City College of San Jose del Monte

Road 1, Minuyan Proper, San Jose del Monte City, Bulacan 3024
(044)8156543/ ccsjdm@yahoo.com/ ccsjdm2017@gmail.com
_____________________________________________________________________________________________

EFFECTS OF BLENDED LEARNING TO THE ACADEMIC PERFORMANCE OF

CITY COLLEGE STUDENTS

BECED 1A – GROUP 3/RED

Echon, Jelyn P.
Fabon, Lycka Mae B.
Ferrer, Krishalyn
Francisco, Nicole Jhealvin C.
Garcia, Janell D.
Garcia, Mary Catherine S.
ABSTRACT
The purpose of this study is to determine the Effects of Blended Learning in the Academic

Performance of City College Students. The researchers made use of the quantitative method by

using a descriptive survey questionnaire to determine the relevant data. The study has a total of

thirty (30) respondents who are students of City College of San Jose del Monte in the Academic

Year of 2022-2023. Results showed that there is no significant difference in the effects of blended

learning in the academic performance of students from the traditional full face-to-face classes in

the pre-pandemic.

Keywords: Blended Learning, Academic Performance, Face-to-Face Class

INTRODUCTION

The covid-19 pandemic began in March 2020 and has had a significant impact on our

society. Because of the increasing number of positive cases, schools and many other

establishments have been forced to shut down. Many people are in mourning because they have

lost loved ones. Some people have nearly died from hunger as a result of job loss, and our education

has suffered as well. As the pandemics reach its peak, to protect everyone that is involved in the

education system, the Department of Education (DepEd) find a way to continue education and

come up with a new learning modality which is Distance learning. Distance learning has three

types; Modular Distance learning (MDL), Online Distance Learning (ODL), and Tv/Radio-based

instruction.

Nonetheless, this study will only focus on Online Distance Learning and in the traditional

Face-to-face setup. It is undeniably true that this new kind of setup is more difficult and challenging
for both students and facilitators compared to the traditional face-to-face setup. It is hard to know

if the students were learning something from this kind of setup or not. In the traditional face-to-

face setup, teachers and facilitators can see their students in person, wearing a uniform, sitting

properly in one seat apart order, inside the classroom while honestly answering their exams.

Though we can’t ignore the fact that some students can manage to cheat, still, the number of

students who cheat in face-to-face classes may gradually increase in online distance learning.

One of the advantages of online distance learning is now they can reach students who are

having a hard time going to school. The flexibility of online distance learning can enable students

to be successful in their studies. But it also has disadvantages such as the facilitators having a

difficult time preventing cheating because of little or no face-to-face interaction with students, lack

of accreditation, low quality, and more. That resulted in a negative effect on students ' behavioral

ethics in many ways. Such as their participation in class and group activities.

During online distance setup, facilitators are having a hard time thinking about what

educational method they should use to make sure that all of their students will participate in their

class sessions and activities. Group work and collaborative activities are teaching methods that

have been widely utilized as effective instructional methods in a traditional classroom

environment. But now that we are in an online distance setup, groupings or groups works are not

a hundred percent sure effective. You can observe that in every online class, there are two out of

ten students who won't participate. They have a lot of excuses like they don’t have an internet

connection, or they need to do something urgently and many more. But still, leaders can’t rest

assured that their members are telling the truth because they can’t see them, and as a result, the
leaders will suffer. In terms of recitation, you can also observe that many students participate

actively during recitation in a face-to- face set up, and it is based on their stock knowledge,

whereas, in an online class, the number of students who participate decreases, and most of them

rely solely on web search.

For other instances, participation was high when slides were made available before or

during lectures because some students are too lazy to take notes or stay up all night studying when

they can simply Google it. The covid-19 pandemic indeed turned our lives upside down and made

education more difficult.

METHODOLOGY

According to Creswell (1994) defined that a quantitative research as "an inquiry into a

social or human problem , based on testing a theory composed of variables, measured with

numbers, and analyzed with statistical procedure. This study used a quantitative research design

to investigate the effect of Blended Learning in the Academic Performance of City College

Student's. For carrying this research, a structured questionnaire was distributed to students at City

College of SJDM-Bulacan.

30 samples were collected by probability sampling technique. The questionnaire was

distributed to respondents that used blended learning in their bachelor or master degree programs

by which participants were subjectively giving opinions about their Academic Performance about

Blended Learning. The questionnaire provide demographic data of respondent as well as their

attitudes concerning blended learning and their satisfaction.

