BLENDED LEARNING AND MATHEMATICS PERFORMANCE OF ILOILO

SCIENCE AND TECHNOLOGY UNIVERSITY GRADE 10

LABORATORY SCHOOL

A Thesis
Presented to the
Faculty of the College of Education
Iloilo Science and Technology University
La Paz, Iloilo City

In partial fulfillment to the requirements for the degree

Bachelor of Secondary Education Major in Mathematics

Mary Therese Joy A. Baldoza

Grazell Jane M. Lavilla
Joselle Mae S. Sebuan
Rixen Joy C. Ybañez
June 2021
 ii

BLENDED LEARNING AND MATHEMATICS PERFORMANCE OF ILOILO

SCIENCE AND TECHNOLOGY UNIVERSITY GRADE 10
LABORATORY SCHOOL

A Thesis
Presented to the
Faculty of the College of Education
Iloilo Science and Technology University
La Paz, Iloilo City

In partial fulfillment to the requirements for the degree

Bachelor of Secondary Education Major in Mathematics

Mary Therese Joy A. Baldoza

Grazell Jane M. Lavilla
Joselle Mae S. Sebuan
Rixen Joy C. Ybañez
June 2021
 ii

APPROVAL SHEET

This study is entitled, Blended Learning and Mathematics Performance of Iloilo Science
and Technology University Grade 10 Laboratory School, prepared and submitted by Joselle
Mae S. Sebuan, Rixen Joy C. Ybañez, Grazell Jane M. Lavilla, and Mary Therese Joy A.
Baldoza, in partial fulfillment of the requirements to the course SED 2 Math (Research in
Mathematics 2) is hereby approved.

MELBA O. JAMON, Ph.D.

Research Adviser

Passed the final defense and recommended for approval by the Panel of Examiners on
June 21, 2021

PANEL OF EXAMINERS

ENGR. NACI JOHN C. TRANCE GRACELDA G. BERMEJO, Ed. D.

Member Member

PROF. RICKY A. QUIBINGCO

Chairperson/Subject Professor

Accepted and approved in partial fulfillment of the requirements in the degree

Bachelor of Secondary Education Major in Mathematics

JOHN ERIC V. JUANEZA, Ed. D

Dean, College of Education
 iii

ACKNOWLWEDGMENT

The researchers are very thankful for having such a good adviser like her. The

researchers hereby express their gratitude and lifetime appreciation to those who

contributed their help to finish this study. Above all things, the researchers gratefully

acknowledge the help of the Almighty God for the guidance and for giving them

knowledge, wisdom and skills.

In addition, the researchers would like to extend their gratitude to the following

persons who motivated and supported through the completion of this study;

Mr. Ricky A. Quibingco, Research Professor, for the advices, support, patience

and for sharing his knowledge and wisdom;

Dr. Melba O. Jamon, Research Adviser, for the assistance, support, sharing his

expertise and patiently guiding the researchers throughout their study;

Members of the panel, Dr. Gracelda G. Bermejo and Engr. Naci John C. Trance,
for their ideas, suggestion and for sharing their time in checking the document.
To the validators, Dr. Catherine A. Yap, Prof. Doly Joy C. Celindro, and Dr.
Maria Teresa C. Carbon for their knowledge, time, and effort in ensuring that the
instruments are truly matched with the objectives.
Mr. John Lorence D. Camacho, OIC principal of ISATU Laboratory School, for
allowing the researchers to conduct their study.
Gratitude is also expressed to the researchers’ friends and classmates especially to

their family for the prayers, endless moral and financial support and for being the

inspiration throughout the duration of the research and finally,

Grade 10 Laboratory School students who served as the respondents of the study,

for their availability and cooperative response to all the questions solicited in this study.
 iv

DEDICATION

This study is dedicated to our family who have been our source of inspiration

and continually provide physical, moral, spiritual and financial support.

To our friends and teachers who shared their words of

advice and supported us throughout the process.

And above all, to the Almighty God for

giving us strength, wisdom,

protection, skills and

healthy life.
 v

ABSTRACT

BLENDED LEARNING AND MATHEMATICS PERFORMANCE OF ILOILO

SCIENCE ANDTECHNOLOGY UNIVERSITY GRADE 10 LABORATORY
SCHOOL
Joselle Mae S. Sebuan, Rixen Joy C. Ybañez, Grazell Jane M. Lavilla,
Mary Therese Joy A. Baldoza,

This descriptive research aimed to determine the effectiveness of Blended Learning and
Mathematics Performance of Grade 10 Laboratory School students of Iloilo Science and
Technology University. The respondents of this study were 47 or 52.22% of the Grade 10
students of the Laboratory School of Iloilo Science and Technology University School
Year 2021-2022. The data gathering instrument used in this study was the checklist of the
different types of blended through Google Form. Mathematics performance was based
from the second quarter grade in Mathematics. The statistical tools used were frequency
count, percentage, mean, standard deviation, and Chi-Square set at .05 level of
significance. The findings revealed that the most preferred learning approach, as a whole
and when grouped according to sex and monthly family income of the Grade 10 students,
was face to face learning + online distance. Grade 10 students at ISAT U Laboratory
School had an outstanding Mathematics performance as whole. And when categorized
according to sex and family income, students’ Mathematics performance among groups
had an outstanding result. A significant difference existed in the variable sex and
economic status; and the significant results are grades and types of blended learning
revealed that there is a significant relationship between students’ mathematics
performance and blended learning approach of Grade 10 ISAT U Laboratory School
Student. The researcher conclude that the Grade 10 Laboratory students of ISAT U prefer
face to face learning with E - learning approach as their Blended learning modality
whereas, student can learn more through physical interaction and with the help of the
electronic devices. The researcher recommend that the student and teacher can work
together to have a harmonious interaction wherein parents will guide their children to be
motivated to do well in class. Due to the pandemic, DEPED made a way to continue
 vi

education to students through online and modular learning in which the students can still
learn and be knowledgeable. Blended learning helps students be independent and to learn
with little supervision from parents and teachers. And students that go through online
classes can meet their teacher through different platforms with the use of different
electronic devices.
Keywords: Mathematics Performance, Blended Learning.
 vii

TABLE OF CONTENTS
Contents Page

PRELIMINARIES

TITLE PAGE i

APPROVAL SHEET ii

ACKNOWLEDGMENT iii

DEDICATION iv

ABSTRACT v

TABLE OF CONTENTS vii

LIST OF TABLES ix

LIST OF FIGURES ix

Chapter 1 INTRODUCTION

Background of the Study 1

Statement of the Problem 2

Hypothesis 3

Theoretical Framework 3

Conceptual Framework 4

Significance of the Study 4

Definition of Terms 5

Scope and Limitation of the Study 7

Chapter 2 REVIEW OF RELATED LITERATURE

Related Literature 8

Related Studies 16
 viii

Synthesis 18

Chapter 3 METHODOLOGY

Research Design 19

Participants of the Study 19

Setting of the study 19

Data Gathering Instrument 20

Validation of instruments 20

Data Gathering Procedure 21

Data Analysis Procedure 21

Chapter 4 PRESENTATION, ANALYSIS, AND

INTERPRETATION OF DATA

Results and Discussion 23

Chapter 5 SUMMARY, CONCLUSION AND

RECOMMENDATIONS

Summary of the Study 29

Summary of Findings 30

Conclusions 30

Recommendations 31

REFERENCES 32

APPENDICES 36

A Communications 37

B Research Instruments 46

C Statistical Computations 51
 ix

D Curriculum Vitae 54

LIST OF TABLES

Table Page

1.1 Blended learning approach preferred by the 23

respondents when group as a whole

1.2 Blended learning approach preferred by the

respondents when group according to sex 24

1.3 Blended learning approach preferred by the

respondents when grouped according to monthly 25

family income

2 Mathematics Performance of the respondents as a 26

whole and when group according to sex and

monthly family income

3 Relationship of Mathematics Performance of 27

Students and blended learning

LIST OF FIGURES Page

Figure 4

1 Paradigm Showing the Identified Variables

 Chapter 1

INTRODUCTION

Background of the Study

Education is essential to students and teachers. The teacher who teaches the lesson

and the student who wants to learn the lesson is a cycle that normally happens inside the

classroom. Teaching is a set of events outside the learners, who are designed to support the

internal process of learning. At the same time, learning is the change brought about by

developing new skills, understanding a scientific law and changing attitudes (Sequeira,

2012). However, this cycle is not being practiced because of the unwanted situation that the

community is experiencing that leads to performing distance learning. The Department of

Education (DepEd) is working hard to transition from traditional "face-to-face learning" or

the traditional learning system to "blended learning" in order to maintain the teaching and

learning process (Uy, 2020).

