Manuscript Socio Cultural Group 1

St.
Paul University Philippines

Tuguegarao City, Cagayan 3500
Page |1
PERCEPTIONS OF PAULINIAN SENIOR HIGH SCHOOL SET A STUDENTS ON
BLENDED LEARNING
____________________
Presented to the
Faculty of the Senior High School
St. Paul University Philippines
Tuguegarao City, Cagayan
____________________
In Partial Fulfillment
Of the Requirements for
PRACTICAL RESEARCH II
____________________
By:
MAJA LUZ BINAYUG
KATHLYN MAE URSULUM
PAULINE KEITH ARESTA
JESUSA EVILLA
JAY ARVIN GALASINAO
CHRISTOPHER MAU BAMBALAN
SPUP Graduate School

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CHAPTER I
THE PROBLEM AND THE REVIEW OF RELATED LITERATURE
Introduction
In this pandemic there are many changes that is happening in
our environment everybody is affected and our way of life has
been affected because of the pandemic. Many business are affected
and they changed their business strategy to survive in the
market. Educational institutions are not exempted from this
changes, even them change their operational strategies in order
to deliver quality education. Since face to face classes are not
possible, then schools have to resort into other strategies as
effective as to face to face learning. The best possible way is
to deliver in blended online learning, these is possible through
the use of technology in the delivering academic services. And
there are two methods of delivering the learning needed by the
students - synchronous and asynchronous method of learning, since
this is a new method then there is a need to assess it's
effectiveness. This research aim to know if the blended learning
in our school is effective or not, which is important in the fact
that student want to know if we still learning in this kind of
method of teaching despite of all the hindrance were facing right

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now. Objectives and innovation in education means doing what’s
best for all student. Teachers, lessons, and curriculum have to
flexible. Students are thinking and asked questions by the
teachers. So they have to learn more than the skills needed to
pass the assessment given every spring.
REVIEW OF RELEATED LITERATURE
The researcher explored literature and studies from various
sources to provide background related to this study. These were
utilized to enhance the processes in this study.
Blended Learning
This review presents research about blended learning
effectiveness from the perspective of learner
characteristics/background, design features and learning
outcomes. It also gives the factors that are considered to be
significant for blended learning effectiveness. The selected
elements are as a result of the researcher’s experiences at a
Ugandan university where student learning faces challenges with
regard to learner characteristics and blended learning features
in adopting the use of technology in teaching and learning. We
have made use of Loukis, Georgiou, and Pazalo(2007) value flow
model for evaluating an e-learning and blended learning service

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specifically considering the effectiveness evaluation layer. This
evaluates the extent of an e-learning system usage and the
educational effectiveness. In addition, studies by Leidner,
Jarvenpaa, Dillon and Gunawardena as cited in Selim (2007) have
noted three main factors that affect e-learning and blended
learning effectiveness as instructor characteristics, technology
and student characteristics. Heinich, Molenda, Russell, and
Smaldino (2001) showed the need for examining learner
characteristics for effective instructional technology use and
showed that user characteristics do impact on behavioral
intention to use technology. Research has dealt with learner
characteristics that contribute to learner performance outcomes.
They have dealt with emotional intelligence, resilience,
personality type and success in an online learning context
(Berenson, Boyles, & Weaver, 2008). Dealing with the
characteristics identified in this study will give another
dimension, especially for blended learning in learning
environment designs and add to specific debate on learning using
technology. Lin and Vassar, (2009) indicated that learner success
is dependent on ability to cope with technical difficulty as well
as technical skills in computer operations and internet
navigation. This justifies our approach in dealing with the

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design features of blended learning in this study. Learners need
to seek helpful assistance from peers and teachers through chats,
email and face-to-face meetings for effectiveness (Lynch & Dembo,
2004). Factors such as learners’ hours of employment and family
responsibilities are known to impede learners’ process of
learning, blended learning inclusive (Cohen, Stage, Hammack, &
Marcus, 2012). It was also noted that a common factor in failure
and learner drop-out is the time conflict which is compounded by
issues of family, employment status as well as management support
(Packham, Jones, Miller, & Thomas, 2004). A study by Thompson
(2004) shows that work, family, insufficient time and study load
made learners withdraw from online courses.Learner attitudes to
blended learning can result in its effectiveness and these shape
behavioral intentions which usually lead to persistence in a
learning environment, blended inclusive. Selim, (2007) noted that
the learners’ attitude towards e-learning and blended learning
are success factors for these learning environments. Learner
performance by age and gender in e-learning and blended learning
has been found to indicate no significant differences between
male and female learners and different age groups (i.e. young,
middle-aged and old above 45 years) (Coldwell, Craig, Paterson, &
Mustard, 2008). This implies that the potential for blended

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learning to be effective exists and is unhampered by gender or
age differences. Research shows that absence of learner
interaction causes failure and eventual drop-out in online
courses (Willging & Johnson, 2009) and the lack of learner
connectedness was noted as an internal factor leading to learner
drop-out in online courses (Zielinski, 2000). It was also noted
that learners may not continue in e- and blended learning if they
are unable to make friends thereby being disconnected and
developing feelings of isolation during their blended learning
experiences (Willging & Johnson, 2009). Learners’ Interactions
with teachers and peers can make blended learning effective as
its absence makes learners withdraw (Astleitner, 2000). Loukis,
Georgious and Pazalo (2007) noted that learners’ measuring of a
system’s quality, reliability and ease of use leads to learning
efficiency and can be so in blended learning.
Ensuring Effectiveness in Blended Learning
Learner success in blended learning may substantially be affected
by system functionality (Pituch & Lee, 2006) and may lead to
failure of such learning initiatives (Shrain, 2012). It is
therefore important to examine technology quality for ensuring
learning effectiveness in blended learning. Tselios, Daskalakis,

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and Papadopoulou (2011) investigated learner perceptions after a
learning management system use and found out that the actual
system use determines the usefulness among users. It is again
noted that a system with poor response time cannot be taken to be
useful for e-learning and blended learning especially in cases of
limited bandwidth (Anderson, 2004). In this study, we investigate
the use of Moodle and its tools as a function of potential
effectiveness of blended learning. The quality of learning
management system content for learners can be a predictor of good
performance in e-and blended learning environments and can lead
to learner satisfaction. On the whole, poor quality technology
yields no satisfaction by users and therefore the quality of
technology significantly affects satisfaction (Piccoli, Ahmad, &
Ives, 2001). Continued navigation through a learning management
system increases use and is an indicator of success in blended
learning (Delone & McLean, 2003). The efficient use of learning
management system and its tools improves learning outcomes in e-
learning and blended learning environments.It is noted that
learner satisfaction with a learning management system can be an
antecedent factor for blended learning effectiveness. Goyal and
Tambe (2015) noted that learners showed an appreciation to
Moodle’s contribution in their learning. They showed positivity

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with it as it improved their understanding of course material
(Ahmad & Al-Khanjari, 2011). The study by Goyal and Tambe (2015)
used descriptive statistics to indicate improved learning by use
of uploaded syllabus and session plans on Moodle. Improved
learning is also noted through sharing study material, submitting
assignments and using the calendar. Learners in the study found
Moodle to be an effective educational tool.
Outcomes in Blended Learning
The outcomes under scrutiny in this study include performance,
motivation, satisfaction and knowledge construction. Motivation
is seen here as an outcome because, much as cognitive factors
such as course grades are used in measuring learning outcomes,
affective factors like intrinsic motivation may also be used to
indicate outcomes of learning (Kuo, Walker, Belland, & Schroder,
2013). Research shows that high motivation among online learners
leads to persistence in their courses (Menager-Beeley, 2004).
Sankaran and Bui (2001) indicated that less motivated learners
performed poorly in knowledge tests while those with high

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learning motivation demonstrate high performance in academics
(Green, Nelson, Martin, & Marsh, 2006). Lim and Kim, (2003)
indicated that learner interest as a motivation factor promotes
learner involvement in learning and this could lead to learning
effectiveness in blended learning.
Learner satisfaction was noted as a strong factor for
effectiveness of blended and online courses (Wilging & Johnson,
2009) and dissatisfaction may result from learners’ incompetence
in the use of the learning management system as an effective
learning tool since, as Islam (2014) puts it, users may be
dissatisfied with an information system due to ease of use.
A lack of prompt feedback for learners from course instructors
was found to cause dissatisfaction in an online graduate course.
In addition, dissatisfaction resulted from technical difficulties
as well as ambiguous course instruction Hara and Kling (2001).
These factors, once addressed, can lead to learner satisfaction
in e-learning and blended learning and eventual effectiveness. A
study by Blocker and Tucker (2001) also showed that learners had
difficulties with technology and inadequate group participation

