Republic of the Philippines

Department of Education
Region 02 (Cagayan Valley)
SCHOOLS DIVISION OF ISABELA
Delfin Albano District
305731 DELFIN ALBANO (MAGSAYSAY)
STAND-ALONE SENIOR HIGH SCHOOL
Zone 2 San Antonio, Delfin Albano,Isabela, 3326
damsashs2019@gmail.com

BLENDED LEARNING APPROACH ON ACADEMIC PERFORMANCE:

THE CASE OF HUMSS STRAND

A Research Paper

Presented to

RUVELYN DECAPIA, PhD

Research Adviser

In Partial Fulfillment of the Requirements in

PRACTICAL RESEARCH 2

April Boy Gasmin

Jeselle Bagauisan

Precious Delos Reyes

Loueigy Bernardino

Researchers

2022

i
 APPROVAL SHEET

This research study is entitled “BLENDED LEARNING APPROACH ON

ACADEMIC PERFORMANCE: THE CASE OF HUMSS STRAND” prepared

and submitted by April Boy Gasmin, Jeselle Bagauisan, Precious Delos Reyes, and

Loueigy Bernardino in partial fulfillment of the requirements for the completion of

the Practical Research 2 subject in Humanities and Social Sciences is recommended

for acceptance and approval for ORAL EXAMINATION.

RUVELYN DECAPIA, PhD

Research Adviser

_____________________________________________________________________
ORAL EXAMINATION TRIBUNAL

Accepted and approved by the committee on oral examination with a grade of

___________, in partial fulfillment of the requirements for completion of Practical

Research 2 in Humanities and Social Sciences.

RUVELYN DECAPIA, PhD

Research Adviser

__________________ ____________________ __________________

Member Member Member

ii
 ACKNOWLEDGEMENT

The researchers wishes to convey her profound gratitude to the following persons who

provided endless assistance and encouragement for the realization of this study:

Grateful acknowledgement is hereby extended to the Panel of Examiners;

_____________________________,_______________________________and

______________________________, who devoted and spared time reviewing this

study.

Sincere thanks and grateful appreciation to Ma’am Ruvelyn B. Decapia, our adviser,

for his helpful suggestions and for guiding the researchers in making this study

possible and happened.

The researchers also want to thank her school mates and friends in Delfin Albano

(Magsaysay) Stand Alone Senior High School for supporting her and giving their full

support during the conduct of the study.

The researchers wishes to thank the respondents, the Grade 12 HumSS students in

cooperating in answering the given survey. Above all, to Almighty God, for His

divine inspiration and infinite love for the realization of the study.

THE RESEARCHERS

iii
 DEDICATION

This research is delicately dedicated to our respective families; the Gasmin family,

the Bagauisan family, Delos Reyes family, and Bernardino family; who gave us

support, not just financially but also morally which made it possible for us to be

motivated in accomplishing this task.

This output is also dedicated to amazing people and companions who have supported

and helped us throughout our research journey. We appreciate the time and effort you

have given to us, especially to the respondents who spared a little of their time in

sharing their experiences using blended learning modality. Without your help,

encouragement, and support, we will not be able to come this far in accomplishing

this research and wouldn't be able to determine the effectiveness of the blended

learning modality, especially to students. That is why we express our heartfelt

gratitude and appreciation for all of you.

Lastly, we are humbly expressing our extreme gratitude to the Almighty God who

blessed us with strength, knowledge, and power to finish this task. Without His

abundant guidance, it would be impossible for us to accomplish this output of

research

THE RESEARCHERS

iv
 Table of Contents

PRELIMINARIES

Page

TITLE PAGE ……………………………………………………………….. i

APPROVAL SHEET………………………………………….………….…. ii

ACKNOWLEGEMENT……………………………………………….………… iii

DEDICATION ……………………………………………………………… iv

TABLE OF CONTENTS…………………………………………..………… v

Chapter 1 THE PROBLEM AND ITS BACKGROUND

Introduction …………………………………………………….……. 1

Background of the Study ……………………………………….……. 2

Conceptual Framework ……………………………………….……… 3

Statement of the Problem ……………………………………….….… 4

Hypothesis …………………………………………………..……. 5

Significance of the Study ……………………………………….…..… 5

Scope and Delimitations ...…………………………………….......... 6

Definition of Terms……………………………………………………. 6

Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature …. ……………………………………………… 7