Blended learning, or hybrid learning, according to Uy and the Department of

Education, is a combination of online distance learning and in-person delivery of printed

materials to learners' homes through barangays for those who do not have internet access and

interactive facilities in the comfort of their homes (2020). The Laboratory School of Iloilo

Science and Technology University (ISAT U) is one of the schools in Iloilo City that uses

this blended learning method. Students at this school can get their materials either online or

through delivery modules.

Teachers are challenged in this kind of set-up where they can be creative in delivering

the lesson, especially since they deal with the learners through distance learning. Different

platforms are being considered to be able to deliver such lessons. This process tests the
 2

mental and physical capabilities of teachers, especially Mathematics teachers, who need to be

patient and be strategic in making their lessons for students to be more interested in learning.

Teachers play an important role in the learning and teaching of mathematics by planning,

designing, providing context, and establishing a learning environment in which students can

understand the materials provided. According to Howard (2017), teaching and learning

online introduces a slew of issues, ranging from the effective evaluation to student

participation control, notably in Mathematics and Statistics courses. As a result, there is a

risk of difficulties while employing this method to give instruction.

This is why the researchers intended to see how blended learning affected the math

achievement of Grade 10 Laboratory School students at Iloilo Science and Technology

University in the first quarter of the 2020-2021 school years

Statement of the Problem

This study aimed to identify the impact of blended learning on the Mathematics

Achievement of Grade 10 students in ISAT U Laboratory School.

Specifically, it sought to answer the following questions:

1. What type of blended learning approach is preferred by the Grade 10 students of

Laboratory School of Iloilo Science and Technology University grouped as a whole and

when grouped according to sex and monthly family income?

2. What is the level of mathematics performance of Grade 10 students of Laboratory School

of Iloilo Science and Technology University in a blended learning environment when taken

as a whole and grouped according to sex and monthly family income?

 3

3. Is there a significant relationship between Mathematics performance and the blended

learning approach of Grade 10 Laboratory School in ISAT U?

Hypothesis

There is no significant relationship between blended learning and the academic performance

of the students of Grade 10 ISAT U Laboratory School.

Theoretical Framework of the Study

This study on the Mathematics performance of students is utilizing Constructivist

Theory (Bruner, 1966). According to Bruner (1966), a theory of education should cover four

important aspects: (1) how to structure a body of knowledge so that the learner can

understand it, (3) the most effective sequences in which to give content, and (4) the nature

and pace of incentives and punishments. He continued, "Excellent knowledge structure

approaches should result in the simplification of information, the generation of new

propositions, and the increased manipulation of information."

The constructivist theory holds that learners are active participants in their learning

process and that knowledge is produced via experiences. As events unfold, each individual

thinks on their experience and integrates new concepts with existing knowledge.

Understanding how students learn requires knowledge of constructivist learning

theory. Constructivism is based on the idea that students actively build knowledge. Student’s

layer (or construct) their new experiences on top of their present understanding base.

Woolfolk (1993) said that "learning is an active mental activity, not passive absorption of

teaching."
 4

Conceptual Framework

This study is guided by the conceptual model as shown in the paradigm.

ANTECEDENT VARIABLE INDEPENDENT VARIABLE DEPENDENTVARIABLE

SEX LEARNERS’
BLENDED LEARNING MATHEMATICS
MONTHLY FAMILY PERFORMANCE
INCOME

Figure 1. The Research Paradigm of the study

The paradigm of the study revealed how blended learning could affect the learners’

Mathematics performance. The independent variable is sets up with blended learning, while

the dependent variable is the Mathematics performance of Grade 10 students of ISAT U

School Year 2019-2020.

Significance of the Study

This study would be undertaken to determine the impact of blended learning on the

Mathematics performance of Grade 10 students of Laboratory School in ISAT U.

Benefiting the study are the various sectors as follows:

Department of Education. The result of the study can help them to identify what

programs implement that could help enhance the performance of the student in the blended

learning process.

Secondary Teachers. This study will be very beneficial to the teachers who are

new to this process where a face-to-face class is prohibited. Through this research, teachers

may discover the impact of blended learning and make some revisions or strategies to deliver

effective education.
 5

Junior High School Students. They are the direct recipients of the study who are

in the process of blended learning. The result of this study will help them understand deeper

the impact of blended learning and may assess them along the way. Any improvement will

benefit them to attain good quality education through this new learning process.

Parents. The research benefits the parents of the children who undergo blended

learning to determine if their children are having difficulties in this set-up. As parents who

enrolled their children, they can be self-assured that their children will acquire quality

education.

Future Researchers. The result of this study can serve as a basis for further study

on the blended learning and mathematical performance of student.

Definition of Terms

To have a better grip of the study, the following terms used are defined conceptually

and operationally.

Blended Learning. Blended learning is a style of learning where students learn

through electronic and online media and traditional face-to-face teaching (Staff, 2020).

In this study, it refers to the learning method used by the Grade 10 students in ISAT

U Laboratory School.

Face-to-face Learning. Face-to-face learning is an instructional method where the

course content and learning material are taught in person to students. This allows for live

interaction between a learner and an instructor (Top Hat 2019).

 6

Face-to-face learning is formally defined as a learning delivery modality in which

both students and teachers are physically present in the classroom and there are chances for

active involvement, instant feedback, and learners' socio-emotional growth.

Mathematics. Mathematics is the science that deals with the logic of shape, quantity

and arrangement (Hom, 2013).

In this study, Mathematics refers to the subject where the researchers use as the basis

to determine the grades of Grade 10 students in order to know their academic performance.

Mathematics Performance. Mathematics Performance measures the Mathematical

literacy of a 15-year-old to formulate, employ and interpret mathematics in various contexts

to describe, predict and explain phenomena, recognizing the role that Mathematics plays in

the world. The mean score is the measure (Pisa n.d).

This study, it refers to the grades of the learners in Mathematics 2nd grading School

Year 2020-2021.

Modular Distance Learning. Individualized instruction is delivered using modular

distance learning, which allows students to employ self-learning modules (SLMs) in print or

digital format/electronic copy, whichever is most appropriate for the student (Malaya, 2020).

In this study, it refers to an instruction that allow learners to use self-learning

modules (SLMs) in print or digital format/electronic copy, depending on the learner's

context, as well as other learning resources such as Learner's Materials, textbooks, activity

sheets, study guides, and other study materials.

Online Distance Learning. Distance learning is a form of education in which students

get taught through online classrooms, video recordings, video conferencing, or any other
 7

audio/visual technology medium. It allows people to acquire an education without physically

being present in a classroom (Education Corner, 2021).

In this study, online distance learning refers to an instruction where the instructor

serves as a facilitator, enlisting learners' active involvement via the use of different

technologies available over the internet. At the same time, they are physically separated

during teaching.

