to the
measurement of the student achievement in all subject areas for the first quarter
grade, first semester during the school year 2022-2023.
Activities. This is defined as the quality or condition of being active:
specific actions or behaviors (Merriam Webster Dictionary, n.d). In this study, it is
a type of planned, controlled, frequent school recreation to test the student’s
ability regarding a specific topic.
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Blended Learning. It refers to a method of learning that combines face-
to-face instruction with any or all of the following: online distance learning,
modular distance learning, and TV/Radio-based instruction (DEPED Data Bits,
2022). Operationally, these pertain to the comprehensive approach employed in
Alangilan Senior High School during the school year 2022-2023 which is the
combination of face-to-face and modular distance learning.
Monthly Income. It is defined as the gross countable income received or
projected to be received during the month (Law Insider, n.d). In this study it
specifies the amount of money that the family of the learner sustains every
month.
Perception. It refers to the awareness of the elements of the environment
through physical sensation as defined in the dictionary (Merriam Webster
Dictionary, n.d). Operationally, it refers to the way of viewing, perceiving,
regarding, or interpreting the student towards blended learning.
Schedule. It is defined as a procedural plan that indicates the time and
sequence of each operation (Merriam-Webster Dictionary, n.d). In this study, it is
a structure that offers an organized list of tasks, events, and a timetable for when
a task or work should be accomplished.
Time Allotment. It is defined as the minimum amount of time for class
interaction is the time allotted for each subject. For the purpose of applying what
is learned to real-world situations as specified in the curriculum, the learning time
can be extended to include off-school learning experiences at home or in the
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community (Teacher PH, n.d). In this study, these are determined as the number
of minutes allotted given in each subject area.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter deals with the review of related concepts and studies found in
previous literature.
Blended Learning
According to Cronje (2020), the term "blended learning" was first used to
honor aspects of learning theory and pedagogy; the majority of definitions are
limited to addressing a combination of in-person and online learning. A
combination of direct instruction and learning by doing should be included in the
definition of blended learning, which should be based on learning theory.
In accordance with Halverson et al. (2014), at the start of the 2000’s,
blended learning became one of the most well-liked pedagogical concepts in
higher education and in contexts. Osgathorpe and Graham (2013) defined
blended learning as combining in-person instruction with online learning in order
to maximize the advantages of both approaches. Three models have actually
been put forth by them: a blend of activities, a blend of students participating in
both face-to-face instruction and online learning, and a blend of instructors, under
which students in face-to-face instruction can gain from the expertise of different
teachers via the online learning environment. Researchers tend to agree that
blended learning refers to the blending of in-person classroom learning
experiences with online learning experiences as the term continues to develop,
as stated by Owston et al, (2013).
As stated by Carlton (2022), blended learning has benefits and
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drawbacks. In many ways, blended classes offer the best of both worlds.
Students meet with their teachers and peers for in-person discussions and
lectures, but they can also complete their assignments online. The scheduling
flexibility of hybrid programs is greater than that of in-person sessions. Instead of
attending numerous on-campus class sessions each week, students complete
more than half of their homework online, giving them the freedom to fit their
studies around other commitments.
One strategy used to assist students in engaging in meaningful learning
through the use of information and communication technology in educational
settings is blended learning. In accordance with Gedik et. al (2012), the students
were taking the course for the first time, and this course served as their first
introduction to a blended learning setting. The data were then analyzed for
content. The implementation of the course, particularly with electronic activities,
had favorable effects on students from a learning and assessment standpoint,
according to the findings. Students reported that the blended learning
environment encouraged their active engagement in the course activities and
that they found it fascinating and helpful to follow the course material, homework,
and projects online.
In accordance with Asarta et. al (2020), results from a mixed course in
business and economic statistics are evaluated in light of students' prior online
and blended course experience. Experience with lecture formats that extensively
rely on online resources may lead to better results in later blended courses. It
was investigated whether students benefit significantly from prior experience in
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any way. There were no differences in outcomes between students with prior
experience and those without it when results were examined using the entire
sample of students. However, it was discovered that online and blended learning
had a somewhat favorable impact on outcomes for high-achieving transfer
students when the transfer status of the students and ranges of grade point
averages were taken into account.
In the study of Kamsin (2020), it is widely accepted that blended learning
is a method that combines the advantages of online and face-to-face learning
components. However, over time, concerns have been expressed about this
strategy of integrating online and in-person teaching components. There is a lack
of clarity regarding the difficulties that exist in the online component of blended
learning, despite the fact that numerous research has emphasized the general
difficulties of the blended learning method of instruction as a whole. In order to
identify the difficulties in the online component of blended learning from the
viewpoints of students, teachers, and educational institutions, a thorough
evaluation of the literature was carried out. The main difficulties that students
encounter is with self-regulation and with using educational technologies.
According to Hubackova et. al (2016), the field of blended learning is
expanding quickly, both in academia and business. It belongs to the modern
trends in education. It is blended learning, which combines in-person instruction
from a teacher with independent study using online instruction. Blended
learning's success depends not only on how well the course and virtual
environment are made, but also on how well-prepared the students are to
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operate in that context. It also depends on their capacity to arrange themselves
in a particular setting and make use of all tools offered in the LMS.
Schedule
According to Cambridge Dictionary (2022), schedule is a list of activities or
things to be done showing the times or dates when they are intended to happen
or be done. It is a plan of procedure, usually written, for a proposed objective,
especially with reference to the sequence of and time allotted for each item or
operation necessary to its completion.
An amendatory DepEd Order No. 034, the series of 2022, sets the start of
classes on August 22 and will end on July 7, 2023. There will be 203 school days
or as may be determined by further issuance/s in case of changes in the school
calendar due to unforeseen circumstances. DepEd also provides direction and
guidance in the re-opening of classes and the gradual introduction of 5 days of
in-person learning modality classes, only prescribing the options of 5 days
person in-person classes, blended learning modality, and full distance learning.
Public and some private schools that implemented a 5-day in-person class
schedule during the school year 2021–2022 will continue that schedule. While
other schools are given a schedule to slowly transition into 5-day in-person
classes, with 3 days of in-person classes and 2 days of distance learning
[modular, online, or television- or radio-based instruction]; and thereafter, 4 days
of in-person classes and 1 day of distance learning (modular, online, television-,
or radio-based instruction) for Mondays through Wednesdays (in-person classes)
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and Thursdays through Fridays (distance learning) or Mondays through
Thursdays (in-person classes) and Friday (distance learning), this will remain
effective until October 31, 2022.
According to Department of Education (2022), the first three days of
blended learning will consist of in-person classes and two days of distance
learning (via modules, the internet, or broadcast TV instruction); the following
four days will consist of in-person instruction and one day of distance learning
(via modules, the internet, or television- or radio-based instruction).
All public and private schools must switch to five days of in-person
learning by November 2, 2022. Except for those that are implementing
Alternative Delivery Modes as specified in DO 27, no school shall be permitted to
deploy only remote learning or blended learning beyond the aforementioned
date. "Policy Guidelines on the K–12 Basic Education Program" (s.2019) and
"Revised Policy Guidelines on Homeschooling Program" (DO O1–5–2022).
As stated by Childers (2018), to have good school scheduling
characteristics, 21st century learning is to be accomplished. Schools must have
extremely effective teaching, curriculum, assessment, and support systems. The
timing and frequency of instruction can have an impact on students' learning, and
research has shown that class schedules and instruction time are inextricably
linked since they depend on one another. The success of a scheduling strategy
is heavily determined by a number of variables, such as student demographics,
appropriate professional development aimed at instructional tactics, and teacher
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preparation.
Time Allotment
As per DepEd Order No. 31, s. 2012, The time allotment for in-person
class hours shall be based on Annex 1 (Elementary Education) and Annex 2
(Secondary Education) of DO 21, s. 2019. The learning time can be extended to
include off-school learning experiences at home or in the community for the
transfer of learning to real-life situations as provided for in the curriculum. The
outputs of such off-school learning experiences are usually in the form of
products and performances which shall be monitored and credited accordingly.
The provision of a separate period for independent and cooperative learning (i.e.,
on top of their adoption by teachers as a teaching strategy or instructional
activity) is an option that schools might wish to consider for classes that can
benefit the most from such class programming.
Moreover, DepEd (2022) stated that time allotments for subject areas
were adjusted from the prescribed ten-day rolling cycle based on a 300-minute
instructional day. This change provided schools with more flexibility for
scheduling, timetabling, and staffing, and addressed concerns. Presenting the
allotments as percentages, rather than a specific number of minutes, reflects the
fact that schools vary in length of the day, opening and closing times, recesses,
and midday intermission. Schools are still expected to adhere to Regulation
101/95 which stipulates the minimum requirements of the instructional day. The
Literacy-Based Promotion Act (LBPA) requires that students who are deficient in
reading a minimum of ninety (90) minutes daily of evidence-based, scientifically
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research-based reading instruction that includes phonemic awareness, phonics,
fluency, vocabulary, and comprehension during regular school hours.
According to Talbert PhD (2019), the key to blended learning's success is
its emphasis on utilizing class time allotment almost completely for active work
on complex concepts. The learning objectives are made even more beneficial in
a blended environment by division for each time allotment. This division of tasks
provides useful constraints on how time should be used both before and during
class. By restricting pre-class work to just the basics, students are given work
that they can be reasonably expected to complete, along with permission not to
fully understand the advanced material yet. Likewise, by insisting that class time
only be focused on higher-level concepts, time isn’t wasted on redoing something
students did before class.
Activities
According to DepEd Order No. 034, the series of 2022, virtual activities
through different social media platforms which require reactions or sharing may
be done for advocacy, awareness, or collaboration purposes, but shall not form
part of the learner's scholastic grade. Curricular activities shall be conducted
during the academic quarter to ensure that learners can seamlessly connect and
integrate learning within and across learning areas while providing manageable
breaks consistent with Memorandum OUCI-2O20-3O7. On the other hand, co-
curricular activities shall be conducted after the quarter examinations to avoid
disruption of classes.
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Under the objectives of “Sulong Edukalidad”, schools shall strictly devote
ten (10) weeks of every academic quarter to actual classroom teaching. The
eleventh week of each quarter may be used for the conduct of co-curricular
activities. The Central Office, Regional Offices, Schools Division Offices (SDOs),
and other concerned external stakeholders that need to introduce co-curricular
activities, may do so by this provision on scheduling the same. Enclosure No. 3
schools are encouraged to integrate such celebrations/ observances into
curricular activities as they deem reasonable and appropriate, so long as the total
number of school days shall not be compromised.
As stated by Areola (2022), Director of the Bureau of Learning Delivery
(BLD), our students need activities outside of the classroom to release the stress,
tension, and worries the health crisis has caused them. Co-curricular activities
have been shown to have a positive impact on our students’ health and
wellbeing. Every extracurricular activity has been planned to keep students’
minds off the pandemic. Participating in the aforementioned activities will make
children stronger and help them avoid mental health problems.
Ghasia (2018) stated that Blended learning activities are learning activities
that teachers design to enhance teaching and learning process in a blended
learning environment. Students who employ BLE in schools and out of schools
learning are likely to perform well in BL learning activities due to its resourceful
environment that is accessible anywhere at any time. However, to ensure
successful students’ participation in BL activities efforts should be made to train
teachers on the new perceived roles in BLEs. The knowledge and skills teachers
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receive will help their students to manage, engage and participate in diverse
activities initiated by a teacher under a specific learning module. The amount of
time spent online versus traditional instruction is dependent on the nature of the
instruction, the individual student needs, curriculum contents, the preference of
the instructor and activities both teacher and students aspire to engage in BLEs.
However, for successful BL, teachers and students should balance their
engagement activities in BLEs based on the nature of instruction, individual
needs, time and preferences.
Students Perception Towards Blended Learning
According to Driscoll et. al. (2012), because the online version of learning
was designed to emphasize interaction, a student's preference for this method of
instruction could have had a significant impact on their performance and
satisfaction. In comparison to those who took the course online, those who
attended class in person typically had higher GPAs and were enrolled in more
credit hours. In the online sections, most of the students were older, had taken
more online courses, and put in more hours per week at work. According to
mean comparisons of the dependent variables, students in the F2F sections of
the course performed better on both assessments than students in the online
sections, and there were no discernible differences in student satisfaction
between the various course formats.
Murtha et. al (2013) studied 577 students’ perceptions of blended courses
in relation to their in-course achievement. Their perceptions were assessed in
four areas: overall satisfaction with blended learning, convenience afforded by
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blended learning, sense of engagement in their blended course, and views on
learning outcomes. Results showed that high achievers were the most satisfied
with their blended course and they found the course more convenient and more
engaging. Compared with low achieving students, high achievers preferred
blended format over fully face-to-face or online mode.
In a related study, Arnold et. al (2009) looked at student learning for
teacher education students in a hybrid and entirely online mode in a related
study. Surveys were given out to find out how well the students understood the
material and how satisfied they were with the course overall. The findings
showed that participants learned more in both hybrid classes than they had in the
fully online program. Additionally, even though the two hybrid classes had
different amounts of regular class time, they reported learning the same amounts
of material, which highlights the value of the in-person learning environment.
In agreement with Dennis et. al (2005), students who attend in-person
classes and use video conferencing benefit from the virtual classroom setting
(supporting website, asynchronous communication via electronic discussion
board and email, and the opportunity to review the recorded class), while Internet
students benefit from the opportunity to feel and experience the classroom
environment, which reduces anxiety and feelings of isolation. The hybrid learning
Environment (HLE), which offers alternative delivery modalities to accommodate
various learning models. According to Kumar (2021), hybrid learning aims to
provide the most effective and efficient education possible by integrating a variety
of delivery methods.
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It is stated by Di Marco et. al. (2017), students acknowledged being easily
distracted and lamented the lack of computer workstations and printers (by the
phone, naps, social networks, TV shows, etc.). It has also been suggested that
the infrastructure, support, and instructor qualities of information technology are
related to the acceptance of hybrid e-learning courses. In order to prevent this
distractibility, all personal learning tasks are listed in the planner with online
access to the resources. This means that, just like for face-to-face activities, a
specific time is selected and recorded in the online planner for these activities.
Students might require a specific environment to complete their individualized
learning tasks on-site or at school for a predetermined amount of time.
Based on the study of Sahni (2019), students felt motivated because, in
their opinion, they had some control over the time, place, or pace of learning.
There is evidence that the blended learning strategy increases student
engagement and boosts academic performance. Based on the analysis, the
study's insightful findings expand the body of knowledge about blended learning.
There are important implications for educators and organizations looking to
implement a blended learning strategy. As a result, the government might make
a decision in the future to pursue significant reforms in higher education.
Similar to this, 577 students' opinions on blended courses were examined
by Owston et al. (2013) in relation to their performance in the course. Four
aspects of their opinions were evaluated: general satisfaction with blended
learning, convenience provided by blended learning, sense of engagement in
their blended course, and perspectives on learning outcomes. According to the
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findings, top achievers were the most satisfied with their blended course and
thought it was more convenient and interesting. High achievers preferred the
hybrid format over fully face-to-face or online mode when compared to low
achievers.
According to Shantakumari et al. (2015), participants in this study
believed that the blended learning process was less demanding and more
efficient than conventional in-class instruction. Findings are consistent with
research indicating that students are more satisfied in blended learning
environments than in traditional lectures. The blended design of the course, in
the viewpoint of the students, made it easier to follow and improved learning. The
interactions were increased by the online activities, which also had clear
objectives and time frames. To ensure a relationship between the two aspects of
the course, it is crucial that the intended learning objectives of the course match
the online activities. To ensure that the program is blended in design, not just in
delivery, blended learning necessitates an intentional approach to instructional
design.
The blended approach of the course, in the opinion of the students, made
it easier to follow and improved learning. The online material was clearly
illustrated and simple to read. The interactions were increased by the online
activities, which also had clear objectives and time frames. To ensure a
connection between the two parts of the course, it is crucial that the intended
learning objectives of the course match the online activities. To ensure that the
program is blended in design, not just in delivery, blended learning necessitates
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an intentional approach to instructional design.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter deals with research methods used in the study. It includes
the discussion of research design, subjects of the study, data gathering
instrument, data gathering procedure and statistical treatment of the data.
Research Design
This study utilized the descriptive research design. The researchers chose
a descriptive research design which uses a self-made questionnaire to gather
data. It aims to describe a population, situation, or phenomenon accurately and
systematically. It involves gathering data that describes events and then
organizing, tabulating, depicting, and describing the data collection. The
researchers deemed that this design is appropriate for the topic as it will facilitate
the collection of data from respondents. In this method, the researchers selected
an appropriate sample of respondents to attain the objectives of the study.
Subjects of the Study
The participants involved in this study are Grade 12 STEM students
enrolled at Alangilan Senior High School during the school year 2022-2023,
under blended learning. The researchers were able to determine the number of
respondents using a stratified random sampling technique and the Raosoft
sample size calculator. With a 5% margin of error, 131 respondents were
selected from the respondents from the STEM Strand.
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Data Gathering Instrument
The instrument used in this research study is a method of surveying
through questionnaires. The self-made questionnaire was designed to investigate
and evaluate respondents' perceptions of blended learning at Alangilan Senior
High School. The questionnaire was divided into two parts: the first covered the
respondents' demographic profile in terms of sex, monthly income, and academic
performance. The second section discussed respondents' perceptions of blended
learning in terms of schedule, time allotment per subject, and activities per
discipline. This instrument was validated to ensure its accuracy and
dependability. As a result, the researchers sought assistance and expertise in
validating the questionnaire. The following scales will be used to interpret the
computed weighted mean and composite mean of the respondents' schedule,
time allotment per subject, and activities per discipline.
NUMERICAL RATING MEAN RANGES VERBAL