A. Foreign Literature .………….……………………………. 7

B. Local Literature ……………………………………………. 8

Related Studies………………………………………………………… 10

A. Foreign Studies ……………………………………………. 10

v
 B. Local Studies ………………………………………………. 12

Synthesis……………………………………………………………….. 14

Chapter 3 METHODS AND PROCEDURES OF THE STUDY

Methods of Research Used …………………………………………..… 15

Locale of the Study …………………………………………………… 15

Respondents …………………………………………………………..…. 16

Instruments ……………………………………………………………… 16

Data Gathering Procedure ………………………………………………. 16

Treatment of Data ………………………………..……….…………...…. 17

Chapter 4 PRESENTATION, ANALYSIS AND INTERPRETATION

OF DATA………………………………………….…………….. 18

Chapter 5 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary of Findings……..……………………………………………. 27

Conclusion …………………………………………………………. 28

Recommendations ……………………………………………….… 28

BIBLIOGRAPHY……………………………………………………………... 30

APPENDICES…………………………………………………………. 31

A. Questionnaire

B. Request Letters

C. Computations

D. Pictorials

vi
 CHAPTER 1
THE PROBLEM AND IT’S BACKGROUND

Introduction

It's more than 2 years since the unseen endeavor comes to the life of each and

everyone, all of us are affected. Students are one of those who are barely affected of

these pandemic, wherein they're not allowed to enter school to study and this changes

are difficult for students. But even though, education is a must. Students should

continue their study and to make it possible, blended learning is implicated; modular

and online learning modality. It's proven that there's no hindrance to the students who

wants to learn and finish their studies.

Education is the key to success they said, Education helps people think, show their

emotions, feel about things in a way that benefits to their success, and improves not

only their own personal contentment but also their society and community. Also,

education develops the individual's personality, thoughts, that deals with other people

and prepares anybody for the purpose of the reality and life experiences (Al- Shuaibi,

2014).

Online learning modality features the teacher facilitating learning and engaging

learners’ active participation using various technologies accessed through the internet

while they are geographically remote from each other during instruction. While

modular learning is in the form of individualized instruction that allows learners to

use self-learning modules (SLMs) in print or digital format/electronic copy,

whichever is applicable in the context of the learner and other learning resources like

Learner’s Materials, textbooks, activity sheets, study guides and other study materials.

(Mark Anthony Llego,2020).

1
 Truly that no matter what come into our lives there's always a way to survive.

Quality education is truly matter in all aspects of life. It's the most important thing and

the only treasure of ours that no one can steal. Face to face is not possible but online

and modular learning is available that also aims to deliver good and quality education

for the students.

Background of the Study

In this time of pandemic there’s a lot of things that is prohibited and that's include

face to face learning modality. Where the students aren't need to go to school because

they have the modular and online learning design. In able to continue the schooling of

the students, government thinks the best way and come up with the so called modular

learning modality and digital or online learning modality.

Teacher's are providing the hard copy for those students who take up modular and

while students who chooses online are in the form of the pdf or soft copy that send

into them via messenger or Google classroom. Students and Techers are both victims

of this crisis. Both are giving their best just to survived everyday.

Despite on the challenges, teacher manages to give the quality education for the

students. Their dedication to teach kids are big sacrifice, a big salute in them. On the

other hand, students also had sacrifices, we know that students are making way just to

attend their class despite all the barriers they may faced.

We, the researchers, realized that modular and online learning modality is now

part of the so called new normal especially in the life of students. It's now the learning

style that are students adapting. This learning modality can be effective especially for

those who are willing to learn, its maybe different from the old practice which is the

2
face to face learning modality but one thing is for sure that it can also bring and

provide a quality education for the students.

This topic is choosed by the researchers specifically to know the effectiveness of

the Blended learning modality on the academic performance of humss students of

Delfin Albano Magsaysay Stand Alone Senior High school. And to assess what is the

difference between this new learning style and the old learning style.

The researchers also want to help students even in the simplest way by giving

them recommendations and other way in coping up in this kind of situation.

Conceptual Framework

Input Process Output

1.Demographic profile
of the students Statistical analysis of Determining the
2.How effective is the the data gathered
blended learning perceived
approach as perceived
by the grade 12 humss effectiveness of
Process of data
learners?
gathering procedure. blended learning
3. Is there a significant
difference between the approach on the
perceived effectiveness
of blended learning academic
approach to the
academic performance performance of the
of learners when
grouped according to students
profile variables?

