Fellowship Baptist College

Kabankalan City

THE INFLUENCE OF BLENDED LEARING ON THE COGNITIVE ABILITY OF GRADE 11

STUDENTS OF FELLOWSHIP BAPTIST COLLEGE

A Research Proposal
Presented to the
SENIOR HIGH SCHOOL DEPARTMENT

In Partial Fulfillment
of the Requirement for the subject
Research 221a

by
Bijag, Jane Valerie M.
Copias, Mayline B.
Deliz, Ashely Nicole T.
Deloy, Althea Mae G.
Dionson, Kian T.
Gemotea, Jenn Ashley R.
Makilan, Regine Mae T.
Peralta, Alanmel John G.
Perequin, Daisy A.
Perez, Kyla Coleen D.
Teodoro, Jay-Ann I.
Trujilo, Jalen T.
Urbanozo, Hazel D.
May 2022

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 TABLE OF CONTENTS

I. INTRODUCTION PAGE
I.I Background of the Study…………………………………………………….. 4

I.II Statement of the Problem…………………………………………………… 5

I.III Hypotheses…………………………………………………………………. 5

I.IV Significance of the Study…………………………………………………... 6

I.V Scope (and Limitations) of the Study………………………………………..7

I.VI Definition of Terms…………………………………………………………8

I.VII Review of Related Literature………………………………………………10

I.VIII Theoretical Framework …………………………………………………..14

I.VIV Conceptual Framework Methodology……………………………………17

I.X Research design……………………………………………………………..18

I.XI Respondents………………………………………………………………..18

I.XII Research instrument………………………………………………………19

I.XIII Data collection procedure………………………………………………..20

I. XIV Data analysis procedure…………………………………………………21

I.XV Ethical considerations…………………………………………………….22

II. REFERENCES………………………………………………………………….23

III. APPENDICES………………………………………………………………….28

Transmittal Letter……………………………………………………………29

Informed Consent …………………………………………………………...30

Curriculum Vitae……………………………………………………………..31

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 LIST OF FIGURE

FIGURE PAGE

1 Schematic Diagram of the Study……………………………………...17

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 “THE INFLUENCE OF BLENDED LEARING ON THE COGNITIVE ABILITY OF GRADE 11
STUDENTS OF FELLOWSHIP BAPTIST COLLEGE”

______________________________________________________________________________

I. INTRODUCTION
______________________________________________________________________________

I.I Background of the Study

"Blended Learning" is becoming a popular learning approach used under the new normal as a

result of the global redesign of organized schools due to COVID-19 (Larry Ferlazzo, 2020). The

COVID-19 virus had a significant influence on the global education system, with 1.2 billion students in

189 nations failing to complete their studies (Tupas, Laguda, 2020). Hybrid Learning has received a lot

of attention since the start of current events, even though it has been around in the Philippines since

2007. Blended Learning was offered by DepEd Secretary Leonor Briones as an alternate learning

technique to minimize the interruption of students' learning experiences during the epidemic because

traditional learning could not be done (Custodio, 2020).

Blended learning's effectiveness has quite several underlying factors that pose challenges. One

big challenge is about how users can successfully use the technology and ensure participants’

commitment given the individual learner characteristics and encounters with technology (Hofmann,

2014).

The study's goal was to assess or determine the impact of blended learning on Grade 11 Baptist

Fellowship College students' cognitive learning abilities. While Blended Learning was launched in the

midst of the epidemic, the goal of this research was to learn more about the system's effectiveness in

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providing students with the intended learning experience. We recognize the challenges faced by students

in Grade 11 at FBC this School Year, 2021-2022, in the entire learning process. Determining how the

new learning system affects students' knowledge, for example, will aid us in evaluating its success. With

that viewpoint, we can modify the Blended Learning system to provide Grade 11 students with the ideal

learning experience.

I.II Statement of the Problem

This study aims to gain an insight on how the newly implemented learning system, or Blended Learning

has influenced the cognitive ability of the Grade 11 students of Fellowship Baptist College. The

following are the specified questions that will be the inquiries to be answered in the continuation of the

study:

(1.) What are the characteristics of blended learning offered by the school?

(2.) What are the different cognitive learning activities/styles implemented under blended learning?

(3.) How well does this blended learning work for the chosen respondents in terms of their

comprehension towards this?

