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PERCEPTION OF HIGH SCHOOL STUDENTS

ABOUT BLENDED LEARNING

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A Research Paper Presented to

Mrs. Maria Agnes Adizas

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In partial fulfillment of the subject

Practical Research II

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Members
Gallano, Airen D.
Antoni, Daveralyn C.
Compa, Erika Mae C.
Cahapisan, Arcell C.
Cahapisan, Althea Jade C.
12-HUMSS-Machiavelli
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CHAPTER 1
INTRODUCTION

Background of the Study

Blended Learning (BL) or the interrogation of face- to- face, and online

instruction (Graham 2013) is widely adopted across higher education with some scholars

referring to is at the “new traditional model” (Ross and Gage 2006, p.167) or the “new

normal” in course delivery (Norberg et al.2011, p.207). Because of this pandemic all the

things normally done of all people were freeze and all works of any related field experts

has been temporary stop and some were closed. One of the affected is the education of

all. Students and teachers are not allowed to have face to face interactions in teaching

learning process. But Department of Education says, Education is the best last to

surrender. Education is continuing through different learning modalities. Blended

learning is the combination of traditional learning and technology based learning process.

Researchers propose to study blended learning to know what is really blended learning.

Its impact to basic education and the effectiveness of this mode of instruction compare to

other learning modalities. The purpose of this study is to understand the topic.

The analysis of the data revealed that the students generally helps positive perceptions

of the environment, and they believe that the blended learning could help promote their

critical thinking in different aspects.

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Blended learning has a positive impact in terms of quality education here in the

Philippines because blended learning mixes and matches online and face to face learning

to optimize the learning experiences and engagement of students. The reviewed research

indicates that the student’s engagement, achievements, and positive perceptions of

learning increased when blended learning was used. Students also develop additional

skills through the use of blended learning such as self-pace and self-direct.

Statement of the Problem

This survey research aimed to address questions teachers and researchers raise

about the real impact of blended learning on student learning. Constracting views on the

integration of technology in class have created more questions than answers, specifically

on the direct link of blended learning instructions and actual student learning outcomes.

Hence, there is a need to determine if there is indeed a link between blended learning

instruction and student learning.

Specifically, this project aimed to answer the following question:

1. What are the overall perception of high school students about blended learning?

2. How does the mode of blended learning implement in the new normal education?

3. what are the impact of blended learning in terms of quality education?

Scope and Delimitation of the Study

A research study about the perception of high school student about blended

learning. This study focus the grade 10 section Leo students in San Miguel National High
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School which composed of 15 students. The researchers used the survey questions

instrument through messenger to gather data from the respondents. Question send to the

respondent are stated with English. The data gathered were arranged using a narrative

analysis. The researcher chooses to study blended learning to know what are the

perceptions of high student regarding the learning process.

Significance of the Study

In general, this survey research was designed to find out the perception of high

school students on blended learning instruction. Results of this research hoped to

contribute to the studies done on blended learning instruction at the basic education level,

specifically in high school.

Students

Students, on the other hand, may become better learners if they appreciate the

instructional approaches used by their teachers. This survey research would help them

realized the advantages and challenges of blended learning instructions.

Teachers

Will benefit from this study as the results might help them in making policy

decisions, designing activities, developing learning plans and facilitating classes.

Parents

Parents need to understand blended learning instruction so they could assist their

children when studying at home.

Researchers
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They can find out what are the perception of high school students about blended

learning.
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CHAPTER II
Review of Related Literature

The term “blended learning” represents a wide spectrum of delivery, options, tools and

pedagogies, but conceptually refers to instruction that is a mixed or blending of

traditional face to face and online component. Horn and Staker (2011) define blended

learning as “any time a student learns at least in part of a supervised brick and mortal

location away from home and at least in part through online delivery with some element

of student control over time, place, path and/or pace” (p.3). Allen, Seaman & Garrett

(2007) further attempt to quantify the divide, defining it as “between 30 – 79% of content

delivered by face to face or other non-web-based methods” (Watson 2008). Brew (2008)

describes blended learning as “integrating online and face to face formats to create a

more effective learning experience than either medium can produce alone”.

