EFFECTIVENESS OF BLENDED LEARNING IN NEW NORMAL

EDUCATION OF GRADE 11 STEM STUDENTS AT PHINMA UNION

COLLEGE OF LAGUNA, S.Y. 2022-2023

A Research Study
Presented to the Faculty of
Phinma Union College of Laguna
Senior High School Department
Santa Cruz Laguna

In Partial Fulfillment
for the Requirements of the Subject
Practical Research 1

Regine O. Lobos
Justine Mae Rodanillo
Aaron Gusay
 DEDICATION

This work is fruit of countless and arduous sacrifices. Through the

researchers' effort this work is heartily and proudly dedicated to the people

who serve as an inspiration. From parents and guardians, to classmates and

circle of friends whom extended their help in the midst of problems while

doing this work.

Above all, to our Almighty God who showered us His blessings in our

everyday lives, especially for the strength, courage, patience, wisdom, time,

and guidance in realization of this work.

R.O.L

DEDICATION
This study is wholeheartedly dedicated to our beloved parents, who have been

our source of inspiration and gave us strength when we thought of giving up,

who continually provide their moral, spiritual, emotional and financial support.

To our brothers , sisters, relatives, mentor, and classmates who shared their

words of advice and encouragement to finish this work.

J.M.R

DEDICATION
The researchers' would like to dedicate this research to our families who

supported us to conduct this research study, for the teachers who help and

guide us to make a final output and for the future researches who can use this

study as guide or reference.

A.G

ACKNOWLEDGEMENT
 We would like to thank and acknowledge all of the people who helped us all

throughout the study were conducted. We are grateful to The Almighty God

for establishing us to complete this research paper. All that we have done is

only due to such supervision and assistance and we would not forget to thank

them:

Dr. Enzo Xenon Ochoa., SSG President of Union College of Laguna and a

man full of passion, for his untiring support to the school’s constituents and

their pursuits;

Mr. Edgar Allan Poe M. Licudo, Research Adviser, who has the attitude and

the substance of a genius: he continually and convincingly conveyed a spirit

of adventure in regard to research, and an excitement in regard to teaching. It

is with his supervision that this work came into existence.

Mrs. Lyka Cajumban Abayari, our adviser, who is very supportive and willing

to help us with our problem, gives us advice when we are down.

R.J.A

ABSTRACT
 This research was conceptualized to determine the Effectiveness of

Blended Learning in New Normal Education of Grade 11 STEM Students at

PHINMA Union College of Laguna.

It aims to answer the following questions: (1) What are the impact of

blended learning in academic performance of grade 11 stem students? (2) How

does blended learning improve the study of a g11 stem student? (3) Is there

significant effect of blended learning of the students in their academic

performance?

The research design was utilized to a phenomenological study.

Phenomenology helps us to understand the meaning of people's lived

experience. It involved observations, structured interviews and open-ended

method.

The study used (30) Grade 11 and STEM students from Union College

Of Laguna who had experienced the effectiveness of blended learning in new

normal education.

The data gathered from the responses were noted, tallied, coded,

analyzed and presented in respective tables.

TABLE OF CONTENTS
 Preliminaries Page

TITLE PAGE......................................................................................................i

DEDICATION………………………………………………………………………..ii

ACKNOWLEDGMENT ……………………………………………………….……v

ABSTRACT…………………………………………………………………………vii

TABLE OF CONTENTS ………………………………………………………..…ix

Chapter

1 THE PROBLEM AND ITS BACKGROUND

Introduction………………………………………………………1

Background of the Study……………………………………….2

Statement of the Problem……………………………………...5

Significance of the Study……………………………………....6

Scope and Delimitations of the Study………………….....….7

Definition of Terms………………………………………….….8

2 REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature………………………………………...……10
Related Studies………………………………………..………15