(4.) What are the potential factors that causes lack of comprehension among Grade 11 students of FBC?

(5.) What are the ways for the students to acquire a better understanding towards blended learning?

I.III Hypothesis

The hypothesis will be raised in the study and will be tested at .05 level of significance.

Ha: There is a significant influence of the Blended Learning System on the cognitive ability of

the Grade 11 students of Fellowship Baptist College

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I.IV Significance of the Study

This research is significant to the following:

Students. As the study's key participants, students will acquire a solidified insight into how blended

learning influences their cognitive ability for today's school year. Obtaining their feedback on this

learning method can extensively help in tailoring the new system to their needs if improvements are

made in response to difficulties discovered during the study.

Teachers. This study's findings may encourage teachers to widen their teaching scope. They can

enhance their student teaching activities and approaches to support their pupils develop their cognitive

abilities. Having a glimpse of their students' responses to the new learning system may assist them to

deliver efficient and interactive teaching, and can help students who are having difficulty in their

learning pace.

Parents. The results of this study would also benefit the parents of the pupils. They can

understand learning concepts as adults and help their children learn with their schooling. They will be

able to select which areas of the new learning system they can help their children with. They may, for

example, assist their children in comprehending a certain subject. With that, there will be a given

possibility of the enhancement of the Cognitive Learning Ability of the student. 

Future Researcher. The findings of this study may be useful in future research. They will have a deeper

understanding of the issue and expand their expertise in the discipline. They will be able to assist in the

development of any solutions to the issues raised in this study.

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School Administration. They may be able to adjust their approach to blended learning and improve it

further depending on the comments or recommendations made by respondents based on the results of

the conducted survey. The study will assist them to learn more about the impact of the new learning

system on Fellowship Baptist College's Grade 11 Senior High students.

I.V Scope (and Limitations) of the Study

This topic will evaluate the school administration's New Learning System by identifying its qualities.

Furthermore, the chosen set of respondents will be requested to provide their thoughts, perceptions, and

experiences about Blended Learning so that we can see how this learning method improved the

cognitive capacity of Fellowship Baptist College's Grade 11 Senior High students.

During the school year 2021-2022, the responses or participants will be from Kabankalan City. This

investigation is focused on a single topic. Fellowship Baptist College students in Grade 11 Senior High.

Data will be collected from the sample size (n) based on the whole population with the supplied number

of students (N). The data will be obtained in such a proportion depending on the supplied number of

pupils in the population.

Moreover, this is dependent on the researchers' skill and capability to collect the required data and

information utilizing data collecting methodologies and ideas. It will be assessed concerning the study's

principal emphasis.

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I.VI Definition of Terms

Active Learners – they learn by doing something with information. They prefer to process information

by talking about it and trying it out. (https://bit.ly/3N7k5AA)

Active- Reflective Learning – is one of the dimensions included in the Felder-Silverman Learning

Model. (https://thepeakperformancecenter.com/educational-learning/learning/preferences/learning-

styles/felder-silverman/)

Blended Learning - blended learning is the thoughtful integration of classroom face-to-face learning

experiences with online learning experiences (Garrison, D. & Kanuka, Heather., 2004).

Cognitive Ability - Cognitive ability is defined as a general mental capability involving reasoning,

problem solving, planning, abstract thinking, complex idea comprehension, and learning from

experience (Gottfredson, 1997).

Digital Learning Modality - offered the utilization of technological platforms through social networking

sites media to download the materials provided by the teachers and the department. (Jimenez, E., 2021).

Felder-Silverman Model - The Felder-Silverman model is a model designed to help both students and

teachers in which students are able to understand their individual learning styles, which can then help

them study more effectively. (https://study.com/academy/lesson/the-felder-silverman-learning-styles-

model.html)

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Learning Modalities – are the different ways in which people use their senses to process information and

learn. The four widely accepted learning modalities (or modes) are known by the acronym VARK:

Visual, Auditory, Reading/Writing, and Kinesthetic. They are sometimes inaccurately referred to as

“learning styles” which implies that each learner has a “style” of learning that should be maximized in

all learning situations. (https://study.com/learn/lesson/learning-modalities-overview-use.html)

(https://bit.ly/3N42rgN)

New Learning System - With the new normal, DepEd designed the Basic Education–Learning

Continuity Plan. This plan aims to ensure the safety of students, teachers, and staff. It also intends to

give quality distance learning by using self-learning modules. These can be accessed through digital

forms, radio, TV, and online platforms. (https://childhope.org.ph/alternative-learning-online-education/)

Printed Learning Modality - was one of the options where the provision of self-learning modules is

necessary that could stand without the help of the teachers (Jimenez, E., 2021).

