Group8 11abm10 Final - Research Manuscript PR1

Republic of the Philippines
Department of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OF CITY OF SAN FERNANDO
PAMPANGA HIGH SCHOOL
BRGY. LOURDES, CITY OF SAN FERNANDO, PAMPANGA
"Transition to Innovation: Lived Experience of
Accountancy Business and Management Students in Blended Learning"
Sean Patrivk M. Manarang
Shaina Heart B. Lopez
Angel Mae. G. Layug
Precious Lara T. Lansangan
A Research Presented to
the Senior High School Department,
Pampanga High School,City of San Fernando, Pampanga
In Partial Fulfillment of the Requirements in
Practical Research 1
Jackie-Lou J. Vitan
Research Teacher
June 2023
Address: PHS Blvd., Brgy. Lourdes, City of San Fernando, Pampanga

Telephone No: (045) 961-4261  (045) 961-2239
Transition to Innovation II
APPROVAL SHEET
This is to certify that this research, titled "Transition to Innovation: Lived Experience of
Accountancy Business and Management Students in Blended Learning" was prepared
and submitted by Sean Patrick M. Manarang, Precious Lara T. Lansangan, Angel Mae G. Layug,
and Shaina Heart B. Lopez, Grade 11 ABM 10, in partial fulfillment of the requirements in
Practical Research 1, has been examined and recommended for acceptance and
approval.
Jackie-Lou J. Vitan
Research Teacher
RESEARCH EVALUATION COMMITTEE
Jackie-Lou J. Vitan
Research Teacher
Edilberta C. Esguerra Lyn M. Esguerra
Head Teacher VI Principal IV
______________________________________________________________________________
Pampanga High School
Transition to Innovation III
CERTIFICATE OF ORIGINALITY
We hereby certify that this Research is our work and that, to the best of our knowledge and belief,
it contains no material previously written or published by another person, or organization, or any
material that has been accepted for the award of any degree, diploma, or institution of higher
learning, except where due acknowledgment is made thereof.
Furthermore, we declare that the intellectual content of this research is the product of our work.
Although we have received assistance from others on the manner of organization, presentation,
language, and style.
Sean Patrick M. Manarang Shaina Heart B. Lopez Angel Mae G. Layug
Student Researcher Student Researcher Student Researcher
Student Researcher
Attested by:
Jackie-Lou J. Vitan
Research Teacher
______________________________________________________________________________
Transition to Innovation IV
ACKNOWLEDGMENTS
The researchers wish to thank their resounding appreciation and thankfulness to the people
who helped and wholeheartedly shared their knowledge, time, and support in the completion of
this study. Also, the researchers would like to extend their endless gratitude to many important
individuals who openly contributed their love, care, and support. Because of the support from
these individuals, this research could have never possibly happened. It is evident how these
people make a way in assisting and guiding the researchers in crafting their papers and be able to
have a perception of the study that they have conducted.
To Ma'am Jackie-Lou Vitan, the researcher’s adviser, her lessons have made the
researchers more knowledgeable, and for her useful comments and suggestions to improve this
study and also the consistency and patience she taught us. The researchers would like to thank
her tireless support and guidance throughout this journey. Remarkably, her efforts have shown
positive attributes in the undertaking of this study.
To the Researcher’s friends and colleagues, thank you for your cooperation, support, and
advice throughout this entire process. They made the study more fun and exciting in sharing
thoughts and exchanging knowledge about one another's studies.
This journey would not be possible without the support from the Researcher’s families. The
______________________________________________________________________________
Transition to Innovation V
researchers are grateful to their loved ones for their unconditional support. Their love, support
and appreciation towards the diligence of the researchers had persuaded the researchers to not
stop and continue believing in their respective skills and capabilities. Although there are
challenges are inevitable, possibly we accomplish our research study by taking all the good side
of ourselves to create this study.
______________________________________________________________________________
Transition to Innovation VI
ABSTRACT
This phenomenological research probed into the lived experiences of Accountancy
Business and Management in blended classes that utilize the effective seeming benefits and life
lessons that blended classes gave the students of Accountancy Business and Management.
Simply put, blended classes or learning is a method of teaching and learning in which students
learn via electronic and online media as well as traditional face-to-face teaching. Instead of
learning only from their teacher, and only interacting with their peers, students also engage with
technology in order to meet learning goals. The COVID-19 epidemic is still around and the
government uses and implemented a system of blended classes where there are only fewer days
at school and the rest of the school schedule days are provided trough online this was followed to
protect the health of every people, especially students and also to reduce the increase in the
number of the people affected in the COVID. Blended classes or learning is reportedly more
effective than purely face-to-face or purely online classes. Blended learning methods can also
result in high levels of student achievement more effective than face-to-face learning. The way
of coping and handling their time in this kind of situation, how this affects them, and the lesson
that this kind of situation provides them to learn effectively. The study made use of a researcher-
developed semi-structured, open-ended interview guide in the in-depth interviews with the
participants through personal meet up at Pampanga High School. Data gathered were analyzed
via thematic analysis where themes had emerged that is inclined with the viewpoints of each
participant.
______________________________________________________________________________
Transition to Innovation VII
Overall findings show the lived experiences of the Accountancy Business and Management
students in blended classes, students that experience blended classes are seemingly great in
handling and managing their time. They also instigated that with different schedules students
easily cope with the help of people around them considering that most of the time that there are
things that need to be done first. A time when students learn to adapt to this kind of situation and
this became easier to handle for them they started to gain more proper and useful skills like high
standards in their grades, analyzation, and memorization that most students use for reviewing
and especially learned how to manage their time properly they also learned how to balance it and
identify their main focus and goals that make each of them excel a better in their studies.
Blended Classes based on online surveys, interviews, and reports is a successful method because
of its seemingly less hassle and tiring effect and more knowledgeable and easier gaining of
knowledge.
______________________________________________________________________________
Transition to Innovation xi
TABLE OF CONTENTS
Page
Title Page.......................................................................................................................... i
Approval Sheet................................................................................................................. ii
Certificate of Originality................................................................................................... iii
Acknowledgement........................................................................................................… iv
Abstract............................................................................................................................. vi
Table of Contents............................................................................................................. xi
Introduction ……………................................................................................................. 1
Background of the Study………………………………………………………. 1
Literature Review................................................................................................ 2
Statement of the Problem.................................................................................... 11
Scope and Limitation.......................................................................................... 12
Significance of the Study..................................................................................…13
Definition of Terms .........................................................................................…14
Methodology………...................................................................................................... 18
Research Design………………………………………………………….…….18
Sampling........................................................................................................…..19
Instrument.......................................................................................................…..21
______________________________________________________________________________
Transition to Innovation
Data Collection......................................................................................................21
Ethical Issues........................................................................................................ 22
Data Analysis....................................................................................................... 23
Findings and Discussion................................................................................................... 24
Findings………………………………………………………………………… 24
Discussion………………………………………………………………...……. 29
Summary of Findings, Conclusion and Recommendations ............................................ 35
Summary of Findings…………………………………………………...………35
Conclusions…………………………………………………………………......36
Recommendations………………………………………………………………37
References.........................................................................................................................39
Appendices........................................................................................................................44
Appendix A: Declaration of Absence of Plagiarism…………………………44
Appendix B: Approval Letter………………………………………………...46
Appendix C: Instrument Validation Form…………………………………...47
Appendix D: Qualitative Data Analysis (Step 1-4) ………………………….48
Appendix E: Curriculum Vitae………………………………………………62
Appendix F: Consent Form for Ethical Considerations……………………...66
Appendix G: Documentation of Live Interview………………... ………….68
______________________________________________________________________________
Transition to Innovation 1
INTRODUCTION
Background of the Study
According to Ige Setia Utami (2018), the use of technology in education has an important
role and it should be applied in the learning system. On the other hand, there is still a learning
process which is done by emphasizing the method of lecturing and memorizing. By using this
old method, the students have less experience in getting information in the learning activities.
Information technology-based learning is one of technology utilization in education and teaching
systems. One of the technologies that can be implemented is internet. In this globalization era, it
is easy for the teacher and the students to find the internet connection because of spread of
computer and the existences of internet connection.
According to Chitra Ravi (2022), one of the visible effects of the pandemic in our society
is the drive-in tech adoption across services and processes. This has also accelerated the
approach of blended learning to education. Blended learning or hybrid learning is combining
digital learning tools with traditional face-to-face teaching.
The majority of the participants would agree. Students are not being taught adequately
during this pandemic, and they are not learning (Alvarez, 2020).
Educational institutions have numerous issues, including the supply of appropriate
instructional technology and adequate teacher training assistance. Abdublah et al. (2020)
It also notes that students experienced challenges such as technological issues, instructor
______________________________________________________________________________
defects, difficulties with online assessments, attitudes toward online learning, limited resources,
and university council choices (Dahmash, 2020).
This proposed study aims to inquire into the lived experience of ABM students in blended
classes. The followings are the objectives of this study: (1) to know what are benefits that
blended learning gives you as student; (2) to know how students come up with challenges in
blended classes (3) to determine the life lessons that they will share from the lived experience of
students in experience-blending classes.
This study may be utilized to recognize the lived experiences of students who have
blended classes. It may serve as an instrument for other students to be more positive and active in
their studies. It may also help them to know how blended classes work. It may also be utilized by
the principal and DEPED authorities for purposes of policy making.
Literature Review
This review might be of great help in furthering the unique place of this undertaking in
the field of educational research and in further elucidating the very reasons for its conduct.
In gathering different information related to the topic under this study, the researcher read
different kinds of books, articles, journals, and other literal materials that can be found on the
internet about the phenomenological research aimed to explore the collective experiences and
perceptions on their preparedness for college of selected Senior High School students under the
Academic Strand ABM. This study seeks to explore student's perceptions on whether blended
______________________________________________________________________________
learning helped them
to prepare for higher education, the activities in SHS that they engaged themselves with, and
their perceptions of their preparedness for college. A criterion sampling method was used for the
selection of participants, an interview guide was used in a one-on-one online interview, and the
data gathered was carefully analyzed through thematic analysis. The study found that the
common factors that negatively affect the learning experiences of the students in blended
learning are home conditions, internet connectivity, and inadequate teacher intervention. The
findings also illustrate that the advantages that students get in this learning modality are
developing technical life skills, boosting self-reliance, and improving students' ability to use
technological devices and educational software for their successful learning. Subsequently,
students use different coping mechanisms to survive their SHS year, among the coping
mechanisms employed by the students, the most effective were embracing independent learning,
using the internet, and seeking assistance from their teachers, family, and friends that
will help in providing insights to answer the problem of the study. The following are the themes
formulated to further understand this study:
The benefit of blended learning
According to R Etom et al (2021), some of the students have a lot of liking in online
classes since efficient because less transportation and less preparing in the school face-to-face.
But some students don’t have the privileges to have mobile gadgets, they have more problems
______________________________________________________________________________
than school but nowadays most of the people have mobile gadgets that are needed because of the
fast innovation of technology. And e-Learning tools nowadays help students with their studies
and help them to review and to focus on their learning. Blended learning enables students to