VALUES INTERPRETATION
4 3.25 – 4.00 Strongly Agree
3 2.50 – 3.24 Agree
2 1.75 – 2.49 Disagree
1 1.00 – 1.74 Strongly Disagree
Data Gathering Procedure
Upon the approval and validation of the topic and statement of the
problem, the questionnaire was then formulated using information gathered from
literature related to the study. To elicit accurate responses, it was subjected to
content validity with the help of an expert in the field. Soon after the necessary
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revision, the researchers will select the approval of the school head to conduct
the study or to gather data from the respondents. The data will be gathered using
a survey method through a questionnaire which was administered to the
identified respondents. The researchers will seek the agreement of the
respondents to participate in the study through a consent form before proceeding
with the survey. The gathered data were tabulated and treated statistically
through DATAtab software.
Statistical Treatment of the Data
In analyzing and interpreting the gathered data, the researchers used the
following statistical tools.
Frequency, Percentage and Rank. These will be used to determine the
distribution of the respondents according to their profile.
Weighted Mean. This will be used to determine the assessment of
students' perception on blended learning in terms of schedule, time allotment per
subject, and activities per discipline.
Independent t-test. This will be used to test the significant difference on
students’ perception on blended learning when grouped according to their sex.
ANOVA. This will be used to test the significant difference in the students’
perception on blended learning when grouped according to their academic
performance and family monthly income.
To formulate the computation of data, the DATAtab software was utilized.
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CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter covers the presentation, analysis and interpretation of the
quantitative data gathered in the investigation. The discussions of the findings
are patterned in a manner that coincides with the organization of the problems
posed in the study.
1. Profile of the Respondents
1.1 Sex. Table 1 presents the profile of the respondents in terms of the
variable.
Table 1
Profile of the Respondents in Terms of Sex
Sex Frequency Percentage