Reflective Learners - learn by thinking about information. They prefer to think things through and

understand things before acting. (https://bit.ly/3N7k5AA)

Reinforcement - is a consequence following a behavior that increases the probability that the behavior

will increase in the future. In addition to keeping behavior under control, reinforcement in the classroom

should be used to keep students engaged and motivated to learn. (https://bit.ly/3FGDZQf)

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Traditional/Face-to-face Learning Systems - takes place in a classroom setting. There is a trainer who

moderates and regulates the flow of information and knowledge. Then, the trainer expects the employees

to deepen their knowledge through written exercises at home. (https://bit.ly/3Fx9BaW)

I.VII Review of Related Literature

Characteristics of Blended Learning.

Blended Learning is utilized to enhance the efficiency of learning by associating electronic learning

resources with traditional teaching methods and resources. Additionally, Graham reflects the idea that

Blended Learning is the result of combining teaching from two historically distinct teaching and

learning models. There are two types of learning systems: face-to-face learning systems and dispersed

learning systems. It also highlights the central Computer-based technologies' involvement in blended

learning (Graham, 2006). Ultimately, it was developed for the convenience of students amidst the

demand for their respective tasks and classes.

The recent mainstreaming of enabling technologies, fueled has made it possible to 'open up' on-campus

activities to off-campus students via the Internet. In some cases, it permits students to move freely

between on-site and online participation. (Bower et al. 2015, p. 1-2).

Learning Modalities under Blended Learning.

The increased use of learning technology, notably the internet and web-based communication, has given

instructors and tutors more opportunities to experiment with the best combination of teaching and

learning approaches (Eddie Gulc, 2006). With that, diverse styles of learning modalities were presented

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to learners with multiple options for selecting and experiencing the most convenient and available ways

of learning. Some of the prominent styles are the Printed Learning Modality when self-learning modules

are required but cannot be completed without the assistance of teachers. Similarly, the digital learning

model allowed students to use technology platforms such as social networking sites to receive

information from lecturers and departments (Jimenez, 2021).

Additionally, the Felder-Silverman model is also one of the most often used modalities that embrace

active-reflective learning. Students who are active gain from interactive learning and contact between

teachers and students. Whereas reflective students provide and support learning based on student choice.

Eventually, the combination of these learning styles is widely considered while the blended learning

approach is being implemented Yeop, M. A., Wong, K. T., & Goh, P. S. C. (2016).

Effectivity of Blended Learning in Learner’s Cognition.

Blended learning increases the learning effectiveness to a large degree. Specifically, it decreases the

time environment required for training and the training costs. It allows the learner to study at his favorite

time and place, and for live interviews and discussions on the network. Furthermore, it provides updated

information suiting learners' needs and provides simulations, animations, practical events and exercises,

and practical applications (Al- Shunnaq and Bani Domi, 2010).

In a study conducted for undergraduates of an institution, researchers affirm Blended Learning Teaching

Materials to have had a good impact on students' cognitive and skill development. They have can be

impacted by the ability to work in teams and gain feedback from conversations while using Blended

Learning Teaching Materials.

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The presence of group work will potentially promote student accomplishment in three ways: increased

attention, a sense of mutual aid, and accountability. Discussion (spoken language) gives information

about what students. currently know as well as the acquisition of new knowledge, so encouraging

cognitive development (Sabtiawan, W. B., Sari, D. A. P., Purnomo, A. R., & Widodo, W., 2021).

Potential Factors that can cause insufficiency of comprehension among students under Blended

Learning.

Based on Sayed and Baker’s study conducted in a university during the year 2013, they’ve

acknowledged that after five years of adopting blended learning programs at one university, it was

determined that there are still some obstacles to overcome before reaping the expected benefits. Obsolete

learning resources, teacher unavailability during live online sessions, and technological challenges are

among these issues. Furthermore, learning through technology necessitates dependable hardware, user-

friendly software, and a high-bandwidth network connection, as well as skilled, trained personnel to

assist users and maintain the system. And it is possible that the following factors contributed to students'

performance under blended learning programs (Mtebe, J., & Raphael, C., 2013).