P a g e | 10
by peers leading to dissatisfaction within these design features.
Student-teacher interactions are known to bring satisfaction
within online courses. Study results by Swan (2001) indicated
that student-teacher interaction strongly related with student
satisfaction and high learner-learner interaction resulted in
higher levels of course satisfaction. Descriptive results by
Naaj, Nachouki, and Ankit (2012) showed that learners were
satisfied with technology which was a video-conferencing
component of blended learning with a mean of 3.7. The same study
indicated student satisfaction with instructors at a mean of 3.8.
Askar and Altun, (2008) found that learners were satisfied with
face-to-face sessions of the blend with t-tests and ANOVA results
indicating female scores as higher than for males in the
satisfaction with face-to-face environment of the blended
learning.
Regarding knowledge construction, it has been noted that
effective learning occurs where learners are actively involved
(Nurmela, Palonen, Lehtinen & Hakkarainen, 2003, cited in Zhu,
2012) and this may be an indicator of learning environment
effectiveness. Effective blended learning would require that
learners are able to initiate, discover and accomplish the
processes of knowledge construction as antecedents of blended

P a g e | 11
learning effectiveness. A study by Rahman, Yasin and Jusoff
(2011) indicated that learners were able to use some steps to
construct meaning through an online discussion process through
assignments given. In the process of giving and receiving among
themselves, the authors noted that learners learned by writing
what they understood. From our perspective, this can be
considered to be accomplishment in the knowledge construction
process. Their study further shows that learners construct
meaning individually from assignments and this stage is referred
to as pre-construction which for our study, is an aspect of
discovery in the knowledge construction process.
Problems Encountered in Blended Learning Mode
Blended learning is an instructional format that integrates
online and face-to-face teaching modalities. Learners spend part
of their learning time interacting face-to-face with a teacher
and classmates and part of their learning time using a computer
or portable digital device (such as a smartphone) to access
online courses, curriculum, or other learning resources, by
themselves or collaboratively, inside or outside of the
classroom. Learning in the two modalities is integrated,
complementary, and overlapping, and learners have some control

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over time, place, and pace (Maxwell, 2016; Staker & Horn, 2012).
Although blended learning affords opportunities for increased
instructional richness and flexibility, social interaction,
access to knowledge, personal agency, cost efficiency, and
improved learner outcomes, practitioners, program managers,
policy makers, and funders know little about the extent to which
it is being implemented and the related challenges and
opportunities. ProLiteracy asked the field to tell us how blended
learning is being used. In Spring 2019, we surveyed our members
and New Readers Press customers. World Education also sent it out
to their technology newsletter subscribers. In all, 509 responses
were received. Of these, 12% were volunteers, 31% were teachers,
and 57% were program managers. After providing them with a
definition of blended learning similar to the one above, slightly
less than half (48%) responded that they or their staff implement
blended learning. Teachers and volunteers who say they use
blended learning represented 25% of all respondents; 22% of
respondents were program managers who say most or some of their
teachers and/or volunteers use blended learning. Even though
nearly half reported that they or their staff do implement
blended learning, they expressed considerable consensus about the
challenges of doing so. They were asked about their own

P a g e | 13
challenges as well as the challenges that learners face. The most
common challenge relates to the learners. Nearly half (47%) said
the learners have trouble being self-directed enough to make good
use of the technology, and 25% reported learners not being
interested in using technology. The other challenges focused on
their own circumstances including not enough knowledge about
technology to take full advantage of its affordances (26%), not
having enough planning time (25%), and not having the budget to
implement as they would like (22%). For responses listed as
“other” challenges, nearly half had to do with access issues to
Wi-Fi, hardware, or software. The most frequently cited in-class
blended learning challenge for learners identified by instructors
was a lack of basic computer/digital skills including being able
to navigate different platforms and devices, keyboarding, using a
password, etc. Other frequently cited challenges were getting
distracted and low independence/self-directedness and motivation,
fear of and discomfort with technology, and language and
comprehension barriers. The challenges that respondents assumed
for learners engaging in blended learning outside the classroom
overlapped with challenges observed inside the classroom, most
especially with regard to lack of basic digital knowledge and
skills, but they also reported affective issues and distractions.

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However, by far the most popular responses were lack of or poor
internet service and lack of or outdated hardware. Other
challenges unique to doing blended learning activities at home
are poor motivation/self-directedness, and lack of time and/or
time management skills. Overall, responses indicated that
barriers to implementing blended learning fall into four areas:
1) inadequate tools designed specifically for adult learners, 2)
lack of practitioner know-how, 3) logistical barriers related to
Wi-Fi and tool access, and 4) resistance. Many of the identified
challenges suggest that instructors need meaningful professional
development to help address them. They also make clear that
blended learning is not a cure-all. Its potential is diminished
by access issues in rural and impoverished communities.
Expectations that learners will spend substantial time on
educational activities outside of class may be unrealistic. The
reality of adult lives and responsibilities should play an
important role in blended learning instructional design
decisions.
Factors that Affects Blended Learning
Researchers have dealt with success factors for online learning
or those for traditional face-to-face learning but little is

P a g e | 15
known about factors that predict blended learning effectiveness
in view of learner characteristics and blended learning design
features. This part of our study seeks to establish the learner
characteristics/backgrounds and design features that predict
blended learning effectiveness with regard to satisfaction,
outcomes, motivation and knowledge construction. Song, Singleton,
Hill, and Koh (2004) examined online learning effectiveness
factors and found out that time management (a self-regulatory
factor) was crucial for successful online learning. Eom, Wen, and
Ashill (2006) using a survey found out that interaction, among
other factors, was significant for learner satisfaction.Technical
problems with regard to instructional design were a challenge to
online learners thus not indicating effectiveness (Song et al.,
2004), though the authors also indicated that descriptive
statistics to a tune of 75% and time management (62%) impact on
success of online learning. Arbaugh (2000) and Swan (2001)
indicated that high levels of learner-instructor interaction are
associated with high levels of user satisfaction and learning
outcomes. A study by Naaj et al. (2012) indicated that technology
and learner interactions, among other factors, influenced learner
satisfaction in blended learning. Responsibility of blended
learning tutors to go beyond their basic role and make an

P a g e | 16
expansion of the scope of work in order to enhance advancement of
knowledge.
Attitudes Towards Blended Learning
Learner attitudes to blended learning can result in its
effectiveness and these shape behavioral intention usually lead
to persistence in a learning environment, blended inclusive.
Selim, (2007) noted that the learners’ attitude towards e-
learning and blended learning are success factors for these
learning environments. Learner performance by age and gender in
elearning and blended learning has been found to indicate no
significant differences between male and female learners and
different age groups (i.e. young, middle-aged and old above 45
years) (Coldwell, Craig, Paterson, & Mustard, 2008). This implies
that the potential for blended learning to be effective exists
and is unhampered by gender or age differences. Research shows
that absence of learner interaction causes failure and eventual
drop-out in online courses (Willging & Johnson, 2009) and the
lack of learner connectedness was noted as an internal factor
leading to learner drop-out in online courses (Zielinski, 2000).
It was also noted that learners may not continue in e- and
blended learning if they are unable to make friends thereby being

P a g e | 17
disconnected and developing feelings of isolation during their
blended learning experiences (Willging & Johnson, 2009).
Learners’ Interactions with teachers and peers can make blended
learning effective as its absence makes learners withdraw
(Astleitner, 2000). Loukis, Georgious and Pazalo (2007) noted
that learners’ measuring of a system’s quality, reliability and
ease of use leads to learning efficiency and can be so in blended
learning. Learner success in blended learning may substantially
be affected by system functionality (Pituch & Lee, 2006) and may
lead to failure of such learning initiatives (Shrain, 2012). It
is therefore important to examine technology quality for ensuring
effectiveness of blended learning.
Learning Management System

P a g e | 18
The quality of learning management system content for learners
can be a predictor of good performance in eand blended learning
environments and can lead to learner satisfaction. On the whole,
poor quality technology yields no satisfaction by users and
therefore the quality of technology significantly affects
satisfaction (Piccoli, Ahmad, & Ives, 2001). Continued navigation
through a learning management system increases use and is an
indicator of success in blended learning (Delone & McLean, 2003).
The efficient use of learning management system and its tools
improve learning outcomes in e-learning and blended learning
environments. It is noted that learner satisfaction with a
learning management system can be an antecedent factor for
blended learning effectiveness. Goyal and Tambe (2015) noted that
learners showed an appreciation to Moodle’s contribution in their
learning. They showed positivity with it as it improved their
understanding of course material (Ahmad & Al-Khanjari, 2011). The
study by Goyal and Tambe (2015) used descriptive statistics to
indicate improved learning by use of uploaded syllabus and
session plans on Moodle. Improved learning is also noted through
sharing study material, submitting assignments and using the
calendar. Learners in the study found Moodle to be an effective
educational tool.