RESULTS

Range Positive Negative Verbal of

Statement Statement Interpretation
4.21– 5.20 Strongly Agree Strongly Disagree Positive
3.41 – 4.20 Agree Disagree Somewhat Positive
2.61 – 3.40 Undecided Undecided Undecided
1 .81–2.60 Disagree Agree Somewhat Negative
1.00-1.80 Strongly Disagree Strongly Agree Negative

Question Mean
1. It is more difficult to 4.20 Agree
focus and do school work
through blended learning
than in full face to face
class.
2. I can actively participate 4.73 Strongly Agree
more in class when it’s full
face to face than in blended
learning.
3. I actively participate in 4.37 Strongly Agree
blended leaning.
4. I think Blended Learning 4.45 Strongly Agree
is better than full Face-to-
Face Learning.
5. Do you Agree on the
Statement “Blended
Learning is more 4.20 Agree
convenient to Students
because they can manage
their time”?
 Interpretation of scores and range of scores.

The table shows the status of students in City College of San Jose del Monte in terms of

Blended Learning. Most of the questions have been interpreted as “strongly agree”. Blended

learning is difficult but students can actively participate in this modality and it is convenient for

them to manage their time.

DISCUSSION

The researchers discovered the effects of blended learning on the academic performance

of City College students. Students in this modality are facing difficulties in terms of focusing in

online classes and doing their school work, but it lets the students to learn and progress at their

own pace. Blended learning provides creative, adaptable, and flexible learning opportunities

(Berga et al, 2021). Furthermore, it is more convenient and they can manage their own time.

Blended learning is more favorable and offers many advantages for learners like producing

a sense of belongingness (Tayebinik & Puteh, 2012). Students can still actively participate in class

in online class the same way as in full face-to-face class.

Blended learning, according to City College students is better than full face-to-face

learning. They are in favor of this modality and as a result, they get high scores and grades.

Therefore, there was no significant difference in terms of academic performance before and after

switching to blended learning.

ACKNOWLEDGEMENTS

This study may not have come to reality without the help of the individuals who willingly

gave their time and support on their study, so the researchers would like to use this opportunity to

thank them. To those Friends who helped finish this study, to their families who supported them

from the very start, and of course they would like to show their deepest gratitude and Appreciation

to them. Lastly, they thank the Lord, our Creator, for guiding them throughout this journey; for

giving them hope, strength, and a lot of determination. The researchers would also like to extend

their deepest gratitude to Mr. Orlino D. Rabago Jr. for the guidance, patience and sharing his

knowledge about the study. The Researchers would like to thank the students of City College of

San Jose del Monte, Bulacan who willingly participated in the said study.

REFERENCES

Anderson, B., Simpson, M. (2007). Ethical issues in open and distance learning. The Journal of
Open, Distance and e-Learning, 22(2), 129-139.
https://www.tandfonline.com/doi/abs/10.1080/02680510701306673

Berga K., Nelson E. (2021). Blended Learning vs Face-to-Face Learning. sciencedirect.com

Cohen N. 2016 Problem-based learning and the distance-learner

https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=problem+of+distance+l
earner+&btnG=#d=gs_qabs&u=%23p%3D8uSHSWcq3xoJ

Davies J., Graff G. (2005). Performance in e-learning: online participation and student grades,
36, 4. https://doi.org/10.1111/j.1467-8535.2005.00542.x

Dziuban. (2006). Blended learning enters the mainstream

https://www.researchgate.net/publication/284688507_Blended_learning_enters_the_mai
nstream

Lanier, M. (2006). Academic integrity and distance learning.

https://www.tandfonline.com/doi/abs/10.1080/10511250600866166
Motteram, Forrester. (2005). Becoming an online distance learner: what can be learned from
students’ experiences of induction to distance programmes?
https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=common+problems+that
+encounters+the+learners+in+distance+learning&oq=common+problems+that+encou
nters+the+learners+in+distance+lear#d=gs_qabs&u=%23p%3DrErzMvvM5VoJ

Nieuwoudt, J. E. (2020). Investigating synchronous and asynchronous class attendance as to

predictors of academic success in online education. Australasian Journal of Educational
Technology, 36(3), 15–25. https://doi.org/10.14742/ajet.5137

Niwas A., Ahmed Q., Kamran S. ( 2019) An exploration of issues and challenges faced by students
in distance learning environment
https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=common+problems+enc
ountered+by+students+in+distance+learning&oq=common+problems+encountered+b
y+students+in+distance+le#d=gs_qabs&u=%23p%3DwlOi5FfkF08J

Tayebinik M, Puteh M. (2012). Blended Learning or E-Learning?

https://arxiv.org/abs/1306.4085

SUBMITTED BY:
(Signature over JELYN P. ECHON
name) printed

SUBMITTED BY:
(Signature over
LYCKA MAE B. FABON
name) printed
SUBMITTED BY:
(Signature over KRISHALYN FERRER
name) printed

SUBMITTED BY:
(Signature over
NICOLE JHEALVIN C. FRANCISCO
name) printed

SUBMITTED BY:
(Signature over JANELL D. GARCIA
name) printed

SUBMITTED BY:
(Signature over
MARY CATHERINE S. GARCIA
name) printed