Furthermore, some students from another study reported stable and fixed thoughts regarding their

blended experience throughout the semester (whether F2F or Blended), but others had moving or

converting feelings. Students who were positive about their blended learning experience admitted that

they were initially confused and lost because it was their first mixed learning experience (Sayed, M., &

Baker, F., 2014).

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This only refers to students being overwhelmed as they're first introduced to the system. Blended

Learning may not be easy for them to adapt to, resulting in uncertainties in the process of their

comprehension.

Thus, misunderstandings of concepts can emerge as a result of a variety of factors and sources, including

the following. It might also occur as a result of the teaching approach, the complexity of the topics, or

the poor quality of the learning materials. Furthermore, the presented subject may comprise a range of

concepts, distinct ways of thinking, and applications that are unrelated to the subject's substance

(Moussa-Inaty, J., 2017).

Ways to Acquire a Better Understanding Towards Blended Learning.

The teacher's position in the classroom should be refined. Students must be explicitly taught new

routines and processes. Students should feel confident that they can call out to someone who knows

more at any time. Furthermore, it could begin with a curriculum description; writing out what will be

covered in the next two weeks or semester frequently identifies learning goals, objectives, and results.

The following definitions ensure that students are familiar with the program content. It may be able to

help students choose digital resources, such as games, online quizzes, and films, that will help them

better grasp blended learning. It is also critical for the teacher to recognize the strengths of the students.

Because new procedures might be intimidating, teachers should incorporate areas in their classes where

students' abilities can show (Thibodeau, L., & Rappaport, N., n.d.)

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Learning objectives assist students to keep track of their progress both in real-time and at the end of a

learning block by quantifying their aims. Furthermore, outcomes might specify how students will meet

their goals and demonstrate their knowledge of the subject. Classroom participation, online assignments,

oral presentations, and so on are all possible outcomes. Knowing these results may also motivate pupils

to improve their learning abilities.

It can also be affirmed that time management is also beneficial in dealing with the challenges of modular

distance learning. Students have expressed satisfaction in completing their assignments on schedule

thanks to their ability to manage their time. Based on Hearon's (2015) findings, which looked at the

stress and coping methods of High School students in Accelerated Academic Curricula and their links to

student achievement. She discovered that pupils who used time and task management to deal with stress

were more likely to achieve greater academic success than those who didn't. Affirming that time

management can help the students at ease, knowing that they will have an indicated time for their

learning tasks.

I.VIII Theoretical Framework

The Learning Theory encompasses the idea of how people learn. These are theories that can be

affiliated with the idea of learning theory, namely behaviorism and Piaget’s theory of Cognitive

Development. Each of their notions thoroughly supports how the cognitive ability of an individual can

potentially be affected by existing factors. Ultimately, to consider the influence of blended learning,

aside from the potential factors that may exist under the mentioned theories, Connectivism can connote

the idea of Blended Learning in this discussion.

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 In the field of Learning Education, “Teaching is the arrangement of contingencies of

reinforcement under which students learn. They learn without teaching in their natural environments, but

teachers arrange special contingencies which expedite learning, hastening the appearance of behavior

which would otherwise be acquired slowly”. (Skinner, B.F. 1968). He then goes on to say that students

can only behave well if they are subjected to intermittent reinforcement conditioning, rather than

consistent reinforcement. As a result, if the reinforcement is solely self-generated, one may be

mishandled. "A student who understands how to study understands how to magnify immediate

consequences so that they become reinforcing." He not only knows, but he also knows that he knows,

and this is reinforced. (Skinner, 1968)

Another thought connected to the deep theory is that by having new information contoured or

accommodated in a learner's mind, one should reshape or modify one's cognitive mind to the reality that

the prevailing disequilibrium is caused by two contrasting knowledge that needs to be updated or

changed. (Piaget, J. 1983). Piaget’s point, it has justified that acquiring recent data that is not matching

to the present one can be quite difficult if a pupil is just by himself, not helped by a teacher, and is not

reinforced. Then again brings us to Skinner’s impression in the field of Learning Education as

mentioned earlier.