P a g e | 19
Learning Outcomes
The outcomes under scrutiny in this study include performance,
motivation, satisfaction and knowledge construction. Motivation
is seen here as an outcome because, much as cognitive factors
such as course grades are used in measuring learning outcomes,
affective factors like intrinsic motivation may also be used to
indicate outcomes of learning (Kuo, Walker, Belland, & Schroder,
2013). Research shows that high motivation among online learners
leads to persistence in their courses (MenagerBeeley, 2004).
Sankaran and Bui (2001) indicated that less motivated learners
performed poorly in knowledge tests while those with high
learning motivation demonstrate high performance in academics
(Green, Nelson, Martin, & Marsh,2006). Lim and Kim, (2003)
indicated that learner interest as a motivation factor promotes
learner involvement in learning and this could lead to learning
effectiveness in blended learning. Learner satisfaction was noted
as a strong factor for effectiveness of blended and online
courses (Wilging & Johnson, 2009) and dissatisfaction may result
from learners’ incompetence in the use of the learning management
system as an effective learning tool since, as Islam (2014) puts
it, users may be dissatisfied with an information system due to
ease of use. A lack of prompt feedback for learners from course

P a g e | 20
instructors was found to cause dissatisfaction in an online
graduate course. In addition, dissatisfaction SPUP Graduate
School resulted from technical difficulties as well as ambiguous
course instruction Hara and Kling (2001). These factors, once
addressed, can lead to learner satisfaction in learning and
blended learning and eventual effectiveness. A study by Blocker
and Tucker (2001) also showed that learners had difficulties with
technology and inadequate group participation by peers leading to
dissatisfaction within these design features. Student-teacher
interactions are known to bring satisfaction within online
courses. Study results by Swan (2001) indicated that student
teacher interaction strongly related with student satisfaction
and high learner-learner interaction resulted in higher levels of
course satisfaction. Descriptive results by Naaj, Nachouki, and
Ankit (2012) showed that learners were satisfied with technology
which was a videoconferencing component of blended learning with
a mean of 3.7. The same study indicated student satisfaction with
instructors at a mean of 3.8.
Askar and Altun, (2008) found that learners were satisfied with
face-to-face sessions of the blend with t-tests and ANOVA results
indicating female scores as higher than for males in the
satisfaction with face-to-face environment of the blended

P a g e | 21
learning. Regarding knowledge construction, it has been noted
that effective learning occurs where learners are actively
involved (Nurmela, Palonen, Lehtinen & Hakkarainen, 2003, cited
in Zhu, 2012) and this may be an indicator of learning
environment effectiveness. Effective blended learning would
require that learners are able to initiate, discover and
accomplish the processes of knowledge construction as antecedents
of blended learning effectiveness. A study by Rahman, Yasin and
Jusoff (2011) indicated that learners were able to use some steps
to construct meaning through an online discussion process through
assignments given. In the process of giving and receiving among
themselves, the authors noted that learners learned by writing
what they understood. From our perspective, this can be
considered to be accomplishment in the knowledge construction
process. Their study further shows that learners construct
meaning individually from assignments and this stage is referred
to as pre-construction which for our study, is an aspect of
discovery in the knowledge construction process.
Personal factor affects blended learning

P a g e | 22
Research shows that high motivation among online learners leads
to persistence in their courses (Menager-Beeley, 2004). Sankaran
and Bui (2001) indicated that less motivated learners performed
poorly in knowledge tests while those with high learning
motivation demonstrate high performance in academics (Green,
Nelson, Martin, & Marsh, 2006). Lim and Kim, (2003) indicated
that learner interest as a motivation factor promotes learner
involvement in learning and this could lead to learning
effectiveness in blended learning. This is supported by Selim
(2007) that learners need to posses time management skills and
computer skills necessary for effectiveness in e- learning and
blended learning. Self-regulatory skills of time management lead
to better performance and learners’ ability to structure the
physical learning environment leads to efficiency in e-learning
and blended learning environments. Learners need to seek helpful
assistance from peers and teachers through chats, email and face-
to-face meetings for effectiveness (Lynch & Dembo, 2004).
Teacher Factor Affects Blended Learning
In the last part of the review, we look into educator roles and
relations, with particular emphasis on the dimensions that are
reported in the reviewed literature to have significant influence

P a g e | 23
on student learning in professional programs offered through
blended or online formats. Several studies find that strong
educator presence along with quality course content are essential
elements in courses that successfully facilitate online student
engagement and learning (Moore, 2014; Swan and Shih, 2014).
Establishing educator presence in online courses can be achieved
in a number of ways, such as through regular communication with
students, consistent feedback and critical discourse modeled by
the educator (Gray and DiLoreto, 2016). Online students need to
feel connected to the educator, to other students in the course
and to the course content (Southard, Meddaugh and France-Harris,
2015; Martín-Rodríguez, Fernández-Molina, Montero-Alonso and
González-Gómez, 2015), which can be achieved in a supportive
learning environment in which educators strategically combine
audio, video, synchronous and asynchronous discussions, practical
activities and other online tools to engage students (Gray and
DiLoreto, 2016). Southard, Meddaugh and France-Harris (2015)
found the use of high-impact videos featuring the educator and/or
the course content particularly useful in promoting a strong
educator presence and in cultivating students’ interest in the
topic under study, in particular in pure online courses where
there is little or no synchronicity between the student and the

P a g e | 24
educator. In the study carried out by Southard et al. (2015),
introductions to undergraduate history lessons were filmed on the
location of historical sites, and props as well as stop motion
videos where static objects were brought to life and moved as the
educator narrated were successfully used to strengthen students’
feelings of connectedness to the educator and the content
(Southard, Meddaugh and France-Harris, 2015). Research indicates
that online learning communities can help to create a feeling of
connectedness to fellow learners and can help to establish trust
in other students as a resource for knowledge construction and
knowledge growth (Cho and Tobias, 2016). However, it is also
clear that such engagement does not occur automatically;
developing a learning community takes time and is only
accomplished with conscientious effort (Beth, Jordan, Schallert,
Reed and Kim, 2015). Moreover, participants need to feel that
they are engaging in human-to-human interactions that will allow
them to cultivate their professional as well as personal
relations, and the presence of an educator can be a key factor in
student engagement (Cho and Tobias 2016). A number of researchers
find that the educator plays a crucial role in scaffolding
students to successfully participate in asynchronous online
discussions by providing clear guidelines for how to initiate and

P a g e | 25
take part in online discussions that facilitate learning (Beth,
Jordan, Schallert, Reed and Kim, 2015; Cho and Tobias, 2016). In
a study on how responsibility and generativity were enacted in
asynchronous online discussions in a hybrid course, Beth et al.
(2015) conclude that educators can successfully scaffold
students’ online discussions in terms of both quantity (e.g.,
online discussion were scheduled at regular intervals and
students were required to post a minimum number of posts) and
quality (e.g., students were instructed to use a conversationally
inviting tone, to provide contextual information and to address
academic questions and comments to their peers). Others have
found that in blended courses involving few F2F classes,
synchronous online classroom sessions involving interaction and
discussion can contribute positively to students’ feelings of
connectedness,to their educator and fellow peers (Sidebotham,
Jomeen and Gamble, 2014)
Family Factor affects Blended Learning
Parents play an important role in their child's education.
Literacy-rich environments, when children are in the earliest
stages of their development, lead to greater understanding of the
English language and eventually reading comprehension. In a

P a g e | 26
digitally-immersed school environment, many parents, with or
without a technology background, are often confused and unsure of
how to support their child at home. After all, almost everyone
has experienced school for a period of time, and this certainly
doesn't look like your own experience in elementary, middle, or
high school Blended learning has shifted the role of the teacher.
Now more than ever, teachers are focused on having students
develop and enhance skills in the areas of verbal and written
communication, collaboration, and problem solving. Teachers are
not only helping to provide insight and information, but are also
creating scenarios and situations where an answer may not exist,
and prompting students to seek answers independently or in a
small group. Do not assume that, because a teacher directs
students to seek answers to their own questions, doesn't assign
nightly homework, and isn't using a lot of multiple-choice
assessments, he or she is not teaching. The work that teachers
are doing within the blended learning classroom is highly
targeted, discreet, and data-driven. If you are unclear or have
questions about your child's progress, ask. Teachers appreciate
the opportunity to explain what they're doing.Moving to a blended
learning environment often challenges the way that students are
accustomed to operating in the classroom. If your child is used