3 RESEARCH METHODOLOGY

Research Design………………………………………………21

Respondents of the Study…………………………………….22

Research Instrument…………………………………………..23

Research Procedure……………………………………….….25

Data Analysis Procedure……………………………………...26

4 PRESENTATION, ANALYSIS AND INTERPRETATION

OF DATA

Table 1.Perplexities of ABM students of

Union College of Laguna deal with Fundamentals

of Accounting, Business andManagement ...…………………..30

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

The term "blended learning," often known as "b-learning," refers to a

method of teaching that combines online and in-person instruction to

maximize learning outcomes. Internet is one of the technologies that may be

used in the learning system and plays a significant part in the use of

technology in education. Because computers are widely used and there are

internet connections, it is simple for teachers and students to discover one in

this age of globalization. Internet technology helps online learning (e-

learning). The use of internet and network technologies for delivering and

receiving content is known as "e-learning," which allows students to learn

remotely. E-learning refers to remote learning settings where content is

delivered and received using internet and network technologies. It enables

students to learn at any time and anywhere. Blended learning combines

traditional (face-to-face) and online learning so that instruction takes place

both in the classroom and online. Through blended learning, students had

prepared for the course in the classroom, which can be more efficient

because students can discuss with their teachers and friends that they could

not do during classroom interaction. According to Hassan (2010), it is a

method of learning that aims to assist the student in achieving the desired

learning outcomes by fusing traditional education and e-learning, with their

patterns within and outside the classroom. In order to achieve the best

results, teachers must practice using blended learning in the classroom. This
learning model can also be employed in high schools. Teachers are

encouraged to rethink and adapt courses that offer students more. This study

sought to ascertain how the blended learning paradigm affected the academic

performance of senior high school pupils.

Background of the Study

The pandemic's consequences on the educational landscape have a

wide range of implications, including changes to learning approaches. The

purpose of this study was to evaluate blended learning's performance as an

online education substitute in the modern day.

This study addressed student access by assessing success and

withdrawal rates in the blended learning courses by comparing them to face-

to-face and online modalities over an extended time period. For the purposes

of our study, blended learning combines digital learning, which is available to

students. To promote overall instruction for both the teacher and the student,

blended learning traditionally blends in-person teacher-student interactions

with online learning resources. There are different methods to approach

blended learning today because to the extensive usage of technology in

education.

Online learning resources that can provide students with more

individualized learning experiences are also incorporated into blended

learning, whether they are used in the classroom or at home. The notion of
blended learning has been expanded to include synchronous and

asynchronous learning taking place on a number of devices, including

phones, tablets, and desktop computers, thanks to the explosion of

technological possibilities.

However, blended learning is not merely the addition of some

technological element to an existing course but rather is an integrated plan

utilizing the best of what both face-to-face and online learning have to offer.

The blended presentation and interaction model, the blended block model

and the fully online model provide initial frameworks for the deliberate

structuring of blended learning to improve learning outcomes.

Blended learning is one of the most modern methods of learning

helping in solving the knowledge explosion problem, the growing demand for

education and the problem of overcrowded lectures if used indistance

learning, expanding the acceptance opportunities in education, being able to

train, educate and rehabilitate workers without leaving their jobs and teaching

housewives, which contributes to raising the literacy rate and eliminating

illiteracy; blended learning increases the learning effectiveness to a large

degree, decreases the time environment required for training, decreases the

training costs, allows the learner to study at his favorite time and place, allows

for live interviews and discussions on the network, provides updated

information suiting learners' need, and provides simulations, animations,

practical events and exercises and practical applications (Al- Shunnaq and

Bani Domi, 2010).

Blended learning is a contemporary trends of education and one of the

new trends of the teacher in the twenty first century; it can be described as an

educational method in which more than one means is used for transmitting

knowledge and experience to learners to achieve the best of the learning

outputs (Freihat, 2004); accordingly, this model combines the advantages of

e-learning and the benefits of classroom education; this education is based

on the integration between the traditional learning and e-learning (Al-Rimawi,

2016).Blended learning has grown rapidly to be commonly used in education.

Nevertheless, the effectiveness of this learning approach has not been

completely quantitatively synthesized and evaluated using knowledge

outcomes in health education.

Although the rationale for providing blended learning experiences may

vary widely across colleges and universities, from a teaching and learning

perspective a critical question is whether such designs are effective at

delivering course content and, given the shift from more strongly classroom-

based delivery formats, whether blended learning approaches differ from

more traditional classroom delivery formats in terms of the learning outcomes

students achieve as a result of the course. In addition, it is also important to

examine how students experience the blended learning course and their

feedback on its effectiveness.

Statement of the problem

1. What are the impact of blended learning in academic performance of grade

11 stem students?

