Psychological Effects of Blended Learning to the

Faculty of Sultan Kudarat State University,

Philippines

The study on the Psychological Effects of Blended Learning among the Faculty of Sultan Kudarat State
University was conducted to determine the blended learning and its psychological effects on the
teachers. The result shows that modular learning is satisfactorily implemented while online learning is
moderately implemented. When it comes to the psychological effects of blended learning in terms of
teachers’ anxiety, the teachers are moderately experiencing it and in terms of teachers’ distress and
boredom, the teachers are seldom experiencing it. The top 5 issues and concerns on blended learning
are also asked.

Manghano, J. C., Magbanua, E. J., & Besa, A. (2022). Psychological Effects of Blended Learning to the
Faculty of Sultan Kudarat State University, Philippines. Indonesian Journal of Educational Research and
Technology, 2(1), 71-74.
Impact of blended learning instruction in academic
performance of grade 10 students in a selected private
high school in San Juan City, Philippines

The study aimed to determine if blended learning instruction positively affected students' academic
performance in a specific Science topic. Furthermore, it tried to determine if there was a difference in
students' academic performance who were subjected to 20% blended learning instruction and 60%
blended learning instruction. The study made use of a pre-test and post-test which were based on
standardized tests. After asking permission from Xavier School and upon the approval to conduct the
study, the researcher personally conducted the study to a controlled and an experimental group. After
which, data were collected, checked and tallied. These were encoded and analyzed using Stata. T-test and
ANOVA were used to determine the difference between the pre-test and post-test scores of the two
groups. Evaluation of the blended learning lesson plan was also done through Google forms to verify the
results. The study revealed that there is a significant difference between the pre-test and post-test scores
of the classes. This implied that the BLP helped the students comprehend the lesson. Furthermore, the
findings showed that there is a significant difference between the post-test scores of the experimental
and controlled group in favor of the experimental group. This implied that 60% blended learning
instruction is more effective than 20% blended learning instruction.

Hipol, A. I., Cabahug, R., & Bongon, R. (2020, February). Impact of blended learning instruction in
academic performance of grade 10 students in a selected private high school in San Juan City,
Philippines. In Journal of Physics: Conference Series (Vol. 1470, No. 1, p. 012052). IOP Publishing.
Students’ Understanding of Genetics Through
Blended Learning Activities

This action research explored the effect of blended learning activities on students’ understanding of Genetics
concepts. It involved eighty-one (81) 2nd year high school students of Canossa School of Sta. Rosa, Laguna,
Philippines. The researcher-made teaching and learning plan on Genetics included blended learning activities, where
face-to-face instruction in the classroom was enriched with online learning activities. The blended learning activities
used GENYO as the online learning platform. A Genetics Concept Test was administered both as a pretest and a
posttest to examine the students’ level of conceptual understanding before and after exposure to blended learning
activities. Findings in this study revealed significant differences in the pretest and posttest scores of the students (t =
‐16.007, p = 0.000) and students test scores posted a moderate normalized gain (g = 0.45). Evidently, blended
learning facilitated students’ understanding of Genetics concepts. Results were suggestive that employing blended
learning allow and encourage the students to make use of computers in learning, a practice that will reinforce
students’ positive attitude towards computer and promote computer self-efficacy. Science educators should also be
advocates of technology that encourage the use of other modern gadgets, such as tablets and smartphones, as
instruments for learning.

Santiago, J. C., Aguja, S. E., & Prudente, M. S. (2017). Students’ Understanding of Genetics Through
Blended Learning Activities. Advanced Science Letters, 23(2), 869-872.