Republic of the Philippines

City of Olongapo
GORDON COLLEGE
COLLEGE OF EDUCATION, ARTS AND SCIENCES
Olongapo City Sports Complex, Donor St., East Tapinac, Olongapo City 2200
Telefax No.: (047) 602-7175 loc 322
www.gordoncollege.edu.ph

2024, February 12 Members:

Billano, Mary Reynelyn
Gloria, Izzy Belle
Lim, Maria Luisa
Ricafrente, Aivan Jan
Serrano, Alberto Jr,
Sultan, Sittin Saliha M.

Post-Pandemic Preference of Gordon College English Major Students Toward Face-to-Face

Learning and Blended Learning Modality: A Qualitative Study

I. Background of the Study

Introduction
For the last two years of the Pandemic, the learning experience of students had changed
greatly. Relying merely on virtual classes and asynchronous activities. Blended learning is a mixture
of face-to-face and online teaching methods to allow students flexibility in the learning process and
customization of learning experiences (Fleischmann, 2020; Graham et al., 2013) With the
advancement of technology, creative and different approaches to learning have been immediately
implemented in classrooms and have been part of the strategies that teachers execute in their class to
accommodate different learning situations of students. However, is it still necessary for a blended
classroom when traditional classes (face-to-face classes) is allowed now? Is it getting any better when
traditional classes are mixed with online modality? Do the students of Gordon College think the
same?

Rationale
The demand of the internet and gadgets took a toll on the learning of the students during the
pandemic. Moreover, having classes in virtual classrooms requires extensive attentiveness, time
management and a focused learning environment. Some studies claim that online or blended modality
saves time and space. It is convenient and flexible. This study aims to know the preferred modality of
Gordon College English Majors by investigating various factors that affect their choice i.e.,
perspective and experience, academic achievement, knowledge acquisition, learning environment
factors, learning styles and access to technology. By evaluating these factors, we can assess the
efficacy of both modality and have the college accommodate the students based on the gains, factors,
and preferences. Findings of this study can inform educational practices and policies to facilitate the
adaptation of Gordon College to changing educational landscape.

II. Preliminary Review of Related Literature

Foreign
A performance analysis for face-to-face, distance and hybrid education models based on student
satisfaction
The main objective of learning is to effect long-lasting changes in an individual's behavior.
With the advent of technology, alternative models of learning have replaced traditional face-to-face
instruction. However, this shift has been met with varying degrees of enthusiasm and encountered
certain shortcomings, impacting learners' choices regarding their psychological, technical, and
educational proficiency. A fascinating scenario arises when students must choose among face-to-face,
distant, and blended learning. Four thousand nine students completed questionnaires for the survey.
Notwithstanding technological advancements, face-to-face learning remains the favored option,
trailed by mixed and remote models.
Evaluating EFL Students’ Perceptions Toward Online Learning Vesus Face-to-Face Learning
In response to the global COVID-19 pandemic, Algeria, like many other countries, has had to
implement strict measures to minimize the spread of the virus. As a consequence, the country's
Ministry of Higher Education and Scientific Research had no option but to transition from traditional
classroom-based learning to online learning. The study aimed to compare the perceptions of students
regarding online learning versus face-to-face learning. The results indicated that while there are
certain difficulties associated with online learning, such as access to the internet, technical issues, and
managing time effectively, students generally prefer face-to-face learning.

Contextual Changes and Shifts in Pedagogical Paradigms: Post-COVID-19 Blended Learning as a

Negotiation Space in Teacher Education
The study examines a shift in the academic schedule at a teacher training institution following
the COVID-19 pandemic, moving from primarily in-person classes to a blended learning format that
includes both in-person and online components. The research focuses on the online aspect of the
curriculum, which involves a combination of real-time and self-paced learning activities. The findings
show that students rated live virtual lectures and incorporating online resources like MOOCs,
YouTube, and podcasts as the most successful online teaching methods. Notably, students gave self-
directed learning significantly higher marks than professors did. According to the study's conclusions,
modifying the curriculum may be an initial step towards reevaluating teaching methods in the post-
COVID-19 educational landscape. To bridge the divide between educators' and students' opinions on
the efficacy of different teaching techniques, further action is required.

