CHAPTER I

THE PROBLEM AND ITS SETTING

Background Study

The COVID‐19 outbreak paralyzed the whole world. The direct and indirect effects of the
pandemic range from worse individuals’ health to financial defeat on both personal and societal
levels. Children and youths have a lower likelihood of becoming infected, yet they have been
affected by extreme and sustained shifts toward social and educational distancing.
The COVID-19 pandemic has changed the normal lives of people globally. In the
Philippines, education is a public state function, therefore it must continue. It has been stipulated
under Article XIV, Section 1 of the Philippine Constitution that the State shall protect the rights
of all citizens to quality education at all levels and shall take appropriate steps to make such
education accessible to all.
Likewise, prior to the 1987 Constitution, Section 2 of Batas Pambansang Bilang 232,
otherwise known as the Education Act of 1982 states that it is the policy of the State to establish
and maintain a complete, adequate and integrated system of education relevant to the goals of
national government; towards this end, the government shall ensure within the context of a free
and democratic system, maximum contribution of the state.
According to Briones (2020) education must continue and the Department of Education is
doing its part to find alternative ways to deliver education in this time of pandemic. The
Department of Education (DepEd) is addressing these challenges through the Learning
Continuity Plan (LCP), which will be in effect by the time of School Year 2020-2021. It is the
major response and commitment in ensuring the health, safety, and well-being of parents,
learners, teachers, and personnel in the time of pandemic while finding ways for education to
continue amidst the crisis for the upcoming school year.
The traditional classroom or face to face classes is when the instructor and students of a
nonprofit educational institution and the teaching and learning take place at the same time. It is
an instructional methods were course content and learning material are taught in person to a
student.
Blended learning is an approach to learning that combines modular and online learning
experience. Ideally, each will complement the other by using its particular strength.
 Due to Covid-19 Pandemic, all student are under blended learning. They find the
traditional classroom modality restrictive, inflexible and impractical. In this age of technological
advancement, schools can now provide effective classrooms teaching via Web. The overarching
purpose of this research was to determine which teaching method prove more effective. In
addition, we also examined score variabilities between genders and classification to determine if
teaching modality had a greater impact in specific group. No significant difference in student’s
performance between blended learning and face to face learners overall, with respect to gender,
or with respect to class rank were found.

Statement of the Problems

The purpose of this quantitative research that encompassed was to compare student
outcomes (measured as final grades) of students in online/modular and face to face class.
The study controlled for prior knowledge and aptitude by adjusting the student outcomes
by the students’ incoming grades. Student age and gender were also used in measuring the
dependent variable final grades.

Research Questions

The following questions were used to guide the quantitative research

1. Is there a significant difference in student’s grades between a face-to-face method of
instruction and an online/modular?

2. Is there a significant difference in student’s grades between males and females?

3. Is there a significant difference in student’s grades in face-to-face classes between males and
females?

4. What are the implications of this study?

Research Objectives

The objective of this study is to compare the performance of students during blended
learning and face to face class. The researcher aim is to determine which modality of learning is
beneficial for the student. The study focused on the semestral grades of HUMSS 12 students in
SECNCI. Likewise, the number of enrollees and its gender and students’ performances.
Conceptual Framework

INPUT OUTPUT

• Is there any significant

differences in HUMSS 12
student's performance in
online/modular and face to
face class?
• Does the way of class
affects the number of Flyers and tarpaulins about
enrolled? the significant differences
PROCESS
• Is there any differences of student's performances
between male and female in blended learning and
HUMSS student's face to face class
performance?
PROCESS

Survey

Research
Design

FIGURE 1 : CONCEPTUAL FRAMEWORK

Significance of the Study

This study determined whether or not there was significant difference in learning
outcomes (measured as final grade) of students in a blended learning versus the face-to-face
format of instruction.The following will benefit the study:
Learners. The result of the study will be beneficial to the learner because it will let them to
know if there is a differences between face and new normal blended learning. Having the result
of this study known by their parent’s education will continue in time of pandemic like this.

Teachers. The result of this study will be a useful data for the teacher to realize that they need to
give some consideration for students because it is not easy having a online/modular class.

Parents. Having the result of this study parents would realize that it is not the easy to remain the
student’s grades in this time of pandemic. Initiative and support always come first to parents.
This study will serve as their guide for whatever decision they would have for their children.

School Heads. As school managers, school heads can create consideration plans or programs to
convince teachers and students to not being depressed about modules. And some ways for
students to easily understand the topic.

DepEd. Seeing the result, the Department of Education may create policies and guidelines for
students and teachers specially in giving a deadline for some projects and outputs. Programs can
be Created and Cascaded in the Region down to the school level to achieve its program.

Future Researchers. As a future researcher, they will have an eye view of the difference
between face to face blended learning. This will be an opener for them for the challenges and
tasks that await them in the field of teaching.

Scope and Limitations of the Study

 This study focused to examine the significant differences of student’s performance
between face to face and online/modular class. The study will be conducted in March 2021 in the
STA. ELENA ( CAM. NORTE ) COLLEGE INC. Before the outrage of COVID-19, most
number of HUMSS 12 students were already enrolled in the SECNCI. The researchers will
conduct a survey for the HUMSS 12 students of SECNCI if their increases of decrease when
online class begun, and how COVID-19 affects the quality of learning of students. Wherein the
enrolled HUMSS students are 40; male 18, female 22
The researchers believed that the present situation have big impact in their performances.
By the fact that this research could be the way to be inform the school that could affect the
performance of the students and the school.

