ACLC College of Iriga

Senior High School Department

San Miguel, Iriga City

EFFECTS OF BLENDED LEARNING ON STUDENTS OF ACLC IRIGA

A Quantitative Research Presented to the Faculty of ACLC College

Of Iriga City Inc. in Partial Fulfillment to the Academic Requirement
For grade 12 General Academic Strand.

AMPARADO JOHN ROMAR, M.

ESPINO, ANDREIGH JOSHUA I.
LAGDAAN, MARK B.
MANCHETE, JOSHUA L.
MAYOR, JERALD
PEDRO, JINGBERT L.

DECEMBER 2022
 Chapter I

Background of the Study

Stress is a part of every life on earth and each one has their own stress management

strategies. Students especially the teenagers are considered to experience stress and most of

the time they take stress to be negative and are unable to tackle it. Stress is usual and can

keep a student on track with schoolwork. But if the stress is not taken in a positive attitude, it

can be detrimental. Researchers have classified stress into physiological, social and

psychological stress. The symptoms of these stresses are also classified into physical,

emotional, and mental.

According To (Dana Dance-Schissel) Blended learning is a teaching method that

combines traditional face-to-face instruction with technology. Blended learning models

extend the reach of the instruction beyond the classroom through the use of digital

resources. For example, a class taught in a blended format might ask students to play an

online game to reinforce learning following the introduction of a new topic in class.

Another example of blended learning might require that students view an introductory

video prior to the introduction of the concept in class. Both examples utilize technology

and traditional instruction to increase learning.

Blended learning is a method of teaching that uses technology and digital media,

when it comes to blended learning, a rotation approach, Students in groups move

through a set of online learning activities in the classroom with the guidance of a

teacher. In other words, teacher-led instruction is minimized, and the students engage

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in common tasks online. It’s hard to disagree that there’s a significant amount of work

involved in the early stage of blended learning where you set everything up. It’s not easy

to switch to a new method if you are already accustomed to a traditional approach.

The Blended Learning History 1840’s First Distance Course Sir Isaac Pitman

launches the first distance education course. Though there were other variations on the

concept prior to Pitman’s, his was to resemble distance learning as we know it today.

His course centered on shorthand. Pitman sent shorthand texts to his students via

mailed postcards and they were required to send them back to be graded and

corrected. Even though computers and mobile devices weren’t involved, and wouldn’t

even be invented for roughly a century, effective feedback and assessments were still an

integral part of the process.

The year 2020 was one of the biggest years of transformations the education

industry is witnessing currently. The coronavirus pandemic rapidly forced our classroom

learning process to completely adhere to digital mediums and at times blended

education (partially online and classroom) in order to have an uninterrupted Learning.

The Covid-19 pandemic impacted the education sector massively, with 1.26 billion

children worldwide having gone education-less, as estimated by the UNESCO, out of

which 300 million children are just from “India”. The initial hiccups of the lockdown had

compelled not only students but also educators to come out of their comfort zone and

learn new skills to master online teaching platforms, among others.

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 Some argue that the use of blended learning during the pandemic can create an

effective and safe learning environment because it will shorten the teaching and

learning time with school materials being delivered online and offline. However, the

application of this learning method in “Indonesia” still faces many constraints –

particularly when it comes to the online learning part. Research suggests that blended

learning is an effective learning method but only if both students and teachers have the

capability and experience in using the technology.

Schools nationwide were forced to close when physical classes were considered

too risky to hold as SARS Cov2, the virus that causes COVID-19, is transmitted mainly

from human to human and whether vaccines would be available remained uncertain.

But a survey by the department showed that majority of 700,000 teachers still lacked

gadget and internet access, which are necessary for blended learning. The Philippine

Center for Investigative Journalism (PCIJ) cited the survey in a report, saying 13 percent

of respondents did not have laptops or computers. Out of the 87 percent who had

gadgets, only 41 percent had internet connections.

Stay social, online colleges and universities make it easy to immerse yourself in

your education so much that you may forget, or put off, keeping in touch with family

and friends. Be sure not to isolate yourself when pursuing your degree online. Staying

social, even just making a phone call, is one of the easiest stress management

techniques to incorporate into your day.

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 Staying socially active helps you to manage your schedule perfectly and to avoid

any mistakes on your routine or Schedule; it can also help not only students but also

workers who do blended work or learning. Also helps you stay active and promote

deeper learning, reduce stress, and increase student’s satisfaction. It also leads to higher

student achievement and improves student engagement.

The researchers wanted to determine that staying social is effective on people

who are having a hard time on blended learning and experiencing stress or anxiety. So

that most students can keep up with their work at school and avoid depression on

blendedlearning.

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Statement of the Problem

Due to the Corona Virus Outbreak many people were affected by this especially
the way of learning. The study aimed to determine the Effects of blended learning for
students of ACLC IRIGA.

Specifically, it sought to answer the following questions:

1. What happens if students do not have devices at home?

2. How does blended learning affect student?

3. Why blended learning is hard for some students?

Assumption of the study

1. Blended learning gives students advantages and disadvantages at school during

the pandemic.
2. Blended learning does not give students advantages and disadvantages at school
during the pandemic.
3. Blended learning can be expensive sometimes due to need of technology during
the pandemic.
4. Blended learning cannot be expensive due to technology during the pandemic.

Scope and Limitations

 This study focused on the effects of blended learning on Students of ACLC

IRIGA. The Study was conducted during the School Year 2022

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  The research focused on Students who's having a hard time or blended learning.
This study is limited only to selected respondents out of grade 11 and 12 students
of ACLC IRIGA.

Significance of the Study

The Study hopes and builds to determine the Effects of Blended learning for Students,
during the Pandemic furthermore the Study could be useful and Important to the
following.

Students – The data obtained from this study will help student understand and measure
their Task at Blended learning. It will give them an idea so they can be aware of the
outcome of Blended Learning. It will provide students with knowledge and Information
on the Impacts of Covid – 19.

Teachers – The result of this study will offer teachers ideas of what, or the
Disadvantages of Blended learnings, It Somehow can be a challenge to teachers
especially with this new type of Learning Technique.

Future Researchers – The findings of this Study will guide them on the Disadvantages
of Blended learning on the students. It will pave the way for more expounded Studies on
Similar Field.

Definition of Terms

To have a clear perception of the terms used in the Study, the following context
is defined so coherently.

Blended Learning – an approach to education that combines online educational

material and opportunities for Interaction online.