Performance. It is an act of staging or presenting a play, concert or another form of

entertainment (Oxford Languages, 2020).

This study, it refers to the accomplishment of students in Mathematics.

Scope and Limitation of the Study

The purpose of this research is to examine the impact of blended learning on the

mathematics performance of Grade 10 students at ISAT U Laboratory School. Only 96

current Grade 10 Junior High School students from the School Year 2020-2021, 1st quarter

in ISAT U will be included in this study to represent the population. Other than mathematics,

this will not cover any other subjects for Grade 10 students.

The study would be carried out using questionnaires distributed to students as a

survey and reference.

 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

Blended Learning Approach

According to Education Elements (2013), which develop hybrid learning technology,

successful blended learning occurs when technology and teaching information work with

each other, so material become dynamics when it reaches students’ varying learning styles.

In other words, a hybrid classroom on the internet can lead and engage students in a truly

customizable way.

The first person who launched the first distance education course is Sir Isaac Pitman,

where Pitman assembled distance learning as we all know it today (Gaul & Hutagalung,

2020). As Gaul & Hutagalung, Pitman sent shorthand text to his student via mailed postcards

and they are required to send them back to be graded and corrected. Though the mobile

device is still not involved, and would not be invented for roughly a century, effective

feedback and assessment were still an integral part of the process (2020).

With the COVID -19 pandemic came a new definition for blended learning, which refers to a

learning delivery method that blends face-to-face instruction with any or a combination of

online distance learning, modular distant learning, and TV/Radio-based instruction. Blended

learning will allow schools to minimize face-to-face learning, maintain social distance, and

reduce the number of individuals outside the home at any given moment. Production of

necessary teacher and learner learning materials will be prioritized, as well as cooperation

from media institutions such as TV and radio stations (Llego, 2021).

 9

Types of Blended Learning

According to Roisin Donnelly and Marian Fitzmaurice (2005),for academics, the pressure

is increased by increased educational burden, increased reporting requirements, and pressure

to develop and strengthen their research profile. McInnis (2000) still hopes to modify and

innovate their practice by designing and distributing courses and modules. The increase in

size and diversity of students affected the curriculum design process. Biggs (1999) provides

valuable suggestions for designing strategic courses in the context of the growing number of

students. Knight (2002) believes that higher education courses are designed to maximize the

coherence and consistency of the student experience. Barnett et al. (2004) believe that in the

current debate on education and learning in higher education, the curriculum is rarely

considered. However, they believe that this may change in the quality assurance mechanism.

According to Knight (2002), the material on the design work of educators organizing the plan

in higher education is not substantial. The use of self-study modules in teaching is another

form of personal instruction. These are called modular teaching and learning methods (K.

Jaya, 2004). If self-study modules are available for certain topics, they can be assigned to

students as self-study assignments. The scientific attitude refers to the personal visions of

life. Attitude is a stable method condition/method set that responds to any stimulus member

in the same general way. Robert Ebel (1997).

Another alternative to the new normal is modular distance learning. Modular distance

learning has a personalized teaching function, allowing students to use printed or digital/hard

copy self-learning modules (SLM), whichever applies to students. Modular distance learning

students can also use other resources, such as student materials, textbooks, activity sheets,

study guides, and other learning materials.

 10

Teachers need to provide appropriate learning materials. However, students can also

access these materials by downloading electronic copies via computers, tablets or smart

phones (Malaya, 2020).

On the Effectiveness of Online Distance Learning, 4, 444 educators have historically

expressed doubts about the possibility of reproducing results equivalent to traditional face-to-

face teaching through online distance learning, according to Paul VanPortfliet and Michael

Anderson. In a study comparing the results of online courses and hybrid courses,

VanPortfliet and Anderson noted that students in distance education courses are believed to

have lower academic performance and retention rates than students in a traditional

classroom. The explanation for this relative inefficiency can be traced back to the lack of

connection between students, teachers, and peers in the online learning environment. That

said, there is also evidence that many outcome indicators are equivalent. In 2004, Cathy

Cavanaugh et al. performed a meta-analysis of 116 effects measured in 14 distance education

projects delivered on the K12 network between 1999 and 2004. They found that there were

no significant differences in results between virtual and face-to-face schools. A 2015 study

by Heather Kauffmann explored factors that predict student success and satisfaction with

online learning. Kaufman noted that multiple studies have found that the results of online

learning programs are comparable to those of face-to-face programs. VanPortfliet and

Anderson noted that research on blended teaching shows that student results match, or even

exceed, results from other teaching methods. In particular, the academic performance of

students in mixed courses is always higher than that of students in pure online courses. The

ongoing discussions in the literature indicate that it is difficult to draw general conclusions

about the effectiveness of online learning, especially because online learning significantly
 11

constitutes a unique learning model compared to teaching in the real world. Therefore, it may

be better to study some issues more specifically, such as the relative advantages and

challenges of moving to a virtual school, the conditions necessary for it to function properly,

and how students experience this transition.

Traditional learning begins with the teacher's complete control of the students' thoughts

in how the content is taught (Novak, 2003: Lulat, 2005). In other words, the teacher imagines

his students as "blanks" in knowledge, and only through his teaching can these "blanks" are

"filled." Recognized experts such as Dewey (1938) and Robert (2009) emphasize the passive

role of students, which impose a strict interpretation of the phenomenon by teachers.

In addition, concept repetition, memorization, and written examination only use theory as

a tool for evaluating courses (Novak, 2003). In traditional teaching, student’s interests are not

considered, and information is delivered to everyone the same way (Prudence, 2008;

Zeichner, 2002).

In addition, authors such as Marcelo (2013) and Prudence (2008) believe that in the

traditional methodology, the teacher-student relationship is limited to the purpose of teaching

and the syllabus, which turns off the voice of the students. This approach has been criticized

for the way it views students, treating them as empty individuals who need the information

provided by the teacher to obtain the knowledge they need (Freire, 1970).

Effectiveness of Blended Learning Worldwide

According to Al-Hasan (2013)'s research, blended learning may be effective only if

students have the retention and capacity to learn. This situation has the potential to be

beneficial if teachers are also willing to teach students. Blended learning is one of the most

recent ways of instruction. If employed in distant learning, it helps to alleviate the knowledge
 12

explosion problem, the growing demand for education, and the problem of overcrowded

lectures by broadening acceptance support. The overview on blended learning in the four

Asian countries revealed several unresolved issues and challenges. Cultural challenges are

obvious. Ramburuthi and McCormick (2001) observed that Asian students prefer to work

with highly organized materials and engage in self-paced programs, unlike their western

counterparts. Cheng (1998) stated that Asian students tend to keep analysis in their minds

and uncomfortable with exchanging views. According to Henderson (1996), instructional

design approaches need to reflect differing world views, values, ideologies, etc., that act in

the interest of students from different cultures, classes and gender. Protheroe and Turner

(2003) also stressed the importance of culturally-sensitive instruction. Unities in education,

being able to train, educate and rehabilitate.

In SEA countries, the effect of blended learning is still not validated due to further

studies, and technology is not that rampant, and teachers who know more about technology

are increasing in developing countries than those who are already developed. Therefore,

blended learning in SEA countries is still changing its affectivity until now.

Effectiveness of Blended Learning in the Philippines

Blended learning is not new in education; this was used by many countries before the

COVID 19 hit us. We all know that blended learning combines of online and face-to-face

learning, and some means are using television, radio and printed materials. However, because

of the pandemic, some arrangement of blended learning was not applicable. The DepEd used

the scheme for this school year after the temporarily banned face-to-face classes due to

COVID 19 pandemic (Medenilla, S).