Definition of Terms

To ensure the meaning and understanding of the terms used in this study, the following definitions are
provided.

Face-to-Face learning. In class real-time traditional learning through lecture and hands-on
laboratory. Students are expected to attend class and attendance sheets are tallied to ensure
compliance. As defined in Merriam Webster it is within each other’s sight or presence.

New Normal. Means a new way of living. The new normal is the current way of living of the
people today not only in the Country but in the whole world. As defined in Oxford Dictionary it
is a previously unfamiliar situation that has become standard, usual, or expected.

Blended learning. Asynchronous learning through the use of software platforms that provide
course content with videos, articles, text readings, and online homework software. No real-time
seminars or conferences used unless a student requests an individual face-to-face meeting. The
learning modules are just delivered to the students’ house and let them to make an own
understanding. As defined in Cambridge English Dictionary, it is a way of learning that
combines traditional classroom lesson with lesson that use computer technology and may given
over the internet.
Class Performance. It includes class participation, individual written work on paper and exam,
and group activities such as project and presentation. As defined in BallotPedia, it is the
measurement of student achievement across various academic subjects.

Online learning. It is education that takes place over the internet. As defined in Oxford
Dictionary, it is a system of learning that uses electronic media, typically over the internet.

Modular learning. It is a form of distance learning that uses self-learning modules. As defined
in Collins English Dictionary, means relating to the teaching of courses in units called modules.
 CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and studies to be used as guide in conducting the
research study. These were delineated as relevant findings of studies. The relevance of these
materials to the significant findings were given due introspections.

Quality Of Assurance

Peterson and Palmer (2011) emphasized the lack of educator’s technology competence
and confidence leads to a lack of integration and teaching technology. Technology is an
important aspect of learning for both online and face-to-face instruction. Inadequate preparation
in developing content has significant implications for any method of delivery.
The same with the idea of this study there is a possibility that student and instructors will
have their problem due to lack of gadgets and internet. In that case instructor and student will
have a conflict in performing and doing their activities.

Grinder (2014) looked at 24-hour access to a learning tool that enhances traditional
classes at the same university. Students with access to this online software performed
significantly better than students who did not have access to it. Use of round the clock web-based
software with tutorials is a primary driver of student success when using blended learning or
online method of instruction.
The capability to link student, web-based software tutorials, and instructor is a powerful
continuous learning technique that is revolutionizing instruction. Online interactive resources are
excellent learning enhancements and offer flexibility for study and reinforcement of on-demand
learning. This study aims to find the effective content in any method of instruction. Use of web-
based software technology in both online and face-to-face sections is essential to control
variation and ensure reliable results.

Learning Styles by Gender

 McCabe (2014) discovered men desired to learn in an abstract manner; whereas, females
preferred an experimental approach. Females with higher instrumental traits, defined as
“traditional male characteristics” such as dominance, competitiveness, and self-confidence,
preferred experimental approaches. However, for men with higher instrumental traits, there was
preference between experimental or abstract approach to learning. Males with higher expressive
traits, defined as “traditional female characteristics” such as being emotive and talkative,
preferred concrete or experimental approaches over abstract ideas. This could indicate that while
most males preferred abstract approaches to learning and females more concrete or experimental
approaches to learning, a greater determinant in the preferred learning style were the traits
students displayed rather than their actual gender.
The assumption of the researcher is that female is the one who are dominant in the both
blended and face to face learning.
Aliakbari and Mahjub (2010) found that females tended to take action quicker and males
were more contemplative in developing a solution. Females were more likely to be adventurous
and consider risk-on activities because females were more intuitive than analytical. Males
identified themselves as more comfortable with facts and figures and more logical in thought
process than risk takers. Males preferred more methodical and analytical work compared to
females, indicating a less structured online course appealed to females supported by research that
more females selected an online course instructional method.
In contrast, the researchers see that female are the one who have more methodical and
analytical work compared to male.

Face-to-Face is More Effective

Walstrom (2014) revealed students in the traditional course were more satisfied with the
course than online students, but this was not statistically significant. Students in the online course
perceived the exams were more appropriate to the course. The author noted there was a much
lower response to the surveys for the online course and might indicate that the more extreme
satisfied or dissatisfied students responded. According to Walstrom (2014), students believed the
most effective online course had all material online at the start of the semester.
 The researcher agrees with the literature because researcher’s assumption is that face to
face classes is more effective than blended. Because in this method lessons can be explained by
the teachers and the students can also express their ideas.

Hall and Villareal (2015) found that in face to face in class session, educator should stress
active participation and provide plenty of opportunities for students to interact and collaborate
with their fellow peers and educator whereas specific and timely feedback as well as
individualized responses to online assignment are of primary importance in the online
environment. The researchers agree with the argument of Hall and Villareal, students should
have an active participation to the activities within the school.

Ryan et al. (2016) asserted that student learning in online and blended courses appears
not to rise from the technology alone but from the combined influence of implementation,
context, and learner characteristics as these factors interact with technology. The researchers
strongly agrees on this matter. Ryan et al (2016) arguments supports the idea of this study and
strengthen the idea of the study.

Salcedo (2010) traditional classroom teaching provides real time face to face instruction
and sparks innovative question. While according to Kemp and Grieve (2014), online teaching
will probably include, enhancing classroom dynamics and bringing students face to face with
their instructor and peers. Researchers agree with the idea of Salcedo because traditional learning
brings knowledge with full level of education that being provides by instructors.