CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Blended Learning is a technique that has gained traction in educational

communities in recent years and has shown promise in effectively doing

what it set out to do; educate students in ways that fit their learning style.

Definitions of blended learning differ as individual practitioners describe it

in the way that it works best for them in thier classroom. Blended Learning

is described by Russell T. Osguthorpe and Charles R.Graham(2003).

Blended Learning combines face to face with distance delivery system, the

internet is involved, but it's more than showing a page from a website on the

classroom screen. And it all comes back to teaching methodologies-

pedagogies learning environment trying to maximize the benefits of both

face to face and online methods using the web for what it does best and

using class time for what does best. (p.227). This blended approach is very

common and it is being used in wide range including private schools. The

teachers are required to use a variety of methods that provides more

opportunities to learn by utilizing the various sources. Technology also have

vital role in education aspect. With the used of technology system it supports

1
the learning process through online learning. In this globalization era it is

very helpful for teachers and students to find the internet connection.

Blended Learning approach integrates advantages of online learning wherein

it maximizes the efficiency of classroom training. Through blended

learning , the learners prepared for the course in classroom and it can be

more efficient in the way that students may discuss with their teachers and

their friends that they could not do during classroom interaction. There is

substantial disagreement within academic communities concerning the

meaning of blended approaches base their pedagogy ( in the belief) that

there are inherent benefits in face to face interaction as well as online

methods in their teaching" (Osguthorpe R, and Graham, C, 2003,p.

228).argue that it is clear that the individual teacher , the curriculum , the

goals of the course or the school , the resources at the disposal of the

teacher ,school and students are also determining factors for the practitioners

in making decisions about how blended learning can work in their

classroom. But that’s "the aim of those using a blended learning approach is

to find a harmonious balance between online access to knowledge and face

to face human interaction"(Osguthorpe R, and Graham, C , 2003, p. 228) in

hopes of giving students a greater chance of success in their academic

2
endeavors and achievement.

The Background of the Study

The Education system is one of the agencies profoundly affected by a

coronavirus. Around 1.2 billion students in 186 countries are out of school

during the pandemic. This Covid-19 changed the Education landscape

dramatically. Many nations attempt to open classes after a month of

lockdown, but many failed. For instance, in Canada, 12 students tested

positive in May and in South Korea, two brothers have the virus on June 29

upon restriction was lifted. Thus, countries like Belgium and Japan adopted

an alternative school schedule and lowered students’ numbers per classroom

to have space between learners to protect them from infection. Other

countries also tried to continue classes using different innovation to protect

students from Covid-19 spread unsuccessful. Blended Learning (BL). or the

integration of face to face and online instruction (Grahamn 2013) is widely

adopted across higher education with some scholars referring to it as the

"new traditional model" (Ross and Gage 2006,p. 167) or the " new normal"

in course delivery (Norberg et. al,2011,p 207) However, tracking the

accurate extent of it's growth has been challenging because of definitional

ambiguity ( Oliver and Trigwell 2006), combined with institution inability to

3
track an innovative practice, that in many instances has emerge organically.

On July 2020 Commission on Higher Education (CHED) Chairman

Prospero de Vera III said that schools were ready to open classes in August

even if the country is still dealing with the coronavirus pandemic. Private

universities and institutions have likewise adapted to the limitations imposed

by the pandemic and are poised to go either fully online, blended learning or

scheduled in person classes in case the government lifts quarantine measure.

Blended Learning is broadly characterized as any form of learning

experience where the learner and the instructor are physically separated from

each other (not only by place but also by time). Arguably such a dislocation

is "the perfect context for free flowing thought that lets us move on beyond

the restricted confines of a familiar social order"(Hook, 2003). Moreover

this type of education is a way of providing learning opportunities to every

learner, whatever their circumstances might be. This means that blended

learning may extend access to education through distribution and economies

of scale (Guri-Rosenblit,2005 ; Owusu- Agyeman and Amoakhene ,2020).

Student learn even if they are separated from their instructors by space

and /or time (Edge and Loegering,2000). In the time of Covid-19, blended

learning become a necessity for learners and educators all over the world

4
(Ali,2020). Such a form of education, however , need not be limited to

online learning (Baggaley, 2008). Some have suggested using cellphones

and (SMS) texting technology to facilitate learning (Flores, 2018). Others

urge to employ TV programs, radio broadcasts and other non- internet-based

media (Punzalan,2020). Perhaps some teachers might back to basic and

distribute annotated physical textbooks to their students through courier

services. As long as the education sector is engaged, teachers and students

have ample support, the curriculum and content to the learning modules are

well defined and personalized, technological limitation are acknowledged,

and user friendly and enjoyable materials are present, education will

continue one way or another (Ramos et.al 2007; Ali 2020). Such support

presupposes a collaboration between teachers and policy makers and

authorities to develop the relevant referenced program as well.

Notwithstanding the various stresses, it brings, the outbreak of Covid 19 not

only forced us to think about the technologies for delivering education

(Kim,2020), it also compelled us to rethink the very nature of education

itself. The government should create and implement concrete policies that

will support a new breed distance educator. Educators in turn need to

innovate to ensure that education remains inclusive and accessible and that

5
blended Learning is not limited to pure online learning.

Competency based learning or education is not a new trend, but has received

much attention over the past few years as more institutions develop

programs. Like MOOCs, CBE has gained popularity with learners due to its

flexible structure affordability. As the name suggests, these programs are

based on the development of competencies applicable to a particular career.