“If mediating devices have not been set up if the student is not automatically reinforced for

knowing that he knows, he then stops working, and the aversive by-product of not-knowing pile up”

(Skinner, 1968). “Meditating devices” can signify technological devices wherein associated with another

notion by Siemen to correlate with the amends of the learning system.

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 Learning of today’s time is acquired by the diversity of opinions, nurturing knowledge through

maintenance of connectivity. The “starting point of learning is the individual who feeds information into

the network, which feeds information back to individuals who in turn feed information back into the

network as part of a cycle” (Siemens, 2004).

Then gives us a perception that students without both reinforcement and such connectivity can

result in huge dispossession of knowledge to one’s cognitive mind. But as of what Siemen stated: “The

student cannot reinforce or punish himself by withholding positive or negative reinforcers until he has

behaved in a given way, but he can seek out or arrange conditions under which his behavior is reinforced

or punished. He can create reinforcing events, by checking an answer to a problem. He can stop emitting

unreinforced responses in an unfavorable situation.”

Connecting all the notions from theories to the research study: A young student can only be

discouraged to process new knowledge in its cognitive mind due to disequilibrium (Piaget, J. 1983)

without a teacher’s way of reinforcement, and learning may not accelerate. One can initiate a self-

generated reinforcement, with the aid of meditating devices which is another alternative to learning to

the fact that one can also acquire new information by connecting to information sources (Siemens,

2004). Nevertheless, one can be badly handled if not both are not present yet can only be successful if

he/she behaved in a given way (Skinner, 1968).

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I.VIV Conceptual Framework Methodology

Figure 1. Schematic Diagram of the Study. The main concern of this study is to gain the perception of

students, in regards to the possible learning difficulties and advantages that they’ve experienced under

Blended Learning. Their experiences include Learning Difficulties and Learning Advantages, with the

external and internal factors that are under the following. As soon as the responses are gathered from the

respondents in the Post-Implementation of the Data Collection Procedure, the researchers will be given

insightful feedback about their experiences. With that, the researchers can determine any influence of

the New Learning System on their Cognitive Ability, as students under Blended Learning.

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I.X Research Design

In this study, the descriptive approach will be applied to measure statistical data. This approach aims to

provide a systematic and correct description of the components included in this research prior to the start

of the data collection. The qualitative research technique will include asking open-ended questions to

speak with respondents and gather data about a subject. The adoption of this approach will disclose the

influence of blended learning on Grade 11 students' Cognitive Ability, which is crucial given the study's

objectives.

I.XI Respondents

Respondents are from the municipality of Kabankalan, which is located in the Negros Occidental area of

region 6. The Fellowship Baptist College focuses on Grade 11 students in Senior High School since they

are the only ones who meet the criteria for this study's assessment in terms of grade level and enrolment

in the designated school. Slovin's approach will be used to obtain the sample number to be taken from

the specified demographic group using the population count of Grade 11 students at Senior High School.

The number of responders for each class division of Grade 11 students will be calculated by dividing the

result by the number of class sections. Furthermore, to avoid prejudice and establish impartiality, the

researchers will pick at random from the acquired no. of samples.

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I.XII Research Instrument

The researcher-made questionnaire will be used to obtain the responses, and to grasp the grade 11

respondents' perspectives and experiences under the new learning system. It will allow the researcher to

collect data methodically and to address the study questions in great depth. Researchers will use their

answers to measure the impact of blended learning on the cognitive abilities of the target group.

It is certain for the chosen instrument to be reliable enough for the study, as the researchers will ask for

validation from their instructor. Following the sampling process, copies of questionnaires will be

dispersed to each of the sections of Grade 11 students for this year, with a letter presented in accordance

with their participation.

In this study, the questionnaire will be the major data-gathering technique. The researcher will design a

20-item questionnaire to gauge respondents' feelings about the study's topic. It is ensured to be validated

by the researchers' instructor for coherence and adherence to the study after its formulation.

The questions will be categorized based on the success of blended learning in terms of the respondents'

cognitive capacities and the problems they've had with the learning system. Each question will be

evaluated on a scale of 1 to 5. A score of 1 indicates discontent, whereas a score of 5 shows enthusiastic

agreement. In addition, in all categories, a scoring guide will be provided to help determine how the

study's results will be interpreted in the future.