Blended Learning – method that combines traditional face to face instruction with
technology

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Rotation Approach – students rotate between courses or subject and among learning
modalities.

Traditional Approach – typically focuses on memorization Teachers give lecture,

Students take notes and are tested on the Info.

Social Active – a person who spends a lot of time with other people.

Social Active – Someone awkward has trouble communicating and someone who
socially conscious is interested in helping other people.

Theoretical Framework

The researcher in this study anchored both Empirical work and theoretical
support due to the reason that previous studies and literature do not provide in-depth
theoretical explanations of the phenomenon. In 2000, Garrison, Anderson and Archer
published a theoretical framework developed to structure the process of learning in an
online or blended environment. The CoI framework describes the necessary elements to
create deep and meaningful learning. The original framework identifies the education
experience as occurring at the convergence of 3 presence cognitive, teaching and social.
In our application of this model, presence is defined as a state of alert awareness,
receptivity and contentedness to the social, cognitive, emotional and physical workings
of both the individual and the group in the context of their learning environments
(adapted from a definition by Rodgers and Raider-Roth, 2006, p. 1).

Inquiry-based teaching and learning is more important now than ever before, as
both a process for learning and a subject for learning to learn. Inquiry-based teaching
and learning has its roots in the new learning movement of the 1960s, the time of the
so-called “my generation.” This calls for more active learning drew insight from
foundation thinkers in education like Dewey (1938) and Vygotsky (1997), who saw the
use of individual experience and the construction of one’s own knowledge structures as
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key to engagement and learning outcomes. Now called inquiry-based learning by way of
contrast to content-based learning, learning through cognitive engagement allows
students more control over the way they develop a knowledge base. Beyond content
acquisition, inquiry-based learning is seen as a key opportunity for developing
competence in higher-order thinking skills (Garrison, 2016). Passive, amateur learners
are not part of inquiry-based learning. Inquiry-based teaching, then, requires a focus on
providing meaningful engagement opportunities rather than direct instruction about
content; the latter supports and fosters passive learning.

According to Chris Dede (2005) “Rapid advances in information technology are

reshaping the learning styles of many students in higher education.” As a result,
advances in technology create new opportunities for higher education; emerging
technologies can be used to deliver instruction matched to the learning styles of the
new genre of students. Therefore, it is critical for Higher education to make use of
modern technologies in a manner that encourages and optimizes learning.

However, engaging students in meaningful and rewarding instructional activities

in technology-supported learning environments is a real challenge for both researchers
and educators. It has become necessary for them to learn more about their students
and to put that understanding to work in the design and implementation of their
teaching and learning environments. Unfortunately, the new learner characteristics and
needs are not recognized by some or most of the teachers. Gabriel (2008) notes a
recurring complaint among university teachers that most of today’s students come
underprepared to university; the simple reason for this view is that most of today’s
students are not interested in sitting down in traditional classrooms to attend long
lectures.

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 CHAPTER II
REVIEW OF RELATED LITERATURE
The researchers conducted a review of Related Literature and Studies
showing the related information in the present study. These served as basis and guides
that lead the researchers to substantiate the needed ideas suitable to the present
problems.

FOREIGN LITERATURE

Grgurovic (2011) investigated the use of blended learning in an English second

language (ESL) context. Using Neumeier’s (2005) framework of blended learning, the
study aimed to determine how blended learning is used in ESL classes and how both
face-to-face and distance learning are integrated. The participants were 19 ESL students
and one English instructor. The research method included observing the language
classes, surveying the students, and interviewing the instructor to explore the
effectiveness of this learning model. The findings indicated that blended learning could
be successfully and effectively used to teach all language skills. Both teachers and
students shared positive perceptions and attitude toward integrating blended learning
in English teaching.

Similarly, in another study, Shih (2010) investigated the use of a blended learning
approach to teach an English course. In particular, the study aimed to design a blended
learning environment in which instructional blogging is used with ESL learners. Forty-
four college ESL learners were involved in the study. Several research methods were
used to investigate the effects of the blended learning mode, including students’
satisfaction survey, teachers’ and students’ feedback, students’ self-reflection, and
interviews. The results of the study indicated that using the blended learning mode with
video-based blogs resulted in many benefits such as improving the students’ speaking
skills, developing a sense of autonomy and collaboration, and enhancing the learning

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process. Shih (2010) stated that one of the benefits of using blended learning approach
is to improve students’ speaking skills as well as other language abilities such as their
grammar, pronunciation, facial expression, and eye contact.

A study conducted by Liu (2013) examined the effectiveness of blended learning

in an academic English writing course at a major university in Beijing, China. The study
aimed to evaluate several aspects of blended learning such as course design, material
presentation, students’ involvement, and classroom assessment. The class in which the
study was conducted included 90 minutes of classroom meetings each week and one
more online hour after the class. Based on the teacher’s reflection and students’
evaluation of the course, it was found that the students highly appreciated the use of
blended learning strategy because it had many advantages such as motivating
autonomous learning, increasing classroom interactions, eliminating communication
anxiety, and improving learners’ academic writing competencies.

A similar study from, Manan, Alias, and Pandian (2012) examined the
effectiveness of blended teaching using one of the social media features. Specifically,
the researchers used Facebook groups along with face-to-face instruction in an ESL
context. The study included 30 undergraduate ESL learners enrolled in an ESL course at
one of the public universities in Malaysia. The students were taught using the
conventional classroom teaching as well as online using Facebook groups. According to
the researchers, after observing students learning through this blended learning
strategy and asking their perceptions, it was found that the majority of students showed
appositive perceptions toward this learning strategy. The students said that using a
Facebook group along with classroom instructions was interesting and authentic. They
were motivated to interact and collaborate, and that is one of the significant strengths
of blended learning.

Zhang and Zhu (2018) conducted a study in which blended learning mode was
compared to traditional face-to-face learning mode. Specifically, the study investigated
the effectiveness of blended learning compared to the traditional methods used to

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teach English as a second language in China. The sample size of the study included 5376
students who were enrolled in ESL courses at a major university in Beijing. The results
indicated that students who were studying using a blended learning mode had better
academic achievement in ESL courses when compared with other students who were
taught using the face-to-face mode.