Statement of the Problem

The purpose of this research is to know the Effects of Blended Learning

Approach of Second Year Criminology Students in Colegio de San Juan

Samar: Towards learning competency it sought to answer the following

questions:

1. How may the respondent personal profile be described in terms of:

1.1 Age;

1.2 Gender;

1.3 Civil Status; and

1.4 Educational Attainment;

2. What are the effects of Blended Learning for Second Year Criminology

6
students?

3. What are the disadvantages of Blended Learning for Second Year

Criminology students?

4. How may the Blended Learning effectively implemented?

5. What are the problems encountered in the implementation of such

approach?

6. What are the solutions offered to the above-mentioned problems?

7. How may the research findings be utilized towards the effects of blended

learning approach to Second Year Criminology students?

Conceptual Framework

The infusion of information and communication technology in higher

education draws attention to the theory and practice of blended learning. It

seems to us that a conceptual framework may well be of the utmost practical

value to assist practitioners to navigate through the educational and

technological level of complexity.

Blended learning has received increasing attention with the infusion of web-

based technologies into the learning and teaching process. Virtually all

7
courses in higher education incorporate information and communication

technologies to some degree. These technologies create new opportunities

for students to interact with their peers, faculty, and content. The infusion of

information and communications technology in higher education draws

attention to the theory and practice o; f blended learning.

Blended learning inherently demands a fundamental rethinking of the

educational experience and presents a challenge to traditional presentational

approaches. If we are to deal with the theoretical and practical complexities

of rethinking the educational experience from a blended learning

perspective, then the first challenge is to provide a conceptual order that

goes beyond rigid recipes. Such order and coherence is of particular

importance for practitioners who may not have a full appreciation of the

possibilities that new and emerging technologies present for engaging

learners in innovative educational experiences. It seems to us that a

conceptual framework may well be of the utmost practical value to assist

practitioners to navigate through the educational and technological levels of

complexity.

The purpose of this conceptual framework is to describe blended learning

briefly and then to establish the Rationale through which we can explore the

8
practical challenge in implementing blended learning approaches in higher

education. This is outlined with a particular focus on teaching presence.

Blended Learning has received increasing attention with the infusion of

web-based technologies into the learning and teaching process. Virtually all

courses in higher education incorporate information and communication

technologies to some degree. These technologies create new opportunities

for students to interact with peers, faculty and content.

INPUT

The respondent’s profile includes in input to know the age, gender, civil

status and educational attainment and also the Effects of Blended Learning

Approach to Second Year Criminology Students, and the possible solutions

that the researchers will going to conduct research for Second year

Criminology Students.

PROCESS

The process will be ways to know how to solve the problems about the

Effects of Blended Learning Approach, and it is also a way to complete the

study., it includes observation, and use of self-added questionnaire and data

statistically. Such as percentage and mean to come up with the results.

OUTPUT

9
The output will be the outcome of the study are evaluation of the effect of

blended learning approach of Second Year Criminology Student in Colegio

de San Juan Samar.

Paradigm of the Study

INPUT PROCESS OUTPUT

1. Respondent 1. Screen the 1. Competent

profile respondents to
determine their
competencies in
giving
information.

2. Effects of 2. Must be realized 2. Realized

blended
learning
approach

3. Problem 3. Must be given 3. Solved

encountered proper attention
for its solution

4. Suggested 4. Suggested 4. Adapted

solution solutions must be
accurate and
adaptable

5. Research 5. Researchers
finding could findings be 5. Utilized
utilized towards
learning
competency

10
Assumption of the Study

The research is guided by the following assumptions:

1. That if the variable and indicators utilized in this research are measurable

and relevant with respect to the respondent perceptions which sufficient and

competent to serve as basis to know the effects of blended learning approach

of Second Year Criminology students in Colegio de San Juan Samar.

2. That the students developed additional skills through the use of blended

learning, such as the ability to self –pace and self-direct.

3. That the students can experience cognitive load, too credibility of sources

and plagiarism become even a bigger issue.

4. That the government seriously implement programs to decrease the effects

of blended learning approach to Second Year Criminology Students.

5. That if the researchers come up with a good finding and recommend a

good idea about the effect of blended learning approach.

11
Significance of the Study

This study may deem significant to the following point and people

Commission on Higher Education (CHED)- may find this study useful in

creating school policies that will enhance the policies of creating a learning

environment.

The Administration of Colegio De San Juan Samar- this research deemed

to be a significance in implementing roles and regulation of policies

regarding the effect of blended learning approach within the school

premises.

Teacher- this study will help teachers to gain ideas and strategies in

creating/ implementing classroom management plan about the effect of

blended learning.

Parents- this research will help in creating collaborative action towards the

students.

Second Year Criminology College Students- this study will become useful

to every student of Colegio de San Juan Samar in order them to become

aware of the effect of blended learning approach.

12
Future Researchers- for them who plans to conduct related study. This

research will serve as a guide and a review of literature.

Scope and Delimitation of the Study

This study is delimited to the Effects of Blended Learning Approach of

Second year Criminology Students of Colegio de San Juan Samar, Libertad

Lavezares Northern Samar.

The respondent of this study covers the bonafide Second Year Criminology

Students of Colegio de San Juan Samar, school year 2020-2021. The data

gathering procedure to determine the problem of the Effects of Blended

Learning Approach are computed through weighted mean formula.

