TITLE: HYBRID LEARNING MODELS AND STRUCTURES AS PRECURSORS TO

THE MANAGEMENT OF KEY STAGE 3 TEACHING AND LEARNING IN A

SCHOOLS DIVISION

CHAPTER 2:

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents and elaborates the literatures and studies related to this study. It

takes into account related reading materials from books, internet, journals, magazines, abstracts

both published and unpublished materials to come up with the objectives of the present study.

Selection Criteria for Related Literature and Studies

The parameters for this research were determined after examining and referring to other

pertinent literature and studies. To ensure that the sources were connected, dependable, and

credible, the following criteria were used: scope, purpose, availability, correctness, and

appropriateness, as well as relevancy. This literature review took a thematic approach, which was

helpful in organizing the researcher's thoughts and presenting concepts on a bigger to smaller

scale, as well as addressing the study's difficulties and concerns.

The researcher searched through a number of papers and publications in order to compile

relevant and useful material that is virtually identical to and aligned with the researcher's topic.

Fortunately, there were enough sources and references to draw from to provide considerable

information and sources to lead the researcher in the right direction. The proponent of the study

deemed helpful in attaining an in-depth discussion of the research problem. Likewise, the

researcher believes that the previous related literatures and studies would give her insights on

how to interpret the results of the current investigation.

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Hybrid Learning in Education

Hybrid Learning has been defined as an educational model where some students attend

class in-person, while others join the class virtually from home. Educators teach remote and in-

person students at the same time using tools like video conferencing hardware and software.

Schools have developed teaching techniques that differ from the traditional classroom setting as

a result of the advancement of educational technology. On a worldwide basis, distance learning

is being employed, and many educational institutions are beginning to use hybrid learning

methods. Hybrid learning, on the other hand, entails more than just dumping half of your

curriculum into a virtual classroom. Instead, it's a method of integrating the finest aspects of

face-to-face and online learning to create the ultimate learning experience. Teachers serve as

facilitators by aiding students when needed, as well as educators by giving additional lessons in

accordance with the students' online courses. Hybrid learning, according to Halverson, Graham,

Spring, and Drysdale (2012), is "a broad and developing field of design and research that blends

face-to-face and online modalities."

In terms of lifelong learning incorporation and/or setting of learning, Qi and Tian (2011)

stated that hybrid learning has four properties, including (1) a mix of collective and individual

learning, (2) a mix of synchronous and asynchronous learning, (3) a mix of self-paced and

group-paced learning, and (4) a mix of formal and non-formal learning. According to Nguyen

(2011), hybrid learning is a mix of collective and individual learning brought about by the

collective intelligence of multi-agent systems in a collaborative setting that collaborates with the

learner, as well as the method, strategies, and channels used for processing and communicating

the instructions. Hybrid learning uses a unique time management approach to deliver
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instructional approaches, such as (a) synchronous learning, which is similar to an online

classroom and can be taught one-on-one or one-to-many, or (b) asynchronous learning, which is

an ideal platform for distance learning approaches (Wang, Fong, & Zhang,

2009). "Asynchronous online discussion was reportedly useful for encouraging in-depth, more

thoughtful discussion; communicating with temporally diverse students; holding ongoing

discussions where archiving is required; and allowing all students to respond to a topic according

to Branon and Essex (2001).

(As cited on Johnson, 2005, p. 46). In terms of learning pace, hybrid learning allows for

self-paced learning through the use of rich media materials available on the internet, as well as

collaborative group learning through synchronized or face-to-face settings (Stanford-Smith,

Chiozza, & Edin, 2002). Hybrid learning replaces the traditional start-to-finish approach to

education with the concept of lifelong learning, which can be pursued at any time over a person's

life span, but courses must be completed through the learning system.

Spencer, (2020) also introduced his five ways to structure hybrid learning. First is the

Differentiated Model, in this model, every student takes class at the same time, simultaneously.

You, on the other hand, provide differentiated activities for kids who are at home and in class.

Using both synchronous and asynchronous communication technologies for students at home

and in person works effectively. Second is the Multi-Track Model, this second approach

considers each group as though it were a separate cohort inside the broader class. While students

may be learning the same topics and working toward the same goals, they effectively function as

distinct classrooms. Students choose whether to take the virtual track (synchronous remote

learning), the online track (asynchronous remote learning), or the face-to-face track at the start of
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the course. The virtual and in-person lessons are run at the same time by the teacher. In the

meanwhile, students can access the online lessons whenever they choose. The third one is the

Split A.B Model, the last two models are most effective when half of the pupils must remain at

home at all times. This is true in degree courses with students who live far away, as well as

during the quarantine with families who do not want to send their children to a real classroom.