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I.XIII Data Collection Procedure

Pre-Implementation: Prior to the distribution phase, a letter of authorization will be sent to the

following people: the principal, respondents, teachers, and validators, in order to guarantee that our

study runs smoothly and that our team follows our methodology. Following that, a questionnaire will be

created using Google Forms to gather data and findings, and it will be tagged with appropriate questions

that must be answered in reference to our purpose. Before being distributed, the questionnaire is certified

by specialists or the teacher. A letter of consent will also be written and delivered to the students in order

to set terms and reach an agreement between the researchers and the respondents.

Implementation: During the pandemic, it was determined that the researcher-created tests will be made

available online in compliance with city health regulations. To avoid prejudice, the succeeding portions'

advisers and the respondents, who were picked at random per group, will be given a letter as a form of

agreement for their participation. The questions will be sent to the selected responders through Google

forms and messenger.

Post-Implementation: In order to continue this study, the researchers will gather the results after the

assessment papers have been delivered. It will be tallied and categorized properly. Then, using statistical

methods, the details will be examined in detail in order to find connections between them and offer a full

analysis for conclusions.

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I.XIV Data Analysis Procedure

The acquired data and results from the post-Implementation of the data gathering procedure will be

collected to be analyzed. As stated, Google Forms is the choice of software that will aid the researchers

in the process of gathering the data from the chosen group of respondents. Furthermore, all of the

responses of the respondents will automatically be recorded in the software. Based on one of its features,

the software will present a ready-made graph that is inclined with each choice given in a query. And all

of the real-time responses will be included in the presented graph in real-time.

As soon as all the chosen respondents finished their responses to the researcher-made questionnaire, the

results will be immediately tabulated. The Google Form Software will offer a Ready-Made Spreadsheet,

which instantly tabulates all the data, based on the results given by the respondents (from their feature,

“view responses in sheets”). The researchers will use this feature for their convenience. From Google

Forms Software, the researchers will then move to the next software, which is Google Spreadsheets for

their Data Analysis of results.

Before the Analysis, it is ensured that the data tabulated is correct, and is according to the respondents’

responses. The percentage of graphical presentation of data will also be included in the tabulated data.

Furthermore, after everything is checked, the researchers will calculate the date using the chosen

statistical formula for analysis. Succeeding the statistical treatment of data, the results were then

concluded for the researchers to determine the relationship of findings, and formulate conclusions for

their study.

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I.XV Ethical Considerations

A letter will be issued to the responders before data collection, as described in Pre-Implementation. This

letter will highlight the facts that the respondents/participants need to know about the research. The goal

of the research is explained in this letter, as well as the benefits of completing the attached questionnaire.

In addition, the researcher-created questionnaire was allowed and approved by the research instructor to

assure coherence and the validity of the study. Ultimately, terms upon answering the questionnaire will

also be displayed. These terms will inform the respondents that their names and answers to the provided

questionnaire will be kept confidential and safe. The researchers will ensure that the following will be

classified. Additionally, it is acknowledged in this data gathering procedure that the respondents will be

voluntarily participating, and they have the right to refuse the offer.

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 ______________________________________________________________________________

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______________________________________________________________________________

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[16] Moussa-Inaty, J. (2017). Student experiences of a blended learning environment. International

Journal of Learning, Teaching and Educational Research, 16(9), 60-72.

[17] Mtebe, J., & Raphael, C. (2013). Students’ experiences and challenges of blended learning at the

University of Dar es Salaam, Tanzania. International Journal of Education and Development

using ICT, 9(3).

[18] Online education: Today's alternative learning for students. ChildHope Philippines. (2021,

October 22). Retrieved May 11, 2022, from https://childhope.org.ph/alternative-learning-online-

education/

[19] Piagets theory of cognitive development - intranet login/logout. (n.d.). Retrieved May 10, 2022,

from https://intranet.newriver.edu/images/stories/library/Stennett_Psychology_Articles/Piagets

%20Theory%20of%20Cognitive%20Development.pdf

[20] Sabtiawan, W. B., Sari, D. A. P., Purnomo, A. R., & Widodo, W. (2021, May). Blended

Learning for Undergraduate Students: Validity, Practicality, and Effectivity. In Journal of

Physics: Conference Series (Vol. 1899, No. 1, p. 012170). IOP Publishing.