Male 68 51.91
Female 63 48.09
Total 131 100
It can be seen from the table that the majority of the respondents were
male which obtained the highest frequency of 68 or 51.91 percent. The remaining
48.09 percent or 63 are females.
This result supports the findings of BlaŽev et. al. (2017), who indicated
that males were highly interested in STEM-related school subjects and females
were usually uninterested in them and more likely to think that STEM school
courses are a male domain. On the other hand, a study conducted among
students and academics by Ramsey (2017) found that agentic rather than
communal traits are more strongly related with success in science, inhibiting
26
women from pursuing a career in science Furthermore, the American Association
of University Women (AAUW) (2010) reports that social pressure, stereotype
threat, and perceptions about STEM fields are the main barriers to females
pursuing STEM.
1.2 Family Monthly Income. Table 2 presents the frequency and
percentage distribution of the respondents when they are grouped according to
family monthly income.
Table 2
Profile of the Respondents
in Terms of Family Monthly Income
Age Frequency Percentage Rank

₱ 5,000 and below 15 11.45 5
₱ 5,001 - ₱10,000 21 16.03 4
₱ 10,001 - ₱ 15,000 35 26.72 1
₱ 15,001 - ₱ 20,000 34 25.95 2
₱ 20,001 and above 26 19.85 3
Total 131 100
It can be gleaned in Table 2 that the majority of the respondents have a
family monthly income ranging from ₱10,001 and ₱15,000 with a frequency of 25
or 26.72 percent. It was followed by the respondents with a family monthly
income of ₱15,001 to ₱20,000 with a frequency of 34 or 25.95 percent. There
were 26 respondents, or the 19.85 percent of the respondents have a family
monthly income of ₱20,001 and above. It was followed by the respondents with a
family monthly income of ₱5,001 to ₱10,000 with a frequency of 21 or 16.03
percent. The remaining respondents have a family monthly income of ₱5,001
27
and below with a frequency of 15 or 11.45 percent.
The results were in contrast to the 2021 Family Income and Expenditure
Survey (FIES) conducted by the Philippine Statistics Authority (PSA), which
stated that the average income of Filipino households from January to December
2021 was predicted to be PHP 307.19 thousand. This means that the monthly
income is PHP 25,599.17. This was down -2.0 percent from the previous year's
average household income of PHP 313.35 thousand. Furthermore, according to
a personal finance survey conducted in the Philippines during the first quarter of
2022 by Statista Research Department (2022), 26 percent of respondents stated
that their household income decreased as a result of the COVID-19 pandemic,
and as the economy is reopening, the respondents are hoping that their income
will increase.
1.3 Academic Performance. Table 3 presents the frequency and
percentage distribution of the respondents when they are grouped according to
academic performance.
Table 3
Profile of the Respondents
in Terms of Academic Performance
Age Frequency Percentage Rank