FEEDBACK

Figure 1. Paradigm of the study

3
The input of the study is the demographic profile of the respondents such as sex, age,

parent’s educational attainment, parent’s income and the academic performance of the

students.

The process of the study includes the respondents through total sampling. Afterwards,

the researchers will conduct an online survey for the respondents through google

forms. Thus, the researchers gathered the information by the respondents.

The output of this study will be the effectiveness of blended learning approach

on the academic performance of the students

Statement of the Problem

There’s a lot of things that brought to us by this health crisis and one of these are

the new set up of learnings. The new style learning modality called modular and

digital or online learning modality which had a huge impact on the academic

performance of the students.

This study aims to answer the following questions:

1. What is the demographic profile of the students in terms of:

1.1 Sex

1.2 Age

1.3 Parents educational attainment

1.4 Parents income

1.5 Academic performances

2. How effective is the blended learning approach as perceived by the grade 12

humss learners?
4
 3. Is there a significant difference between the perceived effectiveness of blended

learning approach to the academic performance of learners when grouped according

to profile variables?

Hypothesis

The following hypothesis are generated by the researcher and will be tested in this

study:

1. There is no significant between the perceived effectiveness of the blended

learning and the academic performance of the learners.

Significance of the Study

The findings of this study are necessary in identifying the Effectiveness of blended

learning approach on the academic performance of grade 12 humss students. This

study will also aid the development of performance of students towards blended

learning.

The following will be benefited by the research project:

Students. The findings of this study will aid the development of the performance of

every student towards blended learning modality.

Parents. To be able to provide the needs of their children, to meet the requirements of

the new normal learning modality.

Teachers. To be able to assess themselves as to weather that the given of blended

learning modality is to go down of the learners or to meet at least the list of the

learners of the use of blended learning modality approach.

5
Department of Education (DepEd). The result of this study will serve as a basis to

improve the education system by knowing the effectiveness of blended learning.

Future Researchers. This research will help them as reference data in case they will

option to conduct a research study similar to this.

Scope and Delimitation

This study will be focusing on the effectiveness of blended learning approach to their

academic performance in students in order to comprehend if is really effective for the

students. Thus, the researcher will have Grade 12 Humss students for the respondents

with a total of 59 students. The said study will be conducted the whole 1st quarter of

School Year 2021-2022.

Definition of Terms

To have a better understanding on this study, the following terms defined

operationally:

Academic Performance. The general average of the learners during the face-to-face

learning modality and blended learning modality.

Blended Learning. This refers to a learning delivery that combines face-to-face with

any, or a mix of, Modular Distance Learning, Online Distance Learning, and

Television/Radio Based Instruction.

Delfin Albano Magsaysay Stand Alone Senior High School. The educational

institution where the respondents are enrolled.

Effectiveness. This refers to the degree of the ELM based on the performance of

Grade 12 HUMSS students in blended learning.

6
 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature
A. Foreign Literature

According to Graham(2004), blended learning can be noted for its flexibility and

accessibility. Many learners want the convenience offered by a distributed

environment, and at the same time, do not want to sacrifice the social interaction and

human touch they are experiencing in a face-to-face classroom. Playback of recorded

live event can extend the reach to those who could not attend at a specific time

(Singh,2003)

Blended education involves a combination of multiple instructional delivery modes

incorporating technology and face-to-face interactions for purposes of meeting learning

objectives. "Pedagogically, blended learning encourages active learning, student-centered

learning, as well as peer-to-peer interactions" (Tandoh,Flis, & Blanks on, 2014). In addition,

it is hoped that the utilization of selected technologies such as learning management systems

coupled with face-to-face learning interactions that educators use will provide to our students

authentic learning experiences (Bullock, 2015).

The teaching and learning environment is embracing a number of innovations and

some of these involve the use of technology through blended learning. This

innovative pedagogical approach has been embraced rapidly though it goes through a

process. The introduction of blended learning (combination of face-to-face and online

teaching and learning) initiatives is part of these innovations but its uptake, especially

in the developing world faces challenges for it to be an effective innovation in

teaching and learning. Blended learning effectiveness has quite a number of

7
underlying factors that pose challenges. One big challenge is about how users can

successfully use the technology and ensuring participants’ commitment given the

individual learner characteristics and encounters with technology (Hofmann, 2014)

According to Volchenkova (2016) that blended learning is a form of learning that

combines the best of direct classroom learning and learning through the internet by

using its applications. Also, blended learning has been defined as a program that uses

more than one method to communicate information in order to activate learning

outcomes by the interaction between both student and teacher

Chen and Jones (2007), a wide range of research studies have found that the blended

learning approach has positive effects on student achievement, while other studies

have indicated that blended learning achieves levels of student success equivalent to

traditional education.