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[21] Sayed, M., & Baker, F. (2014). Blended learning barriers: An investigation, exposition and

solutions. Journal of Education and Practice, 5(6), 81-85.

[22] Take online courses. earn college credit. Research Schools, Degrees &amp; Careers. Study.com |

Take Online Courses. Earn College Credit. Research Schools, Degrees &amp; Careers. (n.d.).

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[23] Taurozzi, S. (2015, January 20). Reinforcement and punishment at school. North Shore Pediatric

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27
____________________________________________________________________________

III. APPENDICES

____________________________________________________________________________

Appendix A

LETTER REQUEST TO ADMINISTRATION

28
 Appendix B

LETTER TO RESPONDENTS

29
30
31
32
33
34
35
36
 a

CURRICULUM VITAE

Jenn Ashley R. Gemotea

Gregoria Village, Kabankalan City
09613934979

PERSONAL INFORMATION
Date of Birth: August 1, 2004
Place of Birth: Kabankalan City
Sex: Female
Civil Status: Single
Religion: Baptist

EDUCATIONAL BACKGROUND
Primary Education : Fellowship Baptist College
: Rizal St., Kabankalan City
: S.Y. 2016 - 2017
Secondary Education : Fellowship Baptist College
: Rizal St. Kabankalan City
: S.Y. 2020 - 2021
: Fellowship Baptist College
: S.Y. 2021 -202

37
 EXTRACURRICULAR ACTIVITIES
 Taekwondo. National Level. 2021-2022

38
39
40
41
 CURRICULUM VITAE

Alanmel John G. Peralta

Sola St., Brgy 3, Kabankalan City, Negros Occidental, Philippines
0929 775 8531 | alanmeljohnperalta@gmail.com

PERSONAL INFORMATION
Date of Birth: March 17, 2004
Place of Birth: Bacolod City
Sex: Male
Civil Status: Single
Religion: Roman Catholic

EDUCATIONAL BACKGROUND
Primary Education : Fellowship Baptist College
: Rizal St., Brgy 9, Kabankalan City
: S.Y. 2016-2017
Secondary Education : Fellowship Baptist College - Junior High School
: Rizal St., Brgy 9, Kabankalan City
: S.Y. 2020-2021

: Fellowship Baptist College - Senior High School

: Rizal St., Brgy 9, Kabankalan City
: S.Y. 2021-2022

42
 EXTRACURRICULAR ACTIVITIES

Student Affairs Organization Grade 1- Representative 2011-2012

Computer Club Club Officer 2014-2015
Student Affairs Organization Asst. Treasurer 2015-2016
Filipino Club Club Officer 2018-2019
Filipino Club Asst. Treasurer 2019-2020
Student Affairs Organization Asst. Auditor 2020-2021
Student Affairs Organization Auditor 2021-2022
Research Experience:
“Impact of Daily Use of Social Media to the Academic Performance of Grade 10 Students”
Study started: S.Y. 2020-2021

43
 CURRICULUM VITAE

Daisy A. Perequin
So. Bayhao, Brgy Camansi, Kabankalan City
09510023768 | daisyperequin900@gmail.com

PERSONAL INFORMATION

Date of Birth: December 19, 2004

Place of Birth: Bayhao, Brgy. Camansi
Sex: Female
Civil Status: Single
Religion: Catholic

EDUCATIONAL BACKGROUND
Primary Education : Matama Elementary School
: S.Y. 2016-2017
: School Year
Secondary Education : Camansi National High School
: S.Y. 2021 - 2022
: Fellowship Baptist College
: Kabankalan City
: S.Y. 2021- 2022

CURRICULUM VITAE

44
 Kyla Coleen D. Perez
RiveraVille Subdivision, Apayao Street, Block 1, Lot 33 & 34
Barangay 9 (Pob.), Kabankalan City, Negros Occidental, Visayas, 6111
(+63) 9667683455 | kylacoleenperez@gmail.com

PERSONAL INFORMATION
Date of Birth: February 26, 2004
Place of Birth: Kabankalan City
Sex: Female
Civil Status: Single
Religion: Baptist