Another study conducted by Akbarov, Gönen and Aydoğan (2018) investigated

students’ attitudes toward blended learning in the English foreign language (EFL)
context. The study’s sample involved 162 English language learners. The researchers
employed a questionnaire, which included questions that examined the learners’
perceptions and attitudes toward blended compared to the traditional classroom in EFL
classes. The study’s results indicated that most of the EFL students prefer blended
learning over the traditional approach of English teaching because it enhances their
motivation to learn which resulted in improving of the learning process. In other words,
students in blended learning settings performed better in ESL courses than students in
face-to-face settings. The researcher indicated that the results showed that the use of
blended learning has a positive impact on student learning outcomes.

The study by Kintu and Zhu (2016) investigated the possibility of blended
learning in a Ugandan University and examined whether student characteristics (such as
self-regulation, attitudes towards blended learning, computer competence) and student
background (such as family support, social support and management of workload) were
significant factors in learner outcomes (such as motivation, satisfaction, knowledge
construction and performance).

Studies like that of Morris and Lim (2009) have investigated learner and
instructional factors influencing learning outcomes in blended learning. They however
do not deal with such variables in the contexts of blended learning design as an aspect
of innovative pedagogy involving the use of technology in education. Apart from the
learner variables such as gender, age, experience, study time as tackled before, this
study considers social and background aspects of the learners such as family and social

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support, self-regulation, attitudes towards blended learning and management of
workload to find out their relationship to blended learning effectiveness. The focus of
the present study is on examining the effectiveness of blended learning taking into
consideration learner characteristics/background, blended learning design elements and
learning outcomes and how the former are significant predictors of blended learning
effectiveness.

Shraim and Khlaif (2010) note in their research that 75% of students and 72% of
teachers were lacking in skills to utilize ICT based learning components due to
insufficient skills and experience in computer and internet applications and this may
lead to failure in e-learning and blended learning. It is therefore pertinent that since the
use of blended learning applies high usage of computers, computer competence is
necessary.

A similar study from Selim (2007) that learners need to possess time
management skills and computer skills necessary for effectiveness in e- learning and
blended learning. Self-regulatory skills of time management lead to better performance
and learners’ ability to structure the physical learning environment leads to efficiency in
e-learning and blended learning environments. Learners need to seek helpful assistance
from peers and teachers through chats, email and face-to-face meetings for
effectiveness (Lynch & Dembo, 2004).

FOREIGN STUDIES

According to (Al- Shunnaq and Bani Domi, 2010) Blended learning increases the
learning effectiveness to a large degree, decreases the time environment required for
training, decreases the training costs, allows the learner to study at his favorite time and
place, allows for live interviews and discussions on the network, provides updated
information suiting learners' need, and provides simulations, animations, practical
events and exercises and practical applications.

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 A similar study from (Salamah, 2005) indicated some features and characteristics
that distinguish blended learning as providing a face-to-face communication, which
increases the interaction between the student and the trainer, (teacher) and students,
students among each other, and students and content, and reduces the teaching costs
through increasing the learning proportion to cost, enhancing the humanitarian aspects
and the social relations between learners and teachers, meeting the needs of each
learner according to his abilities, integrating the structural and final evaluation systems,
transmitting from the collective learning pattern to the learning concentrated on the
student and using the physical and virtual materials in the best way.

Dolores et al. (2019) explored how to transform traditional face-to-face learning

into blended learning and ultimately develop the initiative in engagement of students
through both in-class and online approaches, which were also, time effective for
teachers. Furthermore, “Ige and Hlalele” (2017) conducted a blended learning
experiment in junior high schools in the Ondo region of Nigeria and found that blended
learning could help create a student-centered lesson and that the learning effect was
greatly improved.

A similar study from Wong et al. (2020) demonstrated that in contrast with the
traditional learning, the blended mode had positive effects on both learner autonomy
and motivation in secondary school English classes. Moreover, the research findings
of (Anthony et al.) (2019) revealed that the impact of blended learning on the
effectiveness of learners was positively predicted by achievement, engagement,
involvement, retention, and cognitive outcome.

Miyazoe and Anderson (2010) delved into the effect of blended courses on
learning outcomes and perceptions of students to online writing with the employment
of three different online writing tools in an English as a foreign language (EFL) blended
learning setting, and the results suggested a positive effect on the language learning
progress of students.

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 In the same line of research, Rusanganwa (2013) contrasted the teaching effects
of computer-assisted language teaching and offline teaching in college English for
special purposes (ESP) vocabulary teaching. Accumulating evidence has shown that the
blend task plays a crucial role in the internalization of vocabulary of students.

In studies of blended learning in the Chinese EFL context, one line of research
deals with the effects of blended learning tasks on learner attention, confidence, and
attitude in learning English, while another focuses on the impact of blended learning on
language ability (reading, writing, listening, and vocabulary) of students. Ma and Lee
(2021) illustrated that blended learning outperformed mere online or offline learning in
enhancing attention, confidence, and satisfaction perceptions of students.

Wang (2021) also indicated that blended learning had an overall positive impact
on the English conversation performance of students, and that students had a positive
attitude toward the blended course. Yao (2019) found that a blended learning
environment contributed to improving English acquisition of Chinese adult learners,
especially their English writing abilities.

Mckay et al. (2018) referred to changing educational landscape in California

Community colleges. Since the conduct of fully online courses nearly 20 years ago, the
traditional distance education gradually evolved into a system that engaged both
teachers and learners in an interactive online environment, a system in which content is
delivered through varied means. They mentioned how the subsequent developments in
online technology had led to the creation of courses that could rival and even surpass
the in-person classroom experiences in terms of the flexibility in learning and
assessment. They also opined that the use of OERs is yet another way to aid the learners
who might not be able to afford physical textbooks, as most OER materials are available
digitally.

Harrad and Banks (2016) referred to the use of online learning in providing
psychological therapy in the UK. They highlighted the importance of the theory and
research of online counselling methods to further explore the possible effectiveness of

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online therapies and the factors that impact this effectiveness so that clients gain the
best clinical outcomes. Their view is that the nature of online counselling enhances and
expands opportunities to connect people, rather than being just an alternative or
substitute for F2F interaction.

LOCAL LITERATURE

In the Philippine context, the internet usage rose from 9% of the population in
1998 to 35% in 2014 (Labucay, 2014). Towards the end of the decade, with a population
of about 106 million Filipinos in 2018, findings have revealed that a rise to 62-63% or
about 67 million Filipinos have access to internet and thought of as internet users
(Estella & Löffelholz, 2019; Khalid & Lavilles, 2019).