However, you may have all students opting in to face-to-face learning in some situations, but you

must maintain social distance. This is where the Split A/B model shines. While the fourth one is

the Virtual Accommodation Model, there are times when the teacher have a small group of

students who need to work remotely while the rest of the class learns in person. In these

circumstances, a virtual accommodation model is the ideal option. Teachers can deliver the same

lesson as usual, but with the addition of one student volunteering to utilize video chat and a

single computer to allow students to participate. During direct teaching, this individual can sit

close the teacher. You may still make a flipped video that students can see at home. And the last

one is the Independent Project Model, Occasionally, a teacher's in-person activity may not

correspond to what pupils can accomplish at home. It might be a maker project or a particular

lab. Teachers may be required to do an individual assignment in these rare instances. Students

can study the same standards and focus on the same learning objectives as their classmates, but

they do so in a unique way.

Furthermore, the advancement of information technology has aided the establishment of a

variety of innovative learning models in the field of education, particularly in learning systems

that have transformed traditional learning systems into modern learning systems based on

information and communication technology. One of these is computer media, which has led to
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the development of e-learning. Most educational institutions make extensive use of e-learning to

aid in the learning process (Heru Suhartanto, 2009). Many believe that e-learning should not be

used to replace the entire learning process, but rather to supplement it. Especially the system's

capacity to offer access to the learning process regardless of time or location. This is supported

by Lohr and Suhartanto's belief (Heru Suhartanto, 2009) that online studies can be superior than

traditional model studies in terms of improving students' abilities, particularly those from poor

schools. Interaction and communication in the classroom may be formed utilizing Edmodo

online learning media, just as they are in traditional classrooms, where each student can freely

speak and share with teachers and classmates to respond to the content provided (Putranti, 2013).

Home school organizers and participants will be able to increase the quality, efficiency,

and efficacy of their learning through online learning (Yudie Irawan, Nanik Susanti, 2015).

According to some of the findings of these research, online learning can aid in the learning

process and facilitate the sharing of learning resources. However, in fact, the average capacity to

use information and communication technology in mathematics learning is still weak, making it

difficult to engage with technology in both material search and processing activities. Some

teachers have attempted to improve curriculum and learning through the use of the internet,

although this is still limited and individual. As a result, there are gaps and an unequal distribution

of learning quality between pupils. Furthermore, the following are the shortcomings of using the

internet in education thus far: 1) lack of interaction between the teacher and students, or even

between students themselves; 2) tendency to ignore academic aspects; 3) learning process that

tends to lead to training; 4) changing role of the teacher; 5) students with low learning motivation

tend to fail (Zulkifli Nelson, Musa Thahir, 2016).

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Given the aforementioned phenomena, maximizing the use of technology in the learning

process would undoubtedly aid students in better comprehending mathematical subject matter. It

is also capable of providing measures for pupils to prepare for the industrial age. Hybrid

Learning is a learning approach that develops and mixes face-to-face and online learning. Hybrid

learning is a teaching method that incorporates both face-to-face (F2F) and computer-mediated

training (R. Ferdig, 2012). As more instructors, like Tim, create online settings for their students,

hybrid learning approaches are becoming more popular. Although this approach is new, its

objective is similar to that of past educational innovations: "to assist instructors in doing what

they seek to do every day—deeply understand and allow each student they deal with to attain the

greatest levels of educational mastery" (A. Powell, B. Rabbitt, 2014). Hybrid learning, on the

other hand, has the potential to be a transformational experience in which new forms of

education encourage instructors to explore the best methods to educate pupils, according to

experts. Much of the power in hybrid learning comes from modification or manipulation of time,

space, and place (W. Ian O’Byrne & Kristine E. Pytash, 2015). Hybrid in learning can be

interpreted as a combination of several methods / models / approaches to learning to achieve the

same learning objectives (Yoni Sunaryo, Ida Nuraida, 2018).

The concept of learning, at least has become an interesting study material and shows

better results compared to other methods. For example, the results of research conducted by

(Putri Milanda Bainamus & Abdullah, 2017) that there is a significant effect of hybrid learning

models on the mathematics communication of junior high school students. Meanwhile, research

(M. Asyrofi, 2016) states that the quality of Hybrid Learning based on constructivism in the

category is good, the mathematical representation ability of the experimental class students is
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better than the control class. Furthermore, blended learning class learning results are better than

regular classrooms (Anwar Mutaqin, Indiana Marethi, 2016). In addition, students in blended

learning classrooms are more engaged in their work than students in traditional classes. Other

research suggests that Hybrid Learning-based Think-Pair-Share-Write learning has an impact on

meta-cognitive abilities, creative thinking skills, and student cognitive learning outcomes

(Siregar, Ika Yulianti, Herawati Susilo, 2017).