WN=NRxNP

Where,

WN= Weighted Mean

NR= Number of Respondents

NP= Number of Points

N= Total of Respondents

Definition of Terms

13
For outmost comprehension and interpretation of this study, the following

terms are defined according to their contextual and operational use in the

study.

BLENDED LEARNING- Theoretically, Graham (2006) defines blended

learning as " a combination of instruction from two historically separate

models of teaching learning"(p1.) It is also defined as the integration of

blended learning tools such as virtual learning environment with face-to-face

learning (Weller and Berardino,2006).

COVID 19- Theoretically, during this time, distance learning solutions were

implemented to ensure education, continuity and much current debate

focuses on how much students have learned during school closure.

(Gouedand, Pont and Viennet 2020).

EDUCATIONAL SYSTEM- An education system is an arrangement that

consists of at least one teacher and one student in a context, such as in a

tutorial or via Skype. Education systems must be intentional, where a teacher

actively attempts to guide student learning. Education systems encompass all

institutions that are concerned with educating students who are in K-12 and

higher education. (Schwartzman and Cox, 2010).

FACE TO FACE LEARNING- Theoretically, it is the traditional kind of

14
learning where instructor and students meet together in one place at the same

time. (The World Bank Institute, 2008).

LEARNING COMPETENCY-describes the desired knowledge, skills and

behaviors of a student graduating from a program (completing a course).

MODULAR LEARNING-The learning delivery modalities that schools

can adopt may be one or a combination of the following, depending on the

COVID-19 restrictions and the particular context of the learners in the

school or locality.

15
 CHAPTER II

REVIEW OF RELATED LITERATURE

This Chapter deals specifically with the information produced by experts in

field of education, blending learning, educational theory, educational

practice and educational technology.

This particular literature is important to this body of work because it sheds

light on the research basis of the action research conducted concerning the

implementation of a blended learning environment. The research helped to

shape and clarifies the plan, scope and range of the study in this action

research by exemplifying other studies that have been conducted over time

concerning similar subject matters.

Local Literature

Covid - 19 has become a global health crisis as of October 6, 2020, almost

36 million people have been infected and over one million has died. In the

Philippines this translates into almost 325,000 infected and 6,000 deaths

(worldometer,2020). To curb the spread of covid 19, most government have

opted to employ quarantine protocols and temporarily shut down their

16
educational institutions. As a consequence, more than a billion learner have

been affected worldwide. Among this number are over 28 million Filipino

learners across academic levels who have to stay at home and comply with

the Philippine government 's quarantine measures (UNESCO, 2020).

Blended learning started three decades ago specifically for higher education

institutions (HEIs), also used in graduate and professional development. But

in 2007, in the Philippines, the center of blended learning started and had

very positive responses from the parents and students. Moreover, blended

learning (BL) is adopted in subject like English explicitly in language,

science and distance learning. The use of blended learning in education

helps student engage positively in all activities and increased behavior

towards learning and empowered to become leaders as necessary instrument

for effective implementation of blended learning. According to De Vera, the

Universities and Colleges have the freedom to choose what mode would be

effective for them.

Some of them would be using pure online, pure modular while other would

use a combination of two. Blended Learning is a combination of online and

offline modes. Online technology will be used for delivering lessons, while

17
other classroom activities will be done offline using printed modules, video

tapes, storage device, and learning packets.

At the time of quarantines and viral outbreak, it would seem that blended

learning is the only way to continue learning at a distance. This, however,

seems to rest on a mistaken assumption. It should be emphasized that

blended learning is just one mode of distance education. Blended learning

for higher education institutions involves a combination of digital and non-

digital technology, which according to CHED, doesn't necessarily require

being connected to the internet. To respond to the needs of learners

especially of the 3.5 million tertiary-level students enrolled in approximately

2,400 HEILs, certain. HEILs in the country have implemented proactive

policies for the continuance of education despite the closure. These policies

include modified forms of online learning that aim to facilitate student

learning activities. Online learning might be in terms of synchronous real -

time lectures and time- based outcome assessments, or asynchronous,

delayed-time activities, like pre-recorded video lectures and time

independent assignments (Oztok et al.2013).

Foreign Literature

18
Individuals are born into certain social identities that lead them to hold

unique roles in society, often tome these roles are unique, which inevitably

leads to societies decide the qualification of subordinates in society their

rules are instilled and then perpetuated (Kirk&Okazawa-

Ret,2013;Tatum,2013).So, for an argument to be made that public education

is offered equally to everyone and that all students have the same

opportunity to achieve is not necessarily an accurate statement. Due to the

historical foundation of the story of public education in United State, it

stands to reason that education has not ever been equally accessible to all

students enrolled.

Whether it is the quantity of the teacher, the socio-economics status or

unclear education focus of the students, the teacher, the school or school

system, their access to technology, student diverse backgrounds or other

roadblocks to change - there are some very real issues to overcome when

attempting to equalize the educational landscape for all students in public

and private school. An important piece to consider when discussing unequal

opportunity is that there is much that is out of the hands of the teacher. Most

teachers are not empowered to change much since some of these things are

either decided for them or are prescribed to them based on where they teach

19
or the students they are teaching. Teachers simply do not have many tools

available to combat some of these issue in their work, Shalom De Clerc,

Steinberg ,and Kerkhof (2018) report that one such example of this is

standardized lesson plans. Shalom, et al (2018) reported that Standardized

Lesson Plans (SLPs) were criticized in the 1970's and 1980's for distilling

the teaching profession and reducing the work of teachers to that of mere

technician.