Another citation from Darabi and Jin (2013), Seeny and Donnelly (2012), blended

learning is the combination of synchronous and asynchronous strategies. The basis of this

approach is the cognitive load theory, on the basis that novice learners are immediately

overwhelmed by a large amount of new ideas and terminologies and resort to effective

learning. Asynchronous commonly facilitated by media such as email and discussion

boards, support work relation among learners and with teachers when participants cannot

be online at the same time. While synchronous e-learning commonly supported by media

such as video conferencing and chat, has the potential to support e-learners in the

development of learning communities.

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Additionally, blended learning (BL) when it comes to 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 individual

learner characteristics and encounters with technology, cited by Hofmann, 2014. He also

added that users getting into difficulties with technology may result into abandoning the

learning and failure of technological applications. In a report by Oxford Group (2013),

some learners (16%) had negative attitude to blended learning while (26%) were concern

that learners would not complete study in blended learning. But according Kenney and

New Ombe (2011) who did their comparison to establish the effectiveness in view of

grades and that blended learning had higher average score that the non-blended learning

environment. This is supported by Garrism and Kunuka (2004) they reported an increase

in course completion rates, improved retention and increase student satisfaction.

However, blended learning effectiveness may be dependent on many other factors other

factors like of family support workload leading to learner drop out (Park E Choi 2009) as

well as little time for study. The success of blended learning can largely depend on

students as well as teachers gaining confidence and capability to participate in blended

learning (Hadad 2007).

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References

Copyright 2013. Metropolitan Educational Research Consortion (MERC), Virginia

Commonwealth University, files.eric.ed.gov. / full text / ED548381.pdf

Fernan Peniero Tupas, Marilyn Linas – Laguda, “Blended Learning – An Approach in

Philippine Basic Education Curriculum in New Normal: A Review of Current Literature,

“Universal Journal of Educational Research, vol. 8, No.11, pp 5505 – 5512, 2020 Doi:

10.13189/ujer.2020 081154.

Blended Learning – An Approach in Philippine Basic (https://

www.hrpub.org/download/20201030/USER5419517549.pdf)

Blended Learning effectiveness. International Journal of Educational Technology in

Higher Education 14, Article No. 7 (2017)

Education for Chemical Engineers. 2021 Apr: 35: 116 – 131 Published online 2021 Jan.

30. Doi: 10.1016/j.ece.2021.01.012 (ncbi.nlm.nih.gov/pmc/Articles/PMC7847201/

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CHAPTER III

METHODOLOGY

The purpose of this study was to examine student perception about blended learning as

well as determine whether or not there was any differences in how student feel about

blended learning based on generalizational differences. This chapter provides details

regardling population, instrumentation, data collection, and treatment of data.

Research Design

This study follows the qualitative research design which is conducted in order to

identify the perception of high school student about blended learning. This study focuses

on an analysis of a situation or specific problem to explain the patterns of relationships

between variables. These variables are the perception of high school student about

blended learning.

Research Participants

The participants/respondents of the research are high school students in different

schools.
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Research Instrument

The instrument used is a survey questionnaire to gather the needed data. The

questionnaire used in this study which obtains information about the perception of high

school student about blended learning. This instrument will be used as the gathering data

needed in this research.

Data Gathering Procedure

In this section will state the sequence on how will gather the data. At first the

researcher constructs the title which is validated by the whole group and the problem was

stated and being answered through the results of the study. The researcher makes used of

descriptive method. Through the given guide questionnaire, the researcher made their

own questions based on the preferred topic of the group. The researcher make a letter of

the high school students who will be the participants. After the survey the researches will

assess the data and analyzed.

Data Analysis

The gathered data will be analyzed based on the questionnaire that will be

answered by the respondents. Which for questionnaire, scores for each question will be

mark check in the assign boxes.

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There will be an additional technique to be applied which is the “qualitative

data analysis” where in step 1 is preparation of data which includes coding system and

data tabulation. Step 2 is analysis of data which includes descriptive statistical technique,

frequency distribution and measures of central tendency which provides a summary of

the orderly or sequential data obtained from the sample through data gathering instrument

used. After the qualitative data analysis, the researcher will proceed in making the

conclusions, recommendations and the summary of the study.