study online, as quickly as they can manage, instead of having the pace set by the fastest or
slowest learner in the group. They can skip ahead past familiar information or pause, rewatch
and seek additional resources. Face-to-face instruction becomes an obsolete method and does not
cater to the needs of millennial learners. Distance learning is not widely adopted by schools in
Third World countries. Thus, school policies, facilities, and teachers are not yet ready to adapt
full online learning instruction. However, Blended learning mediates the transition of face-to-
face and online learning approach. Results show that respondents preferred the blended learning
approach for its flexibility in accessing content online and highly adept in using digital devices.
The use of e-Learning tools is highly engaging and efficient; however, blended learning model
has a moderate impact on students' performance in doing activities online.
According to Alan Alkhuleel (2019), blended learning is the direction and use of effective
learning strategies through the implementation of educational approaches. As a result, face-to-
face classes can be used more effectively, with the learners expanding the materials beyond what
might be achieved in a conventional face-to-face course. The difficulty of blending learning is to
connect, or blend, what happens in each face-to-face and online activity so that they build on
each other. The learners in blended classes create a more comfortable network between what
they are learning and what they already know.
______________________________________________________________________________
According to Nur Kholifah, Putu Sudira, Reza Rachmadtullah, Muhammad Nurtanto,
Suyitno Suyitno (2020), blended learning methods provide the possibility of benefiting from
class activities that support direct interaction and flexibility from online learning as well as using
instructional media. The combination of face-to-face classes and online learning experiences
produces effective, efficient, and flexible learning. Blended learning can be associated with the
positive aspects of two learning environments, namely learning done in the classroom and
learning through e-learning. But the accomplishments of using e-learning can't be fully
understood because students are often unable to manage their time and utilize the information
provided independently, both because of a lack of knowledge about using the technology itself
and the strong impact of conventional methods on teachers.
According to Chei Sian Lee (2021),lended learning strategies keep them engaged
continuously in the learning process, such as utilizing a variety of online quality resources and
interacting with students through online communities, which can be applied on a student-
triggered basis. As the level of confidence in taking blended courses varies among different
kinds of students, instructors should pay attention to providing enough support during the
learning process, especially for the online sections. Since student satisfaction is identified as a
critical motivator, instructors should pay more attention to how to improve student satisfaction
through the design of blended learning, such as by controlling the length of course videos and
interacting with the students synchronously in the online course platforms.()
______________________________________________________________________________
According to LE thi Viet Ha LE, Scott McDonald, Clara Nkhoma, & Lilibeth Jandug-
Montera (2020), blended learning in particular helps students increase their interactions,
communication skills, self-confidence, and self-awareness, as well as encourage discussion and
collaboration not only with their professors but also with their peers and course materials,
leading to an overall positive experience reported by the students. thus becoming more active in
their learning and creating a more interesting and engaging learning process. The perception of a
shared community and the availability of support stimulate social interaction and dispel the
feeling of isolation caused by the lack of face-to-face social interaction in online learning.
Students' desire for human touch remains despite the advances in modern education.
The Challenges of Students in a Blended Learning Class
According to Dakhi, O., Jama, J., Irfan, D., AMBIYAR, & ISHAK. (2020), the rapid
advancement of information and communication technology in the 21st century is forcing
teachers who teach students at every level of education to change their behavior and mindset,
even committees that support them to achieve their teaching goals. The right approach is how
one can integrate technology and education, i.e., through the Blended Learning Model. This
model combines the usual online teaching and teaching classrooms. The strength of this model is
that it can increase interaction between students anytime and anywhere. Rapidly growing
technology integration has brought powerful changes to the education system and improved
digital skills for students and lecturers. Technology can also influence how we think, learn, and I
______________________________________________________________________________
interact. Technological developments encourage educators to understand and utilize technology
in learning and learning activities to create a dynamic learning environment.
According to Chiu, T. K. F. (2021), student engagement in an blended learning
environment is very different from that in a traditional classroom environment and is fostered by
satisfying three innate needs identified in self-determination theory (SDT): autonomy,
relatedness, and competence. Related studies have emphasized teacher support to satisfy the
three students’ needs, but not digital support. The founders of SDT recently stated that SDT-
based research should focus on problems associated with learning technologies. Accordingly,
this study proposed digital support designs to fulfill the three above mentioned needs, examined
their effectiveness, and investigated how the developed forms of digital support and teacher
support contributed to student engagement.
According to Prifti, R. (2020). higher education institutions are increasingly looking for
the adoption of new ways to improve education quality, enhance student engagement, and
manage knowledge resources. Technological developments have a significant impact on
education, and technology-mediated learning is steadily progressing, with blended learning being
implemented in education institutions.
According to Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020), blended learning is
widely regarded as an approach that combines the benefits afforded by face-to-face and online
learning components. However, this approach of combining online with face-to-face I
______________________________________________________________________________
instructional components has raised concerns over the years. Several studies have highlighted the
overall challenges of blended learning mode of instruction, but there has been no clear
understanding of the challenges that exist in the online component of blended learning.
According to Rasheed R. A., Kamsin, A., & Abdullah, N. A, (2020), blended learning
involves the mixture of face-to-face and online components that are carefully combined to
complement each other. Over the years, research in blended learning have focused on the
different designs and combinations of these two components to optimize teaching and learning,
but little is known about the challenges that students and teachers face with using technologies in
such environment. This study aims to identify the challenges that students and teachers face with
technological use in blended learning environments. Technological proficiency and competency
challenges; technological insufficiency; and technological complexity are the three categorical
themes of challenges that students face. Technological proficiency and competency challenges;
challenges in making quality online videos for students; negative beliefs on the use of technology;
and technological operation challenges are the four categorical themes of challenges that teachers
face. This study proposed a framework for educational institutions to adopt in providing suitable
technology for blended learning instruction through identifying its teachers and students' overall
level of technological proficiency and competency.
Blended Learning: New normal and Emerging technologies
According to Charles Dziuban, Charles R Graham, Patsy D Moskal, Anders Norberg,
______________________________________________________________________________
Nicole Sicilian (2018)in a world where information communication technologies (ICTs)
increasingly communicate with one another Lr, this study examined a number of outcomes,
consequences, and potential future paths for blended learning (BL) in higher education. The
authors assert that when examining efficacy, BL centers on access, success, and students'
perceptions of their learning settings. When interacting with minority status, success and
withdrawal rates for in-person and online courses are compared to those for BL. There are sound
if-then decision rules for deciding how students evaluate their educational experiences, according
to research on students' perceptions of course excellence. These guidelines applied regardless of
the course type, the perceived importance of the subject, or the anticipated grade. Although
blended learning predated modern instructional technologies, the authors conclude that its
development will be inexorably linked to current.
According to Robin Castro (2019), with regard to technological developments in particular,
education is a complex system that necessitates numerous viewpoints and levels of study to
comprehend its contexts, dynamics, and actor interactions. The purpose of this article is to
highlight some of the most promising trends in blended learning deployments in higher
education, as well as the technology's capabilities (such as datafication) and the contexts
in which they are used.45 peer-reviewed journal articles were chosen for this literature study,
which also examined them. The results show several capabilities that digital educational
technologies share. Digital tools or platforms, in particular, that enable human-machine
______________________________________________________________________________
interaction may improve automated procedures used in blended learning delivery methods.
Digital tools like video capsules and sophisticated tutoring systems could make learning and
teaching more effective in this situation. First, by making self-paced online learning activities
more accessible to more students. Second, by providing each student with a personalized
learning route, which enhances extracurricular activities and feedback. When matching learning
objectives in technology-based implementations, educational technology capabilities (ETC) offer
supplementary insights that help to pinpoint the optimum strategy. To verify these findings
practically, more study will be needed.
According to Meina Zhu, Sarah Berri, Ke Zhang (2021) this case study investigated
blended learning (BL) and effective teaching practices. In addition to semi-structured student
interviews, midterm and final course evaluations, two rounds of online debates, four weeks of
online reflection journals, and the instructor's reflections, a variety of data sources were used to
gather the data. To examine the qualitative and quantitative data, respectively, thematic analysis
and descriptive statistics were used. Many techniques were used to determine the study's
reliability. Technology usages and teaching methodologies were categorized as effective and
ineffective in BL. The results showed that pupils appreciated in-person connections with teachers
and their peers. Inappropriate asynchronous talks, however, were thought to be less productive in
BL. In addition, quick feedback from peers and the instructor.
According to Adarsh Kumar, Rajalakshmi Krishnamurthi, Surbhi Bhatia, Keshav Kaushik,
______________________________________________________________________________
Neelu Jyothi Ahuja, Anand Nayyar, Mehedi Masud (2021), blended learning incorporates online
learning experiences and helps students for meaningful learning through flexible online
information and communication technologies, reduced overcrowded classroom presence, and
planned teaching and learning experience. This article has conducted surveys of student, teacher,
and management experiences in blended learning courses during COVID-19 and pre-COVID-19
times. It has been observed that blended learning is helpful for school, university, and
professional training, and a large set of online and e-learning platforms have been developed to
improve the learner's abilities.
According to Hamdan A Alamri, Sunnie Watson, William Watson (2021) there aren't
enough data-driven, independent research studies to look into personalized learning's efficacy
and effects on student learning, despite the fact that it has the ability to change higher education
from teacher-centered to learner-centered environments. An overview of the theory, present
methods, and case examples of applying technological models to enable personalized learning
are provided in this paper.
Statement of the Problem
This research sought to inquire into the suffering and how blended learners helped them to
study experienced by students around the world, including Accountancy Business and
Management students, during blended learning. In a blended learning model, students can
______________________________________________________________________________
participate in the online portion of class and review class materials from anywhere they have
internet access, allowing them to work where they want and using technology to help them
continue their education. The disadvantages of this study for the students is unstable internet
connectivity, electric power interruptions, vague learning contents, overloaded lesson activities,
limited teacher scaffolds, and poor peer communication. Because of the pandemic, the
Department of Education and Government decided to change the education curriculum, and
nowadays in other schools there are fewer classrooms, which increases student interactions with
teachers and improves students' academic achievement, self-study abilities, and learning attitudes
of select SHS learners at the Pampanga High School. Specifically, it sought to be enlightened
with the following:
1. What are the benefits of blended learning that you’ve experienced?
2. What are the challenges that you overcome in blended learning?
3. What did you do to learn and excel in blended learning?
Scope and Limitation
This research dealt with the “Lived Experience of Accountancy Business and
Management students in Blended Learning." of select public SHS learners at the Pampanga High
School. By the term “culture of research” this study only refers to activities directly related to the
teaching and learning of the research subjects in the SHS. Thus, this study only dealt with the
"lived experience of ABM students in blended learning." of the participants – the learners – in
______________________________________________________________________________
undergoing with the said research subjects or the learning area. The study involves six (4) Grade
11 SHS learners. The study will be conducted during the second semester of school year 2022-
2023.
As a limitation, this study restricts to deal with the other elements of the researchers
conducted virtual interview thinking of having inconvenience because of blended scheduled
classes., but not limited to, Lived Experience of Blended Learning as a Accountancy Business
and Management.
Significance of Study
This study takes significance on the following:
Blended learning could be a great experience for students because they can teach them how to
manage their time and schedule properly. This study would be a great contribution to improving
every student's skills in balancing their time for study and self-set activities. Blended classes can