This shows that ICT in the Philippine education context serves as a milestone
which opens wide range of teaching and learning opportunities (Lorenzo, 2016). Studies
have reported how blended-based approach slowly gains its importance in the field of
education (Ma'arop & Embi, 2016; Matheos & Cleveland-Innes, 2018; Olelewe &
Agomuo, 2016); hence, the adoption of blended learning is on rise, particularly in
tertiary education (Forbes, 2016; Porter, Graham, Spring & Welch, 2014; Minty-Walker,
Wilson, Ramjan, & Glew, 2017).

The HEIs in the Philippines are considered to be products of conventional

teaching and learning environment (de la Pena-Bandalaria, 2007), which can infer that
blended learning is still young and new to tertiary education teachers. Ocak (2011)
posits that gearing towards blended-based approach provides dynamics of teaching
changes and the role of faculty can be altered.

A similar study from Stacey and Gerbic (2008) discuss that faculty’s needs and
concerns were not documented properly, specifically the hindrances they experienced
using blended teaching approaches. Scholars believe that faculty’s perceptions,
particularly exploring their teaching and learning satisfaction, towards blended learning

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are crucial elements that must be explored (Martin & Nunes, 2016; Previtali & Scarozza,
2019; Selim, 2007).

A study was done by Tshabalala, Ndeya-Ndereya and van der Merwe (2014)
examine the blended learning perceptions of faculty members and identified different
challenges experiencing on the use of blended-based approach. Findings showed that
some respondents perceived that blended-based instruction has the potential to bring
teaching and learning flexibility and promotes learning independence and opportunities
for networked learning and accessibility to both teachers and students. However, they
also demonstrated little or lack of understanding to blended learning concepts.

A similar study from Qasem and Viswanathappa (2016) entail a positive

perception of teachers with the notion of ICT integration using blended learning
instruction. With the rapid development of technology based teaching delivery, it can be
argued that the findings of the study showed teachers’ satisfaction in terms of
experiencing professional development training through blended learning approach.

A study conducted by Holmes and Prieto-Rodriguez (2018) where mix research

method was employed to examine the perceptions of academic staff and students on
various Learning Management System (LMS) in terms of effectiveness in teaching and
learning, and the affordances it can bring, such as accessibility and interactivity. Findings
revealed that the most effective element of LMS in course learning for teachers is:
access to course materials; recorded face-to-face lectures; course blogs or wikis; and
online discussion.

(Creswell, 2014), the results provide a significant understanding in terms of

faculty and student perceptions towards blended learning. The use of mix methods in
this study allows integrating the data of inquiry in order to provide a visual picture both
in quantitative and qualitative research method. In fact, various literatures claim that
blended learning can bring about flexibility and convenience to both teachers and
students regardless of transactional distance exists because of its capability to provide

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teaching and learning outside of physical learning environment (e.g., Poon, 2013; Waha
& Davis, 2014).

(Costello & Crane, 2013), It was also emphasized that the use of e-quiz provides
immediate assessment of their learning progression and gaps that needs to be
enhanced. The use of online feedback increases the likelihood of instructional presence
while decreases social distance. This claims that the use of ICT as a learning platform, in
the context of blended learning, provides efficient teaching and learning support.

Students tend not to participate in online discussion boards, specifically if it is

not a requirement. This finding was also revealed by ‘Jeffrey et al., (2014), where they
emphasized social presence in virtual classroom as largely underdeveloped, thus,
making it more difficult for teachers to encourage students’ engagement in online
participation. As such, it is suggested to get the mix right which describes by Anderson
(2003) as valuing the essence of interaction through the process of teacher-student,
student-content, and teacher-student interaction.

LOCAL STUDIES

Salcito (2018) emphasized the important role of education in transforming the

classroom to progress. The power of technology will help to support teaching and
learning in achieving the required competencies set by the curriculum. Innovation may
change the traditional way in facilitating the classes by providing new condition for
students to learn.

In a similar study of Adefuin (2017), stated that blended learning served as

intervention to senior high school students which provided an innovation to support
teaching-learning through integration of online class and workshop activities in
facilitating classes of Practical Research 1 subject in senior high school. The intervention
provided empowerment both to teachers and students which allow them to have
flexible time to submit assignments, participate online discussions and take online
quizzes anytime anywhere.

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 Adefuin (2018), claimed that the class facilitation in Understanding Culture
Society and Politics subject with the fix schedule access of the created online class in
computer laboratory using the learning management system contributed to
improvement of exam score of the senior high school students. These shows that
blended learning has a positive impact to senior high school students.

In a similar study of Schilling (2013), technology change is fast clients are more
sophisticated, and demanding. They tend to expect more in terms of personalized
design, quality and price. Changes brought by technology indeed have revolutionized
everything even the classroom. Learning has extended beyond the four walls of the
classroom and now takes place at home, in internet cafes, shopping malls, restaurants
and in the unlikeliest of places (Red, et al. 2013).

In a case study presented by Benson, Anderson and Ooms (2011), it was revealed
that majority of the participants had reported an appreciation to the utilization of
information and communication Technology (ICT) based instruction using blended
learning approach. Arguably, despite some degree of concerns on the use of web-based
instruction, such as time consuming, more rigorous in teaching-learning preparations,
and not all faculty members are inclined towards blended-based instruction, most of the
academic staff have acknowledged its positive benefits in integrating with physical
teaching approach.

. Relating this to the study conducted by Benson et al. (2011), it suggests

effectiveness using a combination of face-to-face and online teaching approach. As such,
it provides sense of flexibility for better classroom participation. However, I would like
to stress the idea of replicating the study to other higher educational institutions since it
was concentrated to a specific institution where convenience of the three researchers
took into consideration.

Some believe that the use of hybrid approach is more rigorous when it comes to
teaching and learning preparations. This explains the idea presented by ‘Ma'arop and
Embi’ (2016) where they described blended learning as a burden, both physically and

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cognitively. Meaning, educators see the need to spend more time like designing the
course platform, uploading of instructional materials, answering queries and evaluating
students’ online outputs.

Aldosemani et al. (2018), the lack of faculty training and support, language
barriers, poor promotion incentives for blended learning initiation are some of the
challenges that teachers are experiencing on the use of blended learning. It was
mentioned, for instance, that the use of language texts in Learning Management System
(LMS) in Saudi context is presented using English language, thus, the faculty members
are having difficulty to academically communicate with their students and colleagues,
considering English language is not their primary or secondary language.