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CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter contains presentation, interpretation and analysis of the data gathered by the

researcher including the “Perception of High School Students about Blended Learning”

during the school year 2022-2023.

A. Learners Preferences and Insights to the New Learning Modes

The table below shows the learners preference and insights to the new learning modes. It

includes what learning modality they prefer, how they feel and how helpful are their

teachers to them.

Table 1: Learners Preference and Insights to the New Learning Modes

Questions Answers Frequency Percent 11

1. Only face to face 12 21.8%

Only online 5 9.1%

learning

Only modular 5 9.1%

learning

Blending face to 20 36.4%

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face

Learning with

online learning
17 30.9%
Blended modular

Learning with

online learning
10 18.2%
Nether face to face

Learning nor online

Learning and

modular learning

2. How do you feel Extremely happy 2 3.6%

about distance Slightly happy 22 40%

learning? Average 21 38.2%

Not happy at all 10 18.2%

3. How helpful are Not at all helpful 1 1.8%

your teachers while Slightly helpful 3 5.5%

studying online Moderately helpful 16 29.1%

Very helpful 28 50.9%

Extremely helpful 7 12.7%

4. How much time 1-3 hours 19 35.2%

do you spend each 3-5 hours 20 37%

day on an average 5-7 hours 8 14.8%

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on distance 7-10 hours 7 13%

education? +10 hours 0 0

5. How does online Improve listening 32 58.2%

learning help you Improve reading 17 30.9%

with your studies? Improve speaking 23 41.8%

It has help me to__ Improve writing 14 25.5%

Improve vocabulary 23 41.8%

Learn methods and 28 50.9%

skills

Practice methods 21 38.2%

and skills

Improve my 18 32.7%

interest in learning
14 25.55%
Learn the worlds

knowledge

6. How does Improve listening 12 22.2%

modular learning Improve reading 34 63%

help you with your Improve speaking 10 18.5%

studies? It has help Improve writing 28 51.9%

me to__ Improve vocabulary 21 38.9%

Learn methods and 18 33.3%

skills
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Practice methods

and skills 16 29.6%

Improve my

interest in learning 21 38.9%

Learn the worlds

11 20.4%
knowledge

7. Do you became Yes 42 76.4%

frustrated in No 15 27.3%

learning amidst this

new learning

modalities?

It can be gleaned from the result that majority of the respondents prefer blending face to

face learning with online learning 20 or 30.4%, followed by blended modular learning

with online learning with 17 or 30.9%, only face to face learning with 12 or 21.5%,

neither face to face learning or online learning and modular learning with 10 or 18.2%

and there was an equal of percentage of 9.1% comprised by 5 students who prefer only

online learning and modular learning.

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B. Factors hindering and hampering students from learning effectively

QUESTIONS ANSWER FREQUENCY PERCENT

1 What device do Laptop 9 16.4%

you use for distance Tablet 0 0

learning? Smartphone 42 76.4%

2. Describe the Strong 10 18.2%

internet Fair 34 61.8%

connectivity in your Weak 6 10.9%

place

3. How important is Slightly helpful 7 12.7%

face to face Moderately helpful 8 14.5%

communication for Very helpful 26 47.3%

you while learning

remotely?

The table shows that the student who used a smartphone on distance learning has the

highest percentage with 42 or 76.4%, 9 student respondents used laptop which comprised

16.4% of the population of respondents, and none of the respondents used tablet in

distance learning.

Result implies that when it come to the internet connectivity of the respondents in their

place, majority have fair internet connection, with 34 or 61.5%, followed by having

strong internet connections with 10 or 18.2% ,then weak internet connection with 6 or

10.9%.
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Meanwhile, 26 students which comprise 47.3% of the population of respondents believe

that face to face communication while learning remotely is very helpful, moderately

helpful with 8 or 14.5% and the least slightly helpful with 7 or 12.7%.
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CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter gives the summary, conclusions, and recommendations of this study. This

study titled “Perception of high school students about blended learning.”