2. How does blended learning improve the study of a g11 stem student?

3. Is there significant effect of blended learning of the students in their

academic performance?

Scope and Delimitations of the Study

This study was conducted during Academic Year 2022-2023. The target

levels for this study are (30) Grade 11 students under the strand of STEM

who are currently studying at PHINMA Union College of Laguna. The

outcomes that we have gathered in this study will be the basis in determining

the effectiveness of blended learning in new normal education of grade 11

STEM students. The datas can be a support if the Education in New normal

of grade 11 STEM students has been affected by the effectiveness of blended

learning.

Significance of the Study

The findings of this study will benefit to these following specific people

differently.

Students - this study can help the students as a reference of their study. For

the students to be able to know the effectiveness of blended learning in their

lives.

Teacher - this study can help the teacher to be aware on what students going

through in new normal education.

Researcher - this research can help the researcher to know the effectiveness

of blended learning in all the students.

Future Researcher - Will find the finding useful as additional information

which can be use for future investigation on similar concern as a guide.

Definition of Terms

For the better understanding of the study, the following terms were defined

conceptually and operationally.

Blended Learning - Blended learning (also known as hybrid learning) is a

method of teaching that integrates technology and digital media with

traditional instructor-led classroom activities, giving students more flexibility to

customize their learning experiences.

Education - A systematic process through which a child or an adult acquires

knowledge, experience, skill and sound attitude. It makes an individual

civilized, refined, cultured and educated.

Students - a person formally engaged in learning, especially one enrolled in a

school or college.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

 This chapter consists of a review of related literature and studies,

both foreign and local, that comprise information relevant to the present

study.

Related Literature

The literature deals with necessary data that will provide concrete

information that pertains to accounting subjects, the researchers’ awareness

of its principles, and learning programs anchored to it. The further literature

comes from various perspectives in both local and foreign publications.

Foreign Literature

According to Zhang (2010), Academic achievement is defined as a

record of learning in school subjects or the average academic performance in

each subject studied. Blended learning plays a significant role to enhance

foreign language skills. The implication of blended learning has been proved

effective in improving foreign language skills, but there is lack of willingness of

teachers to adopt this technology in their teaching style. Asiri et al. (2012) 3

has identified certain barriers, which are mostly faced by the administration of

universities during or after the application of blended learning processes or e-

learning system. The association between blended learning and the students’

achievements in the classroom has been investigated by Al-Qahtani and

Higgins (2013) 4. The findings have statistically significant difference between

the implementation of blended learning processes and students’

achievements. E-learning tends to represent broader domain of development

and research activities into the application of technologies to education

(Conole & Oliver, 2006) 5. It provides multimedia support to the educational

process using modern information and communication technologies usually

implemented through computer networks.

According to Westberry (2009) 6, BL enhances higher cognitive skills,

promotes reflection, and gives equal opportunities to learners. It also provides

cost-efficient, collaborative learning and encourages learners to communicate

with instructors and peers and develops learners’ skills (Lai & Kritsonis, 2006)

7. The environment provided in BL environment is more suitable to academic

institutions and perceived as broader and more inclusive than distance

learning and computer-assisted language learning. Lopez-Perez et al. (2011)

8 argued that BL was capable of improving the learning outcomes. The

results stated that the attrition rates of students were decreased and their

understanding was increased as a result of using online learning materials.

Some of the advantages associated with BL included easy access to

knowledge, improve pedagogy, cost-effectiveness, ease of revision of

learning content, and personal presence. BL improved vocabulary of ELE

learners cooperative learning increased the student involvement in learning.

The learners show a mayor motivation and interest when they meet face-to-

face and during class discussions with their peers in BL setting. BL tends to

open new potentials for self-learning, lifelong learning, and raising students’
achievement. A study conducted by Banados (2006) 9 confirmed that

successful implementation of BL in learning language may result in

remarkable improvement in speaking skills along with important

improvements in all skills.