95-100 0 0 5.5
90-94 38 29.01 2
85-89 70 53.44 1
80-84 21 16.03 3
75-79 2 1.53 4
74-below 0 0 5.5
Total 28 100
28
It can be seen from Table 3 that the majority of the respondents have a
GWA ranging from 85 to 89 with a frequency of 70, or 53.44 percent. It was
followed by 38, or 29.01 percent, whose GWA ranges from 90 to 94. There were
21 respondents, or 16.03 percent, whose GWA ranges from 80 to 84, and 2
respondents, or 1.53 percent, whose GWA ranges from 75 to 79. There were
none, or the 0 percent of the respondents have a GWA of 95-100 and 74-below.
This result contrast the findings of the study conducted by Ebora (2016),
who indicated that most of the students appear to obtained a GWA of 84-80
which describes as “Satisfactory”. Class participation is an important aspect of
student learning. When students speak up in class, they learn to express their
ideas in a way that others can understand. When they ask questions, they learn
how to obtain information to enhance their own understanding of a topic. Class
participation also is a valuable learning tool for teachers. Through students'
questions, you learn what they don't understand, and can adjust your instruction
accordingly. If students will not participate in class interaction then it will affect
their performance and no one will be of outstanding in the subject. In line with
this, Arellano (2015) on his study found out that majority of the students showed
average performance in some subject specifically Physics. He also added that
different approaches must be used by the teachers in to motivate the students
and develop interest among them; there should be sequence of activities that will
lead to the discovery of concepts .
2. Assessment of Respondents’ Perception on Blended Learning
2.1 Schedule. Table 4 shows students’ perception on blended learning in
29
terms of schedule.
Table 4
Students’ Perception on Blended Learning in Terms of
Schedule
Weighted Verbal
Indicators Rank
Mean Interpretation
1. It optimizes the time wisely for 3.07 Agree 1

studies and breaks to refuel.
2. It is suitable for the duration of

2.86 Agree 5
period per subject.
3. It incorporates a scheme for

2.98 Agree 2
remedial classes.
4. It establishes natural routine

2.89 Agree 3
that is comforting to students.
5. It is flexible to suit the changing

needs and requirements of the
students, subjects, and other 2.87 Agree 4
internal or external
circumstances.
Composite Mean 2.93 Agree
The table clearly shows that the majority of students concur that they
should optimize their time wisely for studies and breaks to refuel. With a verbal
interpretation of agree and a weighted mean of 3.07. According to Youki Terada
(2018) regular breaks during the school day, from little "brain breaks" in the
classroom to longer breaks during recess, provide more than just idle time for the
pupils. These pauses boost their output and provide them the chance to improve
their social and creative abilities. Younger students in particular frequently have
trouble maintaining their attention for extended periods of time. Therefore, breaks
30
are a crucial component of learning. But the advantages go beyond just the
pupils' mental health. Regular breaks throughout the school day, especially for
younger pupils, can be an efficient strategy to lessen disruptive conduct. Short
physical activity breaks in the classroom have been shown in recent research to
enhance students' behavior, increase their effort in their tasks, and help them
stay on task.
According to Casey Dixon (2018), Russell Barkley, leading ADHD expert,
says refueling the cognitive gas tank is one of the most crucial strategies for
ADHD, according to him. He argues that since our brains use up a finite amount
of energy, it must be refilled in order for us to continue functioning. "The
executive [function] system has a finite gasoline tank and you can spend it out
fairly soon," he reminded his audience during the 2012 Burnett Lecture. If you
have ADHD, this can happen extremely quickly—within minutes—because every
time you utilize an executive function continually, you deplete the tank and lose
all self-control in the subsequent situation. As a result, even if you are working
pretty well, your performance may quickly deteriorate if you don't periodically
refuel. Additionally, researchers found that better breaks included activities that
employees chose rather than those that were imposed or supplied to them.
There was no evidence to support their hypothesis that breaks were better if
workers did not complete work-related tasks while on them. The choice for the
activity that benefited them the most was what made it so. Determining what you
want to accomplish, whether or not it is relevant to your job, seems to be the best
course of action.
31
Correspondingly, as shown in the table, the schedule that includes a plan
for remedial classes, ranked second, with a weighted mean of 2.98 and verbally
interpreted as agree. The use of remedial classes makes sure that every student
has closed the achievement gap and acquired the required learning
competencies and skills within a school year. In order to solve weaknesses
discovered during distance learning in the academic year 2021–2022, Maryknoll
College of Panabo, Inc. (2022) offers ongoing learning support even during this
epidemic. Accordingly, the lessons that are being given are intended to help
students in elementary and junior high schools catch up to required proficiency
levels in fundamental academic abilities including literacy and numeracy.
According to Dep. Ed Order No. 013, s. 2018, classes are offered during summer
to address the learners’ learning gaps or failure, deficiencies due to change of
track/specialization and/or transfer from one school to another; or to allow for an
advance subject for those Senior High School learners with work immersion in
the succeeding semester or school year. In line with this, DepEd (2022) stated
that, the time limit for intervention and remediation will be expanded in SY 2022–
2023 as part of DepEd's commitment to the success of learning. The Department
of Education (DepEd) stated on Tuesday, April 19, that it is hoping to start the
school year (SY) 2022–2023 by late August based on the newly planned school
calendar. The suggested school schedule includes one additional week for co-
curricular and extracurricular activities, as well as intervention and remediation
activities. The SY 2023–2024 may start on August 28, 2023. The intervention
and remediation activities are a basis and a reminder for teachers and students
32
to make sure that the learning process is uninterrupted during the school year
2022-2023.
Sequentially, based on the table, the schedule established has a natural
routine that is comforting to students and ranked three with a weighted mean of
2.89, a verbal interpretation of agree. A well-planned timetable, in the study of
Harshika Agrawal (2019), creates a natural rhythm and regularity that could be
relaxing for both teachers and students. Making a plan is essential for students
since it enables them to prioritize and make the most of the things that are urgent
or important. Routine is vital for each and every one of us, claims Collier (2020).
Without a schedule, we become disorganized and frequently have no idea what
to do or even what day of the week it is. Having a schedule is very crucial for
kids, especially for their behavior and mental health. According to Spark School
(2022), flexibility enables pupils to better understand themselves and plan their
academic schedules accordingly. This implies that they will begin learning when
their level of concentration is high and their capacity for knowledge retention is
high. They will eventually provide superior results as a result of it.
Consecutively, the table demonstrated how a good timetable is adaptable
to meet shifting student demands and requirements, subject-specific
requirements, and other internal or external circumstances with a 2.87 as the
weighted mean and verbally interpreted as agree. It speaks to flexibility so that
students can set aside extra time to complete all of a subject's requirements
equally. According to Dep. Ed Order No. 35, s 2016, During the LAC, teachers
can work together to develop weekly lesson plans that can be put into action for
33
the allotted time. Following that, teachers can discuss their experiences to
improve future sessions. While improving their own critical and creative thinking,
teachers also get better at converting curriculum material into instructive learning
activities. Because the teacher will be more methodical and more contextualized
to the learning demands of the pupils, student learning will increase. A Learning
Action Cell in DepEd is a group of teachers who participate in cooperative
learning sessions to address common problems that arise in the school. These
sessions are supervised by the school principal or another certified LAC Leader.
LACs will develop into healthy, empathetic, and secure school-based
communities of practice.
Respectively, as indicated in the table, schedule are suitable for the
duration of the period per subject with a weighted mean of 2.86 and with a verbal
interpretation of agree. University of the People (N.D) claims that several
research has shown block scheduling to be counterproductive. According to
certain studies, block-schedule pupils performed worse in the subjects of
science, biology, physics, and chemistry. Because of the pace and lack of
continuity, block scheduling could be more difficult for kids. It requires teachers to
create longer lesson plans that should be condensed into fewer days. A schedule
of events is also provided by the International Bureau of Education (2000), which
schedules school activities throughout the day, week, term, or year. Typically, a
timetable specifies the beginning and ending times of each task. The shortest
time unit on the schedule is a period. The duration of a session might range from
30 to 60 minutes depending on the country, educational level, and type of
34
institution. Based on the suggested number of periods and the curriculum's
courses, time must be distributed efficiently and fairly. the duration of the school
day, week, and year; the recommended or necessary contact hours; the number
of courses offered; the number of teachers; the accessibility of facilities; and
other factors all have an effect on timetabling.
As shown in the table, the respondents generally agree on the perception
on blended learning in terms of schedule which is evidenced by the composite
mean of 2.93.
2.2 Time allotment per subject. Table 5 shows students’ perception on