 13

Amid of a pandemic, many establishments are forced to close in order to lessen the

spreading of the virus; among them are schools. Although schools are closed, the educational

process continues, according to Sec. In a statement to Philippine President Rodrigo Duterte,

Leonor Briones stated that "there will be no face-to-face classes and sessions until we are

certain of the safety of our students and our teachers." However, Mr. President, we feel that

we can provide learning opportunities to our pupils without requiring them to attend school.

Furthermore, we can do it using a process known as "blended and distant learning."Through

this blended Learning, students and teacher will secure their safety. It is very challenging for

both of them because of the use of online technology. Some teachers, especially the

traditional teachers, find it difficult to adjust to these tools in teaching; they need to acquire

more knowledge on how they will deliver, organize and conduct their lessons.

Students nowadays are well-versed in the use of online technology and gadgets.

According to Dr. Grace Cruz, author of the study 'Filipino youths are the most active Internet

users,' six out of ten young people aged 15 to 24 years old are frequent Internet users, and

more than half have a social network and email accounts. About 78 percent of them have

mobile phones. Through this, teachers can easily access the students in this pandemic, and

for students, through the internet, they can read more articles and textbooks related to their

subject. To those students who do not have internet access, they can have a module where it

was distributed by the teachers so that they can cope with the lessons. According to Duterte,

“the future of this country depends on how we educate our young people nowadays”.
 14

Advantages and Disadvantages of Blended Learning

According to Al Zamur et al. (2013), one of the advantages of blended learning is to help

students develop their computer and internet skills. Students are learning by doing. They also

state that students’ confidence appears reinforced using technology for language learning and

are useful feedback and more opportunities for communication with instructors and peers.

For Kaur (2013), he states that students do not need to be physically present in the classroom

to benefit from the instruction. By pushing a button, students can raise their hands. There is a

list of other pupils in the class who can hear the lecturer talk. Furthermore, the instructor can

send you a virtual microphone so that the entire group can hear you. Over the internet,

information may be shown, and desktops and computer software can be disseminated

(Woodall, 2010).

Besides the advantages, there are also a few disadvantages or challenges in using blended

learning. A study conducted by Siew-Eng et al. (2010) shows that even though learners were

satisfied with the process of blended learning, there are some learners who complained about

the system. One reason is the stability of connectivity, and they frequently could not access

the websites, and which causes inconvenience to them. Anuwar (nd), in his paper, stated that

many challenges need to be overcome to enhance the effectiveness of e-learning.

COVID – 19 Pandemic

Coronavirus disease (COVID-19) is an infectious disease caused by a newly

discovered coronavirus strain. Most people infected with the virus will experience mild to

moderate respiratory illness and recover without special treatment. Older people with

underlying medical problems like cardiovascular disease, diabetes, chronic respiratory

disease, and cancer are more likely to develop serious illnesses. The COVID-19 virus spreads
 15

primarily through droplets of saliva or discharge from the nose when an infected person

coughs or sneezes, so it is important also to practice respiratory etiquette (for example, by

coughing into a flexed elbow) (WHO, 2019).

The COVID-19 epidemic has caused the greatest disruption to education systems in

history, affecting approximately 1.6 billion students in over 190 nations across all

continents. School and other learning space closures have impacted 94 percent of the world's

student population, rising to 99 percent in low and lower-middle-income nations. (UNSDG,

2020) The COVID-19 epidemic has expanded globally, affecting practically all countries

and territories. The epidemic was initially discovered in Wuhan, China, in December 2019.

Countries all throughout the world warned the public to be cautious.

Hand washing, using face masks, physical distancing, and avoiding mass meetings

and assemblies have been among the public care tactics. Lockdown and stay-at-home

techniques have been implemented as the necessary measure to flatten the curve and control

disease spread (Sintema, 2020).Lockdown and social distancing measures due to the

COVID-19 pandemic have closed schools, training institutes, and higher education facilities

in most countries. Transitioning from traditional face-to-face learning to online learning can

be an entirely different experience for both learners and educators. Online learning, distance,

and continuing education have become a panacea for this unprecedented global pandemic,

despite the challenges posed to both educators and learners.

 16

Mathematics Education amidst COVID- 19 Pandemic

According to Mailizar, Almanthari, A., Maulina, S., & Bruce, S. (2020)’s

“Secondary School Mathematics Teachers’ Views on E-learning Implementation Barriers

during the COVID-19 Pandemic: The Case of Indonesia,” 45.5 million school students and

3.1 million teachers in Indonesia are dependent on online teaching and learning due to the

COVID-19 pandemic. The paper examined the views of secondary school mathematics

teachers on E-learning implementation barriers at four barrier levels, namely teacher,

school, curriculum and student. Data was collected through an online questionnaire

involving 159 participants from lower and upper secondary schools in Indonesia. The

findings suggest that the student-level barrier had the highest impact on e-learning use.

In Castro, W. F., Pino-Fan, L. R., Lugo-Armenta, J. G., Toro, J. A., &Retamal, S.

(2020)’s “A Mathematics Education Research Agenda in Latin America Motivated by

Coronavirus Pandemic,” the study argues that the pandemic and its disruption of social

dynamics, including school dynamics, necessitates a review of proposals for education in

situations of confinement. The study shares that it is likely that this pandemic is only the

first circumstance that has highlighted the need to investigate more decisively areas that

have not been previously considered or have been put aside. This document presents the

case of three Latin American countries, Mexico, Colombia, and Chile, about educational

difficulties generated by the Pandemic, and proposes regional research agendas.

For Schacht, F. and Swidan, O.(2021)’s “Teaching Mathematics in a Context of

Lockdown: A Study Focused on Teachers’ Phraseologies,” An empirical analysis suggests

four tasks corresponding to the main challenges that teachers had to face during the time of

lockdown. The study also discusses the values that motivated the teachers to change their
 17

teaching-learning activities. Recommendations and insights from this study are shared, as

well as conclusions of how the time in lockdown affects the mathematics teaching are

drawn.

Learning Mathematics Using Blended Learning

“The Effect of Blended Learning in Mathematics Course” by WLin, Y.-W.,

Tseng, C.-L., & Chiang, P.-J. (2017).With the advent of the digital age, traditional didactic

teaching and online learning have been replaced by "Blended Learning". The purpose of this

study was to explore the influences of blended learning pedagogy on junior high school

student learning achievement and the students' attitudes toward Mathematics. Preliminary

results indicated that male students and high-ability students were more motivated in the

blended learning environment. Students gave positive feedback on the use of the Moodle

learning platform for Mathematics after experiencing blended learning.

In “Blended Learning Effectiveness: The Relationship Between Student

Characteristics, Design Features And Outcomes” by Kintu, M.J., Zhu, C. & Kagambe, E.

(2017), The study is aimed to determine the significant predictors of blended learning

effectiveness, taking student characteristics/background and design features as independent

variables and learning outcomes as dependent variables. Results showed that blended

learning design features (technology quality, online tools and face-to-face support) and

student characteristics (attitudes and self-regulation) predicted student satisfaction as an

outcome.

Meanwhile, in “Blended Learning In First-Year Engineering Mathematics,” by

Quinn, D., Aarão, J. (2020), The study states that there are many choices for learning

Mathematics for Engineering students with courses available in face-to-face, blended and
 18

fully online modalities. The temptation to misuse this flexibility to avoid mathematical

studies until it is too late can be an unfortunate side effect. Students may not have the skills

needed to effectively self-regulate their learning. Learning outcomes for blended first-year

Engineering Mathematics courses can be improved by implementing online learning tools

that automate learning conversations.

Synthesis

According to researchers on Related Literature and Studies, the specific definition of

"blended learning" is the combination of learning delivery modes such as online distance

learning, modular distance learning, and face-to-face learning. However, because to the

COVID -19 pandemic, face-to-face learning is not an option due to government rules.