Dotong, De Castro, Dolot and Prenda (2016) illustrated some limitations of ICT
integration like shortage of ICT facilities, poor maintenance of available or existing ICT
resources, lack of ICT budget In fact, there are still areas in the Philippines, particularly
in rural areas, where reliable supply of electricity and internet are miles away to
achieve. Thus, it inhibits and affects the capability of teachers to become skillful on the
use of ICT in blending with teaching and learning.

Jokinen and Mikkonen (2013) demonstrated that collaborative planning provides

positive opportunities for instruction where it was also reflected in the study that joint
planning is time-consuming and laborious. As such, this concept could somehow relate
to the study of Benson et al. (2011) where they emphasized that in blended learning
environment, it entails lots of time for instructional preparations such as course design
and development.

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 CHAPTER III

RESEARCH METHODOLOGY

This chapter reveals the method of research to be employed by the researcher in

conducting the study which includes the research design, population of the study,

research instrument and its development establishing its validity and reliability, data

gathering procedures, and the appropriate statistical treatment of data.

RESEARCH DESIGN

This study was made by the means of quantitative methods of researcher. The

researcher attempted to get the answers to the aforementioned problem and to justify

and satisfy the objectives of the study. Likewise, it also attempted to know the different

impact to their life style.

The researchers utilize the descriptive research design using quantitative

research. To enable the researchers to study the effects of blended learning on students

of ACLC IRIGA specifically during the school year of 2022. For this research, the method

of the survey questionnaire was utilized using the quantitative design using Google

form. A quantitative design was used to mainly assess the prevalence of blended

learning during the school year of 2022.

RESPONDENTS/SAMPLING PROCEDURE

The target sample was chosen based on the inclusion criteria that the researcher

considered such as they should be SHS students of ACLC IRIGA who is exposed to the

effects of blended learning and is proficient in reading and understanding the given

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question on the survey questionnaire. Thus, the researcher makes use of the

Convenience Sampling Technique a non-probability sampling technique where the

research selects respondents based on their availability and willingness to participate in

sharing their insights in a short period which helps answer the objective of the study.

DATA GATHERING TOOLS

The researchers have preferred to use a survey as their main instrument for

gathering information. Data collection is carried out by way of survey questionnaires,

which include Google forms circulated to participants. Social media platforms would be

the tool to be used to send Google forms to available selected respondents; the average

time to complete the survey was approximately 7-10 minutes.

DATA COLLECTION PROCEDURE

The researchers first, gathered some related data about the topic. Second,

formulate an assumption based on the obtained information. Third, the researcher will

develop survey questionnaires to serve its intended respondents. The survey is

comprised of 4 main parts which were related to the effects of blended learning on the

participants. The part of the survey questionnaire was consisting of demographic

information such as age, sex, grade and section, and family monthly income that needs

to be filled up. The researcher asked the subject to check the degree (Strongly Agree,

Agree, Disagree, and strongly disagree) of every part of the questionnaire relating to the

statement of the problem. The first part of the survey questionnaire was consisting of

question related to student not having devices at home where the researchers first

Page | 22
asked the respondents if they don’t feel motivated due to lack of any device to use.

After the first question the respondents then proceed to answer the question if they can

keep up with their studies, and other questions relating to the first part of the problem.

The second part of the questionnaire was related to the effects of blended learning to

all students where the researcher asked the subject to answer the following questions

like is it hard to keep up with this new type of education. After that, the student will

then proceed to answer the second questionnaire. The third part of the questionnaire

was related to the asking of why blended learning is difficult for some students, where

the researchers asked to choose from the following choices, first the researcher asked if

the respondents don’t have the skill to use any type of technology, and the second

questionnaire asked if the respondents don’t have any device to use at home, Then the

respondent will proceed to the following questions.

STATISTICAL METHOD

In this study, the researcher used Descriptive statistics to gather, measure,

describe, analyzed, and interpret data more sensibly and systematically. Through

Descriptive Statistics the researcher can present large and numerical data that is

engaging and simple for readers to understand right away usage of graphs to visualize

large data thus, help to plot the patters of the effects of blended learning of ACLC

students of Iriga.

Data gathered from the respondents responses from the questionnaire were utilize

using frequency counts, percentage, and ranks statistic.

Page | 23
 The formula used is presented below:

n
%= x 100%
30

Wherein:

N= the number of respondents who perceived a certain answer.

30=the total number of respondents

100%=the overall percentage

%=the percentage of respondents who perceived the answer.

Likert type scales

Likert type scales were used to measure how much they agree to the given Factors

affecting the effects of blended learning along with the 5-point anchor used: strong

agree, agree, disagree, and strongly disagree

Page | 24
 Chapter IV

RESULTS AND DISCUSSION

This chapter discusses the data analysis of the collected data from the
respondents in a tabular form. The Survey Questionnaire was made electronically
through Google forms and sent to the ACLC SHS Students and received 30 responses.

DEMOGRAPHIC CHARACTERISTICS

This study was about the Effects of Blended Learning patterns of the senior high
school students of ACLC IRIGA thus the age, sex, grade, and section, and family monthly
income of the students are considered very important demographic characteristics in
the findings.

Descriptive Analysis

Demographic profiles of the respondents are shown in table 1.0-1.4. Based on

the questionnaire, the statistical data shown in table 1.0 presents that 3.3% of the
respondents aged 15, 23.3% are 16 yrs. Old, 46.6% are 17 yrs. Old, 23.3% are 18 yrs. Old
and 3.3% of students are 19 yrs. Old. Among all the Participants, their mean age was
17.3.

TABLE 1.0 AGE OF RESPONDENTS

AGE NUMBER OF RESPONDENTS PERCENTAGE

15 1 3.3%
16 7 23.3%
17 14 46.6%
18 7 23.3%
19 1 3.3%

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TABLE 1.1 SEX OF RESPONDENTS

SEX NUMBER OF RESPONDENTS PERCENTAGE

FEMALE 19 33.3%
MALE 10 63.3%
PREFER NOT TO SAY 1 3.3%

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 In Table 1.1 most of the respondents were female which is 60% and 36% are
male participants. Regarding their Section, the majority of the respondents came from
grade 12 SHS Students based on

TABLE 1.2 GRADE OF RESPONDENTS

GRADE NUMBER OF REPONDENTS PERCENTAGE

11 11 36.7%
12 19 63.3%

Table 1.2 with 60% and 40% from grade 12 students.