P a g e | 27
to sitting in an assigned seat, getting information, and then
restating these ideas on tests, a blended classroom with self-
paced, individualized instruction may present a new type of
learning curve for him or her. As your child adapts to this
different method of teaching and learning, it may be advantageous
to talk with the teachers about areas of strength and where
support is needed.Parent and Student Perceptions of Blended
Learning Studies examining student perceptions of blended
learning reported that students were generally excited about the
concept of being liberated from the traditional lock-step school
day and reported a positive overall experience (Chandra & Fisher,
2009; Geçer, 2013; Pratt & Trewern, 2011). However, these studies
also found that students wanted more communication, particularly
through face-to-face methods. One area where the research seems
to be lacking is an examination of parent perceptions of blended
learning. Parental support is a key component of student success
in an online environment (Black, 2009). However, providing
support may be difficult because the parents may be unfamiliar
with the format, as they themselves may never have been exposed
to online learning. Even if they have taken a college course in
an online or blended format, they most likely have never taken a
course online at the K-12 level. Further, in a K-12 blended

P a g e | 28
environment, parents may also have to deal with logistical
issues, namely transportation. Public education is, at its very
least, affordable day care for many parents. Therefore, an
environment where students may not be required to be present for
the same block of time Monday through Friday presents challenges
for working parents and parents of young students who are unable
to look after themselves. Finally, unlike a post-secondary online
or blended situation, parents are often forced to play the role
of instructor, facilitator, tutor, or tech support (Hasler-Waters
& Leong, 2011). In my most recent study, I administered a survey
to parents and students who were enrolled in an advanced biology
class that was offered in a blended format. The students were in
the school’s International Baccalaureate (IB) Diploma Programme,
a rigorous two-year course of study where students took multiple
advanced courses along with additional requirements for the
diploma (e.g., community service, a research essay, etc.). These
students would fit the description for whom online courses are
designed as described by Barbour and Reeves (2009): motivated,
independent, strong family support, and access to
technology.Likewise, the parent perceptions were also mostly
positive. While they had some apprehensions about their child’s
ability to handle the self-regulation, as well as concerns about

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a dropoff in their child’s grades (n.b., analysis showed no
significant change in grades from the semester where the course
was face-to-face and the semester where the course was blended).
However, some parents were not happy that their child, “…was able
to get lazy,” because of the relaxed structure of the course
(i.e., not having to attend and be responsible for assignments on
a daily basis).Both parents and students wanted the course to
continue to be offered in a blended format, as the course did
span over two years. Both groups also brought up concerns with
the amount of communication from the teacher. The students
expressed frustration over knowing when they had to be in class,
as well as when and how assignments needed to be submitted.
Parents expressed some frustration over knowing their child’s
progress, despite the school having an online grading system that
was updated very frequently and parents were able to access
grades at any time.Both parents and students wanted the course to
continue to be offered in a blended format, as the course did
span over two years. Both groups also brought up concerns with
the amount of communication from the teacher. The students
expressed frustration over knowing when they had to be in class,
as well as when and how assignments needed to be submitted.
Parents expressed some frustration over knowing their child’s

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progress, despite the school having an online grading system that
was updated very frequently and parents were able to access
grades at any time. Implications For schools embarking on any
online or blended endeavor, educating and communicating with
parents will be a key factor for gaining support.In addition,
courses and instructors should look to follow similar methods and
patterns of communication with all stakeholders, as well as
aligning policies regarding attendance and grading. Anecdotal
evidence suggested that the students were overwhelmed with the
number of platforms used in both the blended class and their
other classes. While the course primarily used Edmodo and Moodle,
their other classes utilized those two in addition to Ning,
Facebook, and Twitter; the school used SchoolCenter for their
mandated teacher websites, and the school utilized Google Apps
for Education as well.
Factors that Affects Blended Learning
Researchers have dealt with success factors for online learning
or those for traditional face-to-face learning but little is
known about factors that predict blended learning effectiveness
in view of learner characteristics and blended learning design
features. This part of our study seeks to establish the learner

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characteristics/backgrounds and design features that predict
blended learning effectiveness with regard to satisfaction,
outcomes, motivation and knowledge construction. Song, Singleton,
Hill, and Koh (2004) examined online learning effectiveness
factors and found out that time management (a self-regulatory
factor) was crucial for successful online learning. Eom, Wen, and
Ashill (2006) using a survey found out that interaction, among
other factors, was significant for learner satisfaction.
Technical problems with regard to instructional design were a
challenge to online learners thus not indicating effectiveness
(Song et al., 2004), though the authors also indicated that
descriptive statistics to a tune of 75% and time management (62%)
impact on success of online learning. Arbaugh (2000) and Swan
(2001) indicated that high levels of learner-instructor
interaction are associated with high levels of user satisfaction
and learning outcomes. A study by Naaj et al. (2012) indicated
that technology and learner interactions, among other factors,
influenced learner satisfaction in blended
learning.Responsibility of blended learning tutors to go beyond
their basic role and make an expansion of the scope of work in
order to enhance advancement of knowledge.

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Environmental factors affects blended learning
Moving to a blended learning environment often challenges the way
that students are accustomed to operating in the classroom. If
your child is used to sitting in an assigned seat, getting
information, and then restating these ideas on tests, a blended
classroom with self-paced, individualized instruction may present
a new type of learning curve for him or her. As your child adapts
to this different method of teaching and learning, it may be
advantageous to talk with the teachers about areas of strength
and where support is needed. Although the structure and model may
change and look different, the end goal has always been the same
student learning. What parents need to keep in mind is that
education is education, and their role remains constant
regardless innovations but its uptake, especially in the
developing world faces challenges for it to be an effective
innovation in teaching and learning. 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

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technology (Hofmann, 2014). Hofmann adds that users getting into
difficulties with technology may result into abandoning the
learning and eventual failure of technological applications.
This fact has led students to adapt to new conditions to take
online classes and study. These conditions include environmental,
technological, and psychosocial aspects. In addition, based on
the research results mentioned above, these new conditions may
impact the safety, comfort, health, and academic performance of
student, Besides, students have to interact with their new study
station (computer, mouse, chair, table/desk, electrical outlets)
which, if not designed from an ergonomic approach, can cause
students’ body segments to adopt forced or uncomfortable postures
[25,28]. First, being exposed to these unpleasant postures can
produce physical soreness and pain (in back, neck, legs, hands,
fingers, wrists), possibly becoming MSDs [30]. Regarding
psychosocial factors, online classes can increase mental workload
or intellectual fatigue [29]. This increment is presented because
the speed in which classes are taught online is fast. Another
example is the learning and use of new and unfamiliar
technological applications (such as Classroom, Google Meet,

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Teams, Zoom, and Drive, among others) to fulfill their work in
class or to complete tasks that teachers assign them. So far,
there has been limited research about the impact that
environmental conditions or factors (particularly noise,
temperature, lighting) of online classes have on the academic
performance of university students in Mexico. Consequently, the
principal objective of the present study is to determine the
impact of environmental conditions (lighting, noise, temperature)
on the academic performance of university students who take
online classes.
Learner attitudes to blended learning can result in its
effectiveness and these shape behavioral intention usually lead
to persistence in a learning environment, blended inclusive.
Selim, (2007) noted that the learners’ attitude towards e-
learning and blended learning are success factors for these
learning environments. Learner performance by age and gender in e
learning and blended learning has been found to indicate no
significant differences between male and female learners and
different age groups (i.e. young, middle-aged and old above 45
years) (Coldwell, Craig, Paterson, & Mustard, 2008). This implies
that the potential for blended learning to be effective exists
and is unhampered by gender or age differences. Research shows

P a g e | 35
that absence of learner interaction causes failure and eventual
drop-out in online courses(Willging & Johnson, 2009) and the lack
of learner connectedness was noted as an internal factor leading
to learner drop-out in online courses (Zielinski, 2000). It was
also noted that learners may not continue in e- and blended
learning if they are unable to make friends thereby being
disconnected and developing feelings of isolation during their
blended learning experiences(Willging & Johnson, 2009). Learners’
Interactions with teachers and peers can make blended learning
effective as its absence makes learners withdraw (Astleitner,
2000).
Loukis, Georgious and Pazalo (2007) noted that learners’
measuring of a system’s quality, reliability and ease of use
leads to learning efficiency and can be so in blended learning.
Learner success in blended learning may substantially be affected
by system functionality (Pituch & Lee, 2006) and may lead to
failure of such learning initiatives (Shrain, 2012). It is
therefore important to examine technology quality for ensuring

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CONCEPTUAL FRAMEWORK
Students
Synchronous competencie
s
Blended Learning Learning Approach
Student
Asynchronous Motivation
Blended learning is composed of the synchronous and asynchronous
way of learning. This strategies used should target students
competencies and students motivation. Strategies used must be

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effective so that students could learn as effective as face to
face learning. Students must acquire competencies required in
their curriculum.
Research Paradigm

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The paradigm of the study in Figure 3 presents the inputs, the
processes that the researcher will go through and the expected
outputs of the study.