Teachers and students will transition to a learning delivery mode in which learning occurs

between the teacher and learners who are geographically distant during teaching. Students

who study and teach Mathematics using a mixed learning strategy have stronger conceptual

grasp than their peers, according to numerous recent types of research. Students say they can

access learning resources and study topics whenever it is convenient for them.

Other research, on the other hand, claim that because of the dramatic change in learning

environment caused by the COVID-19 Pandemic, learning mathematics nowadays can

impact not only a student's learning abilities but also their physical and mental health.
 Chapter 3

METHODOLOGY

This chapter is divided into six parts; Research Design, Respondents of the Study,

Setting of the Study, Research Instrument, Data Gathering Procedure, Data Analysis

Procedure.

Research Design

The descriptive method of research was used in this study. Descriptive research

involves the process of collecting data to test the hypotheses or answer questions concerning

the current status of the participants in the study. Descriptive research determines and reports

the way things are. The variables considered were blended learning as an independent

variable and mathematics performance as the dependent variable, and sex and family income

as the antecedent variables. This study aimed to determine the effect of blended learning on

the mathematics performance of grade 10 students.

Participants of the Study

The proponent selected the laboratory school students of ISAT U to be the

respondents of the study, preferably the Grade 10 students who are enrolled on School Year

2020-2021, 1st quarter. Students in ISAT U are the ones who are being evaluated in the study

for the reason that they are in the process of blended learning. The proponent had come up

with 96 students as respondents from the two sections.

Setting of the Study

The research was conducted at the Iloilo Science and Technology University La Paz

Campus under Mr. Ricky A. Quibingco, a Research in Mathematics 2 professor. However,

 20

due to the pandemic, the researchers decided to conduct the study online to avoid physical

contact and to adhere to health protocols. The questionnaire was sent using Google Forms.

Data Gathering Instruments

A questionnaire will be used as the main instrument of the study. The researchers will

prepare a questionnaire that will be divided into two parts. The first part of the questionnaire

is the socio-demographic profile of the respondents that include sex, grades and family

income. The second part of the questionnaire will encompass the level of the effectiveness of

blended learning to the academic performance of the students.

Relative to the instrument of the study, the respondents will be asked to assess the

level of effectiveness of blended learning using the five-point Likert scale as follows:

5 Strongly Agree

4 Agree

3 Neutral

2 Disagree

1 Strongly Disagree

Validation of Instruments

The validation procedure was carried out before the delivery of the questionnaire for data

collection. The questionnaire developed by the researchers was submitted to their research

adviser for editing before being given to the group of jury members for expert confirmation.

The jury was made up of three individuals who were regarded as educational specialists.

Content validation was accomplished by asking the jurors to place a checkmark ( ) before

each item if they thought it was suitable, and () mark if it was not appropriate, and a
 21

question mark (?) if the modification was required. Their suggestions and ideas were taken

into account.

The final validated instrument was then pilot tested in the Nicomedes R. Tubar Sr.

National High School. The internal consistency method was used, and the obtained reliability

coefficient was 0.90; hence, the test is reliable.

Data Gathering Procedure

For systematic conduct of the study, the researchers will make use of the following

procedures in accomplishing the data gathering. First, the researchers obtained and

accomplish the necessary communication letters and secured the approval thereof. Second,

the researchers will gather data through the distribution of questionnaires using Google form.

Third, the researchers will give enough for the respondents to answer the questionnaire.

Lastly, when the data are collected will proceed to data analysis.

Data Analysis Procedure

To analyze the data collected, the frequency distribution, mean and standard deviation will

be used. The data gathered were arranged using a quantitative method and expressed by the

Likert Scale. The statistical treatment that the researchers chosen was the Chi-Squared Test.

Frequency distribution. The frequency distribution was used to determine the frequency

of the respondents in each of the categories necessary for the study.

Mean. The mean score was obtained in order to determine the level of mathematics

performance of the participants.

Standard Deviation. The standard deviation was used to determine the heterogeneity and

homogeneity of the learners according to their academic performance in Mathematics.

 22

Chi-Square.Chi-square was used to know the relationship between two variables. This

was used to determine the significant relationship between the effectiveness of blended

learning and mathematics performance.

 Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Blended Learning Approach preferred by the Respondents

Table 1.1 Blended learning approach preferred by the respondents when group as a whole

BLENDED LEARNING APPROACH n %

Online Distance Learning + Modular

13 27.66
Distance Learning

Modular Distance Learning + Face-to-Face

11 23.40
Learning

Face-to-Face Learning + Online Distance

23 48.94
Learning

Table 1.1 shows of blended learning approach preferred by grade 10 students. Just

about twenty-seven percent (27.66%), students choose online distance learning + modular

distance learning, while for modular distance learning + face-to-face learning has 23.40% of

the students choose and 48.94% of the student’s preferred face-to-face learning + online

distance learning.

The result of the present is supported by Lin, Tseng and Chiang (2016) that

students gave positive feedback on the use of the online learning platform (online distance

learning) for learning mathematics and traditional learning (face-to-face learning) after

experiencing blended learning.

 24

Table 1.2. Blended learning approach preferred by the respondents when group according

to Sex

Online Distance
Modular Distance Face-to-Face
Learning + Total
Learning + Face- Learning + Online
Modular Distance
to-Face Learning Distance Learning
Learning

Category N % n % n % n %

Sex

Male 3 12.5 6 25 15 62.5 24 100

Female 10 43.5 5 21.7 8 34.8 23 100

Table 1.2 shows the distribution of the learning approaches preferred by students

by sex. Nearly half of the female students chose online distance learning + modular

distance learning, followed by face-to-face learning + online distance learning with

34.8%, and only 21.7% of them chose modular distance learning + face-to-face learning.

However, male students prefer face-to-face learning + online distance learning with

62.5%, followed by modular distance learning + face-to-face learning with 25% and

lastly 12.5% of them only online distance learning + modular distance learning.

Therefore, it is concluded that most of the males chose a combination of face-to-

face learning and online distance learning. In contrast, females chose online distance

learning and modular distance learning for the blended learning approach.
 25

The result of present study contradicts the study of Kintu, Zhu, &Kagambe,

(2017) that male and female is an important factor in blended learning but sex play a

significant role in the academic achievement of students.

Table 1.3. Blended learning approach preferred by the respondents when grouped

as to Monthly Family Income

Online Distance Face-to-Face

Modular Distance
Learning + Learning +
Monthly Learning + Face- TOTAL
Modular Distance Online Distance
Family to-Face Learning
Learning Learning
Income

n % n % n % N %

above 20,000 3 17.7 4 23.5 10 58.8 17 100

10,000-20,000 4 30.8 4 30.8 5 38.4 13 100

below 10,000 6 35.3 3 17.6 8 47.1 17 100

When categorized by family income, 58.8% of the students with a family income of

above 20,000 prefer face-to-face learning + online distance learning, followed by modular

distance learning face-to-face learning with 23.5% and online distance learning + modular

distance learning with 17.7%. Those with a family income of 10,000-20,000 prefer face-to-

face learning + online distance learning approach, followed by the two approaches with the

same percentage of 30.8. Also, those with a family income below 10,000 still prefer face-to-

face learning + online distance learning approach with 47.1%.

 26

Table 1.3 reflects the result. Thus, regardless of family income, students prefer to learn in

face-to-face learning and online distance learning as the combination of blended learning.