According to some of the findings of these research, hybrid learning is able to give

superior student learning outcomes since students may readily obtain learning material online

rather than searching for content without the guidance of a teacher. Hybrid learning does not just

happen; it takes careful evaluation of the learning objectives, the subject, and the selection and

determination of which activities are appropriate for traditional learning and which activities are

appropriate for online learning. Based on the background above, this article aims to describe

student activities during the implementation of hybrid learning in mathematics learning and find

out the results of student mathematics learning through the application of Hybrid Learning.

Key Stage 3 in Education

Key Stage 3 education (KS3) compromises of children of all abilities from the ages of

11-14 with in year groups 7 to 9. Schools have numerous duties, including lowering social

obstacles to inclusion and providing opportunity for all students, with the goal of everyone

reaching their full potential in learning and life. Schools must account for all needs and abilities

since mainstream education is an inclusive environment. Schools have a duty to enhance access

to the curriculum, make physical changes to encourage participation in education, and provide

information in suitable forms for students with disabilities. If there are substantial disparities in
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the learning requirements of the children enrolled in school, the school must modify the

curriculum accordingly. To address the requirements of each student, curricular flexibility is

critical (Welsh Assembly Government, 2008).

The spectrum provides teachers with a variety of alternatives for accommodating

students' various learning styles and meeting the learning objectives of a class. The preceding

table depicts the spectrum's variety of styles and examines the suitable teaching/learning style,

which would then be matched to a lesson's learning goals (outcomes) (Mosston & Ashworth,

2016). Style K - Teaching style was added to the spectrum in 2020 to allow students to take full

responsibility for their own learning and growth while focusing on independence (Mosston &

Ashworth, 2016).

Cheminais (2013) emphasizes the need of inclusiveness in education. Cheminais (2013)

summarizes the idea of inclusion by stating that it is concerned with any school's capacity to be

accessible and meet an individual's requirements, as well as providing good pupil management

methods. Cheminais (2013) builds on this concept by emphasizing the ongoing need to minimize

the number of children taught in segregated special education. As a result, planned staff

development programs must be implemented, which will extend and reach out to assist and lead

all mainstream schools. At the time, a monitoring system was put in place with the goal of

evaluating the broader effect of inclusive education as well as the achievement and growth of all

students (Cheminais, 2013).

Gough (2019) examines inclusive practice in the classroom and the importance of a sense

of encouragement and equality among students in various educational contexts. This motivates

instructors to provide equal opportunity for all students of varying abilities to attain a sense of
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accomplishment and success. Gough (2019) expands on this idea by arguing that when a teacher

assigns different activities to special needs students, they should always be considered

individually, with each job being challenging and doable for them. It is critical for all students,

but especially for those with special needs, that their feeling of success is realistic while yet

challenging them appropriately.

The Centre for the Study of Inclusive Education (CSIE, 2016) extends Gough’s (2019)

ideas by defining inclusive education as a philosophy of education that promotes the education of

all pupils in mainstream schools. CSIE (2016) furthers this more by drawing the attention to the

studies of inclusive education articulated through the principles of philosophy. NASUWT (2015)

also emphasizes the significance of customized learning, which is gaining traction as a way to

address the problem of guaranteeing beneficial results for individuals while teaching in group

settings. This demonstrates that perseverance in attempting to establish a learning environment

for all students has the equity and human rights that are required to reach all students.

Each student may express themselves as individuals and reach their full potential via

inclusive practice. "There is no such thing as a normal student," writes McHugh (2017, p.197).

The concept of a "normal student" emphasizes the idea that everyone is unique and should be

treated equally (McHugh, 2017). Teachers should provide students the freedom to express

themselves as unique people.

There has been a lot of debate regarding inclusive education and its benefits and

drawbacks. However, there have been certain drawbacks to having inclusive schools. Evans and

Lunt (2014) address the perceived drawbacks of inclusive schools, focusing on the provision of a

specialized service for each individual with extra learning needs in a specialist school rather than
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a mixed ability inclusive school. They argue that if students did not have access to a specialized

setting, they would not be able to get the most out of their educational experience. Evans & Lunt

(2014) expand on this issue by emphasizing the advantage that specialized instructors have in

terms of awareness and expertise over teachers in a traditional non-inclusive education

environment. These comments provided by Evans and Lunt (2014) show both good and bad

elements; nevertheless, each individual pupil's knowledge is continually improved and

strengthened as they get a better understanding of their unique learning requirements over time.