OUTPUT
INPUT Cost PROCESS
analysis
Participants’
Profile
Participants’
Assessment the
Effectiveness of
Blended Learning Analysis of Effectiveness
the of Blended
Factors Affecting
of Blended Effectiveness Learning
Learning of Blended Analyzed
Learning
Problems
encountered in the
 Profile
Delivery of
Blended Learning
Suggestions to
Improve the
Effectiveness of
Blended
FEEDBACK
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
The above figure shows the input of the study, the process
undergone and the output. The following are the inputs:
participants’ profile participants’ assessment the effectiveness
of blended learning, factors affecting effectiveness of blended
learning, problems encountered in the delivery of blended
learning and suggestions to improve the effectiveness of blended

P a g e | 39
learning. The process would be the analysis of the effectiveness
of blended learning and the output would be effectiveness of
blended learning analyzed
STATEMENT OF THE PROBLEM
The objectives of our study is to identify the effectiveness of
blended learning to the Paulinian senior high school set-a
students and seeks data from the following:
1. What is the profile of the participants in terms of:
1.1 Sex
1.2 Age
2. What is the participants’ perception on blended learning?
3. How do the following factors affect blended learning as
assessed by the participants?
3.1 Personal Factor
3.2 Teacher Factor
3.3 Family Factor

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3.4 Environmental Factor
4. What are the problems encountered by the participants on the
delivery of blended learning.
5. What are the suggestions of the participants to improve the in
the delivery of blended learning?
SIGNIFICANCE OF THE STUDY
The results of the study will benefit the following:
1. Administrators. It serve as a basis in developing
policies to improve blended learning.
2. Faculty. It serve as a strategies to target students
competencies and motivation.
3. Students. It serve as a basis for them to cope up with the
limitations of online learning.
4. Future researchers. It serve as a bass line data for
future researchers in line with the online learning.
5. Parents

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SCOPE AND DELIMITATIONS
This study is limited to the Paulinian senior high school
ABM set A students enrolled last academic year 2020-2021.
(include the semester)
DEFINITION USED OF TERMS
(ARRANGE ALPHABETICALLY. FACTORS AND DEFINE OPERATIONALLY
For a clearer understanding of the study the following terms are
defined.
Blended learning - Involve blended learning online and face to
face instruction but both of them are provide a comprehensive
learning experience the methods can also results in high levels
of students achievements more effective than face to face
learning.
Effective level - the methods can also results in high levels of
students achievements more effective than face to face learning.
New normal - Different performance in actual class than in
online class.

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Students - They participating in new normal and taking the online
class for new education system for this pandemic
Learning approaches - It refers to the skills and behaviors that
children use to engage in learning. They learn to successfully
navigate learning experiences that are challenging, frustrating,
or simply take time to accomplish.
Synchronous learning - refers to a learning event in which a
group of students are engaging in learning at the same time.
Before learning technology allowed for synchronous learning
environments, most online education took place through
asynchronous learning methods.
Asynchronous learning - is a general term used to describe forms
of education, instruction, and learning that do not occur in the
same place or at the same time. It uses resources that facilitate
information sharing outside the constraints of time and place
among a network of people. St. Paul University Philippines.
Learning competencies - are the main ideas or skills you expect
students to master (these are also called “goals”). Student

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motivation - is defined as a process where the learners'
attention becomes focused on meeting their scholastic objectives
and their energies are directed towards their academic potential.
Motivations- to boost the self-esteem and desires of student in
this new education system.

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CHAPTER 2
METHODOLOGY
This chapter presents the research design, respondents,
instrumentation process, data gathering procedure, and data
analysis tools that will be employed in the treatment of data
RESEARCH DESIGN
The researchers used the descriptive research survey design. The
research would describe the perceptions of blended mode of
learning, factors affecting the effectiveness of blended
learning, problems encountered by participants in blended
learning and recommendations of how to improve blended learning.
PARTICIPANTS OF THE STUDY
The participants of this study were the senior high school
student of St. Paul University of the Philippines. Simple random

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sampling Stratified random sampling was being used in the
selection of the total participant. Group of participants with
grater population have more identified sample size.
Table 1 Frequency and Percentage Distribution of participants
according to sex.
Sex Frequency Percentage
Female 81 69.83
Male 35 30.17
Total 116 100
1.2 Grade Level
according to Grade Level.
Grade level Frequency Percentage
Grade 11 34 29.31%
Grade 12 82 70.69%
Total 116 100

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Data Gathering Procedure
In gathering the data for this study, the researchers undertook
the following:
First, the researchers sought the permission of the Senior High
School Coordinator to conduct the research;
After the approval was secured, the researchers sought consent
from the participants before they administered the questionnaires
using the Google Form and Messenger’
Fourth, the researchers gathered the collected data from the
participants for data convergence.
Fifth, the information gathered was subjected to treatment.
(analyze
using the different statistical tool)
DATA GATHERING INSTRUMENT
The researchers framed a letter of permission to the senior
high school program coordinator to conduct the study with the
endorsement of our research teacher. After that a survey
questionnaire was sent to the participants through Google form
and messenger.

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DATA ANALYSIS
To analyze the results of the different variables in the study,
the following statistical tools were used.
Frequency (f) and Percentage (%) Count were used to determine
the demographic profile of the participants.
Weighted mean was used to determine the perceptions of blended
learning in Paulinian senior high school set A students .The
arbitrary scale below was used to interpret further the mean:
SCALE SCALE RANGE LEVEL OF
EFFECTIVENESS
4 3.25 - 4.00 Very Effective
3 2.50 - 3.24 Effective
2 1.75 - 2.44 Less Effective
1 1.0 - 1.74 Not Effective

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Chapter 3
Results and Discussion
This chapter presents the data which were analysed and
interpreted in the light of the statement of the problem.
1. Profile of the participants
1.1 Sex
according to sex.
Sex Frequency Percentage
Female 81 69.83
Male 35 30.17
Total 116 100
Based on the table above, 81 or 69.83 percent of the participants
are female while 35 or 30.17 percent are male. Majority of the
participants are female. This implies that the population of
female in the senior high school is greater than male.

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1.2 Grade Level
according to Grade Level.
Grade level Frequency Percentage
Grade 11 34 29.31%
Grade 12 82 70.69%
Total 116 100
Based on the table above, 34 or 29.31 percent of the participants
are Grade 11 while 82 or 70.69 percent are grade 12. Majority of
the participants are Grade 12. This implies that the population
of grade 12 is greater than grade 11.
1. The level of the effectiveness of the blended learning
system as perceived by the participants.

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Table 3 PARTICIPANTS PERCEPTION ON BLENDED LEARNING Mean and
Descriptive Interpretation of the Participants’ responses on
effectiveness of the blended learning system.
Statements Weighted Descriptive
Mean Interpretatio
Blended learning can make the students 3.70 Very
acquire the social skills needed. Effective
can make the student acquire the 3.69 Very
Paulinian values. Effective
can make the student create new 3.61 Very
knowledge out of the key concepts and Effective
principles learned.
can make the students acquire the 3.51 Very
different skills needed in the course. Effective
can make the students problem solving 2.92 Effective
skills.
can make the student practice the 2.85 Effective
skill required in the course.

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can help student conduct planning 2.80 Effective
related to group activities.
can help the learners acquire the key 2.78 Effective
concepts and underlying principles
needed in the course.
can help students work effectively as 2.76 Effective
a group or as a team.
can help the learner independently 2.73 Effective
creates a quality and output.
can help student work effectively and 2.70 Effective
independently.
can help students effectively 2.63 Effective
communicate orally and in writing
using both English and Filipino.
can make students innovate or come up 2.37 Less
with products with the concepts and Effective
principles learned.
can help the students articulate and 2.21 Less
discuss the latest developments in the Effective
area of specialization.
can help the students to be physically 1.88 Less
fit Effective

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Categorical Mean 2.88 Effective
NOTE: SINGLE SPACE THE TABLE
Overall the effectiveness of blended learning as a mode of
instruction as perceived by senior high students is effective.
The above table shows that blended learning can make the
students acquire the social skills needed to a great extent with
a mean of 3.70, can make the students acquire the Paulinian
values with a mean of 3.69, make the student create new
knowledge out of the key concepts and principles learned with a
mean of 3.61 and can make the students acquire the different
skills needed in the course with a mean of 3.51. On the other
hand, blended learning can make the students problem solving
skills to a moderate extent with a mean of 2.92, can make the
student practice the skill required in the course with a mean of
2.85, can make the students problem solving skills with a mean
of 2.80, can help the learner acquire the key concepts and
underlying principles needed in the course with a mean of 2.78.
Also blended can help students work effectively as a group or as
a team to a moderate extent with a mean of 2.76, can help
learner independently creates a quality and output with a mean

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of 2.73, can help student work effectively and independently
with a mean of 2.70, can help students effectively communicate
orally and in writing using both English and Filipino with a
mean of 2.63, and can make students innovate or come up with
products with the concepts and principles learned with a mean of
2.37, Blended learning can also help students articulate and
discuss the latest developments in the area of specialization to
a low extent with a mean of 2.21, and can help the students to
be physically fit with a mean of 1.88. This implies that blended
mode of leaning is effective as as a mode of delivering
instruction.
Table 4 Mean and Descriptive Interpretation of the Participants’
Responses on How Personal Factor Affect the Effectiveness of
Blended Learning.