Level of Mathematics Performance of the Respondents

Table 2. Mathematics Performance of the respondents as a whole and when group

according to sex and monthly family income

Category N Mean (%) Description SD (%)

Entire Group 47 94.49 Outstanding 4.09

Sex

Male 23 90.91 Outstanding 4.02

Female 24 93.92 Outstanding 2.18

Monthly Family

Income

Above 20, 000 17 92.6 Outstanding 3.82

10,000-20,000 13 92.8 Outstanding 4.02

Below, 20,000 17 92 Outstanding 2.94

Table 2 shows the mathematics performance of students as an entire group and when grouped

according to sex and family income. It reflects that students have outstanding Mathematics

performance (M=94.49, SD=4.09). Likewise, male and female students have outstanding

performances, with M=. 90.91, SD=4.02 and M=93.92, SD=2.18, respectively. A similar
 27

result can be shown when categorized by family income; students’ mathematics performance

among groups is outstanding.

Result revealed that nevertheless of students’ sex and monthly family income, they have

an outstanding Mathematics performance in the blended learning approach.

Relationship of Mathematics Performance of Students and Blended Learning

Approach

Table 3. Relationship of Mathematics Performance of Students and Blended Learning

Approach

Mathematics Performance ODL + MDL MDL + FFL FFL + ODL Total

Outstanding 10 9 21 40

Very Satisfactory 2 2 2 6

Satisfactory 0 0 1 1

Fairly Satisfactory 0 0 0 0

Did Not Meet Expectation 0 0 0 0

Total 12 11 24 47

X2 = 23.170 df= 1 p= .000

Table 3 reveals a significant relationship between students’ Mathematics

performance and the blending learning of the respondents. It reflects that a significant

relationship exists between the two variables. Therefore, reject the hypothesis, which

states that there is no significant relationship between the Mathematics’ performance of

 28

the respondents and blended learning. Thus, the performance of the respondents can be

influenced by the use of blended learning.

The result of the present study is supported by Lin (2017), who states that blended

learning has a positive effect on learning outcomes toward mathematics learning of the

students.
 Chapter 5

SUMMARY, CONCLUSION AND RECOMMENDATIONS

Chapter 5 consists of three parts, namely Summary of the findings, Method and

Findings; Conclusions; and Recommendations.

Summary of the Study

This descriptive research was used to determine the Mathematics performance of Grade

10 students of ISAT U Laboratory School using blended learning.

Specifically, it bought to answer the following questions:

1. What type of blended learning approach preferred by the Grade 10 students of

Laboratory School of Iloilo Science and Technology University grouped as a

whole and when grouped according to sex and monthly family income?

2. What is the level of mathematics performance of Grade 10 students of Laboratory

School of Iloilo Science and Technology University in a blended learning

environment when taken as a whole and grouped according to sex and monthly

family income?

3. Is there a significant relationship between Mathematics performance and the

blended learning approach of Grade 10 Laboratory School students in ISAT U?

The independent variables were the blended learning approach; on the other hand, the

dependent variable was the Mathematics performance. The descriptive statistics used in the

study were the mean, frequency count, percentages and standard deviation. Chi-squared tests

were employed for inferential statistics.

 30

Summary of Findings

This study revealed the following findings:

1. In blended learning as a whole, Grade 10 students at ISAT U Laboratory School

preferred face-to-face and E-learning. In sex, male students chose face-to-face

instruction and E-learning, whereas female students chose E-learning and a modular

approach. Moreover, when it comes to family income, all three categories, such as

students with family incomes of more than 20,000, 10,000-20,000, and less than 10,000,

prefer face-to-face and e-learning.

2. Grade 10 students at ISAT U Laboratory School had an outstanding mathematics

performance as a whole and when categorized according to sex and family income,

students’ Mathematics performance among groups had an outstanding result.

3. There is a significant relationship between students’ Mathematics performance and the

blended learning approach of Grade 10 ISAT U Laboratory School.

Conclusions

Based on the findings of the study, the following conclusions were drawn by the

researchers:

1. It shows that most Grade 10 students of ISAT U Laboratory School preferred face-to-

face and e-learning as their blended learning modality. The result implies that students

can learn more effectively in a physical classroom with the support of electronic devices

and platforms.

2. Students in Grade 10 excelled in Mathematics of sex and family income. It indicates

that blended learning is beneficial in the sense that students can do exceptionally well in

class.
 31

3. A significant relationship existed between the Mathematics performances of the

students and the blended learning approach. This implies that Mathematics performance

can be influenced by the blended learning approach.

Recommendations

Given the results of the study and the conclusions derived from these, the

following recommendations were given:

1. The data suggest that students prefer face-to-face learning over e-learning, yet face-to-

face learning is now prohibited because of the COVID-19 Pandemic. As a result,

teachers may continue to improve their education by utilizing a blended learning

method. They may utilize online or e-learning to inspire students to learn in the absence

of real classes. The instructor may continue to combine technology strategies with a

modular approach to achieve a harmonic impact between learning and working.

2. Teachers may utilize technology to supplement their education and improve students'

mathematics performance. They may also teach students how to utilize various

application programs so that students have access to a variety of platforms. Parents may

help students study by giving them advice, providing learning tools (such as a gadget,

telephone, or laptop) if they can afford it, and modeling positive values such as respect,

control, and discipline. The money for instructional materials and technology required

by instructors may be provided by the school.

3. The teachers and students are empowered to work together to succeed the teaching and

learning process in the classroom. The teachers may continue the use of a blended

learning approach for learning variation. The students are encouraged to continue their

quests in learning. They may always listen, pay attention, and cooperate diligently with
 32

the instruction. Future researchers are encouraged to improve the use of the blended

learning approach as a teaching strategy to increase more the active involvement of the

students in the learning process. They may replicate the study to re-evaluate the

effectiveness of blended learning to improve the performance of students in

Mathematics. They may likewise introduce other learning designs and strategies to

improve the overall performance of the students.

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Mathematics Education Research Agenda in Latin America Motivated by

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A.;

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EURASIA Journal of Mathematics, Science and Technology Education.13.

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Science and Technology Education, 16(7), em1860.

https://doi.org/10.29333/ejmste/8240

Oxford Languages and Google - English | Oxford Languages. (2020, August 6). Oxford

Languages.https://languages.oup.com/google-dictionary-en/
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Quinn, D., Aarão, J. Blended learning in first-year engineering mathematics. ZDM

Mathematics Education 52, 927–941 (2020). https://doi.org/10.1007/s11858-020-

01160-y

Schacht, F.; Swidan, O. Teaching Mathematics in a Context of Lockdown: A Study

Focused on Teachers’ Praxeologies. Educ. Sci. 2021, 11, 38.

https://doi.org/10.3390/educsci11020038

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Distance Learning: The Ultimate Guide to Online Learning. (2021). Education Corner.

https://www.educationcorner.com/distance-learning/distance-online-learning-

guide.html

PISA. (n.d.). International student assessment (PISA) - Mathematics performance (PISA)

- OECD Data. TheOECD. Retrieved June 24, 2021,

from https://data.oecd.org/pisa/mathematics-performance-pisa.htm

Sequeira, A. H. (2012, September 21). INTRODUCTION TO CONCEPTS OF

TEACHING AND LEARNING.ResearchGate.

https://www.researchgate.net/publication/272620585_INTRODUCTION_TO_CO

NCEPTS_OF_TEACHING_AND_LEARNING

J. (2013, January 18). The Definition of Blended Learning. Education

Elements.https://www.edelements.com/the-definition-of-blended-learning

Hom, E. J. (2013, August 16). What is Mathematics? Livescience.Com.

https://www.livescience.com/38936-mathematics.html
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Lin, Y. (2016, December 9). The Effect of Blended Learning in Mathematics Course. Lin,

Y. https://www.ejmste.com/article/the-effect-of-blended-learning-in-mathematics-

course-4688

Lin, Y.-W., Tseng, C.-L., & Chiang, P.-J. (2016, December 9). The Effect of

Blended Learning in Mathematics Course. Eurasia Journal of Mathematics,

Science and Technology Education. https://www.ejmste.com/article/the-effect-of-

blended-learning-in-mathematics-course-4688.