also be a good and great experience for the students, as they can learn to be attentive and how to
communicate with each other via the Internet. This study would be a great contribution to
improving every student's learning by themselves. This research could be highly significant and
will benefit the following:
To the researcher: The study is conducted to know the perceptions of the students studying in
blended classes. The results will provide the researcher with some knowledge to surpass how it
should be done.
______________________________________________________________________________
To the students: This study could help students improve their time management skills and learn
what they will need to prioritize. Also, the students' mindsets, or how they view everything, will
be directly impacted by the outcome of this study.
To the school administration: Those details, especially the outcome of the study, will serve as
their guide to see if the blended classes were effective for students.
To the teacher: The given data would give an idea to the teachers on how the students study in
blended classes. The teachers would be able to understand other students who can't attend class
because of personal reasons. Although the teacher will give their students a deeper understanding
of themselves,
To the readers: This study will provide some information on how students are making their way
through blended classes.
To the future Researcher: They will find great information that will satisfy and build up their
thoughts. They will also have good knowledge to provide to those who want to conduct this kind
of study
Definition of Terms
The following terms were defined conceptually and operationally to provide
understanding of the concepts presented in the study.
Blended Learning. The approach to learning that combines face-to-face and online learning
experiences. Ideally, each (both online and off) will complement the other by using its strength.
______________________________________________________________________________
Blended learning requires the physical presence of both teacher and student, with some elements
of student control over time, place, path, or pace. While students still attend brick-and-mortar
schools with a teacher present, face-to-face classroom practices are combined with computer-
mediated activities regarding content and delivery. It is also used in professional development
and training settings.
In this study, blended learning also known as technology-mediated instruction, web-
enhanced instruction, or mixed-mode instruction, is an approach to education that combines
online educational materials and opportunities for interaction online with physical place-based
classroom methods. Blended learning requires the physical presence of both teacher and student,
with some elements of student control over time, place, path, or pace. While students still attend
brick-and-mortar schools with a teacher present, face-to-face classroom practices are combined
with computer-mediated activities regarding content and delivery.
Coping Mechanism. Defined as the thoughts and behaviors mobilized to manage internal and
external stressful situations. It is a term used distinctively for conscious and voluntary
mobilization of acts, different from 'defense mechanisms' that are subconscious or unconscious
adaptive responses, both of which aim to reduce or tolerate stress. When individuals are
subjected to a stressors, the varying ways of dealing with it are termed ‘coping styles’, which are
a set of relatively stable traits that determine the individual's behavior in response to stress.
These are consistent over time and across situations. Generally, coping is divided into reactive
coping (a reaction following the stressors) and proactive coping (aiming to neutralize future
______________________________________________________________________________
stressors). Proactive individuals excel in stable environments because they are more routinized,
rigid, and are less reactive to stressors, while reactive individuals perform better in a more
variable environment.
In this study, this are the coping mechanisms or the solution to the problem of ABM
Students in learning in a Blended Learning. It represents what are the stress reliever or what
strategies they use to cope up with a problem.
Learning experience. It refers to any interaction, course, program, or other experience in which
learning takes place, whether it occurs in traditional academic settings (schools, classrooms) or
nontraditional settings (outside-of-school locations, outdoor environments), or whether it
includes traditional educational interactions (students learning from teachers and professors) or
nontraditional interactions (students learning through games and interactive software
applications).
In this study, we will know or show how students interact with their learning experiences
in this kind of blended learning curriculum.
Preparedness/Preparing for. The term 'preparedness' refers to the ability of governments,
professional response organizations, communities and individuals to anticipate and respond
effectively to the impact of likely, imminent or current hazards, events or conditions.
Technology. The application of scientific knowledge to the practical aims of human life or, as it
is sometimes phrased, to the change and manipulation of the human environment. Nowadays,
technology is also used for online platforms such as Psychology, Google Classroom, and
______________________________________________________________________________
Blackboard Course Sites, which enable teachers to communicate about and collect assignments,
give feedback, and offer learning resources to meet diverse learners' needs.
In this study, technology is beneficial to all of the students and teachers who are involved
in blended learning. It is always an advantage, and we innovate inevitably nowadays. Infused
learning helps enhance communication for teachers, parents, and students both synchronously
and asynchronously. In a blended environment, teachers can use the announcement features in
their LMS to communicate class updates, changes, and new information to students and parents
all at once.
______________________________________________________________________________
METHODOLOGY
This study is qualitative in nature. According to Aspers & Corte (2019), qualitative
research is multi method in focus, involving an interpretative, naturalistic approach to its subject
matter. This means that qualitative researchers study things in their natural settings, attempting to
make sense of, or interpret, phenomena in terms of the meanings people bring to them.
Qualitative research is suitable for this study because it involves the study and collection of a
variety of empirical materials—case studies, personal experiences, introspective life stories,
interviews, observational, historical, interactional, and visual texts—that describe routine and
problematic moments and meanings in individuals’ lives.
Research Design
Specifically, this study employed a phenomenological research design. According to
Neubauer & Varpio (2019), phenomenological research is uniquely placed to help health
professions education (HPE) scholars learn from the experiences of others. The form of
phenomenology in qualitative research focuses on the study of an individual's life experience in
the world. Although it is a forceful approach to bruising, the nature of this methodology is often
intimidating to HPE researchers. This article aims to explain phenomenology by reviewing the
key philosophical and methodological differences between two of the major approaches to
phenomenology: transcendental and hermeneutic. Understanding the ontological and
______________________________________________________________________________
epistemological assumptions underpinning these approaches is essential for successfully
conducting phenomenological research. This design is appropriate for this study since he
researchers used a phenomenological type of qualitative research study in order to come up with
the desired result of this study. Specifically, this study employed a descriptive method as a
Research Design in order to achieve its true purpose and essence to determine and describe the
Lived xperience of Accountancy Business and Management Students in blended classes at
Pampanga High School. The purpose is to find new truth, which may come in different forms
such as the increased quantity of knowledge students’ access to information, a new
generalization, or increased insights into factors, which are operating, the discovery of a new
causal relationship, a more accurate formulation of the problem to be solved and many others.
Since this study measured data that already exists and the number of respondents is not large, the
descriptive method of studies is best suited. As mentioned, the student-related factors in terms of
interest, study habits, and self-set activities, and the teacher-related factors in terms of
personality traits, teaching skills, and instructional materials were generated using a researcher–
made questionnaire.
Sampling
Participants in this study are four (4) students from Pampanga High School. They were
selected via the purposive sampling method. The purposive sampling method is the most suitable
method to be used in this study because purposive sampling selects sample members based on
______________________________________________________________________________
well-defined criteria based on the researcher’s expertise and knowledge, while convenience
sampling chooses its sample members based on their proximity to the researcher (Obilor, 2023).
Purposive sampling, also known as purposive and selective sampling, is a sampling technique
that qualitative researchers use to recruit participants who can provide in-depth and detailed
information about the phenomenon under investigation. The main call for relevance was the
participants' lived experiences, which will serve as a response to the research questions that must
be answered in this study and that it wants to address. This inclusion criteria for participation in
the study are (1) students who were studying at Pampanga High School during the pandemic and
until now; (2) students who had lived experiences in blended learning for the first time; (3)
students' ability to offer the information required; and (4) students better engagement in this
study.
Additionally, it is remarked that this sample did not respond to the whole population of
participants, casting off the fact that each of the samples can have a different stance from the
others. It is figured as sampling is standard to make evident the purpose of this study, in which it
is set to qualitatively identify and illustrate the lived experiences of the students during the
deviations of the curriculum brought by the pandemic that impulse blended learning for a new
way of learning interactivity.
______________________________________________________________________________
Instrument
The researcher used a semi-structured interview guide as a means of gathering reliable and
20 comparable qualitative data from participants. Since the research adopted a qualitative
approach, the interview proved to be the most successful tool for better understanding and
exploring the participants' viewpoints, behavior, experiences, and perceptions (Newman, 2018). I
It consisted of open-ended questions regarding the participants’ experiences while studying
during the COVID-19 pandemic. This research study's questions arise from the statement of the
problem mounted in this research study. The validity of an instrument is usually explained as the
extent to which the instrument actually measures "what it is designed to measure" or "what it
purports to measure," that is the relevance of an instrument for addressing a study's purpose(s)
and the research question(s). The interview was guided and supported by a research student
through a comprehensive interview (Mueller & Knapp, 2018). The questions in the interview
were acknowledged by the validator; they reviewed and further analyzed the questions for their
accuracy, and then they turned back to the researcher for additional clarification.
Data Collection
The data collection procedures started by sending an official letter to Ms. Lyn M.
Esguerra, the principal of Pampanga High School. Subsequent to that, a form of instrument
validation was passed on to Ms. Jackie-Lou J. Vitan, a research teacher at the said institution,
and was determinative of the responses of the students of Pampanga High School in the
______________________________________________________________________________
aforementioned study. Afterward, with the participant’s verification, they will be sent back to the
researchers. The researchers personally interviewed them or via chat in Messenger individually,
taking into consideration their respective available times. When personally interviewed, we
would ask the participants if they agreed while the conversation was recorded for transcription
purposes. The participants’ names would be kept confidential, and coded names would be used
instead. The interview will have an open-ended question that participants are expected to answer.
If the participants allowed the researchers to record the conversation while interviewing them, all
the conversations with the participants would be transcribed accordingly. If the participants were
not allowed to record the conversation while interviewing, other researchers should take note of
all the answers. After the data collection, the researcher analyzes and interprets all the responses
from the participants to draft a conclusion and verify the knowledge from the study that marked
the lived experiences of the participants. Furthermore, the researchers systematized and
guaranteed the protection of the collected data separately and individually.
Ethical Issues
Ethical considerations have been observed during the study. The participants'
confidentiality and the respondents' voluntary involvement are both guaranteed during the
research in accordance with ethical guidelines. Accommodation, care, openness, reverence, and
transparency are all applicable to all research interactions. Private consent was sought to have
legal representation protect the participants' real identities and their opinions from being
______________________________________________________________________________
presented to or known by the public. Protection is served. For the respondents and researchers,
protection and safety for the ongoing COVID-19 epidemic are our serious concerns. All data are
gathered in a private place, and other information from them that supports the data is gathered
through online messaging platforms.
Data Analysis
The findings of a qualitative study usually rely on the researcher’s interpretation. As the
researcher adopted a phenomenological approach as his research design, he made use of thematic
analysis for the gathered data. Thematic analysis is an extensively used, yet often misinterpreted,
method of qualitative data analysis. It is a beneficial and accessible tool for qualitative
researchers, but confusion regarding the method’s philosophical underpinnings and imprecision
in how it has been described have complicated its use and acceptance among researchers. In this
guide, we outline what thematic analysis is, position it in relation to other methods of qualitative
analysis, and describe when it is appropriate to use the method under a variety of epistemological
frameworks (Kiger, & Varpio, 2020).In this way, the earned information would be scrutinized
through coding and interpretation. In this light, the researchers could encroach on various
interpretations and reasoning for the study that would be formed by the responses given by the
participants. The conclusion of this study could therefore be drafted from those participants’
responses, and the issue would be published accordingly.
______________________________________________________________________________
FINDINGS
This section presents the pertinent data gathered on the sequence of the emerging themes,