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PERSONAL FACTOR MEAN DESCRIPTIVE
INTERPRETATION
1.motivation 3.70 Great Extent
2.time management ability 3.21 Moderate
Extent
3.physical condition (Health) 3.20 Moderate
Extent
4.Student’s learning capability 3.15 Moderate
Extent
5. ability to manage technology 2.96 Moderate
Extent
Overall Mean 3.24 Moderate
Extent
Overall, personal factor affect the effectiveness of blended
learning to moderate extent weighted mean of 3.24. Based on the
table above, participants perceived that student’s motivation
affect the effectiveness of blended learning to a great extent
with a mean of 3.70. Student’s time management ability affect the
effectiveness of blended learning to a moderate extent with a
mean of 3.21, student’s health condition with a mean of 3.20,

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student’s learning capability with a mean of 3.15, and student’s
ability to manage technology with a mean of 2.96. Overall,
personal factor affect the effectiveness of blended learning to a
moderate extent with a weighted mean of 3.24. This implies that
personal or student is not a great factor affecting the
Personal factor affects blended learning
Research shows that high motivation among online learners leads
to persistence in their courses (Menager-Beeley, 2004). Sankaran
and Bui (2001) indicated that less motivated learners performed
poorly in knowledge tests while those with high learning
motivation demonstrate high performance in academics (Green,
Nelson, Martin, & Marsh, 2006). Lim and Kim, (2003) indicated
that learner interest as a motivation factor promotes learner
involvement in learning and this could lead to learning
effectiveness in blended learning. This is supported by Selim
(2007) that learners need to posses time management skills and
computer skills necessary for effectiveness in e- learning and
blended learning. Self-regulatory skills of time management lead
to better performance and learners’ ability to structure the
physical learning environment leads to efficiency in e-learning

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and blended learning environments. Learners need to seek helpful
assistance from peers and teachers through chats, email and face-
to-face meetings for effectiveness (Lynch & Dembo, 2004).
Table 5 Mean and Descriptive Interpretation of the Participants’
responses on How Teacher Factor Affect the Effectiveness of
Blended Learning
TEACHER FACTOR MEAN DESCRIPTIVE
INTERPRETATION
1. Teaching strategies used by 3.40 Great Extent
the teacher
2. Online teaching skills 3.20 Moderate Extent
3. Teachers’ knowledge of the 3.14 Moderate Extent
subject matter
4. Teachers’ ability to monitor 2.97 Moderate Extent
the progress of students
5. Feed backing of the teacher 2.97 Moderate Extent
to the student’s performance
6. Motivational strategies 2.96 Moderate Extent
adopted by the teacher
Categorical Mean 3.11 Moderate Extent

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Overall, teacher factor affect the effectiveness of blended
learning to a moderate extent with a weighted mean of 3.11 Based
on the table above, participants perceived that teaching
strategies used by the teachers affect the effectiveness of
blended learning to a great extent with a mean of 3.40. Teachers’
online teaching skills affect the effectiveness of blended
learning to a moderate extent with a mean of 3.20, teachers’
knowledge of the subject matter with a mean of 3.14, teachers’
ability to monitor the progress of students with a mean of 2.97,
feed backing of the teacher to the student’s performance with a
mean of 2.97, and motivational strategies adopted by the teacher
with a mean of 2.96. This implies that there are still others
factors that affect the effectiveness of this platform of
learning aside from teachers.
RRL:
Table 6 Mean and Descriptive Interpretation of the
Participants’ responses on How Family Factor Affect the
Effectiveness of Blended Learning
FAMILY FACTOR MEANS DESCRIPTIVE

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INTERPRETATION
1. Support of the family in 3.17 Moderate Extent
terms of financial is an
important factor
2. Willingness of the 3.12 Moderate Extent
parents/guardian to motivate
and encourage their children to
study well.
3. Emotional support of the 3.11 Moderate Extent
family to the student.
4. Initiative of the family 3.07 Moderate Extent
members/parents to monitor the
progress of their children
Emotional support of the family
to the student.
Overall Mean 3.12 Moderate Extent
Overall, family factor affect the effectiveness of blended
learning to a moderate extent with a weighted mean of 3.12. Based
on the table above, support of the family in terms of financial
moderately affect the effectiveness of blended learning with a
mean of 3.17. Willingness of the parents/guardian to motivate

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and encourage their children to study well affect the
effectiveness of blended learning to a moderate extent with a
mean of 3.12, emotional or moral support of the family to the
student with a mean of 3.11, and initiative of the family
members/parents to monitor the progress of their children with a
mean of 3.07. This implies that cooperation of support of the
family is an important factor in the attainment of the objectives
of on line learning.
Family Factor affects Blended Learning
Parents play an important role in their child's education.
Literacy-rich environments, when children are in the earliest
stages of their development, lead to greater understanding of the
English language and eventually reading comprehension. In a
digitally-immersed school environment, many parents, with or
without a technology background, are often confused and unsure of
how to support their child at home. After all, almost everyone
has experienced school for a period of time, and this certainly
doesn't look like your own experience in elementary, middle, or
high school

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Table 7 Mean and Descriptive Interpretation of the
Participants’ responses on How Environmental Factor Affect the
Effectiveness of Blended Learning
ENVIRONMENT FACTOR MEANS DESCEPTIVE
INTERPRETATION
1. Presence of an efficient 2.83 Moderate Extent
learning platform
2. Presence of an efficient 2.63 Moderate Extent
learning platform
3. Presence of conducive 1.67 Very low Extent
environment for learning
Overall Mean 2.38 Low Extent
Overall, environmental factor affect the effectiveness of blended
learning to a low extent with a weighted mean of 2.38.Based on
the table above, presence of an efficient learning platform
moderately affect the effectiveness of blended learning with a
mean of 2.83. Presence of an efficient learning platform affect
the effectiveness of blended learning to a moderate extent with a

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mean of 2.63, and presence of conducive environment for learning
affect the effectiveness of blended learning to a very low extent
with a mean of 1.67. This implies that environment also plays an
important role in the attainment of the objectives of on line
learning.
RRL Theme: Environmental factors affects blended learning Selim,
(2007), (Coldwell, Craig, Paterson, & Mustard, 2008) and
(Willging & Johnson, 2009)
Table 8 Frequency and Percentage distribution of the participants
according on How Environmental Factor Affect the Effectiveness of
Blended Learning
Frequency Percentage
Slow internet connection 104 89.70
There are so many activities given by 91 78.40
the teachers
Students are not motivated 71 61.20
Lack of materials/ gadgets 68 58.60

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It is hard to reach out to teachers if 63 54.30
there are problem encounter by the
students
Hectic schedules given to students 62 53.4
Late in submitting projects, activity, 55 47.4
and quizzes
Strategies employed by the teachers 34 29.3
Limited of time in doing activities 27 23.30
Copying is rampant 5 4.30
One of the most frequent problem encountered by students on the
use of online learning is the slow internet connection in which
this is encountered by 89.70% of the participants to be followed
by so many activities given by the teachers with a percentage of
78.40, students are not motivated with a percentage of 61.20,
lack of materials/ gadgets with a percentage of 58.60, it is hard
to reach out to teachers if there are problem encounter by the
students with a percentage of 54.30, hectic schedules given to
students with a percentage of 53.40, Late in submitting projects,
activity, and quizzes with a percentage of 47.4 ,strategies
employed by the teachers with a percentage of 29.30, limited of

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time in doing activities, 23.30 and copying is rampant with a
percentage of 4.30. This implies that most of the problems
encountered by students on the use of online learning is the slow
internet connection and there are so many activities given by the
teachers that they have difficulty in coping up with the
submission of requirements.
Suggestions to Improve the Effectiveness of Blended learning
Flexibility/Sufficiency of Time
1. Having a consideration to all requirements that have been
submitted late.
2. They should come up with an activity that can attract the
positive energy of their students, like a simple activity
whenever there a synchronous classes that will boost the
thinking capability and for them to not be bored.
Blended mode must use effectively to seek more information
about your cause.