Kintu, M. J., Zhu, C., & Kagambe, E. (2017, February 06). Blended learning

effectiveness: The relationship between student characteristics, design features

and outcomes. Retrieved from

https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-

017-0043-4

Howard, J. (2017, June 20). Teaching and Learning Mathematics Online. James Howard.

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De La Puente, M. (2018, July 25). A Review of the Literature on Traditional Teaching

and Learning, Project-Based Learning (PBL) and Cross-Curricular Competencies

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of-the-literature-on-traditional-teaching-and-learning-project-based-learning-pbl-

and-cross-curricular-competencies

Top Hat. (2019, September 27). Face-to-Face Learning Definition and Meaning.

https://tophat.com/glossary/f/face-to-face-learning/
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Sadiq, S., & Zamir, S. (2019, December 20). Effectiveness of Modular Approach in

Teaching at University Level. Islamabad; Journal of Education and Practice.

Gaol, F. L., & Hutagalung, F. (2020, February 20). The trends of blended learning in

South East Asia. Education and Information

Technologies.https://link.springer.com/article/10.1007/s10639-020-

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South East Asia. Education and Information Technologies.

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4?error=cookies_not_supported&code=2059a628-465b-4473-94fb-a302f62788f8

Staff, T. (2020, May 19). The Definition Of Blended Learning. TeachThought.

https://www.teachthought.com/learning/the-definition-of-blended-learning/

The ASEAN Post, &Uy, A. R. (2020, June 7). “Blended Learning” In Virus-Hit

Philippines.The ASEAN Post. https://theaseanpost.com/article/blended-learning-

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philippines#:%7E:text=%22Blended%20learning%22%20or%20%E2%80%9Chy

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CIRL. https://cirl.etoncollege.com/online-distance-learning-a-literature-review/

https://core.ac.uk/download/pdf/234635879.pdf
 36

APPENDICES
 37

APPENDIX A

COMMUNICATIONS
February 8, 2021

DR. MARIA TERESA C. CARBON

Director of Office of Instruction
This University

Ma’am:

Greetings!

We are currently working on our quantitative study entitled Blended Learning and
Mathematics Performance of Iloilo Science and Technology University Grade 10
Laboratory School as partial fulfilment in the requirements for SED 2 Math (Research
in Mathematics 2)

In this regard, we are respectfully requesting you to act as one of the validators of our
instrument for the above-mentioned study. Your valuable suggestions in making our
instruments valid will be highly appreciated.

We are looking forward to your positive response. God Bless

Respectfully yours,

(Sgd.) MARY THERESEJOY A. BALDOZA

(Sgd.) GRAZELL JANE M. LAVILLA

(Sgd.) JOSELLE MAE S. SEBUAN

(Sgd.) RIXEN JOY C. YBAÑEZ

Researchers

Noted:

(Sgd.) PROF. RICKY A. QUIBINGCO

Subject Professor

(Sgd.) DR. MELBA O. JAMON

Research Adviser
February 8, 2021

PROF. DOLY JOY C. CELINDRO

Faculty, College of Arts and Sciences
This University

Ma’am:

Greetings!

We are currently working on our quantitative study entitled Blended Learning and
Mathematics Performance of Iloilo Science and Technology University Grade 10
Laboratory School as partial fulfilment in the requirements for SED 2 Math (Research
in Mathematics 2)

In this regard, we are respectfully requesting you to act as one of the validators of our
instrument for the above-mentioned study. Your valuable suggestions in making our
instruments valid will be highly appreciated.

We are looking forward to your positive response. God Bless

Respectfully yours,

(Sgd.) MARY THERESE JOY A. BALDOZA

(Sgd.) GRAZELL JANE M. LAVILLA

(Sgd.) JOSELLE MAE S. SEBUAN

(Sgd.) RIXEN JOY C. YBAÑEZ

Researchers

Noted:

(Sgd.) PROF. RICKY A. QUIBINGCO

Subject Professor

(Sgd.) DR. MELBA O. JAMON

Research Adviser
February 8, 2021

CATHERINE A. YAP, Ph, D.

Faculty, College of Arts and Sciences
This University

Ma’am:

Greetings!

We are currently working on our quantitative study entitled Blended Learning and
Mathematics Performance of Iloilo Science and Technology University Grade 10
Laboratory School as partial fulfilment in the requirements for SED 2 Math (Research
in Mathematics 2)

In this regard, we are respectfully requesting you to act as one of the validators of our
instrument for the above-mentioned study. Your valuable suggestions in making our
instruments valid will be highly appreciated.

We are looking forward to your positive response. God Bless

Respectfully yours,

(Sgd.) MARY THERESE JOY A. BALDOZA

(Sgd.) GRAZELL JANE M. LAVILLA

(Sgd.) JOSELLE MAE S. SEBUAN

(Sgd.) RIXEN JOY C. YBAÑEZ

Researchers

Noted:

(Sgd.) PROF. RICKY A. QUIBINGCO

Subject Professor

(Sgd.) DR. MELBA O. JAMON

Research Adviser
February 15, 2021

NENITA MANINGGO
The Principal
Nicomedes R. Tubar Sr. National High School

Ma’am:

Greetings!

We are currently working on our quantitative study entitled Blended Learning and
Mathematics Performance of Iloilo Science and Technology University Grade 10
Laboratory School as partial fulfilment in the requirements for SED 2 Math (Research
in Mathematics 2)

In line with this, we would like to ask permission from your good office to conduct an
online pilot testing through Google Form for the Grade 10 students for the school year
2020-2021. We assure you that whatever data we gathered will be kept confidential and
will be used solely to establish the test’s reliability

We are looking forward to and grateful for your positive response.

Respectfully yours,

(Sgd.) MARY THERESE JOY A. BALDOZA

(Sgd.) GRAZELL JANE M. LAVILLA

(Sgd.) JOSELLE MAE S. SEBUAN

(Sgd.) RIXEN JOY C. YBAÑEZ

Researchers

Noted:

(Sgd.) PROF. RICKY A. QUIBINGCO

Subject Professor

(Sgd.) DR. MELBA O. JAMON

Research Adviser

Approved:

(Sgd.) NENITA MANINGGO

Principal, NRTSNHS
February 15, 2021

NENITA MANINGGO
The Principal
Nicomedes R. Tubar Sr. National High School

Ma’am:

Greetings!

We are currently working on our quantitative study entitled Blended Learning and
Mathematics Performance of Iloilo Science and Technology University Grade 10
Laboratory School as partial fulfilment in the requirements for SED 2 Math (Research
in Mathematics 2)

In line with this, we would like to ask permission from your good office to conduct an
online pilot testing through Google Form for the Grade 10 students for the school year
2020-2021. We assure you that whatever data we gathered will be kept confidential and
will be used solely to establish the test’s reliability

We are looking forward to and grateful for your positive response.

Respectfully yours,

(Sgd.) MARY THERESE JOY A. BALDOZA

(Sgd.) GRAZELL JANE M. LAVILLA

(Sgd.) JOSELLE MAE S. SEBUAN

(Sgd.) RIXEN JOY C. YBAÑEZ

Researchers

Noted:

(Sgd.) PROF. RICKY A. QUIBINGCO

Subject Professor

(Sgd.) DR. MELBA O. JAMON

Research Adviser
February 22, 2021

Dear Respondents,

Greetings!

We are currently working on our quantitative study entitled Blended Learning and
Mathematics Performance of Iloilo Science and Technology University Grade 10
Laboratory School as partial fulfilment in the requirements for SED 2 Math (Research
in Mathematics 2)

In connection, we are asking you to answer the attached survey with honesty Rest assured
that the data would be kept confidential.

We are looking forward and grateful for your positive response. Thank you so much; God
Bless and Stay safe!