TABLE 1.3 SECTION OF RESPONDENTS

SECTION NUMBER OF RESPONDENTS PERCENTAGE

TVL 2 6.7%
HUMMS 6 20%
STEM 13 43.3%
ABM 4 13.3%
GAS 5 16.6%

Page | 27
 TABLE 1.3 with 40% and the rest were 24% from Humms, 12% from ABM, 8%
from GAS, and 8% from TVL SHS students.

TABLE 1.4 FAMILY MONTHLY INCOMES OF RESPONDENTS

Family Monthly NUMBER OF RESPONDENTS PERCENTAGE

Income
Php 5,000-Php 15,000 13 43.3%
Php 15,000-Php 25,000 9 30%
Php 25,000-Php 35,000 3 10%

Php 35,000-Php 45,000 3 10%

Php 45,000 and above 2 6.7%

Page | 28
 Based on Table 1.4 it could be identified that the average income (allowance)
per month obtained from the Family was below Php 15 000 with a percentage of 40%.
Meanwhile, for the remaining respondents, 32% of the family earned monthly between
Php 15 000- Php 25 000 and 12% earned monthly income between Php 35 000- Php 45
000 and Php 25 000- Php 35 000 and finally, 8% obtained the monthly income of Php 45
000 above.

Table 1.5 PART I. STUDENTS WITH NO DEVICES AT HOME

The first-factor graph shows that out of 30 respondents 4 respondents strongly

agreed that they don’t feel motivated when they don’t have a device to use at home, 18
agreed, 8 neutral, and 1 disagreed. This means that the majority of the respondents
highly concurred that lack of device don’t give them any motivation.

The second-factor graph shows that out of 30 respondents 4 strongly agreed

that they can’t keep up with their studies, 10 agreed, 9
neutral and 8 disagreed. This means that the majority of the respondents highly
concurred that they can’t keep up with their studies online.

The third-factor graph shows that out of 30 respondents 3 strongly agreed that
they felt jealous to their classmate for not having a device, 5 agreed, 6 neutral, 13
disagreed, and 4 strongly disagreed. This means that the majority of the respondents
highly concurred that the respondents don’t feel jealous to their classmate for not
having a device to use.
Page | 29
 The fourth factor graph shows that out of 30 respondents 7 strongly agreed that
they are having a hard access to the internet, 12 agreed, 8 neutral, 3 disagreed, and 1
strongly disagreed. This means that the majority of the respondents highly concurred
that it’s hard to access the internet.

The fifth-factor graph shows that out of 30 respondents 4 strongly agreed that
they will fail because of lack of necessary tools for online class, 6 agreed, 12 neutral, 7
disagreed, and 2 strongly disagreed. This means that the majority of the respondents
highly concurred that some of the respondents are not sure if they will fail due to lack of
necessary tools for online blended learning.

The sixth-factor graph shows that out of 30 respondents 3 strongly agreed that
they don’t have the skill to use involving any technology, 8 agreed, 7 neutral, 10
disagreed, and 3 strongly disagreed. This means that the majority of the respondents
highly concurred that most respondents deny that they lack the skill to use any type of
technology.

The seventh factor graph shows that out of 30 respondents 5 strongly agreed
that they felt lazy due to lack of device or technology, 6 agreed, 4 neutral, 12 disagreed,
and 4 strongly disagreed. This means that the majority of the respondents highly
concurred that respondents disagreed that they do not feel lazy due to lack of device.

The eight-factor graph shows that out of 30 respondents 7 strongly agreed that
having no device to use effects their grades, 6 agreed, 12 neutral, 5 disagreed, 1 strongly
disagreed. This means that the majority of the respondents highly concurred that
respondents are not sure if having no device to use effects their grades.

The ninth-factor graph shows that out of 30 respondents 2 strongly agreed that
they are always late for submission due to lack of technology, 10 agreed, 8 neutral and
11 disagreed. This means that the majority of the respondents highly concurred that
they are always late for submission due to lack of technology.

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 The tenth-factor graph shows that out of 30 respondents 5 strongly agreed that
having no device stresses them out during the lesson, 10 agreed, 9 neutral, 6 disagreed,
and 1 strongly disagreed. This means that the majority of the respondents highly
concurred that having no device stresses respondents during the lesson.

TABLE 1.6 PART II. HOW BLENDED LEARNING AFFECT STUDENTS.

The first-factor graph shows that out of 30 respondents 4 strongly agreed that
it’s hard to keep up with this new type of new education, 10 agreed, 11 neutral, 5
disagreed, and 1 strongly disagreed. This means that the majority of the respondents
highly concurred that the respondents are not sure if this new type of education is
difficult for students.

The second-factor graph shows that out of 30 respondents 5 strongly agreed

that it really improved some of their skills in different subject, 21 agreed, and 5 neural.
This means that the majority of the respondents highly concurred that it really improved
some of their skills in different subject.

The third-factor graph shows that out of 30 respondents 6 strongly agreed that
it helped them avoid any distraction, 12 agreed, 9 neutral and 3 disagreed. This means
that the majority of the respondents highly concurred that it helped them avoid any
distraction.

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 The fourth factor graph shows that out of 30 respondents 10 strongly agreed
that they are more comfortable in their own space and environment, 17 agreed, and 4
neutral. This means that the majority of the respondents highly concurred that they are
more comfortable in their own space and environment.

The fifth-factor graph shows that out of 30 respondents 4 strongly agreed that
they had much more free time before blended learning, 16 agreed, 6 neutral and 5
disagreed. This means that the majority of the respondents highly concurred that
respondents had much more free time before blended learning.

The sixth-factor graph shows that out of 30 respondents 2 strongly agreed that
they had much more free time during blended learning, 16 agreed, 7 neutral, 5
disagreed, and 1 strongly disagreed. This means that the majority of the respondents
highly concurred that they had much more free time during blended learning.

The seventh-factor graph shows that out of 30 respondents 7 strongly disagreed

that it gave them new opportunities in different ways, 19 agreed, and 5 neutral. This
means that the majority of the respondents highly concurred that it gave them new
opportunities in different ways.

The eight-factor graph shows that out of 30 respondents 6 strongly agreed that
they easily adapted to this new type of education, 12 agreed, 11 neutral and 2
disagreed. This means that the majority of the respondents highly concurred that the
respondents easily adapted to the new type of education.

The ninth-factor graph shows that out of 30 respondents 13 strongly agreed that
having slow internet access slows their work down, 13 agreed, 3 neutral, and 2 disagree.
This means that the majority of the respondents highly concurred that having slow
internet access slows their work down.