the categories, and the specific transcripts.
Based on the data analysis, six (6) themes have emerged. These are the following: (1)
The students spend more time with loved ones, which includes the opportunity to spend more
with their family and for themselves; (2) Enhance the utilization of students learning, which
includes Learning and practicing self-study, and Learned to use different kinds of application for
online class; (3) Having a breakdown on how to learn, which includes Tend to procrastinate,
Losing interest and lack of motivation, and having trouble keeping up with the lesson; (4)
Attainable impediments hurdle the whole class’s engagements, which include Poor Internet
Connectivity; (5) Advance to learn through online, which include Advance reading and learning
through online; (6) Enhancement of controlling the time of students, which include Time
management and time value.
The students spend more time with loved ones
Theme #1: Opportunity to spend more with their family and for themselves. One (1)
Accountancy Business and Management student participant (ABMSb1) that blended learning is
to opportunity to spend more time with their relatives. In blended learning, you can stay at home
to do the performance task or activities before the deadlines, and after that, if the students have
free time, you can spend it with yourself and your family.
______________________________________________________________________________
“The benefit I've experienced is I get to control my time because I am the one who decides when
to start answering modules.” — ABMSb1
Enhance the utilization of students learning
Theme #1: Learn and practice self-students. Two (2) Accountancy Business and
Management students’ participants (ABMSc1 and ABMSd3) Different activities in class include
practicing self-study using videos, discussions, lectures, groups, and pair work.
“It gets the chance to learn and to practice self-study by reading, watching YouTube
channels about lessons, you can manage your time and control learning pace.” — ABMSc1
“I learned a lot in blended learning I used to study alone, analyzing every problem
/answer sheet that I may encounter. Doing my very very best to excel in class even if it is a
blended learning. Every time there is a new activity that I will need to answer, I’m responsible
that I will finish the task before the deadline of submission.” — ABMSd3
Theme #2: Learned to use different kinds of application for online classes. One (1)
Accountancy Business and Management students participant (ABMSd1) enhance different
assignments methods using the application for online classes. Establish and respond to the
learner’s existing level knowledge. Provide adequate and approprciate practice over time relate
the content to real-life situations so that the learners can understand the context and gain
knowledge.
“I learned and use different kinds of applications in social media, before I didn’t know
how to use google classroom, and google meet and other applications. But then because of
______________________________________________________________________________
blended learning I learned a lot of things internet.” — ABMSd1
Having a breakdown of how to learn.
Theme #1: Tend to procrastinate. One (1) Accountancy Business and Management
students’ participant(ABMSa2) in this situation and be the trigger for the breakdown. A nervous
breakdown can also be the product of a gradual buildup of stress, commonly arising from
pressures related to schoolwork because some students can't understand the lesson or don't
know how to answer the activities. That's why some students have a hard time learning how to
learn.
“I tend to procrastinate all the time that's why I had a hard time in time management.”
— ABMSa2
Theme #2: Losing interest and lack of motivation. One (1) Accountancy Business And
Management students’ participant (ABMSb2) students do not perceive the classroom climate as
supportive. Students have other priorities that compete for their time and attention. Individual
students may suffer from physical, mental, or other personal problems that affect motivation.
“The few activities that I accomplished caused me to lose interest in studying and
develop a lack of motivation.” — ABMSb2
Theme #3: Having trouble keeping up with the lesson. One (1) Accountancy Business
And Management students’ participant (ABMSc2) Students experience having to keep up with
the lessons because the only one who teaches them in blended learning is themselves. They
need to survive the activities they need to do that no one can teach them.
______________________________________________________________________________
“The most difficult aspect of blended learning is that I have had trouble keeping up with
the lesson since it is not sufficiently clarified.” — ABMSc2
Poor Internet Connectivity
Theme #1: Attainable impediments hurdle the whole class’s engagements. One (1)
Accountancy Business and Management students’ participant (ABMSd2) Varied accessibility
to the internet has compromised the quality of education for students, as most classes are online
and rely on a high-speed internet connection for synchronous classes. In the study, poor internet
connections were considered the main problem for both teachers and students when conducting
online classes.
“Internet connection is one of the challenges I’ve encountered in blended learning
because we know that without internet we can’t access and find immediately the answer we
want for example searching on how to compute your assignment in mathematics. Lack of space
also affects blended learning because it doesn’t have enough space for you to learn especially
when you are doing your responsibility at home.” — ABMSd2
Advance to learn online
Theme #1: Advance reading and learning through online. One (1) Accountancy
Business and Management students’ participant (ABMSa3) You'll find that virtual education
allows you to enjoy a more flexible schedule, can reduce the cost of your degree, and can allow
you to more easily develop your career alongside furthering your education supported by
learning technologies. It also affects students' ability to interact with teachers and ask questions
______________________________________________________________________________
for immediate help.
“I decided to advance reading and learn through online based videos to improve more when
in face-to-face classes.” — ABMSa3
Time management and time value
Theme #1: Enhancement of controlling the time of students: Three (3) Accountancy
Business and Management students participants (ABMSa1, ABMSb3, and ABMSc3) students
indicate that a blended learning model provides them with greater time flexibility and improved
learning outcomes, but that initially they encounter issues around time management and take
greater responsibility for their own learning. Managing time effectively enables students to
become more confident, organized, and efficient learners. Effective time management skills are
particularly essential for students, as they have to deal with more subjects, tests, assignments,
and extracurricular.
“The benefit I've experienced is I get to control my time because I am the one who
decides when to start answering modules.” — ABMSa1
“I fixed my time management, and I value time more. I became more active in answering
and took my studies seriously.” — ABMSb3
“As a student in blended learning it's difficult to juggle all the tasks at home and school
at once, but I've developed my time management skills so that I can get what will I get done to
accomplished.” — ABMSc3
______________________________________________________________________________
DISCUSSION
This section presents the discussions of the different themes which have emerged from the
data analysis.
From the first instrument question allowed the Accountancy, Business and Management
Students participants to share their lived experiences in Blended Learning Experiences and the
benefits encountered in blended learning. There are many considered modalities to which
Blended Learning ca be applied, the first and second themes, Blended learning is advantageous;
An opportunity for students to spend more time with their relatives for themselves and their
loved ones and Enhancement should certainly be for all; Adaptability is what is needed. Almost
all of the it is apparent that learners have their own interface to enhance and utilize the
technological application that they drastically adapt to these changes in order to become
accustomed to these modifications.
Blended learning is advantageous; An opportunity for students to spend more time with
their relatives for themselves and their loved ones. According to Gjestvang, B., Høye, S., &
Bronken, B. A. (2021) in the arenas of everyday life in blended learning, There were many
obligations that were important and had to be fulfilled, such as doing the activities and tasks
before the deadline. Furthermore, they had not expected to spend so much of their free time for
their studies. Some families were able to develop shared interests and bond over new activities
______________________________________________________________________________
and more as we were together 24/7 during the pandemic and while in blended learning. It is an
approach to education that combines online educational materials and opportunities for
interaction with physical place-based classroom methods if the students schedule online classes.
This study explores the opportunity of blended learning to help students make time for
themselves and spend more time with their families if they have free time after online class to
answer the activities or performance tasks.
Enhancement should certainly be for all; Adaptability is what is needed. Almost all of
the it is apparent that learners have their own interface to enhance and utilize the
technological application that they drastically adapt to these changes in order to become
accustomed to these modifications. According to Ma, J., Li, C., & Liang, H. N. (2019) adopt
blended learning, which combines traditional face-to-face lectures with online instruction to
create flexible approaches to delivering content that are consistent with the requirements of the
new digital economy. At the same time, university students are required to have continuous
growth in literacy skills. Metaliteracy is a comprehensive model for information literacy that can
enhance blended learning experiences. Embedding metaliteracy learning in a blended course is
considered as a feasible approach to empower students in blended learning. More and more
courses are offered through blended learning, which uses a good number of online resources and
activities to provide active, individualized, student-centered learning experiences for students.
The main goal of blended learning is to continue the students studies exchange e-content and e-
files with students in a systematic way. In the same way, it neutralizes the idea of personalizing
______________________________________________________________________________
the content standard of learners' progress with certain subjects. This study recommends that the
school organization create a system where blended learning utilization will bean approach for the
next academic years, but will equalize both paper skills and digital skills of every learner. Using
the different applications for online classes, learners enhance their skills by practicing self-study.
From the second instrument question allowed the Accountancy, Business and Management
Students participants to share their challenges in experiencing Blended Learning. They share
how they cope up with the challenges and daily basis on a blended class. Themes one, two three
and four, they’re presented how these challenges make them broader in terms of: Having
breakdown is complicated; Answering the activities and performance tasks without any guidance
or teaching by the teacher can cause a breakdown in the learners and Various technological
connections encumber learners’ interest and interactivity; A range of . Technical difficulties,
such as the loss of an internet connection, make a huge lump between educators and learners
Having breakdown is complicated; Answering the activities and performance tasks
without any guidance or teaching by the teacher can cause a breakdown in the learners.
According to Abuhmaid, Atef, and Mohammad Abood. (2020) negative correlation between
procrastination and students’ academic performance has been reported. Often, procrastination
leads to cramming strategies, as students postpone study-related activities to the last possible
time before deadlines, which may point to a lack of time management skill. The postponement of
academic tasks and duties do not resolve them and they become daunting as deadlines approach
______________________________________________________________________________
making optimal performance highly unlikely. In addition, procrastination might represent
difficulties in setting goals independently and self-managing skills. Furthermore, stressed the
impact of procrastination on academic dishonesty among students in the form of increased
cheating. Having a breakdown is not easy for every student. Some students attempt to
procrastinate, lose interest, lack motivation, and have difficulties understanding the lesson they
need to understand. This study recommends that the teacher should allow students to contact or
chat to ask how to understand the lesson if they don't know how to do so. In an online class,
before the teacher dismisses the class, they leave a motivational quote for their students to pique
their interest in blended learning and also to help them understand the lesson.
Various technological connections encumber learners’ interest and interactivity; A
range of Technical difficulties, such as the loss of an internet connection, make a huge lump
between educators and learners. According to Dridi, M. A., Radhakrishnan, D., Moser-Mercer,
B., & DeBoer, J. (2020) the results showed that poor Internet connection in the camps severely
impacted both students’ and instructors’ experience of the course. In the context of chronic
Internet connectivity issues, the instructors had difficulties assessing their students’ needs and
challenges.
The results also showed that in light of these intermittent connection problems, the collaborative
learning environment helped students navigate the challenges of a blended course. Also, the
onsite
______________________________________________________________________________
visit by the online tutors and the face-to-face interactions that resulted from it had a noticeable
impact on the human dynamics of the course by allowing instructors to provide targeted
solutions to students’ problems as well as by building rapport between the students and the
instructional team. The importance of students' values and beliefs in technological integration is
the one that
should be highlighted. According to this study, technological disruption is a significant problem
for students, particularly in this sort of learning mode, and it should be prioritized and addressed.
In conclusion, technology interruptions disrupt class engagement and communication, potentially
leading to miscommunication or misinterpretation. This study recommends school affiliation
for students' perceived support for first-order obstacles and influences that should be taken into
consideration. Allowance for the internet, gadgets, and technological support should be brought
into the light of changes and awareness of the challenges faced by students.
From the third instrument question allowed the Accountancy, Business and Management
Students participants to share how they learn and excel to participate in Blended Learning. They
turn the tables by making the challenges turn into strategy and a lesson. And the time
management of the students when it comes to mix learning. Themes one presented on how did
they do to excel and learn in blended learning is Knowledge development; Adaptability in
advance learning is improving the knowledge and skills of learners.
Knowledge development; Adability in advance learning is improving the knowledge and