 Summary

As a response to the research problems raised in the study, the following answers are

given:

1. What are the overall perception of high school students about blended learning?

High achievers were the most satisfied with their blended course and they found the

course more convenient and more engaging. Compared with low achieving students, high

achievers preferred blended format over fully face to face or online mode.

2. How does the mode of blended learning implement in the new normal education?

Typically a delivery method of education which combines face to face delivery with

technology – powered online learning.

3. What are the impact of blended learning in terms of quality education?

Because it combines the two advantages of instructional model, blended learning has

positive impact to the learning process. Some researchers stated that blended learning can
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enhance students’ learning outcomes, improve students’ motivation, and it is effective

way for achieving learning objectives.

Conclusions

Based on the findings of the result given above chapter, the following conclusions were

drawn:

 Blended learning is one of the learning processes in education.

 Blended learning has a positive impact to learning process in a way that blended

learning gives an opinion for both the teachers and the learners. So, it improves

students’ motivation and also blended learning is effective for achieving learning

objectives because it combines online educational materials and traditional place-

based classroom methods.

 Blended learning is applicable in basic education.

 It gives many benefits. One of it is for being more efficient and accurate to assess

the students’ knowledge. It can also make students pace themselves to study

because they can also use apps to teach concepts that allow students to engage the

material at their own pace where it can promote deeper learning and increase

student’s satisfaction.

Recommendations:

This study revealed the effectiveness of blended learning in teaching learning process.

Thus, the following recommendations are hereby presented:

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Since, the effectiveness of blended learning has been proven, teacher should continuously

use this as mode of instruction in education.

Implementation of blended learning should encourage by administrator and embrace by

educators in an effort to continuously improve public education.

A similar must be conducted to a larger group of subjects to determine if the same

findings will be establish.

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Bibliogaraphy

Copyright 2013. Metropolitan Educational Research Consortion (MERC), Virginia

Commonwealth University, files.eric.ed.gov. / full text / ED548381.pdf

Fernan Peniero Tupas, Marilyn Linas – Laguda, “Blended Learning – An Approach in

Philippine Basic Education Curriculum in New Normal: A Review of Current Literature,

“Universal Journal of Educational Research, vol. 8, No.11, pp 5505 – 5512, 2020 Doi:

10.13189/ujer.2020 081154.

Blended Learning – An Approach in Philippine Basic (https://

www.hrpub.org/download/20201030/USER5419517549.pdf)

Blended Learning effectiveness. International Journal of Educational Technology in

Higher Education 14, Article No. 7 (2017)

Education for Chemical Engineers. 2021 Apr: 35: 116 – 131 Published online 2021 Jan.

30. Doi: 10.1016/j.ece.2021.01.012 (ncbi.nlm.nih.gov/pmc/Articles/PMC7847201/

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APPENDICES

San Miguel National High School

San Miguel, Leyte

Senior High School

PERCEPTION OF HIGH SCHOOL STUDENTS ABOUT BLENDED LEARNING

Name(optional): ___________________ Block/Strand:

________________

_____________

Age: _______ Gender: ________

Direction: Answer the following questions.

Questions Answers

1. How do you feel about distance

learning?

2. How helpful are your teachers while

studying online?

3. How much time do you spend each day

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on an average on distance education?

4. How does online learning help you with

your studies?

5. How does modular learning help you

with your studies?

6. Do you become frustrated in learning

amidst this new learning modalities?

7. What device do you use for distance

learning?

8. Describe your learning environment at

home.

9. Describe the internet connectivity in

your place.

10. How important is face-to-face

communication for you while learning

remotely?
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ACKNOWLEDGEMENTS

The researchers would like to acknowledge the Grade 10 Leo students of San Miguel

National High School for participating of the Researchers study. It helped to gathered the

needed data to be used in finding of the result, summary, conclusion, and

recommendation.

Secondly, our teacher Mrs. Maria Agnes Adizas for the guidance and support throughout

the research process.

And lastly our co-researcher who played a role in making this successful research paper.

Thank you all for unwavering support.