This critique is now returning at a time of growing regulations of teachers

work in many school system (pg.205). There is one area however is which

the teacher has much power- it can be found in the way they structure their

learning environment and what happens when they make decision about how

to best reach their students and the they begin to teach their students, while

teachers may not enjoy fun autonomy, good teachers, being knowledgeable

of their information, they are required to teacher and having taken the time

to know their students should be able you create an environment where

students can learn effectively (Shalem,et al.2018).

In the late 1990s, blended learning (or mixed or hybrid learning) emerged as

20
a new teaching method for distance learning through the application of

technology and the internet to improve students' learning and encourage

teachers to change their methods of education, and therefore to shift learning

to a more student-centered model rather than a teacher-centered learning

model (Taylor, 1995). There are many definitions of blended learning, but

most have in common that they point to the combination of virtual and

physical environments. In spite of the multiplicity of blended learning

definitions, all emphasize that it is a learning strategy that integrates various

models of traditional and distance learning and uses multiple forms of

technology (Akbarov et al., 2018; Clark and Mayer, 2003). Volchenkova

(2016) pointed out that blended learning is a form of learning that combines

the best of direct classroom learning and learning through the internet by

using its applications. Also, blended learning has been defined as a program

that uses more than one method to communicate information in order to

activate learning outcomes by the interaction between both student and

teacher (Clark and Mayer, 2003; Dziuban et al., 2018). Khamis (2003)

confirmed that blended learning is known as an integrated system designed

to help students during each stage of their learning by using of traditional

learning with e-learning in its different forms inside the classroom.

21
According to Kavitha and Jaisingh (2018) and Singh (2003), blended

learning is one of the forms of e-learning in which e-learning is integrated

into traditional classroom learning, using a computer, intranet or smart

classroom, where the teacher meets the student face-to-face and interaction

between students and teachers is built into the course design. It arose as a

natural development of programmed and electronic learning.

One of the most valuable pieces of the teaching methods that have been

derived from progressivism is the notion that students can help to focus their

educational experience in their work. Van Patteru and Davids on (2010)

referenced a work by Kilpatrick in 1959; they wrote, "Kilpatrick (1959)

discussed Dewey's teaching method which was coming to class with a

practical problem and though aloud various solutions through creative

thinking" (p.127). While blended learning is not necessarily problem-based

or problem-centered it does offer students the opportunity to have some

amount of autonomy in their learning.

Relevance of the Study

History has shown an educational landscape where existing themes that

defined different ways of and reason for educating have changed work the

22
time. There was a time for educating students to be memorize and success

was based on regurgitating facts and figures (Mertler,2014). In its time

essentialist way of educating students was effective for the purpose in which

it was intended. The essentialist education upon graduation produced

students who could enter a workforce that provided them jobs where the

need to understand the 'how' was more valuable than understanding the

'why'. This is not to say that all students graduating from an essentialist

education system were doomed to enter a factory or a blue collar scenario, it

is just to say that this was the economic world for which they were prepared

(Mertle,2014). Blended learning is a new type of education prepared for a

certain group by combining the positive aspects of different aspects of the

curriculum ideologies and combining them into one package puts into

practice some of the most valuable parts of each of the ideologies. Each of

the individual ideologies has their root in education the child albeit with

different methods and with different goals in mind living a vast array of

approaches available to teach the student. Blended learning is one of such

approaches.

"The lack of the term blended learning cause teachers to understanding

blended learning is different ways and then design their courses according to

23
their own understanding of the concepts (Alammary, et al.,2014,pg.440).As

John Dewey argue, reaching students were they are to get them to where

they could be is a very important piece to making sure they find success,

therefore, it can be argued that the aim of any educational institution should

be to ensure the success of the students (Dewey, 1938). Success is defined in

multiple ways and different people or institutions value certain

accomplishment over others. While there are maybe differing view

concerning how to define or quantify success, in an educational setting the

word 'achievement ' is commonly used. Along with the word 'success

'achievement also has a myriad of different definitions. As defined by

Chavarria Villada Zapata, and Chaves Castaño(2017), and for the purpose of

this study, achievement will be defined as "The quality of activities or their

outcomes as evaluated, by some standards of excellence "(Chavarria Villada

Zapata & Chaves Castaño, 2017, pg.329).In the field of blended learning,

much research has been done that measures not only numerical achievement

but also a deeping of the richness of that should drive all other motives is to

improve student learning blended approach permit faculty to change the way

they use class time all for the purpose of helping students master the content

more effectively(Osgulthorpes&Graham,2003, pg.231. While there are

24
arguments that achievement means much more than a number for the scope

of this study it is important that achievement is quantifiable.

CHAPTER III

METHODOLOGY OF RESEARCH

Locale of the Study

This study was conducted in Colegio de San Juan Samar, Libertad

Lavezares Northern Samar of college students who engage blended learning.

The area of the researcher where they distributed the instrument using

gathering data and information in Second Year Criminology Department at

Colegio de San Juan Samar.

Respondent of the Study

The subject of this study is the bonafide Second Year Criminology Students

of Colegio de San Juan Samar.