The phrase inclusive is frequently confused with other terms having similar meanings. It's

important to note that inclusion isn't the same as functional integration. Pickles (2014) discusses

the concept of functional integration and how it facilitates inclusion but does not accomplish it in

and of itself. Pickles (2014) then coined the phrase "integration." Pickles (2014) thinks that

integration entails non-disabled individuals doing something to handicapped people. The term

'integration' was formerly used to indicate something distinct, but as time has passed and

understandings have broadened, the phrases 'inclusion' and 'inclusive education' have come to

better match current thinking. As continual developments of educational teaching/learning

environments have progressed, specific terminology has been developed to demonstrate

diplomatic and more appropriate language.

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Theoretical Framework

This study is anchored to Managerial Leadership Theory adopted and defined by

Leithwood et al. (1999:14).

Managerial leadership assumes that the focus of leaders ought to be on functions, tasks

and behaviors and that if these functions are carried out competently the work of others in the

organization will be facilitated. Most approaches to managerial leadership also assume that the

behavior of organizational members is largely rational. Authority and influence are allocated to

formal positions in proportion to the status of those positions in the organizational hierarchy.

It is significant to note that this type of leadership does not include the concept of vision,

which is central to most leadership models. Managerial leadership is focused on managing

existing activities successfully rather than visioning a better future for the school. This approach

is very suitable for school leaders working in centralised systems as it prioritises the efficient

implementation of external imperatives, notably those prescribed by higher levels within the

bureaucratic hierarchy.

Bureaucracy, and by implication managerial leadership, is the preferred model for many

education systems, including Apartheid South Africa (Sebakwane, 1997). One example of

managerial leadership is ‘scientific management’ (Taylor, 1911). This dated model still

‘predominates in the writing on education management in South Africa’ (McLennan & Thurlow,

2003:7-9). In a review of other literature, they say that this approach is associated with

‘authoritarian, hierarchical and inaccessible management styles’ and that the principal’s authority
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is perceived to be ‘god-given’ and ‘juridical’. This model can be regarded as the starting point

for the study and practice of educational management, in South Africa, Europe, and North

America.

Despite its association with the previous dispensation, managerial leadership remains

important for 21st century. Achieving functional schools is an essential requirement if learning is

to take place. Effectiveness requires calm and orderly schools and classrooms. Managerial

leadership has certain advantages, notably for bureaucratic systems, but there are difficulties in

applying it too enthusiastically to schools and colleges because of the professional role of

teachers. If principals and educators do not ‘own’ innovations but are simply required to

implement externally imposed changes, they are likely to do so without enthusiasm, leading to

possible failure (Bush, 2003:46).

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Conceptual Framework

The IPO (Input-Process-Output) model provides the general structure and guide for the

direction of the study.

The researcher came up with the conceptual framework wherein the variables of this

study put in the respective place on the IPO model.

INPUT PROCESS OUTPUT

 Hybrid Learning
Models and
Structures utilized
in Key Stage 3
teaching and
learning.
Training
 Learning events Development Plan on
given focused and the use of Hybrid
defocused in the  Validating the
Learning Models and
employed Hybrid accuracy of the
Structures in Key
Learning Models information;
Stage 3 teaching and
and Structures.
learning
 Transcribing Inter-
management.
 Implications of the views, reading
use of Hybrid through the Data
Learning Models
and Structures to  Generating Codes
the management of New model of Hybrid
and Themes
teaching and Learning in Key Stage
learning. 3 teaching and
 Interpreting the
learning
meaning of the
 Strengths, management.
weaknesses, themes
opportunities, and
threats in the use of
Hybrid Learning
Models and
Structures.
citizenship
behaviors and
outcomes.

Figure 1. Paradigm of the Study

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This presents the conceptual framework showing the variables that will be involved in

this study, the processes that will be undertaken and the proposed outputs focusing on identifying

the Hybrid Learning Model and Structures as precursors to the management of key Stage 3

learning and teaching.

The INPUT box contains the assessment of the school heads with regards to the Hybrid

Learning Models and Structures utilized in Key Stage 3 teaching and learning.

An arrow pointing to the right presents the PROCESS of study, which includes data

gathering, validating the accuracy of the information, collection of data, organization, and

analysis. The data that will be gathered results from the assessments of the respondents

concerning the Hybrid Learning Models and Structures utilized in Key Stage 3 teaching and

learning.

The OUTPUT box presents the final output of this research which is to develop a

Training Development Plan and create a new model of Hybrid Learning for Key Stage 3

teaching and learning management.