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3. I wish teachers and students should be motivated to have
a effective blended learning mode.
4. Give time for the students to accomplish their activities
fix the schedule
5. We need more time
6. Break, weekends are not enough for students to rest.
7. Improve more about the teaching strategies that can make
students be motivated.
8. NO DUE DATE FOR ACTIVITIES AND ETC.
9. Give enough time for the deadlines
10. I hope that they would get easy to the students
Give enough time for us students in completing our task.
Unity
11. Should be lessen the time to discuss
Inconsiderate teachers
For me, I just want to suggest that the teachers should
also learn to be considerate sometimes. And they should
also find out the students' reasons why they submitted
their activities late before giving them failing grades.
12. Every teachers and students must be always considerate.
Don't pressure students when it comes to the deadline of
the activity.

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Teaching Strategies
13. Improve the teaching skills of the teachers to improve
more the learning of the students.
14. Don't give the students a lot of assessment, because
some of the student didn't have a gadgets to do their
requirements.
15. Help the student who are having a lack of confidence to
do their own task.
16. Get better internet connection and lest activities
Teachers should coordinate with one another as to how
they will give activities to the students to prevent
overload of school works faced by the students.
Have the right mix for Asynchronous and Synchronous
classes. By this, we mean that there needs to be a
balance between online and independent study. It’s
difficult to get this mix correct and depends on how many
people are learning at any one time.
17. Give student's more time to anwers their activities.
give enough time to pass the school works and reduce some

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school works
18. Be more understanding/considerate. And teach in an
enjoyable that can motivate the students and also to
avoid mental breakdown (stress) (anxiety)
19. Monitor students
20. Be on time.
21. I can’t learn anything from online class
22. Don't give too much activities to students and follow
the schedule time for your class where you meet your
students for 2 hours synchronous meeting and 2 hours for
asynchronous meeting
make use of an application that capable to all :)
23. Give students enough time to finished their
requirements
24. Hear every student voice about if tor the betterment of
everyone.

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25. More patient
Productivity
Teachers need to be considerate to different situations
of students.
Connectivity
26. I suggest that teachers must have a consideration to
his/her students who are experiencing poor internet
connection when it comes into joining the students in
online learning and also in submitting late activities.
The student mostly suggest to improve the flexibility/sufficiency
of time and teaching strategies of the teachers. And also
connectivity of students, suggested that teachers must have a
consider ation to his/her students who are experiencing poor
internet connection.
Chapter 4
Summary of Findings, Conclusion and Recommendations
This chapter presents the summary of findings, conclusion and
recommendations based on the results of the study.

P a g e | 68
Summary of Findings
On the basis of he analysis of the data gathered, the following
findings are established:
1. Profile of the Participants
1.1 Sex
Majority of the participants are female.
1.2 Grade
Majority of the participant are grade 12 students.
2. How do the participants assess the level of online learning?
Overall the effectiveness of blended learning as a mode of
3. How do the following factors affect the effectiveness of the
blended learning as assessed by the participants?
3.1 Personal Factor
Personal factors have a descriptive interpretation of moderate
extend. This implies that personal or student is not a great
factor affecting the effectiveness of blended learning.

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3.2 Teachers Factors
Teacher factor affect the effectiveness of blended learning to a
moderate extent. This implies that there are still others factors
that affect the effectiveness of this platform of learning aside
from teachers.
3.3 Family Factors
Family factor affect the effectiveness of blended learning to a
moderate extent. This implies that cooperation of support of the
family is an important factor in the attainment of the objectives
of on line learning.
3.4 Environmental Factors
Environmental factor affect the effectiveness of blended learning
to a low extent. This implies that environment also plays an
important role in the attainment of the objectives of on line
learning.
4. What are the problems encountered by the participants on
blended learning.
Most of the problems encountered by students on the use of online
learning is the slow internet connection and there are so many

P a g e | 70
activities given by the teachers that they have difficulty in
coping up with the submission of requirements.
5. What are the suggestions of the participants to improve the
blended mode of learning?
Students mostly suggest to improve the flexibility/sufficiency of
time. Teaching strategies, teachers must also improve teaching
strategies. Teachers must have a consideration to his/her
students who are experiencing poor internet connection. This
implies that students have problem on the limited of time given
by the teachers to do all the given requirement.
Conclusion
Based on the findings of the study, the researchers
conclude that the effectiveness of blended learning as a mode of
Teachers, students, parents and environment affect the
effectiveness of blended learning to a moderate extent. Educators

P a g e | 71
must determine the perfect blend of activities that motivates
students and make blended learning effective.
Recommendations:
Based on the findings and conclusions presented, the researchers
came up with the following recommendations:
1. The senior high school teachers should consider the
flexibility/sufficiency time given to the student.
2.Teachers should improve their teaching strategies.
3.Teachers should consider the factors that may affect the
student performances during online classes.
4.Teachers should improve the connectivity to the students.
NOTE: PUT RECOMMENDATIONS ON THE DIFFERENT FACTORS, STUDENTS AND
PARENTS

P a g e | 72
REFERENCES
D. R. Garrison and H. Kanuka, “Blended learning: uncovering its
transformative potential in higher,” The Internet and Higher
Education, vol. 7, no. 2, pp. 95–105, 2004.
C. R. Graham, Blended learning systems, The Handbook of Blended
Learning, Pfeiffer Publisher, San Francisco, CA, USA, 2006.

P a g e | 73
B. Khan, E-learning strategies (Translation: Ali Sharaf Musawi,
Salem bin Jaber al-Waeli, and Mona Alteja), Aleppo, Syria, 2005.
S. Lai, “Influence of audio-visual presentations on learning
abstract concepts,” International Journal of Instructional Media,
vol. 27, no. 2, 2000.View at: Google Scholar
APPENDICES
April 15, 2021
DR. PILAR ACORDA
Dean, School of Arts, Sciences and Teacher Education
Dear Ma’am:

P a g e | 74
Greetings!
We, the undersigned, are currently conducting a research
entitled: “Effectiveness of Blended Learning to Paulinian Senior
High School Set-A Student” in partial fulfilment of our subject
3Is.
In this connection, we respectfully request your permission to
please allow us to conduct said research as well as to reach out
to our participants using the adapted questionnaire to gather
data from them.
We are looking forward for your kind approval to this request.
Thank you!
Very truly yours,
KATHLYN MAE I.URSULUM CHRISTOPHER EMMANUEL L.
BAMBALAN
JESUSA MARIE D. EVILLA MAJA LUZ M. BINAYUG
JAY ARVIN S. GALASINAO PAULINE KEITH C. ARESTA

P a g e | 75
Approved:
Noted:
DR. SHIRLEY ENRIQUEZ
Research Adviser
DR. PILAR B. ACORDA
Dean, School of Arts, Sciences
and Teacher Education

P a g e | 76
Dear Sir/Madam:
Christian Greetings!
The undersigned are currently conducting a study
entitled, “The Effectiveness of the Blended Learning in
Paulinian Senior High School Set A Students” as a partial
fulfillment of the requirement for the subject Practical
Research II.
In this connection, we would like to ask your
participation by answering this questionnaires. Rest
assured that all data will be kept confidential.
Thank you very much for your kind response. God bless you!
Sincerely Yours,
The Researchers

P a g e | 77
Senior High School Set A

P a g e | 78
Dear Sir/Madam:
Christian Greetings!
The undersigned are currently conducting a study
entitled, “The Effectiveness of the Blended Learning in
Paulinian Senior High School Set A Students” as a partial
fulfillment of the requirement for the subject Practical
Research II.
In this connection, we would like to ask your
participation by answering this questionnaires. Rest
assured that all data will be kept confidential.
Thank you very much for your kind response. God bless you!
Sincerely Yours,
The Researchers

P a g e | 79
SURVEY QUESTIONNAIRE
Part I. Profile of the Participants
Sex: _____
Grade Level:_____
Part 2
Direction: Below are statements that reflect the
effectiveness of blended learning. Please indicate
the effectiveness of blended learning in the
achievement of the different competencies using the
following scale:
Descriptive
Range
Interpretation
4 Very Effective
3 Effective
2 Less Effective
1 Not effective

P a g e | 80
` 4 3 2 1
1 Blended learning can help the learner
acquire the key concepts and
underlying principles needed in the
course.
2 Blended learning can make the student
create new knowledge out of the key
concepts and principles learned.
3 Blended learning can help learner
independently creates a quality and
output.
4 Blended learning can make the students
acquire the different skills needed in

P a g e | 81
the course.
5 Blended learning can make the student
practice the skill required in the
course.
6 Blended learning can help the
students articulate and discuss the
latest developments in the area of
specialization
7 Blended learning can help students
effectively communicate orally and in
writing using both English and
Filipino.
8 Blended learning can help students
Conduct planning related to group
activities.
9 Blended learning can help student work
effectively and independently.
1 Blended can help students work
0 effectively as a group or as a team.