______________________________________________________________________________
skills of learners. According to Dewan, M., Murshed, M., & Lin, F. (2019) Online learners
participate in various educational activities, including reading, writing, watching video tutorials,
taking online exams, and attending online meetings. During their participation in these
educational activities, they show various engagement levels, such as boredom, frustration,
delight, neutrality, confusion, and learning gain. To provide personalized pedagogical support
through interventions to online learners, it is important for online educators to detect their
learners’ engagement status precisely and efficiently. This paper presents a review of the state of
the art in engagement detection in the context of online learning. We classify the existing
methods into three main categories—automatic, semi-automatic, and manual—considering the
methods’ dependencies on learners’ participation. Methods in each category are then divided into
subcategories based on the data types (e.g., audio, video, texts for learner log data, etc.) they
process for engagement detection.Advanced learning focuses on the educational and
developmental needs of advanced learners as they develop towards excellence. Grades earned
become part of the student's permanent transcript. Students may be able to transfer credits earned
to a four-year school. Students may explore fields of study that help them choose a major
later.This study recommends that one of the most significant benefits of using technology in
education is putting students' knowledge and skills into action. Students gain beneficial
knowledge through online classes and interactions with their teachers and other peer students.
______________________________________________________________________________
SUMMARY OF FINDINGS, CONCUSION AND RECOMMENDATIONS
This chapter presents the summary of findings of the study and the corresponding.
Summary of Findings
This study has the following points:
1. A blended class is simply a "blend" of both live and online learning. It consists of in person
class sessions that are supplemented by online readings and exercises.
2. Blended class educational settings encourage more in-depth learning for both students
and teachers, lower stress levels, and boost student satisfaction. Teachers can interact with their
students more. Students have more opportunities to interact with their professors and teachers
thanks to blended learning.
3. Learning independently enables students to establish appropriate learning objectives and f
fosters their sense of ownership over their education. Due to its adaptability, people can learn at
their own pace as they get ready for the future.
4. The effectiveness of digital media in education is determined by an individual's capacity to
access, comprehend, assess, and create media information and communication in a range of
formats. As a learning aid, this media may incorporate a variety of digital softwares, platforms,
and devices.
5. Blending classes learning empowers students by building their capacity to communicate,
improving their knowledge, and enhancing their skills.
______________________________________________________________________________
6. The cost of technology, insufficient training, technical difficulties, the need to modify content
for blended learning, lost motivation, and strained relationships between students and teachers
are all significant challenges to blended classes.
7. As student participation, interaction, cooperation, and use of digital learning tools rise, so do
students' understanding of the learning objectives.
8. Blended classes students create strategies for them to cope up with the challenges that
blended classes has give them.
9. Good Time Management, students develop their time management skills in this blended
learning environment, which is very helpful for them on a daily basis. Time management is
crucial for them to fulfill the requirements of the blended learning environment.
10. Greater capability, clarity, and confidence are all advantages of time management. Your
focus and productivity increase when you know how to use your time most effectively. Effective
time management lowers procrastination, boosts productivity, and enables you to reach greater
goals.
Conclusion
This study concludes that:
1. One of the most significant advantages of blended learning is that it makes learning enjoyable.
This is due to the fact that it mixes traditional learning with interactive resources. It enables
learners to access interactive content no matter where they are or what they are learning about.
2. Some students require assistance with digital literacy when using Google Classroom. Because
______________________________________________________________________________
some of them are unfamiliar with this sudden change in learning mobility.
3. Allow students to access a variety of media for multi model learning.
4. Empowering students by increasing their communication capacity can help improve
communication and ensuring that students who are falling behind receive the extra assistance
they require.
5. Students are immediately affected by the pandemic's unexpected changes and challenges as we
transition from traditional learning to blended learning.
Recommendations
This study recommends the following:
1. Department of Education (DepEd) students that has no access of technology devices should
be provided and supported by DepEd ,if they don't already have them.
2.School should establish a unknown proof google classrooms for the students to be safe when
schedules are sought online.
3.School task or activities should be given only when classes are face-to-face.
4. Teachers must encourage students to participate frequently and be active. During the
homeroom guidance period, they should also assist students in gaining confidence.
5. Programs that educate students in developing time management skills must be organized by
the school.
6. For blended classes to be more successful, the Department of Education
______________________________________________________________________________
(DepEd) needs to maintain and administer the system of blended classes well. They should also
create a time-to-time review or survey on how blended classes affect students.
7. Future researchers are encouraged to investigate in regard to this matther, particularly the parts
that are limited.
______________________________________________________________________________
References:
A. Kumar et al., "Blended Learning Tools and Practices: A Comprehensive Analysis," in IEEE
Access, vol. 9, pp. 85151-85197, 2021,
https://doi.org/10.1109/ACCESS.2021.3085844
Abuhmaid, Atef, and Mohammad Abood. (2020)“The Impact of Flipped Learning on P
rocrastination and Students’ Attitudes toward It.” Universal Journal of Educational Research, vol.
8, no. 2, Feb. 2020, pp. 566–573,
pdfs.semanticscholar.org/7e5e/4065d55457a6fe1d2dea685d754efde273ca.pdf,
https://doi.org/10.13189/ujer.2020.080228.
Ahmad, S., Batool, A., & Ch, A. H. (2020). Path relationship of time management and academic
achievement of students in distance learning institutions. Pakistan Journal of Distance and
Online Learning, 5(2)
http://journal.aiou.edu.pk/journal1/index.php/PJDOL/article/view/441
AlKhaleel, A. (2019). The advantages of using blended learning in studying English as a foreign
language at the University of Tabuk. Modern Journal of Language Teaching Methods
(MJLTM), 9(2), 1-7.
https://mail.mjltm.org/article-1-510-en.pdf
Ando, K., Basilisco, J., Deniega, A., Gador, K., Geraldo, P. J., Gipulao, W. E. M., ... &
Minyamin, A. (2022). Learning without Learning in the New Normal: College Education
______________________________________________________________________________
Students Lived Experiences in Blended Learning Modality. Psychology and Education: A
Multidisciplinary Journal, 2(6), 455-464.
https://scimatic.org/show_manuscript/394
Aspers, P., & Corte, U. (2019). What is Qualitative in Qualitative Research. Qualitative
Sociology, 42(2), 139–160.
https://doi.org/10.1007/s11133-019-9413-7
Bouilheres, F., Le, L.T.V.H., McDonald, S. et al. Defining student learning experience through
blended learning. Educ Inf Technol 25, 3049–3069 (2020).
https://doi.org/10.1007/s10639-020-10100-y
Chiu, T. K. F. (2021). Digital support for student engagement in blended learning based on self-
determination theory. Computers in Human Behavior, 124, 106909.
https://doi.org/10.1016/j.chb.2021.106909
Dakhi, O., Jama, J., Irfan, D., AMBIYAR, & ISHAK. (2020). BLENDED LEARNING: A 21ST
CENTURY LEARNING MODEL AT COLLEGE. INTERNATIONAL JOURNAL of MULTI
SCIENCE, 1(08), 50–65.
https://multisciencejournal.com/index.php/ijm/article/view/92
Dewan, M., Murshed, M., & Lin, F. (2019). Engagement detection in online learning: a review.
Smart Learning Environments, 6(1), 1-20.
https://rdcu.be/dfctR
Dridi, M. A., Radhakrishnan, D., Moser-Mercer, B., & DeBoer, J. (2020). Challenges of blended
______________________________________________________________________________
learning in refugee camps: When internet connectivity fails, human connection succeeds. The
International Review of Research in Open and Distributed Learning, 21(3), 250-263.
https://doi.org/10.19173/irrodl.v21i3.4770
Dziuban, C., Graham, C.R., Moskal, P.D. et al. Blended learning: the new normal and emerging
technologies. Int J Educ Technol High Educ 15, 3 (2018).
https://doi.org/10.1186/s41239-017-0087-5
Gjestvang, B., Høye, S., & Bronken, B. A. (2021). Aspiring for competence in a multifaceted
everyday life: A qualitative study of adult students’ experiences of a blended learning master
programme in Norway. International journal of nursing sciences, 8(1), 71-78.
https://doi.org/10.1016/j.ijnss.2020.11.001
Gwo‐Jen Hwang, Chun‐Chun Chang, Shu‐Yun Chien, A motivational model‐based virtual
reality approach to prompting learners' sense of presence, learning achievements, and
higher‐order thinking in professional safety training, British Journal of Educational Technology,
10.1111/bjet.13196, 53, 5, (1343-1360), (2022)
https://doi.org/10.1111/jcal.12579
Kiger, M. E., & Varpio, L. (2020). Thematic analysis of qualitative data: AMEE Guide No.
131. Medical teacher, 42(8), 846-854.
https://doi.org/10.1080/0142159X.2020.1755030
Ma, J., Li, C., & Liang, H. N. (2019). Enhancing students’ blended learning experience through
embedding metaliteracy. Education Research International, 2019.
______________________________________________________________________________
https://doi.org/10.1155/2019/6791058
Mueller, R. O., & Knapp, T. R. (2018). Reliability and validity. In The reviewer’s guide to
quantitative methods in the social Sciences (pp. 397-401). Routledge
https://doi.org/10.4324/9781315755649
Neubauer, B. E., Witkop, C. T., & Varpio, L. (2019). How phenomenology can help us learn
from the experiences of others. Perspectives on medical education, 8, 90-97.
https://doi.org/10.1080/0142159X.2020.1755030
Nur Kholifah, Putu Sudira, Reza Rachmadtullah, Muhammad Nurtanto, Suyitno Suyitno
(2020).The Effectiveness of Using Blended Learning Models Against Vocational Education
Student Learning Motivation 9(5):7964 – 7968 DO - 10.30534/ijatcse/2020/151952020
https://www.researchgate.net/publication/347511395_The_Effectiveness_of_Using_Blended_Le
arning_Models_Against_Vocational_Education_Student_Learning_Motivation
Obilor, E. I. (2023). Convenience and Purposive Sampling Techniques: Are they the Same?.
International Journal of Innovative Social & Science Education Research, 11(1), 1-7.
https://seahipaj.org/journals-ci/mar-2023/IJISSER/full/IJISSER-M-1-2023.pdf
Prifti, R. (2020). Self–efficacy and student satisfaction in the context of blended learning courses.
Open Learning: The Journal of Open, Distance and E-Learning, 1–15.
https://doi.org/10.1080/02680513.2020.1755642
Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of
blended learning: A systematic review. Computers & Education, 144(1), 103701.
______________________________________________________________________________
https://doi.org/10.1016/j.compedu.2019.103701
R Etom et al 2021 J. Phys.: Conf. Ser. 1835 012075DOI 10.1088/1742-6596/1835/1/012075
https://iopscience.iop.org/article/10.1088/1742-6596/1835/1/012075/meta
Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Students and teachers’ challenges of
using technology in blended learning environments. Proceedings of the 2020 the 3rd
International Conference on Computers in Management and Business.
https://doi.org/10.1145/3383845.3383875
Stacey, E., Gerbic, P. Teaching for blended learning––Research perspectives from on-campus
and distance students. Educ Inf Technol 12, 165–174 (2007).
https://doi.org/10.1007/s10639-007-9037-5
Yapici, I. U., & Akbayin, H. (2012). The Effect of Blended Learning Model on High School
Students' Biology Achievement and on Their Attitudes towards the Internet. Turkish Online
Journal of Educational Technology-TOJET, 11(2), 228-237.
https://eric.ed.gov/?id=EJ989031
Zhu, M., Berri, S. & Zhang, K. Effective instructional strategies and technology use in blended
learning: A case study. Educ Inf Technol 26, 6143–6161 (2021).
https://doi.org/10.1007/s10639-021-10544-w
______________________________________________________________________________
Appendices
Appendix A: Declaration of Absence of Plagiarism
DECLARATION OF THE ABSENCE OF PLAGIARISM AND CONFLICT OF
INTEREST
We, Sean Patrick M. Manarang, Shaina Heart B. Lopez, Angel Mae G. Layug, and
Precious Lara T. Lansangan, students of Grade 11 ABM 10, do hereby declare and state under
oath that in writing our research titled Transition to Innovation: The Lived Experience of
Accountancy, Business, and Management, which we conducted when we were in Grade 11, we
do not have any personal conflicts of interest, either financially or in any other way. personal
considerations that, in one way or another, may affect the soundness and correctness of either our
judgments of the data gathered or of the entirety of this research endeavor. We further declare
that in the entire process of conducting this study, we made sure that the research process took its
natural course, and there had been no manipulation of any data or of the analysis. treatment of
such data and that we have embraced with utmost sincerity the values of integrity. and
intellectual honesty. In addition, we acknowledge and understand that plagiarism is wrong. and
that it constitutes academic theft. We understand that our written work must be accurate.
referenced. We have followed the rules and conventions concerning referencing laid out in the
conduct of this study.
In signing this Declaration of the Absence of Plagiarism and Conflict of Interest, we hold
______________________________________________________________________________
ourselves accountable and punishable for any form of conflict of interest that we may have,
which may be proven by authorities either during the time of the checking of this research or at
anytime whenever evaluation and re-evaluation of this endeavor are possible.
Signed this 26th of June 2022 at Pampanga High School, City of San Fernando, Pampanga
Sean Patrick M. Manarang Shaina Heart B. Lopez Angel Mae G. Layug
Student Researcher Student Researcher Student Researcher
Student Researcher
Signed in the presence of
Jackie-Lou J. Vitan
Research Teacher
______________________________________________________________________________
Appendix B: Approval Letter to Conduct the Study
______________________________________________________________________________
Appendix C: Instrument Validation Form
______________________________________________________________________________
Appendix D: Qualitative Data Analysis (Steps 1-4)
STEP 1: KEYPOINTS CODING
Legends:
ABMS = Accounting Business and Management Students participants
a, b, c, d, = order of Accounting Business and Management Students participation
1, 2, 3, 4, = instrument question number
e.g., AMBSa1 represents the response of the Accounting Business and Management Students
participant to the first instrument question
Title of the Research:

Transition to Innovation: Lived Experience of Accounting Business and Management
Students in Blended Learning
Instrument Question Number 1:

What are the benefits that blended learning gives you as student?
Keypoint Coding for ABMSa
ID Verbatim Transcription Keypoint Code
ABMSa1 The benefits the I've experienced is The learner get to control Time
I get to control my time, because I their time. management and
am the one who decides when to time value
start answering modules.
Keypoint Coding for ABMSb

ABMSb1 The benefit of blended learning for Opportunity to spend a Opportunity to
me was the opportunity to spend a I moment with their family spend a moment
moment to my family and for and for themselves, and it with their
myself. Because there isn't much of was not too much family and for
a task, I'm not that stress in school stressful. themselves
works.
______________________________________________________________________________
Keypoint Coding for ABMSc

ABMSc1 It get the chance to learn and to Get a chance to learn and Learn and
practice self study by reading, practice self-study by practice self-
watching in YouTube channel reading, watching study
about lessons, you can manage YouTube channels about
your time and control learning the lessons, managing
pace. your time and controlling
your learning pace.
Keypoint Coding for ABMSd

ABMSd1 I learned and use different kinds of Students learned a lot Learned to use
applications in social media, before about how to use different kinds of
I didn’t know how to use google different kinds of applications for
classroom, and google meet and applications for online online classes
other applications. But then because classes.
of blended learning I learned a lot
of things internet.