Local Literature

Although blended learning has gained much popularity in higher

education, academics’ blended learning implementations are most often used

for the purposes of efficiency and supplementation, with only a minority

implementing approaches that fully exploit the potential of blended learning to

enhance the learning experience (Hofmann, 2006; Driscoll, 2002). In effort to

gain a better understanding of academics’ design and implementation of

blended learning, a literature search was undertaken using Thomson Reuters’

Web of Knowledge citation database. These results were classified according

to their main stated purpose, into categories and sub categories. A synthesis

of key themes of literature typical to each subcategory provided a sense of

the shape of the scholarship landscape of blended learning in higher

education and revealed a deficiency in literature related to understanding

academic practice. It is argued that this deficiency is a major impediment to

the realisation of the unfulfilled potential of blended learning in higher

education. From this perspective, the paper makes a valuable contribution in

the form of underscoring a pressing need for further research aimed at

understanding the factors shaping academics current practices in blended

learning. This paper is of interest to those supporting academics in blended

learning design and as guiding resource for researchers into blended

practices and novice blended learning practitioners.

Thomson Reuters Web of Knowledge online academic citation index

allows access to multiple databases and “covers over 12,000 of the highest

impact journals worldwide, including Open Access journals and over 150,000

conference proceedings” (Thomson Reuters, n.d, para. 1). The term ‘blended

learning’, although widely used, is not well defined. The definitions and

understandings of the concept are many (Driscoll, 2002; Vignare, 2007). For

the purposes of this paper, ‘blended learning’ broadly refers to the use of

technology with face to face teaching. The Web of Knowledge was used to

search blended learning literature on the 10 December 2011 using the terms

((blended learning OR hybrid learning) AND (university OR higher education

OR faculty), all languages, literature included journal articles and conference

papers, for all years, all databases. Using the Web of Knowledge was

deemed to give a better perspective of the cross-section of literature than

searching through a set of specific journals, in which the focus of the journal

skews the content of articles in each journal. The search yielded 1172 results

of which 827 were relevant.

Related Studies
 The following studies comprise information that may have similarities,

differences, or relevance for the present study, which aims to determine the

effectiveness of blended learning in the new normal education of grade 11

STEM students at PHINMA Union College of Laguna.

Foreign Studies

The teaching and learning environment is embracing a number of

innovations and some of these involve the use of technology through blended

learning. This innovative pedagogical approach has been embraced rapidly

though it goes through a process. The introduction of blended learning

(combination of face-to-face and online teaching and learning) 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.

According to Jolai R. Garcia-Bolaños and Gerry Balajediong Jr. (2022), The

purpose of this study was to assess the readiness of STEM students in Grade

11 to switch from online to blended learning in terms of their physical and

mental capabilities. 30 respondents were included in this study, which used a

quantitative method, notably a descriptive-correlational design. The move

from online to blended learning is feasible for senior high school students,

according to the results, both physically and mentally. The physical and

mental preparedness of the kids were also discovered to be strongly

positively correlated. In order to prevent stress and cramming, it is advised

that both students and teachers receive additional training in time

management. This will enable them to better meet the needs of all of their

pupils.

Guan (2003, 2006) found negative effects of dual mode presentations on

learning efficiency in a series of multimedia learning scenarious in which

subjects were allowed to learn the instructions at their own paces without

restricted learning time. Blended learning effectiveness has quite a number of

underlying factors that pose challenges. One big challenge is about how

users can successfully use the technology and ensuring participants’

commitment given the individual learner characteristics and encounters with

technology (Hofmann, 2014). Hofmann adds that users getting into difficulties

with technology may result into abandoning the learning and eventual failure

of technological applications. In a report by Oxford Group (2013), some

learners (16%) had negative attitudes to blended learning while 26% were

concerned that learners would not complete study in blended learning.

Learners are important partners in any learning process and therefore, their

backgrounds and characteristics affect their ability to effectively carry on with

learning and being in blended learning, the design tools to be used may

impinge on the effectiveness in their learning.

This study tackles blended learning effectiveness which has been

investigated in previous studies considering grades, course completion,

retention and graduation rates but no studies regarding effectiveness in view

of learner characteristics/background, design features and outcomes have

been done in the Ugandan university context. No studies have also been

done on how the characteristics of learners and design features are

predictors of outcomes in the context of a planning evaluation research

(Guskey, 2000) to establish the effectiveness of blended learning. Guskey

(2000) noted that planning evaluation fits in well since it occurs before the

implementation of any innovation as well as allowing planners to determine

the needs, considering participant characteristics, analyzing contextual

matters and gathering baseline information. This study is done in the context

of a plan to undertake innovative pedagogy involving use of a learning

management system (moodle) for the first time in teaching and learning in a

Ugandan university. The learner characteristics/backgrounds being

investigated for blended learning effectiveness include self-regulation,

computer competence, workload management, social However, blended

learning effectiveness may be dependent on many other factors and among

them student characteristics, design features and learning outcomes.