Local
Online Learning Satisfaction among College Students from a Higher Education Institution in
Cavite
With the rise of COVID-19, online learning systems have become a crucial measure to
prevent the spread of the virus in educational institutions worldwide. To ensure a successful education
process, it's essential to assess students' satisfaction with this new normal. The study aimed to
investigate college students' perceptions of online learning satisfaction. Findings showed that both
online learning services and expected activities were significantly important. The majority of students
(36.27%) reported receiving supplemental online academic support from their families, while around
34.60% expressed willingness to take online courses again if required by their instructors or
professors. Based on the results, they recommend implementing a HyFlex (hybrid-flexible) learning
model that combines face-to-face and online learning through a range of courses, allowing students to
learn effectively while maintaining social distancing measures.

III. Statement of the Problem

The post-pandemic education is different from how it is before, it could be that there are still
students that did not cope with the educational changes. This study aims to determine the preferred
modality of students base on the personal effectiveness of this modality to their learning in pre- and
post-pandemic time and the other factors that affect their choice. Specifically, it sought to answer the
following questions:
1. Do the respondents have the same level of knowledge acquisition in both online classes and
face-to-face class settings?
2. Does the shift in educational landscape (i.e., blended learning modality) have an impact on
the student's academic performance?
 3. What is the preferred learning modality of students?
4. What are the factors that contribute in the students' decision-making process on choosing
between traditional and blended learning process in terms of?
a. Resources
b. Self-regulation/self-paced activities
c. Extra-Curricular Activities (Part time jobs, Organizations)
d. Perception of effectiveness
e. Learning Environment
5. Is there a significant difference between the blended learning modality and the traditional
face-to-face learning environment?

Objective of the Study

The primary objective of this is to understand the factors that affect students’ choice between
face-to-face learning modality and blended learning modality. The research attempts to:
1. Examine the opinions and preferences of English majors at Gordon College with regard to
blended learning in the wake of the COVID-19 pandemic,
2. Investigate the stand of the learner in between face-to-face learning modality and blended
learning modality based on the following factors: experience, academic performance,
knowledge acquisition, learning environment factors, learning styles and access to
technology,
3. Determine the challenges and benefits of blended learning and face to face learning modality
for students majoring in English.

IV. Methodology
The study will use a phenomenological approach to determine the preferences of the English
majors at Gordon College in terms of learning modality: face-to-face and online learning modes. The
study will use an in-depth interview to gather the data to determine the factors why they prefer face-
to-face rather than online learning, or why online learning is preferred. In this study, the researchers
will use purposive sampling to determine the respondents from the first- to third-year English majors
at Gordon College.
The participants should be:
a. a student of Bachelor of Secondary Education majoring in English,
b. a bonafide student of Gordon College,
c. have experience blended learning i.e., online and face-to-face learning,
d. a first year, second year, and third year student.
The study will be analyzed using descriptive statistics analysis, which uses simple statistics to
represent core trends and variations (such as means, medians, and modes), which may be highly
useful for explaining the data collected.
V. Timeline
Using the gantt chart, the duration of the research was separated into nine phases (i.e.,
planning, designing, implementation, data collection, analysis, reporting, dissemination, publication
and reflection) which is proposed to be accomplished at the end of the term, exactly 9 weeks from
now.
 VI. References
TEPE, S. (2021). Öğrenci Memnuniyetine Dayalı Yüz Yüze, Uzaktan ve Hibrit Eğitim Modelleri için
Performans Analizi. European Journal of Science and Technology.
https://doi.org/10.31590/ejosat.866479
EL, S., KORAN, A., HABABELA, H., & TOUMI, F. Z. (2022). EVALUATING EFL STUDENTS’
PERCEPTIONS TOWARDS ONLINE LEARNING VERSUS FACE-TO-FACE LEARNING. Univ-
Km.dz. http://localhost:8080/xmlui/handle/123456789/6202