EDUCATIONAL BACKGROUND
Primary Education : Fellowship Baptist College
Rizal St., Kabankalan, Philippines
S.Y. 2016 - 2017
Secondary Education : Fellowship Baptist College
Rizal St., Kabankalan, Philippines
2020 - 2021
Fellowship Baptist College
Rizal St., Kabankalan, Philippines
2021 - 2022

45
EXTRACURRICULAR ACTIVITIES
Student Affairs Organization Grade 2- Representative 2012-2013
Student Affairs Organization Grade 4- Representative 2014-2015
Student Affairs Organization Auditor 2016-2017
MTAP Division Level Participant 2014
DSPC Filipino Feature Writer 2014-2015
RSPC Collaborative Publication Filipino Sports Writers 2015
RSPC Staff Writer 2016
DSPC Filipino Feature Writer 2016
A.P Club Representative 2018
DSPC Filipino Feature Writer 2018
Research Experience:
“Blended Learning as Perceived by the Grade 10 Students of Fellowship Baptist College”
Study started: S.Y. 2020-2021

CURRICULUM VITAE

46
 Jay-Ann I. Teodoro
Mexico street, Barangay 1, Kabankalan city
09652305825

PERSONAL INFORMATION
Date of Birth: October 9, 2004
Place of Birth: Paloypoy, Brgy Buenavista, Himamaylan city
Sex: Female
Civil Status: Single
Religion: Catholic

EDUCATIONAL BACKGROUND
Primary Education : Paloypoy Integrated School
: Himamaylan City
: S.Y. 2016 - 2017
Secondary Education : Paloypoy Integrated School
: Himamaylan City
: S.Y. 2020 - 2021
: Fellowship Baptist College
: Kabankalan City
: S.Y. 2021 – 2022

47
EXTRACURRICULAR ACTIVITIES
 Participated in Scilympics. Elementary
 Participated in Math Challenge. Elementary
 Participated in Scilympics. Junior High School
 Participated in Math Challenge. Junior High School
 Participated in Cheer Dance. Junior High School

48
 CURRICULUM VITAE

Jalen T. Trujilo
Kabankalan city, Negros occidental, Isidro village
09991946287 | Trujillos0900@gmail.com

PERSONAL INFORMATION
Date of Birth: July 16, 2004
Place of Birth: Bacolod hospital
Sex: Male
Civil Status: Single
Religion: Baptist

EDUCATIONAL BACKGROUND
Primary Education : Fortress College
: Bonifacio St., Brgy 9, Kabankalan City
: S.Y. 2011-2017
Secondary Education : Fellowship Baptist College - Junior High School
: Rizal St., Brgy 9, Kabankalan City
: S.Y. 2020-2021

: Fellowship Baptist College - Senior High School

: Rizal St., Brgy 9, Kabankalan City
: S.Y. 2021-2022

49
EXTRACURRICULAR ACTIVITIES
 Played Soccer.

50
 CURRICULUM VITAE

Hazel D. Urbanozo
Zamora St. Brgy. 2, Ilog, Neg. Occ.
09451962435 | urbanozohazel@gmail.com
PERSONAL INFORMATION
Date of Birth: October 31, 2004
Place of Birth: Kabankalan City
Sex: Female
Civil Status: Single
Religion: Baptist

EDUCATIONAL BACKGROUND
Primary Education : Ilog Elementary School
: Municipality of Ilog
: S.Y. 2016 - 2017
Secondary Education : Ilog Private Academy
: Municipality of Ilog
: S.Y. 2020 - 2021
: Fellowship Baptist College
: Kabankalan City
: S.Y. 2021 -2022

51
 CURRICULUM VITAE

Mayline Besagas Copias

KCPA Village, Brgy, 1, Purok 1, Kabankalan City, Negros Occidental, 6111
Contact No. +639153214159

PERSONAL INFORMATION
Date of Birth: February 3, 2005
Place of Birth: Kabankalan City
Sex: Female
Civil Status: Single
Religion: Baptist

EDUCATIONAL BACKGROUND
Primary Education : Esteban R. Abada Memorial School - West
: Kabankalan City, Negros Occidental
: S.Y. 2017-2018

Secondary Education : Fellowship Baptist College (SHS)

: Kabankalan City, Negros Occidental
: S.Y. 2021 - 2022

52