The tenth-factor graph shows that out of 30 respondents 3 strongly agreed that I
don’t know how to create or edit some presentation, 5 agreed, 8 neutral, 13 disagreed,
and 2 strongly disagreed. This means that the majority of the respondents highly

Page | 32
concurred that most respondents disagreed that they don’t know how to create or edit
some presentation.

TABLE 1.7 PART III. WHY IS BLENDED LEARNING HARD FOR STUDENTS.

The first-factor graph shows that out of 30 respondents 1 strongly agreed that I
do not have the skills to use technology, 13 agreed, 3 neutral, 10 disagreed, and 4
strongly disagreed. This means that the majority of the respondents highly concurred
that they do not possess the skills to use technology.

The second-factor graph shows that out of 30 respondents 3 strongly agreed

that they lack the technology or device to use, 6 agreed, 9 neutral, 11 disagreed, and 2
strongly disagreed. This means that the majority of the respondents highly concurred
that most respondents do not lack technology or devices to use.

The third-factor graph shows that out of 30 respondents 1 strongly agreed that
they do not have access to the internet, 7 agreed, 10 neutral, 10 disagreed, and 3
strongly disagreed. This means that the majority of the respondents highly concurred
that respondents are not sure and some disagreed to the question if they do not have
internet access.

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 The fourth factor graph shows that out of 30 respondents 2 strongly agreed that
they are not used to any type of technology, 7 agreed, 8 neutral, 11 disagreed, and 3
strong disagreed. This means that the majority of the respondents highly concurred that
most respondents disagreed that they are not used to any type of technology.

The fifth-factor graph shows that out of 30 respondents 4 strongly agreed that it
is time consuming, 12 agreed, 5 neutral, 6 disagreed, and 4 strongly disagreed. This
means that the majority of the respondents highly concurred that it is time consuming.

The sixth-factor graph shows that out of 30 respondents 3 strongly agreed that
there internet connection is not strong enough, 10 agreed, 10 neutral, 5 disagreed, and
3 strongly disagreed. This means that the majority of the respondents highly concurred
that some respondents agreed that internet connection is not strong enough and some
of them are not sure.

The seventh-factor graph shows that out of 30 respondents 2 strongly agreed

that I don’t have the skills to use any type of device, 7 agreed, 6 neutral, 12 disagreed,
and 4 strongly disagreed. This means that the majority of the respondents highly
concurred that respondents deny that they do not have the skills to use any type of
device.

The eight-factor graph shows that out of 30 respondents 4 strongly agreed that
they are having a hard time focusing on the studies online, 6 agreed, 14 neutral, 5
disagreed, and 2 strongly disagreed. This means that the majority of the respondents
highly concurred that most respondents are not sure if they are having a hard time
focusing on the studies online.

The ninth-factor graph shows that out of 30 respondents 1 strongly disagreed

that they can’t participate in online class, 8 agreed, 13 neutral, 7 disagreed, and 2
strongly disagreed.

The tenth-factor group shows that out of 30 respondents 4 strongly agreed that
they are having a hard time managing their schedule, 13 agreed, 10 neutral, 3 disagreed,

Page | 34
and 1 strong disagreed. This means that the majority of the respondents highly
concurred that most respondents are having a hard time managing their schedule.

CHAPTER V

CONCLUSION AND RECOMMENDATIONS

Page | 35
 This contains the conclusion and recommendations of the whole study.

Generalizations and other inferences would be seen in the conclusions while the

recommendations of the researchers to the beneficiaries of this study can also be seen

in this Chapter. Generally, this chapter aims to cover the result of the study.

The study was conducted at ACLC COLLEGE IRIGA SHS. The respondents were the

SHS grade 11 and 12 students. They were selected using purposive sampling. It

employed quantitative research and utilized quanti- experimental method. The

statistical tools used were mean, percentage, dependent and independent test.

CONCLUSIONS

Blended learning is an educational approach that combines traditional face-to-

face instruction with online learning. It has gained popularity in recent years as a way to

increase flexibility and access to education, particularly in the wake of the COVID-19

pandemic.

Overall, the effects of blended learning can be positive, as it allows students to

learn at their own pace and can be tailored to their individual needs and learning styles.

It allows for increased flexibility, as students can complete coursework and assignments

on their own time and can access course materials and resources online. Additionally,

blended learning can be more cost-effective than traditional in-person instruction, as it

can reduce the need for physical classrooms and materials.

However, blended learning also has some potential drawbacks. It can be difficult

for some students to adapt to a new learning format, and it can be challenging for

Page | 36
educators to effectively incorporate online learning into their instruction. Additionally,

blended learning may not be an effective approach for all students, particularly those

who struggle with self-motivation or require more individualized attention.

Overall, the effects of blended learning can be positive, but it is important for

educators and policymakers to carefully consider its suitability for their students and to

ensure that it is implemented effectively.

RECOMMENDATIONS

Based on the findings, it is recommend that Blended learning, which combines

traditional face-to-face instruction with online learning, has gained popularity in recent

years as a way to increase flexibility and access to education. While blended learning

can have positive effects, such as increased flexibility and the ability to tailor instruction

to individual needs, it also has some potential drawbacks. Overall, blended learning has

the potential to be valuable approach to education, but it is important to carefully

consider its suitability for your students and to ensure that it is implemented effectively.

And to the future researcher of our topic, the researchers recommend gathering

information regarding recent studies, articles, and news on the issue. They should

recruit more respondents to demonstrate good findings and validity. And aim to reach

out to various sectors of respondents to learn about the differences in their responses.

BIBLIOGRAPHY

Blended Learning in English Teaching and Learning: A Review of the Current Literature
Journal of Language Teaching and Research, Vol. 10, No. 2, pp. 232-238, March 2019

Page | 37
Waheeb S. Albiladi University of Arkansas, Fayetteville, USA Khlood K. Alshareef
University of Arkansas, Fayetteville, USA
Website: http://academypublication.com/issues2/jltr/vol10/02/03.pdf

Blended learning effectiveness: the relationship between student characteristics, design

features and outcomes

Kintu, M.J., Zhu, C. & Kagambe, E. Blended learning effectiveness: the relationship
between student characteristics, design features and outcomes. Int J Educ Technol High
Educ 14, 7 (2017).