Liat Biberman-Shalev, Orit Broza, & Nurit Chamo. (2023). Contextual Changes and Shifts in
Pedagogical Paradigms: Post-COVID-19 Blended Learning as a Negotiation Space in Teacher
Education. Education Sciences, 13(3), 275–275. https://doi.org/10.3390/educsci13030275

Abdon-Liwanag, B., Padohinog, E. C., & Balsicas, N. W. (2022, December 1). Online Learning
Satisfaction among College Students from a Higher Education Institution in Cavite. ERIC.
https://eric.ed.gov/https://files.eric.ed.gov/fulltext/ED629095.pdf

POSSIBLE QUESTIONS:

1. What is the aim of your study?

✔ Know the preferred modality of GC English Major base on the ff. factors….

✔ Know the effectiveness of blended learning.

2. What are the choices? (Blended learning, face to face and online learning)
3. What is the relation of this study in Language learning?
 Measuring Knowledge Acquisition Level of English Major Students of Gordon College in
Traditional Method of Teaching Versus the Learner Centered Teaching: A Quantitative Study

I. Background of the Study

Introduction
In the field of education, the debate over the most effective teaching methodologies continues
to be a topic of considerable interest and research. Within the discipline of English language
education, the choice between traditional teaching methods and learner-centered approaches has
garnered particular attention. This study seeks to contribute to this discourse by measuring the impact
of these two distinct teaching paradigms on the knowledge acquisition levels of English major
students at Gordon College.

Rationale
Selecting effective teaching methods is crucial for fostering learning outcomes, especially in
English language education. While traditional teaching methods have been prevalent, learner-centered
approaches offer active engagement and personalized learning. However, empirical evidence
comparing their effectiveness is limited. This study aims to address this gap by comparing knowledge
acquisition levels between traditional and learner-centered teaching methods among English major
students, providing insights for instructional practices and curriculum development.

II. Preliminary Review of Related Literature

Foreign
Exploring the Perception of Students Using Student-Centered Learning Approach in a Malaysian
Public University.
This research examined how students perceived language classes that utilized a student-
centered learning method at University Utara Malaysia (UUM). The Environmental, Cognitive,
Affective, and Metacognitive Mediation (ECAM) paradigm, commonly used in classrooms, served as
the basis for gauging pupils' impressions. Based on observations of students engaging in two different
languages, a qualitative evaluation was performed to determine how well the ECAM has been
implemented. According to the survey, students frequently employ cognitive mediation instruction.
Additionally, four volunteer undergraduate students had audio-recorded conversations, and their
remarks showed they supported the student-centered learning strategy.

Local
English Teachers' Teaching Styles and Methods and Students' Learning Styles and Strategies In
Selected Secondary Schools In The Division Of Puerto Princesa City, Philippines
This research examines the relationship between English teachers' instructional techniques
and pupils' learning styles and tactics in a few secondary schools in Puerto Princesa City's division.
According to the findings, "directing" was the most frequently employed teaching technique by
English professors, whereas "delegating" was the approach seen by kids. Both educators and students
thought the student-centered way was the most popular method for teaching English. There was a
substantial connection between the teaching strategies and children's learning outcomes in English.
Also, there were considerable variances in students' evaluations of their environmental, physiological,
and psychological styles of language learning based on gender and grade level. Additionally, there
was a noteworthy discrepancy between how teachers and students rated the teaching strategies used
by instructors.
Teacher-Centered versus Student-Centered Teaching: Preferences and Differences across
Academic Majors
A survey of 507 undergraduate college students found that they prefer a combination of
teacher-centered and student-centered teaching methods, such as interactive lectures, demonstrations,
and games. The least preferred methods were primarily teacher-centered, including unscheduled
quizzes and lectures with no visuals. There were significant differences in preferred teaching methods
among different academic majors.