blended learning in terms of time allotment per subject.
Table 5
Time Allotment per Subject
Weighted Verbal
Indicators Rank
Mean Interpretation
1. It is enough to complete the
2.63 Agree 3
learning activities.
2. It is sufficient for the

2.55 Agree 5
specialized subject.
3. It covers all the components

2.85 Agree 1
of classroom instruction.
4. It is feasible for creating

learning experiences through
2.84 Agree 2
interaction with the teachers
and students.
5. It is adequate to master the

2.56 Agree 4
lesson.
35
According to the table, allotted time per subject covers all the components
of classroom instruction with a weighted mean of 2.85 and verbally interpreted as
agree. The minimal amount of time for class engagement. The study period can
be extended to incorporate after-school learning activities at home or in the
community to help students apply what they have learned to practical
circumstances as specified in the curriculum. The results of these learning
opportunities outside of the classroom typically take the form of performances
and products that need to be evaluated and awarded appropriately. The
prescribed 2 hours per subject for a 6-week period, and 80 hours per subject for
Core Curriculum Subjects, Applied Track Subjects, and Specialized Subjects
allotted shall be used in determining the number of teaching loads of teachers
based on DepEd Order No. 31, s. 2012. While DepEd Memo No. 291, Section
2008 offers that Public school teachers must devote no more than six (6) hours a
day to actual instruction, unless they are engaged in academic activities that
require them to be present outside of the school; With due consideration for
potential teaching intervals, school directors shall assign teaching loads to public
school instructors to fully utilize the six (6) hour real classroom teaching, i.e., six
teaching loads at one hour per teaching load; a.) The whole school year's worth
of advisory work and/or special assignments will be counted as one teaching
load; b.) The following list of special assignments and the related teaching load
that may be assigned to the teachers include c.) A teacher who has completed
six (6) hours of real classroom instruction and/or equivalent teaching-related
activities and tasks must complete the remaining two (2) hours of work on or off
36
school property in order to meet the eight-hour workday requirement.
The table indicates that it is possible to create learning opportunities
through interaction with the teachers and students in class given the time
allotment with a weighted mean of 2.84 and verbally interpreted as agree. For
instance, Carter and Rukholm (2008) hypothesized that teacher-student contact
in online education is a significant element impacting students’ learning results
when compared to traditional education. Interaction between teachers and
students enhances learning outcomes for students on two levels: interactive form
and interactive content. On this basis, Li et al. (2020) further clarified that
“Internet + teaching” is the “information interaction between teachers and
students and teaching elements” in a particular environment, reflecting the
change from one-way to multi-directional interaction. According to the student’s
point of view on the study of Frymier & Houser (2000), receiving a teacher’s
support makes them feel like they belong in the classroom, which improves their
affective learning, such as their attitude toward the subject matter and the
teacher, which supports their effective learning, active exploration of the school
environment, and participation in peer interactions. As stated by Henning et al.
(2017), the benefits of a positive teacher-student relationship highlight the
importance of comprehending how teachers may communicate with and maintain
positive contact with their students.
Respectively, the table indicates that the time allotment is sufficient to
finish the learning exercises with a weighted mean of 2.63 and verbally
interpreted as agree. According to Fink (2003), the instructor's assessment
37
of how well learning activities address the class's learning objectives should be
reflected in the lessons they teach. In class, discussions, role-playing, and
simulations are examples of "rich" activities that encourage advancement on
several goals. Service learning, situational observations, and genuine projects
are a few examples of outside-of-class activities. When students consider their
learning experience and what it means to them, learning is improved and made
more permanent. This can be done alone (in journals) or in groups (small group
discussions). Students are more likely to "own" and value their learning when
they reflect on what they are learning, how they are learning it, its importance,
and what further they need to know.
The table demonstrates that the time-alloted is sufficient to understand
lesson with a weighted mean of 2.56 and verbally interpreted as agree. A good
lesson needs to be planned. Making your teachings clear and well-timed can
assist pupils in keeping them engaged and interested. A certain amount of
flexibility is also incorporated into effective planning so that teachers can react to
what they learn about their student’s learning as they teach. Knowing the
students and their past knowledge, understanding how to go through the
curriculum, and identifying the appropriate tools and activities to aid in student
learning are all important when developing a plan for a set of sessions.
The table shows that it is sufficient for the specialized subject. with a
weighted mean 2.55 and verbally interpreted as agree. In any educational
system, teaching and understanding mathematics is a major challenge,
according to Arvin Guinocor and Porferio Almerino (2020). Numerous scholars
38
work hard to identify the factors that influence students' performance on the topic.
Despite all of these efforts, problems persist. Data on study habits and attitudes
were gathered using a descriptive-correlational design by the researchers. The
study was conducted at the Cebu Technological University San Francisco
Campus, Cebu, Philippines. The study orientations of the students and their
academic performance in Mathematics subjects were found to be significantly
positively and highly correlated. Mathematics is one of the disciplines that are
most important, and students are encouraged to study the subject (Leatham &
Peterson, 2010; Ronis, 2008). According to this theory, children's mathematical
guidance methods are far more active in the majority of Asian countries (Wei &
Dzeng, 2014). According to Etcuban and Pantinople (2018), that showing
resulted in an appealing modification in how the learning was conducted. In the
Philippines, mathematics is taught as a general education subject in both primary
and higher education, and students are expected to understand and appreciate
its principles as they are applied in problem-solving, critical thinking,
communicating, reasoning, making connections, representing ideas, and making
decisions in everyday life while using the appropriate technology (K to 12 Basic
Education Curriculum). It is necessary and hence required as a subject nearly in
every field. It is crucial and, as a result, practically every area needs it as a
subject, claim Blömeke and Delaney (2014). However, issues with arithmetic
proficiency continue to exist, not just in the Philippine context but also now in
other nations. The time allotment for every discipline is 2 hours per subject for a
6-week period, and 80-hour per subject for Core Curriculum Subjects, Applied
39
Track Subjects, and Specialized Subjects allotted for Senior High School
according to DepEd Order No. 013, s. 2018
As shown in the table, the respondents generally agree on the perception on
blended learning in terms of time allotment per subject which is evidenced by the
composite mean of 2.69.
2.3 Activities per Discipline. Table 6 shows students’ perception on