Website: https://doi.org/10.1186/s41239-017-0043-4

The Handbook of Blended Learning: Global Perspectives, Local Designs

Curtis J. Bonk, Charles R. Graham

John Wiley & Sons, Jun 29, 2012
Website: https://books.google.com.ph/books?
hl=en&lr=&id=2u2TxK06PwUC&oi=fnd&pg=PA17&dq=studies+about+blended+learning
+globally&ots=a2EXI67Jck&sig=Tyzm28AsZWLqESQqW4yVYq8Hi9M&redir_esc=y#v=one
page&q&f=false

The Effectiveness of Blended Learning in Improving Students' Achievement in Third

Grade's Science in Bani Kenana
Vol.7, No.35, 2016 Nisreen Saleh Khader Khader The Ministry of Education, Irbid,
Educational Directorate of Bani Kinana, Department of Educational Supervision
Website: https://files.eric.ed.gov/fulltext/EJ1126508.pdf

The Effect of the Online and Offline Blended Teaching Mode on English as a Foreign
Language Learners’ Listening Performance in a Chinese Context. Frontiers in Psychology.
Jiang, Y., Chen, Y., Lu, J., & Wang, Y. (2021).
Website: https://www.frontiersin.org/articles/10.3389/fpsyg.2021.742742/full#B15

Page | 38
Perception towards online/blended learning at the time of Covid-19 pandemic: an
academic analytics in the Indian context,
Ritimoni Bordoloi, Prasenjit Das, Kandarpa Das Asian Association of Open Universities
Journal

ISSN: 2414-6994 Open Access. Article publication date: 16 February 2021 Issue
publication date: 21 May 2021

website:https://www.emerald.com/insight/content/doi/10.1108/AAOUJ-09-20200079/
full/html#sec001

A Blended Learning Model for Public Senior High Schools in the Division of Laguna

Ma. Cecilia G. Adefuin, Department of Education-Laguna, Philippines Neil P. Balba,

Lyceum of the Philippines, Philippines The Asian Conference on Arts & Humanities 2020
Official Conference Proceedings

Website:
https://papers.iafor.org/wp-content/uploads/papers/acah2020/ACAH2020_56037.pdf

Learning from the problems and challenges in blended learning: Basis for faculty
development and program enhancement

December 2020 Abel V. Alvarez Jr. Department of Education

Website:
https://www.researchgate.net/publication/347885055_Learning_from_the_problems_a
nd_challenges_in_blended_learning_Basis_for_faculty_development_and_program_en
hancement

Stress and Anxiety amongst Students

Website: https://studycorgi.com/stress-and-anxiety-amongst-students/

Page | 39
Blended learning — the best of both worlds? Advantages and disadvantages

Website: https://www.easy-lms.com/knowledge-center/e-learning/blended-learning-
advantages/item10386#:~:text=set%20their%20pace.-,What%20are%20the
%20disadvantages%20of%20blended%20learning%3F,and%20the%20plagiarism
%2Fcredibility%20problem.

The History Of Blended Learning

BLENDED LEARNING IS THE FUTURE OF GLOBAL LEARNING

ByR.L. Raina
March 12, 2021
Website: https://elearningindustry.com/history-of-blended-learning

Why blended learning during COVID-19 in Indonesia isn’t easy

ByLEARNTech Asia

September 8, 2020

Website: https://learntechasia.com/indonesia-covid-19-blended-learning/

The promises and pitfalls of blended learning in PH

BY: CRISTINA ELOISA BACLIG- INQUIRER.NET NOVEMBER 20, 2020

Read more: https://newsinfo.inquirer.net/1362497/the-promises-and-pitfalls-of-blended-

learning-in-ph#ixzz7m7zPJONG
Follow us: @inquirerdotnet on Twitter | inquirerdotnet on Facebook

Page | 40
 APPENDICES A: LETTER TO RESPONDENTS WITH QUESTIONNAIRE

SURVEY QUESTIONNAIRE

Good day!

Page | 41
 With regards to our requirements in III, we the researchers from Grade 12-

Programming of the AMA COMPUTER LEARNING CENTER COMPUTER COLLEGE IRIGA

CITY, are conducting a study entitled, “THE EFFECTS OF BLENDED LEARNING ON

STUDENTS OF ACLC IRIGA CITY’’ In connection with this, may we ask some of your time

to actively participate to be one of our respondents and at the same time your utmost

honesty and sincerely answer on our survey questions. We will deeply appreciate all

your participation and cooperation, and rest assured that all your responses will be

treated with confidentiality and for academic purposed only. Thank you in advance and

God bless!

Name: Researchers

Students Profile:
Age:
_____________

Gender:

Page | 42
 Male
Female
Others
Prefer not to say

Grade:
11
12

Strand:
TVL
CSS
STEM
HUMMS

Family Monthly Income:

Php 5,000-Php 15,000
Php 15,000-Php 25,000
Php 25,000-Php 35,000
Php 35,000-Php 45,000
Php 45,000 and above
SA- Strongly Agree A- Agree SDA- Strongly Disagree DA- Disagree A-agree

PART I. STUDENT WITH NO DEVICES AT HOME.

SA A N D SD

Page | 43
 1. I don’t feel motivated when I don’t have
any devices to use.
2. I can’t keep up with my studies.

3. I feel jealous to my other classmate for

not having a device.
4. It’s hard to access the internet.

5. I think I’m going to fail because I don’t

have the necessary tools to use.
6. I don’t have the skill to use involving any
technology.
7. I feel lazy because I don’t have any device
to use.
8. Having no device affects my grades in
class.
9. I’m always late for submission due to lack
of technology.
10. Lack of devices stresses me out during the
lesson.

PART II. HOW BLENDED LEARNING AFFECT STUDENTS.

SA A N D SD

1. It’s hard for me to keep up with this new

type of education.
2. It really improved some of my skill in
different subject.

Page | 44
 3. It helped me to avoid any distraction.
4. I was more comfortable in my own space
and environment.
5. I had much more free time before blended
learning.
6. I had much more free time during blended
learning.
7. It gave me new opportunities in different
ways.
8. I easily adapted to the new type of
education.
9. Slow internet access slows my work down.
10.I don’t know how to create or edit some
presentation.

PART III. WHY IS BLENDED LEARNING HARD FOR STUDENTS.

SA A N D SD

1. I don’t have the skills to use technology.

2. I lack the technology or device to use.
3. I don’t have access to the internet.
4. I’m not used to any type of technology.
5. It is time consuming for me.
6. My internet connection is not strong enough.
7. I don’t have any skills to use any types of device.

8. I’m having a hard time focusing on the studies

online.
9. I can’t participate in online class.
10.I’m having a hard time managing my schedule.

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