Table 1.1 Shows the Second Year Criminology Respondents

COURSE NUMBER OF NUMBER OF

ENROLLEES QUALIFIED

RESPONDENTS

25
 BSCRIM 2 103 49

Variable of the Study

The independent variable of this study are the demographic profile of the

respondents such as the age, gender, civil status and educational attainment;

while the dependent variable of this research is The Effects Of The Blended

Learning Approach Of Second Year Criminology Student in Colegio de San

Juan Samar: Towards Learning Competency

Research Design

This study utilized the descriptive -survey in order to achieve the purpose of

this study which is to determine and describe the effects of blended learning

approach of second year criminology students in Colegio de San Juan

Samar. It is descriptive in a sense that the data obtained were analyzed and

described. The researchers used survey questionnaire as an instrument.

Based on the result of the survey conducted. They were able to determine

the details of this study. Table and other figures were also used to provide a

clearer understanding of the data presented as answer to the problem of the

study.

26
Research Instrument

In this study the researchers used statistical technique to utilized the

quantity number of respondents on the statement problem to promote the

investigation. The questionnaire are of two categories; First are the

demographic profile at the respondents such as age, gender, civil status and

educational attainment. Second the effect of blended learning approach.

Validation of Research Instrument

This research instrument validates to those concerned of this problem

especially the second-year Criminology students.Survey questionnaire will

be given and after they answered it will follow by interviewing.

Data Gathering Procedure

In gathering the data of this study, the researchers asked permission from

the over-all head Department Coordinator of Colegio de San Juan Samar,

Libertad Lavezares Northern Samar.

Scoring and Interpretation

The data gathered as a result of the survey will be scored and implemented

27
on the following categorization.

1. Personal profile of the respondent’s variable. The respondents were used

to indicate their age, gender, civil status, course, educational attainment

frequently counts and percentages were determining for each category for

this variable.

2. The effects of blended learning approach. The words are used to

determine the effect of blended learning approach and the concerned student

for its accreditation. They were made to indicate whether the rate is (5)

Strongly Agree, (4) Agree,(3) Undecide,(2) Disagree(1)Strongly Disagree.

The total scored made by the respondent for each statement were sum up to

get the effect of blended learning approach of Second Year Criminology

Students.

Weighted Mean is computed and such basic the following mean intervals

and categories are arrive at.

28
 WEIGHTED MEAN INTERVAL

4.01-5.0 Strongly Agree

3.01-4.0 Agree

Undecided

2.01-3.0

1.01-2.0 Disagree

0.01-0.1 Strongly Disagree

Statistical Treatment

The data gathering particularly on the procedure personal profile were

analyzed using frequency counts, percentage, and these are computed using

the following formula,

P= F/N ×100

Where: P= percentage

F= frequency

N= number of class

100= constant

29
To determine the problem of the Effects Of Blended Learning Approach Of

Second Year Criminology Students of Colegio De San Juan Samar: Towards

Learning Competency, the weighted mean is used with the formula.

WN= NRx NP

Where,
WN= Weighted Mean
NR= Number of respondents

NP= Number of Points

N= Total of Respondent

30
 CHAPTER IV

PRESENTATIONS, ANALYSIS AND INTERPRETATIONS OF

DATA

This chapter presents the data gathered, the result of the statistical

analysis done and interpretation of finding. These are presented in table

following the sequence of the specific research problem regarding the

Effects of Blended Learning Approach of second year Criminology Students

of Colegio de San Juan Samar: Towards Learning Competency

Profile of the Respondents

Table 1. revealed that out of 49 respondents,28.0 percent are at the age of 20

below,16.0 percent are at the age of 21 to 23 and 5.0 percent are the range of

24 above.

AGE FREQUENCY PERCENTAGE

20 below 28 28.0

21-23 16 16.0

24 above 5 5.0

Distribution of Respondents According to Age

31
The data shows that 32.0 percent are male, 15.0 percent are female and

20percent are LGBT. The data shows clearly that the majority of the

respondents are male.

TABLE 2

Distribution of Respondents According to Gender

GENDER FREQUENCY PERCENTAGE

MALE 32 32.0

FEMALE 15 15.0

LGBT 2 2.0

TOTAL 49 49

32
Table 3. present the distribution of the respondents according to Civil

Status. The data shows that all respondents are Single.

TABLE 3

Distribution of Respondents According to Civil Status

CIVIL STATUS FREQUENCY PERCENTAGE

SINGLE 49 49.0

MARRIED

WIDOW

SEPARATED

TOTAL 49 49

33
Table 4. present the frequency and percentage distribution of the

respondents according to educational attainment. It shows that all

respondent, 49.0 percent are the college level.

TABLE 4

Distribution of Respondents According to Educational Attainment

EDUCATIONAL FREQUENCY PERCENTAGE

ATTAINMENT
Elementary Graduate
Highschool Level
Highschool Graduate
College Level 49 49
College Graduate
Vocational Graduate

Other Higher
Attainment
TOTAL 49 49

34
 TABLE 5

What Are the Effects of Blended Learning Approach to the Second Year
Criminology Student?