Based on the ideas and concepts from the aforementioned related sources, the study

adopted the paradigm, which served as the foundation and guide of the research investigation.
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Chapter III

METHODOLOGY

This chapter presents the locale of the study, research design, population and sampling,

instrumentation, data gathering procedures and statistical treatment employed to analyze

collected data.

Research Design

This study will make use of Qualitative-Descriptive Research Design. Qualitative

research design is also known for being insightful or exploratory and is likewise used to dissect

an issue top to bottom and foster speculations or theories. It is additionally used to comprehend

hidden causes, conclusions, inspirations driving something and to find patterns in suppositions

and contemplations. This is viewed as an abstract methodology since this contains perceptions

and portrayals rather than absolutely measurable information (Hasa, 2017). Meanwhile, a

descriptive study attempts to systematically describe a situation, problem, phenomenon, service

or program, or provides information about, say, the living conditions of a community, or

describes attitudes towards an issue (Kumar, 2011).

Research Locale

This research aims to identify the Hybrid Learning Model and Structures as precursors to

the management of key Stage 3 learning and teaching. This research is limited to appraising the

participation of the School Heads in the Schools Divisions of Laguna in order to develop a
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Training Development Plan and create a new model of Hybrid Learning for Key Stage 3

teaching and learning management.

The Division of Laguna is considered as one of the four very large schools divisions in

the Philippines. DepEd Quezon encompassing of 953 schools; 771 Elementary and 182

Secondary Schools. 166 out of 182 are offering Senior High School Program. These schools are

distributed in four congressional districts of Quezon. Quezon Province is composed of 1,543

barangays.

Participants

This research is limited to appraising the participation of the School Heads in the Schools

Divisions of Laguna.

In selecting the population for this study, the researcher will utilize purposive sampling.

According to Foley, (2018) “purposive sampling is also known as judgmental, selective, or

subjective sampling in which researchers rely on their own judgment when choosing members of

the population to participate in their study.”

Research Instrument

Interview will be employed as an instrument in collecting primary data. The interview

guide will be framed by the researcher to elicit information that answered the objectives of the

study. The researcher will constantly consult his/her adviser for the refinement of the research

instrument before it undergoes pilot testing and administering it.

Data Gathering Procedures

The researcher will use a systematic procedure of conduct of the data collection.

Permission will be asked from higher school authorities such as department head and school
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principal through a letter of requests prior to the actual conduct of the study. The researcher will

also inform the participants regarding the conduct of this study and the importance of their

participation. Once the letter of requests is approved, the conduct of data collection will start.

To ensure ethical conduct of the study, necessary consent and permit is secured by the

researcher from the key informants. Furthermore, the researcher assured that the data gathered

was used for this research’s purpose only. Utmost confidentiality was observed in the conduct of

this research. Also, the individual identity of the key informants, as well as their provided

responses was kept secret.

Data Analysis

The will focused on the text rather than on numbers which is the most important feature

of the qualitative analysis. The researcher will conduct an online in-depth interview to School

Heads in the Schools Divisions of Quezon

To analyze the text data, the following steps will be follows:

1. Transcribing interviews. All relevant parts of the recorded interview data will be

transcribed from an audio to a text format.

2. Reading through the data. In order to get a general sense of the overall meaning of

the data, all transcribed interviews will be read through.

3. Generating codes and themes. Coding is then labeled with terms that describe the

data on different levels of abstraction. Three such levels have been defined in the course

of this data analysis, namely sub-codes, codes and themes.

4. Interpreting the meaning of the themes. The researcher will interpret the meanings

of the coded data.

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Interview Guide Questionnaire

1. What is the Hybrid Learning Model that your school utilized in Key Stage 3 teaching and

learning?

2. What is the Hybrid Learning structure that your school utilized in Key Stage 3 teaching

and learning?

3. What are the learning events you’ve given focused and defocused in the employed

Hybrid Learning Models and Structures in your school?

4. What are the implications of using Hybrid Learning Models and Structures to the

management of teaching and learning in your school?

5. What are the strengths that you’ve observed in utilizing Hybrid Learning Models and

Structures that you employed in your school?

6. What are the weaknesses that you’ve observed in utilizing Hybrid Learning Models and

Structures that you employed in your school?

7. What are the opportunities that you’ve seen in utilizing Hybrid Learning Models and

Structures that you employed in your school?

8. What are the threats that you’ve seen in utilizing Hybrid Learning Models and Structures

that you employed in your school?

9. What is your recommendation in terms of creating a Training Development Plan on the

use of Hybrid Learning Models and Structures in Key Stage 3 teaching and learning

management?