What are the challenges that you overcome in blended learning?
ID Verbatim Transciption Keypoint Code
ABMSa2 I tend to procrastinate all the time Tend to procrastinate all Tend to
that's why I had a hard time in time the time. procrastinate
management.

ABMSb2 The few activities that I Losing interest in Losing interest
accomplished caused me to lose studying and developing and lack of
interest in studying and develop a a lack of motivation. motivation
lack of motivation.
______________________________________________________________________________

ABMSc2 The most difficult aspect of blended Having trouble keeping Having trouble
learning is that I have having up with the lesson since keeping up with
trouble keeping up with the lesson it’s not sufficiently the lesson
since it is not sufficiently clarified. clarified.

ABMSd2 Internet connection is one of the Internet connection is Poor Internet
challenges I’ve encountered in one of the challenges. Connectivity
blended learning because we know We know that without
that without internet we can’t internet access and find
access and find immediately the immediately the answer
answer we want for example we want.
searching on how to compute you
assignment in mathematics. Lack of
space also affects blended learning
because it doesn’t have enough
space for you to learn especially
when you are doing your
responsibility at home.

What did you do to learn and excel on blended learning?
ABMSa3 I decided to advance reading and Decided to advance Advance reading
learn through online based videos reading and learn and learning
to improve more when in face to through online to through online
face classes. improve
______________________________________________________________________________

ABMSb3 I fixed my time management, and I Fixed my time Time
value time more. I became more management and valued management and
active in answering and took my time more. time value
studies seriously.

ABMSc3 As a student in blended learning it's Developed my time Time
difficult to juggle all the tasks at management and skills management and
home and school at once, but I've time value
developed my time management
skills so that I can get what will I
get done to accomplished.

ABMSd3 I learned a lot in blended learning I I learned a lot about Learn and
used to study alone, analyzing studying alone, practice self-
every problem /answersheets that i analyzing, doing my study
may encounter. Doing my very very very best to excel in
best to excel in class even it is a class even though it's
blended learning. Every time there blended learning, and
is a new activities that I will need to being responsible to
answer, I’m responsible that I will finish the task
finish the task before the deadline immediately before the
of submission. deadline.
______________________________________________________________________________
STEP 2: CATEGORIZATION
Categories
CODES ID/s
Time management and time value ABMSa1, ABMSb3, ABMSc3 (3)
Opportunity to spend a moment with their ABMSb1 (1)

family and for themselves
Learn and practice self-study ABMSc1, ABMSd3 (2)
Learned to use different kinds of applications ABMSd1 (1)
for online classes
Tend to procrastinate ABMSa2 (1)
Losing interest and lack of motivation ABMSb2 (1)
Having trouble keeping up with the lesson ABMSc2 (1)
Poor Internet Connectivity ABMSd2 (1)
Advance reading and learning through online ABMSa3 (1)
Instrument Question Number 1: What are the benefits that blended learning gives you as
student?
Codes ID/s
Time management and time value ABMSa1 (1)
Opportunity to spend a moment with their ABMSb1 (1)
family and for themselves
Learn and practice self-study ABMSc1 (1)
Learned to use different kinds of applications ABMSd1 (1)
for online classes
______________________________________________________________________________
Instrument Question Number 2: What are the challenges that you overcome in blended
learning?
Codes ID/s
Tend to procrastinate ABMSa2 (1)
Losing interest and lack of motivation ABMSb2 (1)
Having trouble keeping up with the lesson ABMSc2 (1)
Poor Internet Connectivity ABMSd2 (1)
Instrument Question Number 3: What did you do to learn and excel on blended learning?
Codes ID/s
Advance reading and learning through online ABMSa3 (1)
Time management and time value ABMSb3, ABMSc3, ABMSd4 (3)
STEP 3: EMERGING THEMES AND CATEGORIES
student?
 The students spend more time with loved ones
- Sub-theme #1: Opportunity to spend a moment with their family and for themselves
 Enhance utilization of students learning
- Sub-theme #1: Learn and practice self-study
- Sub-theme #2: Learned to use different kinds of applications for online classes
______________________________________________________________________________
learning?
 Having a breakdown on how to learn
- Sub-theme #1: Tend to procrastinate
- Sub-theme #2: Losing interest and lack of motivation
- Sub-theme #3: Having trouble keeping up with the lesson
 Attainable impediments hurdle the whole class’s engagements
- Sub-theme #1: Poor Internet Connectivity
 Advance to learn through online
- Sub-theme #1: Advance reading and learning through online
 Enhancement of controlling the time of students
- Sub-theme #1: Time management and time value
STEP 4: INTERPRETING THEMES AND CATEGORIES
student?
 The students spend more time with loved ones.
- Sub-theme #1: Opportunity to spend a moment with their family and for themselves
______________________________________________________________________________
Interpretation: (Theme-RRL/RRS Integration-Own Interpretation-Conclusion-Recommendation)
Blended learning is advantageous; An opportunity for students to spend more time with their
relatives for themselves and their loved ones. According to Gjestvang, B., Høye, S., & Bronken,
B. A. (2021) in the arenas of everyday life in blended learning, There were many obligations that
were important and had to be fulfilled, such as doing the activities and tasks before the deadline.
Furthermore, they had not expected to spend so much of their free time for their studies. Some
families were able to develop shared interests and bond over new activities and more as we were
together 24/7 during the pandemic and while in blended learning. It is an approach to education
that combines online educational materials and opportunities for interaction with physical place-
based classroom methods if the students schedule online classes. This study explores the
opportunity of blended learning to help students make time for themselves and spend more time
with their families if they have free time after online class to answer the activities or performance
tasks.
 Enhance utilization of students learning
- Sub-theme #1: Learn and practice self-study
- Sub-theme #2: Learned to use different kinds of applications for online classes
Enhancement should certainly be for all; Adaptability is what is needed. Almost all of the
It is apparent that learners have their own interface to enhance and utilize the technological
application that they drastically adapt to these changes in order to become accustomed to these
modifications.According to Ma, J., Li, C., & Liang, H. N. (2019) adopt blended learning, which
______________________________________________________________________________
combines traditional face-to-face lectures with online instruction to create flexible approaches to
delivering content that are consistent with the requirements of the new digital economy. At the
same time, university students are required to have continuous growth in literacy skills.
Metaliteracy is a comprehensive model for information literacy that can enhance blended
learning experiences. Embedding metaliteracy learning in a blended course is considered as a
feasible approach to empower students in blended learning. More and more courses are offered
through blended learning, which uses a good number of online resources and activities to provide
active, individualized, student-centered learning experiences for students. The main goal of
blended learning is to continue the students studies exchange e-content and e-files with students
in a systematic way. In the same way, it neutralizes the idea of personalizing the content standard
of learners' progress with certain subjects. This study recommends that the school organization
create a system where blended learning utilization will bean approach for the next academic
years, but will equalize both paper skills and digital skills of every learner. Using the different
applications for online classes, learners enhance their skills by practicing self-study.
learning?
 Having a breakdown on how to learn
- Sub-theme #1: Tend to procrastinate
- Sub-theme #2: Losing interest and lack of motivation
______________________________________________________________________________
- Sub-theme #3: Having trouble keeping up with the lesson
Having breakdown is complicated; Answering the activities and performance tasks without
any guidance or teaching by the teacher can cause a breakdown in the learners. According to
Abuhmaid, Atef, and Mohammad Abood. (2020) negative correlation between procrastination
and students’ academic performance has been reported. Often, procrastination leads to cramming
strategies, as students postpone study-related activities to the last possible time before deadlines,
which may point to a lack of time management skill. The postponement of academic tasks and
duties do not resolve them and they become daunting as deadlines approach making optimal
performance highly unlikely. In addition, procrastination might represent difficulties in setting
goals independently and self-managing skills. Furthermore, stressed the impact of procrastination
on academic dishonesty among students in the form of increased cheating.Having a breakdown is
not easy for every student. Some students attempt to procrastinate, lose interest, lack motivation,
and have difficulties understanding the lesson they need to understand. This study recommends
that the teacher should allow students to contact or chat to ask how to understand the lesson if
they don't know how to do so. In an online class, before the teacher dismisses the class, they
leave a motivational quote for their students to pique their interest in blended learning and also to
help them understand the lesson.
 Attainable impediments hurdle the whole class’s engagements
- Sub-theme #1: Poor Internet Connectivity
______________________________________________________________________________
Various technological connections encumber learners’ interest and interactivity; A range of
Technical difficulties, such as the loss of an internet connection, make a huge lump between
educators and learners. According to Dridi, M. A., Radhakrishnan, D., Moser-Mercer, B., &
DeBoer, J. (2020) the results showed that poor Internet connection in the camps severely
impacted both students’ and instructors’ experience of the course. In the context of chronic
Internet connectivity issues, the instructors had difficulties assessing their students’ needs and
challenges. The results also showed that in light of these intermittent connection problems, the
collaborative learning environment helped students navigate the challenges of a blended course.
Also, the onsite visit by the online tutors and the face-to-face interactions that resulted from it
had a noticeable impact on the human dynamics of the course by allowing instructors to provide
targeted solutions to students’ problems as well as by building rapport between the students and
the instructional team. The importance of students' values and beliefs in technological integration
is the one that should be highlighted. According to this study, technological disruption is a
significant problem for students, particularly in this sort of learning mode, and it should be
prioritized and addressed. In conclusion, technology interruptions disrupt class engagement and
communication, potentially leading to miscommunication or misinterpretation. This study
recommends school affiliation for students' perceived support for first-order obstacles and
influences that should be taken into consideration. Allowance for the internet, gadgets, and
technological support should be brought into the light of changes and awareness of the
challenges faced by students.
______________________________________________________________________________
 Advance to learn through online
- Sub-theme #1: Advance reading and learning through online
Knowledge development; Adaptability in advance learning is improving the knowledge and
skills of learners. According to Dewan, M., Murshed, M., & Lin, F. (2019) Online learners
participate in various educational activities, including reading, writing, watching video tutorials,
taking online exams, and attending online meetings. During their participation in these
educational activities, they show various engagement levels, such as boredom, frustration,
delight, neutrality, confusion, and learning gain. To provide personalized pedagogical support
through interventions to online learners, it is important for online educators to detect their
learners’ engagement status precisely and efficiently. This paper presents a review of the state of
the art in engagement detection in the context of online learning. We classify the existing
methods into three main categories—automatic, semi-automatic, and manual—considering the
methods’ dependencies on learners’ participation. Methods in each category are then divided into
subcategories based on the data types (e.g., audio, video, texts for learner log data, etc.) they
process for engagement detection. Advanced learning focuses on the educational and
developmental needs of advanced learners as they develop towards excellence. Grades earned
become part of the student's permanent transcript. Students may be able to transfer credits earned
to a four-year school. Students may explore fields of study that help them choose a major
______________________________________________________________________________
later.This study recommends
that one of the most significant benefits of using technology in education is putting students'
knowledge and skills into action. Students gain beneficial knowledge through online classes and
interactions with their teachers and other peer students.
 Enhancement of controlling the time of students
- Sub-theme #1: Time management and time value
Improvement of time management; Enhancing time management is very useful it can help us
organize our schedule and time. According to Ahmad, S., Batool, A., & Ch, A. H. (2020) the
primary achievement of distance and regular students is managing time effectively.
Mismanagement disturbs the academic achievements of learners. Time administration plays a
significant role in improving learners’ performance and accomplishments. It is a skill to manage
time, and every learner must become familiar with and command this skill for the sake of better
results. A student can only survive if he or she has the ability to utilize time properly. The motive
of this study was to establish the relationship between time management and academic
achievement of students in distance learning institutions through structural equation
modeling.Time management is the process of planning and controlling how much time to spend
on specific activities. Good time management enables an individual to complete more in a
shorter period of time, lowers stress, and leads to career success. Get it right, and you'll end up
working smarter, not harder, to get more done in less time—even when time is tight and
pressures are high. This study recommends time management as a technique for using your time
______________________________________________________________________________
more effectively. Organize your professional and personal tasks based on how urgent and
important they are, and take care of the most urgent and important first, followed by activities
that are not urgent but still important. Help students reduce stress and prioritize their time.
Effective time management clarifies your goals and prioritizes your most important tasks. As a
result, you have more time to achieve bigger and better results. When you manage your time,
you can plan your day and increase your performance.
______________________________________________________________________________
Appendix E: Curriculum Vitae
Curriculum Vitae: Group Leader
Name: Sean Patrick M. Manarang