Respectfully yours,

MARY THERESE JOY A. BALDOZA

GRAZELL JANE M. LAVILLA

JOSELLE MAE S. SEBUAN

RIXEN JOY C. YBAÑEZ

Researchers

Noted:

PROF. RICKY A. QUIBINGCO

Subject Professor

(Sgd.) DR. MELBA O. JAMON

Research Adviser
February 22, 2021

PROF. JOHN LORENCE D. CAMACHO

Laboratory School Principal
This University

Sir:

Greetings!

We are currently working on our quantitative study entitled Blended Learning and
Mathematics Performance of Iloilo Science and Technology University Grade 10
Laboratory School as partial fulfilment in the requirements for SED 2 Math (Research
in Mathematics 2)

In line with this, we would like to ask permission from your good office to conduct our
online study through Google Form to the Grade 10 students School year 2020-2021, We
promise to handle the data gathered with the utmost confidentiality.

We are looking forward to and grateful for your positive response. Thank you so much;
God Bless and Stay safe!

Respectfully yours,

MARY THERESE JOY A. BALDOZA

GRAZELL JANE M. LAVILLA

JOSELLE MAE S. SEBUAN

RIXEN JOY C. YBAÑEZ

Researchers

Noted:

PROF. RICKY A. QUIBINGCO

Subject Professor

(Sgd.) DR. MELBA O. JAMON

Research Adviser

Approved:

(Sgd.) PROF. JOHN LORENCE D. CAMACHO

Laboratory School Principal, ISATU
 46

APPENDIX B

RESEARCH INSTRUMENT
 47

Blended Learning and Mathematics Performance of Learners in Iloilo Science and

Technology University (ISAT U) Laboratory School

The purpose of this study is to identify the effectiveness of blended learning on the

Mathematics performance of learners, and your participation in this study will be highly

appreciated. We need your help by giving your honest answer, and rest assured that all

your answers kept confidential and will be used for research purposes only.

Part I. Personal Information

Kindly answer the following by fill in the blank and check () the box that corresponds

to your response.

Name (optional):

Sex:

 Male

 Female

Grade in Mathematics (2nd quarter):

Family Monthly Income:

 Above Average (above 20,000)

 Average (10,000 – 20,000)

 Below Average (10,000 below)

Part II. Types of Blended Learning

Which type of blended learning do you prefer the most?

 Online Distance Learning + Modular Distance Learning

 Modular Distance Learning + Face-to-Face Learning

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 Face-to-Face Learning + Online Distance Learning

Part III. Mathematics Performance of Students Using Blended Learning

Questionnaire

Direction: Kindly check ()and rate yourself honestly based on what you do in response

to the statements using the scales below.

5 – I Strongly Agree

4 – I Agree

3 – I am Neutral

2 – I Disagree

1 – I Strongly Disagree

QUESTIONS 5 4 3 2 1

1 Learning online makes me responsible for the subject.

2 Learning the contents through the online platform is much

more interesting than the materials used in physical

classroom.

3 The instructions in the online platform are quite enough for

me.

4 I find the online platform quite clear and user-friendly.

5 The online practice is not as effective as face-to-face

sessions.

6 Modules in the online platform are quite comprehensive,

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including all the objectives of the Math subject.

7 Learning activities in all modules are explained clearly.

8 Modules in the online platform meet my needs.

9 I make sure to have a stable internet connection before

joining online.

10 Solving problems in math through online platforms helps me

develop my competencies

11 Learning the contents through an online platform is much

more interesting than the materials used in class.

12 My motivation is very low while I am studying on the online

platform.

13 I can study by myself in a more comfortable and quiet

environment on the online platform.

14 I can study at my own pace through the online platform.

15 I get bored when I study Math with the online platform.

16 Studying Math on the online platform helps me makes plans.

17 I actively participate in the discussion, answering exercises

and clarifying things I did not understand.

18 It is a new and different way to study on the online platform.

19 An online workbook is a useful tool for me to study Math on

my own

20 Online practice makes me spend more time on my learning.

21 I can solve mathematical equations easily.

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22 I prepare questions/clarifications if I cannot understand a

certain topic in the module and ask it during our online

session.

23 I seek help from others or search on the internet if I cannot

understand a certain topic.

24 I learn how to work on my own/independently.

25 I can manage my time as to when I can study and answer my

activities in Mathematics.

26 I will make sure that I do not leave an unanswered question.

27 I make sure to take down notes on all the important

information in the module.

28 I practice solving Mathematics problems using a textbook.

29 I exert more effort when solving a difficult problem.

30 I prefer to work with my classmate than to work alone.

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APPENDIX C

STATISTICAL COMPUTATIONS
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APPENDIX D

CURRICULUM VITAE
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Name: MARY THERESE JOY A. BALDOZA

Address:Brgy. Poblacion, San Dionisio, Iloilo

Contact Number: 09466128484

Email Address: marytheresejoyb@gmail.com

PERSONAL INFORMATION

Birthday: May 10, 2000

Birthplace:Brgy. Poblacion, San Dionisio, Iloilo

Age: 21

Nationality: Filipino

Religion: Roman Catholic

Civil Status: Single

Father's Name: (+) Mateo Baldoza Jr.

Mother's Name: Ofelia Baldoza

EDUCATIONAL BACKGROUND YEAR GRADUATED

Elementary: San Dionisio Central School 2012

Junior High School: NRTS National High School 2017

Senior High School: NRTS National High School 2019

College: Iloilo Science and Technology University 2022

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Name: GRAZELL JANE M. LAVILLA

Address:Brgy. Magancina, Santa Barbara, Iloilo

Contact Number: 09459639550

Email Address: grazelljane.lavilla@students.isatu.edu.ph

PERSONAL INFORMATION

Birthday: September 14, 1999

Birthplace:Brgy. Agtuman, Lambunao, Iloilo

Age: 21

Nationality: Filipino

Religion: Roman Catholic

Civil Status: Single

Father's Name: (+) JanitoLavilla Sr.

Mother's Name: Mary Grace Nerios

EDUCATIONAL BACKGROUND YEAR GRADUATED

Elementary:Janiuay Pilot Elementary School 2012

Junior High School:Payao National High School 2017

Senior High School:Payao National High School 2019

College: Iloilo Science and Technology University 2022

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Name: JOSELLE MAE S. SEBUAN

Address:Brgy. Igcaratong, San Joaquin, Iloilo

Contact Number: 09108827093

Email Address: sebuanjm1013@gmail.com

PERSONAL INFORMATION

Birthday: March 13, 2000

Birthplace:Brgy. Igcaratong, San Joaquin, Iloilo

Age: 21

Nationality: Filipino

Religion: Roman Catholic

Civil Status: Single

Father's Name:Lamberto Sebuan Jr.

Mother's Name: Josephine Sebuan

EDUCATIONAL BACKGROUND YEAR GRADUATED

Elementary:Igcaratong Elementary School 2012

Junior High School: GLF National School 2017

Senior High School: GLF National School 2019

College: Iloilo Science and Technology University 2022

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Name: RIXEN JOY C. YBAÑEZ

Address: Brgy. BitoonJaro, Iloilo City

Contact Number: 09271351139

Email Address: rixenjoy.ybanez@students.isatu.edu.ph

PERSONAL INFORMATION

Birthday: October 30, 1999

Birthplace: WVMC

Age: 21

Nationality: Filipino

Religion: Oneness Pentecostal

Civil status: Single

Father’s Name: Ricardo M. Ybañez

Mother’s Name: Ma. Karen Ybañez

EDUCATIONAL BACKGROUND YEAR GRADUATED

Elementary: Iloilo Central Elementary School 2012

Junior High School: Iloilo National High School 2017

Senior High School: Iloilo National High School 2019

College: Iloilo Science and Technology University 2022