INDICATORS RESPONSES TOTAL WM INTERPRE-

5 4 3 2 1 TATION
1.Student F 9 20 6 14 49
achievement. % 9.0 20. 6.0 14.0 49.0 3.49 Agree
0
2.Self-paced F 7 10 4 18 10 49
learning. 2.9 Undecided
% 7.0 10.0 4.0 18.0 10. 49.0
0
3.Student F 13 18 9 3 6 49
academic 3.58 Agree
% 13.0 18.0 9.0 3.0 6.0 49.0
abilities.
4.Collabo- F 19 11 14 5 49
rative 3.74 Agree
learning % 19.0 11. 14.0 5.0 49.0
0

35
5.Online F 12 38 49
Interaction 4.22 Strongly
% 12.0 38.0 49.0 Agree

Legend:
4.01-5.0 Strongly Agree
3.01-4.0 Agree
2.01-3.0 Undecided
1.01-2.0 Disagree
0.01-0.1 Strongly Disagree

36
 TABLE 6

What Are the Disadvantages of Blended Learning to the Second Year

Criminology Student?

INDICATORS RESPONSES TOTA WM INTERPRE-

L TATION
5 4 3 2 1
1.Plagiarism F 28 12 5 4 49
% 28.0 12.0 5.0 4.0 49.0 3.76 Agree

2.Learning F 16 13 7 12 1 49
environment 3.63 Agree
% 16.0 13.0 7.0 12.0 1.0 49.0
3.Increase F 12 28 9 49
student’s 4.06 Strongly
cognitive % 12.0 28.0 9.0 49.0 Agree
load
4.Costly F 10 6 4 14 15 49
software/har 2.65 Undecided
dware. % 10.0 6.0 4.0 14.0 15.0 49.0
5.Online F 14 8 17 10 49
collaborative
% 14.0 8.0 17.0 10.0 49.0 2.98 Undecided

Legend:
4.01-5.0 Strongly Agree
3.01-4.0 Agree
2.01-3.0 Undecided
1.01-2.0 Disagree
0.01-0.1 Strongly Disagree

37
 TABLE 7

How May the Blended Learning Implemented Effective?

INDICATOR RESPONSES TOTAL WM INTERPRE

S TATION
5 4 3 2 1
1.School’s F 10 12 6 17 14 49
success 3.13 Agree
% 10.0 12.0 6.0 17. 14.0 49.0
0
2.Academic F 16 15 6 12 49
Integrity 2.71 Undecided
% 16.0 15.0 6.0 12.0 49.0
3.Flexibility F 12 12 11 10 4 49
3.36 Agree
% 3.0 24.0 12.0 7.0 3.0 49.0
4.Typical F 8 24 2 12 3 49
standard 3.22 Agree
learning % 8.0 24.0 2.0 12. 3.0 49.0
0
5.Utilizing F 9 14 15 8 3 49
online 3.31 Agree
activities % 9.0 14.0 15.0 8.0 3.0 49.0

Legend:
4.01-5.0 Strongly Agree
3.01-4.0 Agree
2.01-3.0 Undecided
1.01-2.0 Disagree
0.01-0.1 Strongly Disagree

38
 TABLE 8

What are the Problem Encountered in the Implementation of such

Approach

INDICATORS RESPONSES TOTAL WM INTERPRE

5 4 3 2 1 TATION

1.Poor internet F 21 28 49
service 4.34 Strongly
% 21.0 28.0 49.0 Agree
2.Time F 13 22 10 4 49
Management 3.9 Agree
% 13.0 22.0 10. 4. 49.0
0 0
3.Comprehensiv F 3 24 12 7 3 49
e understanding 3.14 Agree
% 3.0 24.0 12. 7. 3. 49.0
0 0 0
4. Poor study F 20 14 5 6 4 49
habit 3.96 Agree
% 20.0 14.0 5.0 6. 4. 49.0
0 0
5.Mental health F 12 18 9 4 6 49
% 12.0 18.0 9.0 4. 6. 49.0 3.52 Agree
0 0

Legend:
4.01-5.0 Strongly Agree
3.01-4.0 Agree
2.01-3.0 Undecided
1.01-2.0 Disagree
0.01-0.1 Strongly Disagree

39
 TABLE 9

What are the Solution Offered to the above mentioned Problems?

INDICATORS RESPONSES TOTAL WM INTERPRE

5 4 3 2 1 TATION

1.Accessible F 32 17 49
% 32.0 17.0 49.0 4.59 Strongly
Agree
2.Prioritize the F 4 32 3 10 49
study % 4.0 32.0 3.0 10.0 49.0 3.61 Agree

3. Inclusive F 7 19 3 15 5 49
% 7.0 19.0 3.0 15.0 5.0 49.0 3.15 Agree

4.Autonomous F 17 20 2 4 6 49
learning Agree
3.76
% 17.. 20.0 2.0 4.0 6.0 49.0
0
5.Teach F 16 15 7 11 49
Integration 3.72 Agree
% 16.0 15.0 7.0 11.0 49.0

Legend:
4.01-5.0 Strongly Agree
3.01-4.0 Agree
2.01-3.0 Undecided
1.01-2.0 Disagree
0.01-0.1 Strongly Disagree

40
 TABLE 10

How may the research finding be utilized towards the effect of blended
learning approach to Second Year Criminology Student?
INDICATORS RESPONSES TOTAL WM INTERPRE
TATION
5 4 3 2 1
1.Provide F 13 24 12 49
student with 4.02 Strongly
% 13.0 24.0 12.0 49.0
flexibility/ Agree
control
2.Provide F 18 31 49
better 4.37 Strongly
% 18.0 31.0 49.0
performance Agree
to student
and teacher.
3. Provide a F 19 26 4 49
fully 4.29 Strongly
personalized Agree
% 19.0 26.0 4.0 49.0
learning
experience
4. Provide a F 23 19 7 49
good service
for 4.33 Strongly
implementin % 23.0 19.0 7.0 49.0 Agree
g blended
learning
5.Provide F 12 29 8 49
better 4.08 Strongly
students data % 12.0 29.0 8.0 49.0 Agree