Age:17 years old
Gmail Address: seanmanarang898@gmail.com
Nationality: Filipino
Religion: Roman Catholic
Language Spoken: Filipino, Kapampangan and English
Preferred Profession/Career: Accountant, Pastry Chef, Designer and Bank Owner
EDUCATIONAL BACKGROUND
Senior High School | S.Y. 2022 – Present Pampanga High School
Academic Strand: Accountancy, Business, and Management (ABM)
Junior High School | S.Y. 2018 – 2022
Our Lady of Fatima [Grade 7 and Grade 9]
Pampanga High School [Grade 10]
Primary | S.Y. 2012 – 2018
Sindalan Elementary School
ACADEMIC AWARDS RECEIVED Grade and Section: 11 - ABM 10
• With Honors [Grade 6] Group Number: 8
• With Honors [Grade 7 to Grade 10] Class Number: B-16
• With Honors [Grade 11 – 1st Sem and 3rd Quarter] Role in the Group: Leader
______________________________________________________________________________
Curriculum Vitae: Typewriter
Name: Shaina Heart B. Lopez

Age:17 years old
Gmail Address: bagoshaina@gmail.com
Language Spoken: Filipino and English
Preferred Profession/Career: Dermatology and Accountant
Dr. Juan G. Nolasco
Primary | S.Y. 2012 – 2018
Malatawan Elementary School
• With Honors [Grade 1 to Grade 6] Group Number: 8
• With Honors [Grade 9 to Grade 10] Class Number: G-40
• With Honors [Grade 11 – 1st Sem and 3rd Quarter] Role in the Group: Typewriter
______________________________________________________________________________
Curriculum Vitae: Note-taker
Name: Angel Mae G. Layug

Age:17 years old
Gmail Address: gellylayug@gmail.com
Preferred Profession/Career: Entrepreneurship, Dentistry, and Doctor
Primary | S.Y. 2012 – 2018
Nuestra Señiora Del Pilar Integrated School, Elementary
• With Honors [Grade 10] Class Number: G-14
• With Honors [Grade 11 – 2nd and 3rd Quarter] Role in the Group: Note-taker
______________________________________________________________________________
Curriculum Vitae: Monitor
Name: Precious Lara T. Lansangan

Age: 16 years old
Email Address: preciouslaralansangan@gmail.com
Preferred Profession/Career: Accountant/Flight Attendant
Primary | S.Y. 2012 – 2018
Dela Paz Norte Elementary School
• With Honors [Grade 10] Class Number: G-8
• With Honors [Grade 11 – 2nd and 3rd Quarter] Role in the Group: Monitor
______________________________________________________________________________
Appendix F: Consent Form for Ethical Considerations
______________________________________________________________________________
______________________________________________________________________________
Appendix G: Documentation of Live Interview
______________________________________________________________________________

Group8 11abm10 Final - Research Manuscript PR1

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Group8 11abm10 Final - Research Manuscript PR1

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

"Transition to Innovation: Lived Experience of

Accountancy Business and Management Students in Blended Learning"

Sean Patrivk M. Manarang

Shaina Heart B. Lopez

Angel Mae. G. Layug

Precious Lara T. Lansangan

the Senior High School Department,

Pampanga High School,City of San Fernando, Pampanga

In Partial Fulfillment of the Requirements in

Address: PHS Blvd., Brgy. Lourdes, City of San Fernando, Pampanga

Accountancy Business and Management Students in Blended Learning" was prepared

RESEARCH EVALUATION COMMITTEE

Edilberta C. Esguerra Lyn M. Esguerra

Head Teacher VI Principal IV

it contains no material previously written or published by another person, or organization, or any

learning, except where due acknowledgment is made thereof.

language, and style.

Sean Patrick M. Manarang Shaina Heart B. Lopez Angel Mae G. Layug

Student Researcher Student Researcher Student Researcher

Precious Lara T. Lansangan

have a perception of the study that they have conducted.

positive attributes in the undertaking of this study.

thoughts and exchanging knowledge about one another's studies.

of ourselves to create this study.

This phenomenological research probed into the lived experiences of Accountancy

Certificate of Originality................................................................................................... iii

Background of the Study………………………………………………………. 1

Statement of the Problem.................................................................................... 11

Scope and Limitation.......................................................................................... 12

Significance of the Study..................................................................................…13

Definition of Terms .........................................................................................…14

Findings and Discussion................................................................................................... 24

Summary of Findings, Conclusion and Recommendations ............................................ 35

Appendix A: Declaration of Absence of Plagiarism…………………………44

Appendix B: Approval Letter………………………………………………...46

Appendix C: Instrument Validation Form…………………………………...47

Appendix D: Qualitative Data Analysis (Step 1-4) ………………………….48

Appendix E: Curriculum Vitae………………………………………………62

Appendix F: Consent Form for Ethical Considerations……………………...66

Appendix G: Documentation of Live Interview………………... ………….68

Information technology-based learning is one of technology utilization in education and teaching

computer and the existences of internet connection.

approach of blended learning to education. Blended learning or hybrid learning is combining

digital learning tools with traditional face-to-face teaching.

Educational institutions have numerous issues, including the supply of appropriate

and university council choices (Dahmash, 2020).

students in experience-blending classes.

the principal and DEPED authorities for purposes of policy making.

learning helped them

formulated to further understand this study:

The benefit of blended learning

has a moderate impact on students' performance in doing activities online.

learning strategies through the implementation of educational approaches. As a result, face-to-

might be achieved in a conventional face-to-face course. The difficulty of blending learning is to

they are learning and what they already know.

According to Nur Kholifah, Putu Sudira, Reza Rachmadtullah, Muhammad Nurtanto,

and the strong impact of conventional methods on teachers.

interacting with the students synchronously in the online course platforms.()

communication skills, self-confidence, and self-awareness, as well as encourage discussion and

The Challenges of Students in a Blended Learning Class

advancement of information and communication technology in the 21st century is forcing

interact. Technological developments encourage educators to understand and utilize technology