blended learning in terms of activities per discipline.
Table 6
Activities per Discipline
Indicators Weighted Verbal Rank
Mean Interpretation
1. The activities cover real-life 3.00 Agree 5
or authentic tasks and
event.
2. The activities encourage 3.21 Agree 1
critical thinking and
creativity.
3. The activities foster a shared
sense of responsibility 3.07 Agree 3
through small group learning
experiences
4. The activities involve 3.11 Agree 2

appropriate use of
technology.
5. The activities allow students 3.04 Agree 4
to incorporate other
disciplines.
40
It can be seen from the table that the activities encourage critical thinking
and creativity with a weighted mean of 3.21 and verbally interpreted as agree.
According to Kinnari-Korpela (2015), the educator needs to act as a facilitator to
allow for discussion and encourage a wider and open thought process, as well as
to encourage understanding of the different perception of every individual that
comes with thinking critically. Also engaged in this skill, it is important to
understand that students do not always end with the right answer, but instead,
sometimes end in more questions or differing evaluations of the topic. Critical
thinking is at the core of most intellectual activity that involves students learning
to recognize or develop an argument, use evidence in support of that argument,
draw reasoned conclusions, and use the information to solve problems. Creative
thinking involves students learning to generate and apply new ideas in specific
contexts, seeing existing situations in a new way, identifying alternative
explanations, and seeing or making new links that generate a positive outcome.
This includes combining parts to form something original, sifting and refining
ideas to discover possibilities, constructing theories and objects, and acting on
intuition. The products of creative endeavor can involve complex representations
and images, investigations and performances, digital and computer-generated
output, or occur as virtual reality.
Correspondingly, based on the table the activities involve appropriate use
of technology with a weighted mean of 3.11 and verbally interpreted as agree.
According to the Teaching Quantitative Skills in Teaching Geosciences, one of
the characteristics of well-designed activities (2005) is the appropriate use of
41
technology. Calculators and computers should be used to help students visualize
and explore data and relationships, not just to follow algorithms to predetermined
ends. Well designed activities with technology help students learn by providing a
tool to explore different ways to represent the same information. Rosdy et. al
(2015) stated that to ensure that teachers and students can utilize information
and communications technology to its full potential, the first phase of deployment
must be successful. Thus, appropriate implementation and support from the
school's senior management serve as the foundation for technology-based
teaching and learning preparations. Such integration in schools will be a
tremendous success and have benefits for everyone if the deployment process is
carried out correctly from the very beginning stage and the continual
maintenance are suitably supplied for both educators and especially learners.
Teachers must be given time to learn about and explore information and
communication technology in teaching and learning since it is more practical than
theoretical, and they must go through the "trial-and-error" phase before they can
utilize it effectively.
Concurrently, as shown in the table, activities foster a shared sense of
responsibility through small-group learning experiences with a weighted mean of
3.07 and verbally interpreted as agree. According to BMC Medical Education
(2020) when a small group learning experience involves active participation,
face-to-face contact between the participants and it is purposeful it can offer
many benefits and enhances students’ learning experiences in many ways. For
example, small group learning has the potential to help address gaps in student
42
knowledge, encourage self-directed learning, allow students to engage with a
range of perspectives from their peers, allow students to test their ideas and
attitudes with their peers, promote a willingness for students to share their ideas,
provide opportunities for students to give and receive feedback, help students to
develop skills in critical thinking and problem solving and help students to
develop communication, teamwork and leadership skills
Consecutively, as indicated in the table, activities allow students to
incorporate other disciplines with a weighted mean of 3.04 and verbally
interpreted as agree. According to Gibbs (2015), this method can help bring
students to a new awareness of the meaningful connections that exist among the
disciplines. It is efficient if the material can be taught in a logical sequence, with
skills building on skills. This supports students in progressing, practicing,
mastering, and pushing further within the subject matter. It helps students
develop deeper appreciation for the beauty, complexity, and depth of the subject
the t can lead to excitement and further engagement as the student goes deeper
and deeper into the area of focus.
Respectively, the table showed that the activities cover real-life or authentic
tasks and event with a weighted mean of 3.00 and verbally interpreted as agree.
According to Fraenkel & Wallen (2012), activity-based learning is the baseline for
creative and critical thinking skills enhancement. However, this method will not
function properly if students are not motivated enough to achieve their actual
potential. The most useful and effective method to teach concepts that are
complex in nature is by involving students in interactive activities, which is also
43
the backbone of ABL. By utilizing different activities in the classroom, the critical
thinking skills and creative skills of the students are also enhanced. Emphasizes
the importance of various activities and their relevance in everyday activity-based
teaching methodologies. He brings light to the fact that ABL is a cognitive-based
learning technique that works on constructive learning. Constructive learning
comprises prior knowledge along with personal experiences. This theory
emphasizes that learning is a process that comprises the psychological
environment of an individual along with their interactions with various other
structures of society.
As shown in the table, the respondents generally agree on the perception
on blended learning in terms of activities per discipline which is evidenced by the
composite mean of 3.09.
3. Difference Analysis between the Perception of the Respondents on
Blending Learning when Grouped According to the Profile of the
Respondents
3.1 Difference Test Results between the Perception on Blended
Learning in terms of Schedule when Grouped According to the Profile of
the Respondents
Table 7 indulged us that there were no significant difference in the perception of
the respondents on blending learning in terms of schedule when grouped according to
their profile in terms of sex, monthly family income and general weighted average. The
computed p-values of 0.838, 0.391 and 0.854 all respectively had a greater value of 0.05
level of significance. Thus, the null hypothesis of no significant difference is accepted.
44
Table 7
Difference Test Results between the Perception on Blended Learning in
terms of Schedule when Grouped According to the Profile of the
Respondents
degree of
Variables t-value p-value Interpretation Decision
freedom
Sex -0.205 128 0.838 Not Significant Accept
Family Monthly
130 Not Significant Accept
Income 1.037 0.391
GWA 0.260 130 0.854 Not Significant Accept
3.2 Difference Test Results between the Perception on Blended
Learning in terms of Schedule Time Allotment per Subject when Grouped
According to the Profile of the Respondents
Table 8 shows that there were no significant difference in respondents'
perceptions of blended learning based on sex, monthly family income, and
general weighted average. The projected p-values of 0.383, 0.448, and 0.460 are
all more than the significance level of 0.05. As a consequence, the null
hypothesis, which states that there is no statistically significant difference, is
accepted.
Table 8
Difference Test Results between the Time Allotment per Subject when
Grouped According to the Profile of the Respondents
degree of
freedom
Sex 0.876 127 0.383 Not Significant Accept
Family Monthly
0.932 130 0.448 Not Significant Accept
Income
45
3.3 Difference Test Results between the Activities per Discipline
when Grouped According to the Profile of the Respondents
Table 9 indicated that there were no significant differences in the
respondents' perceptions of blended learning when grouped according to their
sex, family monthly income, and general weighted average. The computed p-
values of 0.731, 0.249, and 0.218, respectively, confirm a greater value at the
0.05 level of significance. Thus, the null hypothesis of no significant difference is
accepted.
Table 9
Difference Test Results between the Activities per Discipline when
Grouped According to the Profile of the Respondents
degree of
freedom
Sex -0.345 127 0.731 Not Significant Accept
Family Monthly
1.367 130 0.249 Not Significant Accept
Income
4. Proposed Action/Intervention Plan
Table 10
Proposed Action/Intervention Plan
Goal: To design preparation and an intervention plan to ensure that the students
obtain the target competencies in terms of schedule, time allotment, and
activities per discipline.
46
PERFORM
PROGRAM/
SPECIFIC PERSONS ANCE
PROJECT/ TIMETABLE RESOURCES
OBJECTIVES RESPONSIBLE INDICATO
ACTIVITIES
R
To assess Conduct Teachers February– MOOE Cultivate
pupils' remedial Students March students’
academic classes 2023 stock
skills knowledge
To maintain Hold Guidance March– April MOOE Foster the