Embarking On Vark: A Case Study on Students’ Preference in Learning English

The preferred teaching approach of the students in this study is student-centered, as the study
aimed to determine the students' preferred method of processing and retaining information, and to
identify whether the teachers' teaching strategies align with the students' preferences. The study used
Merriam's model and the VARK learning styles questionnaire to assess the students' learning
preferences and found that Aural, Kinesthetic, and Multimodal learning styles were most common
among the students. However, the teachers' teaching strategies did not fully align with the students'
preferences, suggesting that a more student-centered approach could be beneficial. The study's
findings support the idea that teachers should adapt their teaching strategies to fit their students'
unique learning styles in order to maximize learning and achieve the Department of Education's goals.

III. Statement of the Problem

A college professor once said that teaching philosophy, old or new, is important to be
implemented in classrooms. Student-centered and teacher-centered teaching is both an effective
method of teaching. This study aims to provide a numerical data to compare the knowledge
acquisition level of Gordon College’ Bachelor of Science in Secondary Education – Major in English
in traditional teaching method (teacher-centered) and student-centered teaching method. Specifically,
it is sought to answer the following questions:
1. Do traditional method of teaching and a learner-centered approach has a difference in terms
of:
a. Knowledge Retention
b. Language Learning
c. Critical thinking Skills
d. Student Engagement
2. How greatly do students feel empowered and motivated in classrooms when instructors are
using the traditional method of teaching versus a learner-centered approach?
3. What are the differences in student satisfaction levels between the traditional method of
teaching and a learner-centered approach in English language classrooms?
4. How does the traditional method of teaching compare with a learner-centered approach in
terms of fostering creativity and innovation among English major students?

Objectives of the Study

This research study aims to measure the knowledge acquisition level of English major
students at Gordon College in the traditional method of teaching versus the learner-centered teaching
approach by focusing on the following objectives:
1. Determine which teaching method is more effective in enhancing the students' understanding
and retention of English language skills and knowledge.
2. To understand the strengths and weaknesses of both methods, and how they impact the
learning experience of the students.
 3. Provide valuable insights for educators in improving teaching strategies and enhancing
student learning outcomes.

IV. Methodology
The study will use a quasi-experimental design to determine the cause and effect of both
teaching methods and measure the knowledge acquisition level of English major students using the
traditional method of teaching versus learner-centered teaching. The study will use a primary
quantitative research method to directly gather data using a survey that explains which method is
effective in enhancing the students' understanding of English language skills and knowledge. In this
study, the researchers will use stratified random sampling, which is fair for participants because they
can be randomly selected, and this study will have respondents from the first- to third-year English
majors at Gordon College. The data analysis will be interpreted using the Independent Samples t test,
which compares the means of two independent groups in order to determine whether there is
statistical evidence in the study.

V. Timeline
Using the gantt chart, the duration of the research was separated into nine phases (i.e.,
planning, designing, implementation, data collection, analysis, reporting, dissemination, publication
and reflection) which is proposed to be accomplished at the end of the term, exactly 9 weeks from
now.

VI. Reference
Bara, G., & Xhomara, N. (2020). The Effect of Student-Centered Teaching and Problem-Based
Learning on Academic Achievement in Science. Journal of Turkish Science Education, 17(2), 180–
199. https://www.tused.org/index.php/tused/article/view/970

Tindog, S. B., & Celestial, A. B. (2021). English Teachers’ Teaching Styles and Methods and
Students’ Learning Styles and Strategies in Selected Secondary Schools in the Division of Puerto
Princesa City, Philippines. European Journal of Humanities and Educational Advancements, 2(6), 30–
52. https://doi.org/10.17605/OSF.IO/4EGCQ

Murphy, L., Eduljee, N. B., & Croteau, K. (2021). Teacher-Centered versus Student-Centered
Teaching: Preferences and Differences across Academic Majors. Journal of Effective Teaching in
Higher Education, 4(1), 18–39. https://eric.ed.gov/?
q=traditonal+teaching+and+student+centered+teaching&id=EJ1304657

Tantog, A., Bualat, R. J. N., Lucero, J. A., Zamora, C., & Arcamo, F. (2023, July 1). Embarking On
VARK: A Case Study on Students’ Preference in Learning English