Research shows that the failure of learners to continue their online education

in some cases has been due to family support or increased workload leading

to learner dropout (Park & Choi, 2009) as well as little time for study.

Additionally, it is dependent on learner interactions with instructors

since failure to continue with online learning is attributed to this. In Greer,

Hudson & Paugh’s study as cited in Park and Choi (2009), family and peer
support for learners is important for success in online and face-to-face

learning. Support is needed for learners from all areas in web-based courses

and this may be from family, friends, co-workers as well as peers in class.

Greer, Hudson and Paugh further noted that peer encouragement assisted

new learners in computer use and applications. The authors also show that

learners need time budgeting, appropriate technology tools and support from

friends and family in web-based courses. Peer support is required by learners

who have no or little knowledge of technology, especially computers, to help

them overcome fears. Park and Choi, (2009) showed that organizational

support significantly predicts learners’ stay and success in online courses

because employers at times are willing to reduce learners’ workload during

study as well as supervisors showing that they are interested in job-related

learning for employees to advance and improve their skills.

Local Studies

Research into K-12 blended learning is a relatively young field.

Scholarship in blended learning (BL) is dominated by the United States, with

minimal reports from New Zealand, Canada, Australia, and South Africa

(Barbour, 2018). Research in other contexts has been encouraged (Hu et al.,

2019), and extensive studies should be undertaken on K-12 because of the

mixed results on the benefits of BL (Poirier et al., 2019). Thus, this research

focuses on the Philippines. Pre-pandemic, BL in the Philippines emerged

under the Alternative Delivery Mode (ADM) to accommodate secondary-level

students and adult learners (Villanueva, 2021).

The observed growth coincided with the Department of Education’s

shift from a 10-year primary and secondary education to a 12-year program,

referred to as the K-12 Enhanced Basic Education program, which promotes

quality education for all. This shift entailed implementing much-needed

policies and reforms, including a commitment to invest in technology to

improve access to quality education. The integration of information and

communication technologies (ICT) in K-12 schools was anticipated to enable

computerization programs, flexible learning options, and the use of

educational technologies and online learning resources (Bonifacio, 2013).

The key to the definition of BL is the extent of learner control and the

personalization of learning it provides students, which distinguishes BL from

technology-rich learning environments (Staker & Horn, 2014). Beyond studies

that advocate for the successful implementation of BL programs is the

challenge of bridging the divide among varied settings—contexts supportive

of BL and contexts in which BL is emerging as a viable option.

Chapter 3

RESEARCH METHODOLOGY
 This chapter reveals the methods of research to be employed by the

researcher in conducting the study which includes the research design,

Research Locale, Participants of the Study, and Research Procedure.

Research Design

Research design is the framework of research methods and

techniques chosen by a researcher. The design allows researchers to hone in

on research methods that are suitable for the subject matter and set up their

studies up for success. (Dhat, n.d.)

A qualitative approach was followed. Crossman (2004) defined

qualitative research as a type of social science research that collects and

works with non-numerical data and that seeks to interpret meaning from these

data that help understand social life through the study of targeted populations

or places. The method was based on the phenomenological methodology, as

the researcher wished to describe the perplexities of Fundamentals of

Accounting, Business and Management as experienced by ABM students of

Union College of Laguna.

The research design which was utilized is a phenomenological study

which is a philosophical study of the structures of experience and

consciousness. For Giorgi (1992), the operative word in phenomenological

research is ‘describe’. The aim of the researcher is to describe as accurately

as possible the phenomenon, refraining from any pre-given framework, but

remaining true to the facts. Phenomenology begins with an experience or

condition and, through the narration of participants, of either shared single

incident or condition, investigates the effects and perceptions of that

experience.

Research Locale

The study would be conducted at PHINMA Union College of

Laguna.

Participants of the Study

The study used (30) Grade 11 STEM students from PHINMA Union

College Of Laguna who had experienced the Effectiveness of Blended

Learning in New Normal Education. Also, the process of data gathering from

the participants involved will be conducted during the academic year 2022-

2023.