LEGEND:
4.01-5.0 Strongly Agree
3.01-4.0 Agree
2.01-3.0 Undecided
1.01-2.0 Disagree
0.01-0.1 Strongly Disagree

41
 Chapter V

SUMMARY OF FINDINGS, CONCLUSION AND

RECOMMENDATIONS

This chapter presents the Summary of the study regarding the Effects of

Blended Learning Approach of the Second Year Criminology Students of

Colegio de San Juan Samar, the conclusions drawn from the findings and

recommendations suggested in the light of findings and conclusions

Summary of Findings

This study is conducted to determine the effects of blended learning

approach of Second Year Criminology Students of Colegio de San Juan

Samar. The respondents of this study forty nine (49), the participants are

selected based on availability and willingness of the selected second year

criminology of the Colegio de San Juan Samar. A survey questionnaire was

used to gather the data of the study. A data gathered from the respondents

revealed the following findings,

1. It was found out that most of the respondents are age ranges from 20

below. Majority are out of 49 respondents,32% are male. In terms of

respondent’s educational attainment, it was found out that all

42
 respondents are college level.

2. As a result of the survey the effects of blended learning approach of

Second Year Criminology is “Online interaction’’ which is Strongly

Agree according to the interpretation and data gathering which is the

highest rank to the said responses.

3. The disadvantage of blended learning approach to Second Year

Criminology is” increase student’s cognitive load which is Strongly

Agree according to the interpretation and data gathering.

4. The blended learning implemented effective which are interpreted

most of the responses are Agree.

5. The problem encountered in implementing of such approach was

“Poor internet connection” which interpreted as Strongly Agree.

6. The solutions offered most statement is “Accessible’’ which is

interpreted as Strongly Agree according to the interpretation and data

gathering. This is the effective solution according to the respondents.

7. The research finding be utilized towards the effect of blended learning

approach to Second Year Criminology students are provide student

with flexibility/control, provide better performance to student and

teacher, provide a fully personalized learning experience, provide a

43
 good service for implementing blended learning, provide better

students data, which are all Strongly Agree, according to the

interpretation and data gathering. All of the said statement are

effective learning strategy for Second Year Criminology Students.

Conclusions

On the basic of the findings of this study, the following conclusions are

drawn:

1. The effects of blended learning approach to Second Year Criminology

students, as what the respondent’s responses in data gathering in out

of 49 respondent online interaction during blended learning which is

Strongly Agree with the weighted mean of 4.22, according to the

interpretation and data gathering.

2. The respondents concluded that the most disadvantage of blended

learning approach of Second Year Criminology students experience

increase students cognitive load, with the weighted mean 4.06,

according to the interpretation and data gathering. But not all students

experience this problem.

44
 3. To ease the problems, the administration should provide alternative

ways to decrease the effect of blended learning to the Second Year

Criminology students.

4. The institution should be implementing an effective teaching towards

blended learning approach of Second year Criminology Students, so

that they can meet their learning.

5. The learning strategy that `integrates various model of traditional and

distance learning and uses multiple forms of technology are effective

in blended learning. Therefore concluded that students can cope

learning ability towards blended learning approach.

Recommendations

From the foregoing discussion of the findings of the study, the researchers

recommend the following to enhance the knowledge regarding this kind of

problem;

1. Commission on Higher Education (CHED) this research will help in

creating a collaborative action towards the effects of blended learning

approach to the students.

2. Adequate blended learning facilities be provided to enhance the

learning of second year BS Crim student.

45
 College Students they will know of what will be the possible effect of

blended learning approach to them.

3. Different online learning strategies should be combined with normal

classroom learning to encourage innovative teaching

4. Future Researchers who are interested in this research study may

continue finding solutions, always think positive even though it's hard

to reach and have always perseverance in gathering data in able to

accomplish significant and reliable information. It can use also as a

references and source of your related literature to conduct another

study about this.

46
 REFERENCES

BOOKS

Guri - Rosenblit,2005 ; Owusu- Agyeman and Amoakhene ,2020 Ross and

Gage 2006,p. 167

Oliver and Trigwell 2006

Ramos et.al 2007;Ali 2020Guri - Rosenblit,2005 ; Owusu- Agyeman and

Amoakhene ,2022

Shalem De Clercq, Steinberg , and Koornhof 2018

INTERNET

Ched.gov.ph

www.google.com

47
APPENDICES

48
 APPENDIX A
Commission on Higher Education
Colegio de San Juan Samar
Libertad, Lavezares N. Samar
May 7,2021
RANNIE R. JATAP, MAEd
College Department overall Coordinator
Colegio de San Juan Samar
Libertad,Lavezares N. Samar

We are the researchers, second year college Bachelor of Secondary Education of

Colegio de San Juan Samar Libertad Lavezares N Samar is currently undertaking a
research study entitled: THE EFFECTS OF BLENDED LEARNING APPROACH OF
SECOND YEAR CRIMINOLOGY STUDENTS OF COLEGIO DE SAN JUAN
SAMAR: TOWARDS LEARNING COMPETENCY ,partial fulfillment of the
requirements degree of BS Education.