and improve seminars that Teachers 2023 academic
students’ will enhance Advisers flexibility of
flexibility students’ Students students
academic
and time
management
skills
To ensure Organize a Teachers April-June MOOE Encourage

students' timetable Advisers 2023 students'
commitment example to Students commitmen
to their further widen t and
academics the diligence
knowledge
and know
how to make
use of time.
47
CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
This chapter presents conclusions drawn from the findings and the
recommendations.
Conclusions
1. The majority of respondents were male, with a monthly family income of
10,000-15,000 and a general weighted average of 85-89.
2. The results revealed that in terms of schedule, majority of students
concur that they should optimize their time wisely for studies and breaks to
refuel. With a verbal interpretation of agree and a weighted mean of 3.07.
In addition, most of the respondents agree that the allotted time per
subject covers all the components of classroom instruction with a
weighted mean of 2.85 and verbally interpreted as agree. As well as,
majority of the respondents generally agree that activities encourage
critical thinking and creativity with a weighted mean of 3.21 and verbally
interpreted as agree in terms of activities per discipline.
3. There is no significant difference in the perceptions of the respondents in
blended learning in terms of schedule, time allotment per subject, and
activities per discipline when grouped according to their profile.
4. There is no significant difference in variables of sex, family income, and
general weighted average. The effects of students’ perception on blended
learning on various demographic groups are not noticeably different.
5. An action plan to improve the academic performance of the respondents
48
in blended learning was developed based on the results of the study.
Recommendations
Considering the significant findings revealed and conclusions drawn in this
study, the following recommendations are offered:
1. The school may offer remedial sessions for each subject to specifically
evaluate students' acquired competencies in blended learning.
2. To continuously convey to the students the significance of flexibility in
their real life, educators should prioritize addressing the learners' weaknesses
and strengths per subject.
3. Recommend activities that provide learners adequate time to
understand concepts and skills relevant to their chosen career. The new
curriculum aims to enhance students’ talents and knowledge, preparing them to
face the world of professionals. Using these objectives, instructional strategies
are established to increase learners' analytical thinking and to assist learners in
improving their creative thinking abilities. The instructional strategy should be
chosen from a collection of demonstrations, problem-based learning, or role-
playing activities. An active learning environment should promote students’
interest in the subject and encourage their participation. We want our students to
sense that we are enthusiastic about our teaching and confident in their learning
abilities. Students will quickly determine if a teacher respects their contributions
in class, or even wants contributions at all. Both are critical in creating an active
learning environment.
49
4. Similar study may be conducted with other aspects of well-being to
generalize the findings and an experimental study about the effectiveness of the
suggested activities may be carried out to contribute to a better understanding of
the constructs.
50
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55
APPENDICES
56
APPENDIX A
Letters
57
September 16, 2022
GISELLE S. BERANIA
Teacher I
Alangilan Senior High School
Madam:
Greetings of peace!
The undersigned are currently taking up Practical Research 2 and in the

process of writing research entitled “Perception on Blended Learning of
Grade 12 Science, Technology, Mathematics, and Engineering (STEM)
Students of Alangilan Senior High School” that that aims to assess
perception of G12 STEM students in terms of schedule, time allotment per
subject and activities per discipline.
In view of this, may we humbly request you to share your expertise and
kindness in the field by validating the attached research instrument to be used in
the completion of our work. Your suggestions and comments will be highly
appreciated.
Attached herewith is a copy of the statement of the problem.
Looking forward that our request would merit your positive response.
Sincerely,
Ghian Victor B. Aclan
Jhon Paulo B. Africa
Jhon Royd S. Aguado
Jeric M. Balleza
Athea Jefeale S. Abanilla
Alexa Joyce F. Acosta
Mary Ann M. Alfante
Raym Mikaela M. Ante
Aleah Mei D. Aranez
Noted:
AMIE LIZA F. CUIZON
Research Adviser
58
Approved by:
GISELLE S. BERANIA
Teacher I
December 1, 2022
ARNOLD D. DIONA
Teacher-In-Charge
Alangilan Senior High School
Sir:
Greetings of peace and solidarity!
We, students of Grade 12 Descartes are currently taking up Practical Research 2

and in the process of writing a research entitled “Perception on Blended Learning of
Grade 12 Science, Technology, Mathematics, and Engineering (STEM) Students Of
Alangilan Senior High School” that aims to assess perception of G12 STEM students
in terms of schedule, time allotment per subject and activities per discipline.
In view hereof, we are asking permission to conduct the research in your school.
More so, may we ask the student participants to complete the survey in their classroom
or any other quiet setting in the school site during their free time. The survey process will
take no longer than twenty minutes. The results that will be pooled will remain
confidential and anonymous. No costs will be incurred by either the school and/or the
individual participants.
Attached to this letter are the title, statement of the problem and the
questionnaire to be used in this research for your perusal and approval.
We are looking forward to your positive response regarding this research. Thank
you very much and God Bless!
Respectfully yours,
Ghian Victor B. Aclan
Jhon Paulo B. Africa
Jhon Royd S. Aguado
Jeric M. Balleza
Athea Jefeale S. Abanilla
Alexa Joyce F. Acosta
Mary Ann M. Alfante
Raym Mikaela M. Ante
Aleah Mei D. Aranez
Noted:
AMIE LIZA F. CUIZON

Research Adviser
Approved by:
59
ARNOLD D. DIONA
Teacher-In-Charge
APPENDIX B
Research Instrument
60
Name (Optional): Grade & Section:
PERCEPTION ON BLENDED LEARNING OF GRADE 12 STEM STUDENTS
OF ALANGILAN SENIOR HIGH SCHOOL
Dear Respondents,
This questionnaire's purpose is to assess how Grade 12 STEM students

perceive blended learning. Your participation in answering and filling it out would
be greatly appreciated by the researchers as your responses will be analyzed
and used as inputs when creating a plan of action to improve the academic
performance of the students. You can be sure that your responses will be kept
private and used only for educational purposes.
The Researchers
I. Demographic Profile
Directions: Kindly indicate your response in each item by putting a check (/)
mark.
Sex:
Male Female
Family Income/ Monthly Income:
5,000 and below 5,000 – 10,000
10,000 – 15,000 15,000 – 20,000
20,000 and above
General Weighted Average in Grade 12 ( 1 st Quarter, 1st Semester):
95-100 85-89 75-79
90-94 80-84 74 and below
61
II. Perceptions in Blended Learning
Directions: Please read the following statements below and evaluate with full
honesty. Kindly indicate the extent of your agreement in the given statements by
putting a check (/) mark on the column parallel to your response.
Direction: Assess the perception of G12 STEM students using the scale below:
4- Strongly Agree (SA)

3- Agree (A)
2- Disagree (D)
1- Strongly Disagree (SD)
Schedule 4 3 2 1
The schedule… (SA) (A) (D) (SD)
1. optimizes the time wisely for studies and
breaks to refuel.
2. is suitable for the duration of period per
subject.
3. incorporates a scheme for remedial
classes.
4. establishes natural routine that is
comforting to students.
5. is flexible to suit the changing needs and
requirements of the students, subjects and
other internal or external circumstances.
Time Allotment Per Subject 4 3 2 1
The time allotment… (SA) (A) (D) (SD)
1. is enough to complete the learning
activities.
2. is sufficient for the specialized subject.
3. covers all the components of classroom
instructions.
4. is feasible for creation of learning
experiences through interaction with the
teachers and students.
5. is adequate to master the lesson.
Activities Per Discipline 4 3 2 1
The activities… (SA) (A) (D) (SD)
1. cover real-life or authentic tasks and event.
62
2. encourage critical thinking and creativity.