A convenient sample of (30) students was selected from the STEM

strand – Grade 11 . Mouton (1996) defined a sample as elements selected

with the intention of finding out something about the total population from

which they are taken. A convenient sample consists of subjects included in

the study because they happen to be in the right place at the right time. We

could make use of all the data efficiently. The respondents were selected

based on the judgment of who has best qualify in answering the specific

questions of the research. Best qualifiers were respondents who actually

often experience the despoiled of the said factors affecting them in their

study.

Research Instrument

Data was collected using in-depth interviews. Potter (1996) argues

that interviews are valuable tools for collecting data in qualitative research. A

one-on-one interview method allows the researcher to interact with the

participants and to observe non-verbal cues during the interview process. In

this study a structured interview method was used to allow for an open, in-

depth discussion of the research topic. Denzin and Lincoln (2005) argue that

a structured interview is a type of interview in which the interviewer asks a

particular set of predetermined questions. In structured interviews, questions

are planned and created in advance, which means that all candidates are

asked the same questions in the same order.

Through choosing interviews as a method of data collection the

researcher hoped to gain a deeper understanding of the participants‟

constructions through dialogue and through the language they use in

constructing the different discourses. The interview method allows the

researchers to seek clarity and probe for deeper understanding. As a result

the reporting and analysis of data is reflective of the views of the participants.

The researchers were in a dual-career marriage at the time of the research

and she was therefore able to share her own experiences with the

participants, thus placing herself as equal to the participants. In this way the
researcher was able to build trust and rapport with the participants and the

trust in the interaction or relationship made it somewhat easier for the

participants to share their own experiences without fear of being judged.

(Stanley, 1990)

The researchers prepared an interview which consists of 3 main

questions with 5 sub questions each. These questions went through checking

and revision to ensure that the questions are within the concept of the study.

Specifically, the first question aims to determine the impact of

blended learning in academic performance of grade 11 STEM students. The

second one is to know how does blended learning improve the study of a

grade 11 STEM students. Lastly, the third question intends to relate the

significant effect of blended learning of the students in their academic

performace.

Research Procedure

Given the importance of ethics in conducting research and the

challenges around conducting research, universities go to great lengths to

protect the dignity and safety of research participants (Silverman,

2009).Several ethical considerations were taken into account to ensure that

the study was conducted in an appropriate manner. In order to gather the

information which was essential for the study, the researcher will seek

permission from the Administrator of Union College of Laguna. The approval

of permission will give way to data gathering through an interview. To comply

with ethical considerations in conducting this research all participants

provided verbal consent to be interviewed and to participate in the research.

The participants therefore willingly participated in the study after they were

approached by the researcher and the research purpose and process were

explained to them.

While it is common practice to request written consent, Silverman

(2009) states that highly formalized ways of securing consent should be

avoided in favor of fostering relationships in which on-going ethical regard for

participants is sustained. In this study verbal consent was deemed

appropriate. The purpose of the research was explained to the participants

and the participants were told that should they wish to withdraw at any point

during the interview they could do so. Permission to record the interview was

also obtained from the participants and none of the participants had

difficulties with the tape recording of the interviews.

Data Analysis Procedure

Mouton and Marais (1991) describe data analysis as the process

whereby a phenomenon is broken down into its constituent parts in order for it

to be understood better. In the social constructionist paradigm the method of

discourse analysis has become common practice (Burns, 2006). In this

research a discourse analysis methodology was used to analyze data and to

understand the conditions behind a specific problem. In doing so this

research identified versions of autonomy and marital satisfaction from the

participants‟ viewpoint rather than providing an absolute answer to the

problem.

In general, noticing means taking notes based on observation,

recording events or interviews, gathering documents etc. In the analysis

phase, when you are going through the data you often mark important

sections and add descriptive name or ‘code’ to it. This is the first step of

coding and called Open Coding. This article begins with a description of Open

Coding and provides walk through on different open coding techniques.

The first part of the deliberation on the research outcome focuses on

providing an overview of the theoretical background of discourse analysis.

This is followed by a discussion of the actual process of data analysis used in

this study. The researchers organized the data in order to analyze the data

well. The response were classified and listed on a table according to its

characteristics such as similarities as well as the idea of the response.

Chapter 4