Rest assured that any information gathered will be used for research and the identity
will be kept with utmost confidentiality. Attached here are the sets of questionnaires for
your perusal.
Thank you very much and God Bless!

Very truly yours,

BULAN,DYNA GRACE M.

VALERA,JESSICA L.
Researchers

DR. EUFEMIA A. JATAP ,Ph.D.

Adviser

Approval by:
RANNIE R. JATAP, MAEd
College Department overall Coordinator

49
 Appendix B.
Commission on Higher Education
Colegio de San Juan Samar
Libertad, Lavezares N. Samar
May 7,2021
Colegio de San Juan Samar
Libertad,Lavezares N. Samar

Dear Respondents,
We are the researchers, second year college Bachelor of Secondary Education of
Colegio de San Juan Samar Libertad Lavezares N Samar is currently undertaking a
research study entitled “THE EFFECTS OF BLENDED LEARNING APPROACH
OF SECOND YEAR CRIMINOLOGY STUDENTS OF COLEGIO DE SAN JUAN
SAMAR: TOWARDS LEARNINGin partial fulfillment of the requirements for the
Subject Language, Education Research.

In this regard, may we solicit your utmost cooperation by answering the attached
questionnaires to generate the data to achieve the objectives of the study.
Thank you very much and God Bless!
Very truly yours,

BULAN, DYNA GRACE M.

VALERA, JESSICA L.
Researchers

DR. EUFEMIA A. JATAP ,Ph.D.

Adviser

Approval by:
RANNIE R. JATAP, MAEd
College Department overall Coordinator

50
“THE EFFECTS OF BLENDED LEARNING APPROACH OF
SECOND YEAR CRIMINOLOGY STUDENTS OF COLEGIO DE
SAN JUAN SAMAR: TOWARDS LEARNING
COMPETENCY’’

SURVEY QUESTIONNAIRE

NAME:(OPTIONAL)

DIRECTION: Please read the statement and check the box item which is applicable to
you.

Part I- RESPONDENT’S PROFILE

Age: Gender
[ ] 20 Below [ ] Male
[ ] 21 To 23 [ ] Female
[ ] 24 Above [ ] LGBT

Civil Status:
[ ] Single
[ ] Married
[ ] Widow
[ ] Separated

Educational attainment:
[ ] Elementary Level
[ ] Elementary Graduate
[ ] Highschool Level
[ ] Highschool Graduate
[ ] College Level
[ ] College Graduate
[ ] Vocational Graduate
[ ] Other Higher Attainment

51
DIRECTION: Please read the statement very carefully and check the column that suits
your answer or opinion to the following statement below.

 Strongly Agree (5)

 Agree (4)
 Undecided (3)
 Disagree (2)
 Strongly Disagree(1)

Below are the list of questions designed to evaluate the performance of the current
scenarios that will determine if there is a need to adopt a new system that happen to be
computerized

Part II -What are the Effects of Blended Learning to the Second Year Criminology
Student and College Teachers?
INDICATORS 5 4 3 2 1

1. Student achievement

2. Self-paced learning

3. Student Academic Abilities

4. Collaborative learning

5. Online Interaction

Part III- WHAT ARE THE DISADVANTAGES OF BLENDED LEARNING TO SECOND

YEAR CRIMINOLOGY STUDENT AND COLLEGE TEACHERS?

INDICATORS 5 4 3 2 1
1. Plagiarism 2.

2. Learning environment 3.

3. Increase student’s cognitive load

4. Costly software/hardware

52
 5. Online collaborative

Part IV-How may the Blended Learning Implemented Effective?

INDICATORS 5 4 3 2 1

1. School’s success

2. Academic Integrity

3. Flexibility

4. Typical Standard Learning

5. Utilizing Online Activities

PART V- What are the Problem Encountered in the Implementation of such

Approach?

INDICATORS 5 4 3 2 1

1. Poor internet connection

2. Time management

3. Comprehensive Understanding

4. Poor study habit

5. Mental health

Part VI-What are the solution to the Above-mentioned Problems?

53
 INDICATORS 5 4 3 2 1

1. Accessible

2. Prioritize the study

3. Inclusive

4. Autonomous learning

5. Teach Integration

Part VII- How may the Research Finding be Utilized Towards The Effects of

Blended Learning Approach to Second Year Criminology Students and College

Teachers?

INDICATORS 5 4 3 2 1

1. Provide students with flexibility/control.

2. Provide better performance to students and teachers.

3. Provides a fully personalized learning experience .

4. Provide a good service for implementing blended

learning.

5. Provide better student data.

CURRICULUM VITAE

54
Name: Bulan,Dyna Grace M.

Address: Sitio1, Brgy. Libas,Lavezares ,N. Samar

Date of birth: November 23,2000

Place of birth: Allen District Hospital

Educational Background

Primary: Libas Elementary School

Secondary: BBCMAIS

College: Colegio De San Juan Samar

Lavezares , Northern Samar

Bachelor of Secondary Education

CURRICULUM VITAE

55
Name: Valera, Jessica L.

Address: Brgy. Urdaneta, Lavezares N. Samar

Date of birth: October 6, 1999

Place of birth: Lavezares ,Northern, Samar

Educational background

Primary: Urdaneta Central Elementary School

Secondary: Allen National Highschool

College: Colegio De San Juan Samar

Lavezares , Northern Samar

Bachelor of Secondary Education

56