3. foster a shared sense of responsibility
through small group learning experiences.
4. involve appropriate use of technology.
5. allow students to incorporate other
disciplines.
63
CURRICULUM VITAE
64
ACLAN, GHIAN VICTOR B.

Alangilan, Batangas City
ghianvictor1@gmail.com
EDUCATION
Senior High School Alangilan Senior High School
Primewater Road, Alangilan, Batangas City
2021-2023
Junior High School Divine Child Academy

P. Panganiban St., Batangas City
2017-2021
Elementary Divine Child Academy

P. Panganiban St., Batangas City
2011-2017
ACHIVEMENTS
With Honors 2021-2022
SKILLS
Critical Thinker
65
AFRICA, JHON PAULO B.

Tinga Labac, Batangas City
africapaulo29@gmail.com
EDUCATION
2021-2023
Junior High School Casa Del Bambino Emmanuel Montessori

2017-2021
Elementary Tinga Labac Elementary School

2011-2017
ACHIVEMENTS
Achiever 2020-2021
SKILLS
Cooking
Good Caretaker
66
BALLEZA, JERIC M.
Mahabang Parang, Batangas City
Jericballeza3@gmail.com
EDUCATION
2021-2023
Junior High School Natalia Velasquez Ramos Integrated School

Conception, Batangas City
2017-2021
Elementary Conception Elementary School

2011-2017
ACHIVEMENTS
Achiever 2017-2020
SKILLS
Active listening
67
ABANILLA, ATHEA JEFEALE S.

atheaology@gmail.com
EDUCATION
2021-2023
Junior High School Princeton Science School

Bolbok, Batangas City
2017-2021
Elementary Princeton Science School

Bolbok, Batangas City
2011-2017
ACHIVEMENTS
Best English Communicator 2016
Awardee 2016
Talasalitaan ng Wika Champion 2018
With High Honors 2021-2022
SKILLS
English Vocabulary Skills
Critical Thinker
Fast paced
68
ACOSTA, ALEXA JOYCE, F.

Balagtas, Batangas City
acostaalexa07770@gmail.com
EDUCATION
2021-2023
Junior High School Batangas National High School

Rizal Avenue, Batangas City
2017-2021
Elementary Balagtas Elementary School

Balagtas, Batangas City
2011-2017
ACHIVEMENTS
Achiever 2018-2020
SKILLS
Dependable
Active Listener and Observer
69
ALFANTE, MARY ANNE M.

alfantemeanne@gmail.com
EDUCATION
2021-2023
Junior High School Casa Del Bambino Emmanuel Montessori

2017-2021
Elementary Alanglian Central Elementary School

2011-2017
ACHIVEMENTS
Achiever 2018-2021
With Honor 2021-2022
SKILLS
Drawing
70
ANTE, RAYM MIKAELA M.

Sorosoro Karsada, Batangas City
raymmikaelaa@gmail.com
EDUCATION
2021-2023
Junior High School Saint Joseph Academy

San Jose, Batangas City
2017-2021
Elementary Alanglian Central Elementary School

2011-2017
ACHIVEMENTS
Consistent Achiever 2011-2017
DSPC (1ST Place –Radio 2016
Broadcasting Group Category)
DSPC (1ST Place- Best 2016
Infomercial in Radio
Broadcasting English Category)
DSPC Qualifier 2016
DSPC (5TH Place- Best Group in 2016
Radio Broadcasting English
Category)
Science Quiz Bee Placer 2017-2019
SKILLS
Critical Thinker
Leadership Skills
Can work under pressure
71
ARANEZ, ALEAH MEI D.

Sorosoro Karsada, Batangas City
aaleahmei@gmail.com
EDUCATION
2021-2023
Junior High School Natalia Velasquez Ramos Integrated School

2017-2021
Elementary Conception Elementary School

2011-2017
ACHIVEMENTS
Achiever 2018-2020
SKILLS
Can quickly adapt to any situation
72

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ALANGILAN SENIOR HIGH SCHOOL

Science, Technology, Engineering and Mathematics

presents the introduction, statement of the problem, conceptual framework,

hypothesis of the study, scope and delimitations and definition of terms.

under different circumstances. As the Earth revolves, education evolves. Its

Advancements in education make it easier for people to learn. It also makes

studying more convenient.

the means of distance learning. Distance learning is a kind of learning in which

video conferencing, or any other audio/visual technology medium. It allows

students to get an education without having to physically be in a classroom.

Learning (MDL), Online Distance Learning (ODL), and TV/Radio-Based

19 pandemic's impact on the requirement to restart 5 days of in-person

to it by implementing either 5 days of in-person instruction or a blended learning

classes and 2 days of distance through modality, online, and television/radio-

distance learning. In-person classes will be implemented Mondays to

Wednesdays with Thursdays to Fridays of distance learning, and thereafter there

educational system. According to DepEd Data Bits (2022), blended learning

refers to a method of delivering education that mixes in-person instruction with

and TV/radio-based instruction. It is an approach to education that combines

online educational materials and opportunities for interaction online with

traditional place-based classroom methods. Blended learning is the best of both

worlds, giving learners the guidance and interaction of an in-class experience

The premise of blended instruction is that it combines the advantages of

face-to-face interaction with the convenience and flexibility of online assignments

person. Furthermore, teachers can use human evaluation to assess students'

interest, accountability, and genuine evaluation.

accommodating more students to improving course quality. It allows learners to

take more control of their learning by scaffolding their knowledge. It allows

more rigorous, challenging, engaging, and thought-provoking classroom.

In addition, blended learning helps students improve their reading and

writing skills. The method is an efficient way of improving students' language

skills. It improves learners' participation in the lessons, the traditional approach,

as well as learner engagement and the social environment.

As stated by Hoffman (2014), the introduction of blended learning

world, faces challenges for it to be an effective innovation in teaching and

learning. Given the unique learner characteristics and technological experiences,

ensure learners' commitment.

With this background, the researchers decided to conduct a study on the

perception of blended learning of grade 12 students of the STEM Department in

aims to further broaden the vast exploration of what students do in a blended

difference of the respondents on blended learning when grouped according to

academic performance of the learners.

the different perspectives of grade 12 STEM learners towards blended learning.

boost student satisfaction in classroom engagement.

Statement of the Problem

This study aims to determine the perception of grade 12 STEM students

on blended learning. Specifically, it seeks to answer the following questions:

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

1.2 family monthly income; and

1.3 academic performance

2. What are the perceptions of the respondents in blended learning in terms

2.2 time allotment per subject; and

2.3 activities per discipline

3. Is there a significant difference in the perception of the respondents on

blended learning when grouped according to their profile?

4. What plan of action may be recommended to improve the academic

performance of the respondents in blended learning based on the results

This study uses the Input-Process-Output (IPO) model as one of the

methods to ensure the study's validity.

variables of the students-respondents, specifically, sex, monthly income, and

academic performance. It also includes the perception of the students towards

perception of the respondents in blended learning. The process will be carried

improvement of academic performances of the respondents. The said activities