P a g e | 82
1 problem solving skills.
1 Blended learning can make students
2 innovate or come up with products with
the concepts and principles learned.
3 acquire the Paulinian values.
4 acquire the social skills needed.
1 Blended learning can help the students
5 to be physically fit.
Part 3
Direction: Below are factors that affect the
effectiveness of blended learning. Please indicate the
extent the following factors affect the effectiveness of
blended learning using the following scale:
Descriptive
Range
Interpretation

P a g e | 83
Very Great
4
Extent
3 Great Extent
2 Little Extent
1 No extent
4 3 2 1
Personal Factor
Student’s learning attitude
Student’s physical condition (Health)
Student’s motivation
Student’s learning capability
Student’s time management ability
Student’s ability to manage technology
Teacher Factor
Teacher’s employed strategies
Teacher’s skills in teaching online
Teacher’s ability to motivate students
Teacher’s knowledge of the subject matter

P a g e | 84
Teacher’ ability to monitor the progress of
students
Family Factor
Support of the family in terms of financial
is an important factor
Ability of the family members/parents to
monitor the progress of their children
Ability of the family members to motivate and
encourage their children to study well.
Environment Factor
Presence of strong internet connection
Presence of an efficient learning platform
Presence of conducive environment for
learning
PART 4
Direction: Check on the following problem that usually
encounter in blended learning.

P a g e | 85
Slow internet connection.
There are so many activities given by the teachers.
Students are not motivated.
Strategies employed by the teachers.
It is hard to reach out to teachers if there are
problem encounter by the students.
Lack of materials/ gadgets.
Late in submitting projects, activity, and quizzes.
Hectic schedules given to students.
Limited of time in doing activities.
Copying is rampant
PART 5
Write your suggestion to improve the blended mode of
instruction delivered by St. Paul University Philippines
to the students.

P a g e | 86
________________________________________________________
________________________________________________________
________________________________________________________
Name: Christopher Emmanuel L. Bambalan
Date of Birth : September 19, 2003
Place of Birth : Makati Medical Center
Parent’s / Guardian’s Name: Marjorie L.
Postal Address : Bauan West Solana Cagayan
E-mail Address : christpherbambalan123@gmail.com
Cellphone Number: 09260874737
Religion : Christian
Health Issues / Allergies: N/A
Hobbies / Past Time activities: Basketball, volleyball,
playing online games

P a g e | 87
Skills / Talents: Cooking
NAME: MAJA LUZ MALANA BINAYUG
DATE OF BIRTH: AUGUST 14, 2002

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PLACE OF BIRTH: CALAMAGUI, SOLANA, CAGAYAN
PARENT’S/GUARDIAN: ZENAIDA BINAYUG
POSTAL ADDRES:69 PUROK 2 CALAMAGUI, SOLANA, CAGAYAN
E-MAIL ADDRESS: majaluzbinayug24@gmail.com
CELLPHONE NUMBER:09971056503/09617938392
RELIGION: ROMAN CATHOLIC
HEALTH ISSUES/ALLERGIES: AMOXICILLIN & SEAFOODS
HOBBIES/PAST TIME ACTIVITY: READING & COOKING
SKILLS/TALENTS: SINGING & COOKING
EXTRACURRICULAR ACTIVITIES: NONE
SUPPORT GROUP: NONE
LIST YOUR FAVORITES: PASTEL COLORS, FRIED FOODS, & SWEETS

P a g e | 89
NAME: JAY ARVIN S. GALASINAO
DATE OF BIRTH: FEBRUARY 13, 2003
PLACE OF BIRTH: DELFIN ALBANO ISABELA
MOTHER’S NAME: LIGAYA S. GALASINAO
FATHER’S NAME: ELMER A. GALASINAO
POSTAL ADDRESS: BAGABAG STO, TOMAS. ISABELA
EMAIL ADDRESS: galasinaojayarvin@gmail.com
CELLPHONE NUMBER:09368051034
RELIGION: BAPTIST CHRISTIAN
HEALTH ISSUES / ALLERGIES: NONE
HOBBIES / PAST TIME ACTIVITIES: PLAYING BASKETBALL
SKILLS / TALENT: ART WORKS

P a g e | 90
EXTRA-CURRICULAR ACTIVITIES IN SCHOOL: WRITER /JOURNALIST
SUPPORT GROUP/ HOME COMPANION: YOUTH ENVIRONMENT IN SCHOOL
(YES- O)
LIST YOUR FAVORITES: LISTENING MUSIC, WATCHING ANIME, WORK
OUT EXERCISE
Name: Jesusa Marie D. Evilla
Date of Birth : April 18,2003

P a g e | 91
Place of Birth: Sto. Nino Cagayan
Parent's /Guardian Name : Rustom C. Evilla
Sylvia D. Evilla
Postal Address: Centro Norte. Sto. Nino, Cagayan.
E-mail Address: evillajesusa@gmail.com
Religion: Roman Catholic
Health Issues/ Allergies: Asthma
Hobbies/ Past Time Activities: Playing mobile games
Skills/Talents: Dancing
Extra-curicular Activities in school: None
Support Groups / Home Companions: Parents/sibling
List of your favorites :
 My Favourite Food Is Kare-Kare
 My Favourite local artist is Sarah Geronimo
 My Favourite Movie is The Hows Of Us
 My favourite Pet is Dog
 My Favourite color is White and Black

P a g e | 92
Name: PAULINE KEITH CASTILLO ARESTA
Date of Birth: OCTOBER 7, 2003
Place of Birth: #92 UPPER KALAKLAN,
OLONGAPO CITY
Parent’s / Guardian’s Name: MAXIMINO B.
ARESTA
Postal Address: ZONE 4B JURISDICCION, ALCALA, CAGAYAN
E-mail Address: arestapaulinekeith@gmail.com
Religion: ROMAN CATHOLIC
Health Issues / Allergies: ASTHMA

P a g e | 93
Hobbies / Past Time Activities: WATCHING KDRAMA, READING
WATTPAD
Skills /Talents: COOKING, SINGING, CAN WRITE A SHORT
STORIES AND POEM
Extra-curricular Activities in School: NONE
Support group/home companions: NONE
List your favourites: FOODS
One word or object that describes yourself: MUSIC

P a g e | 94

P a g e | 95

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St.

Paul University Philippines

PERCEPTIONS OF PAULINIAN SENIOR HIGH SCHOOL SET A STUDENTS ON

SPUP Graduate School

THE PROBLEM AND THE REVIEW OF RELATED LITERATURE

In this pandemic there are many changes that is happening in

our environment everybody is affected and our way of life has

been affected because of the pandemic. Many business are affected

and they changed their business strategy to survive in the

market. Educational institutions are not exempted from this

changes, even them change their operational strategies in order

to deliver quality education. Since face to face classes are not

possible, then schools have to resort into other strategies as

effective as to face to face learning. The best possible way is

to deliver in blended online learning, these is possible through

the use of technology in the delivering academic services. And

there are two methods of delivering the learning needed by the

students - synchronous and asynchronous method of learning, since

this is a new method then there is a need to assess it's

effectiveness. This research aim to know if the blended learning

in our school is effective or not, which is important in the fact

that student want to know if we still learning in this kind of

method of teaching despite of all the hindrance were facing right

SPUP Graduate School

now. Objectives and innovation in education means doing what’s

best for all student. Teachers, lessons, and curriculum have to

flexible. Students are thinking and asked questions by the

teachers. So they have to learn more than the skills needed to

pass the assessment given every spring.

REVIEW OF RELEATED LITERATURE

The researcher explored literature and studies from various

sources to provide background related to this study. These were

utilized to enhance the processes in this study.

This review presents research about blended learning

effectiveness from the perspective of learner

characteristics/background, design features and learning

outcomes. It also gives the factors that are considered to be

significant for blended learning effectiveness. The selected

elements are as a result of the researcher’s experiences at a

Ugandan university where student learning faces challenges with

regard to learner characteristics and blended learning features

in adopting the use of technology in teaching and learning. We

have made use of Loukis, Georgiou, and Pazalo(2007) value flow

model for evaluating an e-learning and blended learning service

SPUP Graduate School

specifically considering the effectiveness evaluation layer. This

evaluates the extent of an e-learning system usage and the

educational effectiveness. In addition, studies by Leidner,

Jarvenpaa, Dillon and Gunawardena as cited in Selim (2007) have

noted three main factors that affect e-learning and blended

learning effectiveness as instructor characteristics, technology

and student characteristics. Heinich, Molenda, Russell, and

Smaldino (2001) showed the need for examining learner

characteristics for effective instructional technology use and

showed that user characteristics do impact on behavioral

intention to use technology. Research has dealt with learner

characteristics that contribute to learner performance outcomes.

They have dealt with emotional intelligence, resilience,

personality type and success in an online learning context

(Berenson, Boyles, & Weaver, 2008). Dealing with the

characteristics identified in this study will give another

dimension, especially for blended learning in learning

environment designs and add to specific debate on learning using