B. Local Literature

According to Magsambol (2020), modular learning is the backbone on which the

DepEd uses distance education. To help learning online, such as via the internet or

text-based content, we should create another set of modules. The reason the school

has been delayed is presumably because they had a new printer that needed to be

shipped. Having problems with the modules which are due to be used, this can be a

common situation days before the opening of the schools.

"Education cannot be postponed, Secretary Briones says." To address the needs of

millions of students, the government adopted an educational distance learning

strategy. Distance learning, also known as correspondence training or self-study, is a

mode of education where little or no face-to-face contact exists between students and

their teachers. This form is divided into three sections. That is the one of the more
8
convenient student resources for most of the average Filipino students. It was the most

common system of study between parents/guardians and was the most preferred form

of study (LESF) (Chin, 2020).

Malaya (2020), Asynchronous e-learning features individualized instruction which

allows learners to use self-learning modules (SLMs) in written, digital or electronic

copy whichever is applicable to the learner. Learners with Modular Distance Learning

can also use other tools such as textbooks, activity sheets, study guides, etc. Many

teachers would have to deliver instructional materials that are relevant. Students can

now access these materials from their home computer, tablet PC, or smartphone.

According to Magsambol (2020), Under the DepEd's robust, integrated learning

system, students would have access to self-directed learning materials (SLMs).

Teachers will provide students with a syllabus in every quarter. Students will be

having 4 sets of textbooks and lab manuals in one year. The vocational certificates

will be issued to parents before classes begin. In Barangays where there is no school,

there will be designated drop-off points for school supplies. We intend to distribute

the program four times during the school year. Completed assignment sheets will be

issued by parents to teachers. They can send their homework to the teachers in school

or at pick-up points in specified locations. Students' progress on the summative and

evaluation tasks will be observed. The Department of Education confirmed the

schools won't be conducting periodical exams this year, causing "distance cheating."

Bagood (2020), the transition of education delivery to modular distance learning has

wrought difficulties for the quality of education. The DepEd is actively trying to find

new ways to address current issues and capacitate its teachers and school heads for the

IT-based distance learning. Instructors along with Program Supervisors prepared

9
modules beginning in May 2020 in all subjects for all grade/year level across four

quarters in accordance to the Essential Learning Competencies. These self-learning

modules are typically pre-tested, discussed and assessed, thus making them learning

packages. The module listings are distributed to all learners with the class schedule.

Related Studies

A. Foreign Studies

In the study conducted by Jinn Young Kim (2012) regarding the inter relational

effects of the tradition and personality traits and modular distance learning, he probed

into the influence of personality types and situational factors on public speaking Also,

it examined the effect of communication apprehension on students' academic

achievement in a modular learning environment As Reem Abelaikan found out on his

study that modular learning was beneficial to the timid personality and tradition of the

Saudi women; this study implies that the Big Five personality traits indeed affected

the performance of the students but the indicator of his final average was his rehearsal

and attendance to the classes.

Paul Ginns, Robert Ellis (2007) They conducted study among 127 veterinary

science students in Australia University. The paper discuss the difference in which the

students perceives in distance education program, only through online learning and

campus based students in the form of blended learning the combination of face to face

interaction of teachers and online learning support. The finding reveals the knowledge

and performance varies from students.

Minoru Nakayama, Kouichi Mutsuura, Hiroh Yamamoto,(2014), A fully

online learning environment requires effective learning management in order to

promote pro-active education. Since student’s notes are reflection of the progress of
10
their education, analysis of notes taken can be used to track the learning process of

students who participate in fully online courses. This paper presents the causal

relationships between student’s characteristics, note-taking behaviour, learning

experience, note assessment and test scores while the relationships between these

metrics is examined. A fully online course for undergraduate students in Economics

was conducted. Participants were asked to study each course module and present their

notes to the lecturer every week. The students learning performance was then

measured using online tests, weekly confirmation tests, and a final exam. The total

number of valid participants in the courses was 53. Three factors of note-taking

behaviour were extracted according to the survey, and their relationships with other

metrics were calculated. A structural equation modeling technique was used to track

students learning activity as note-taking occurred, using the scores of their metrics.

The results of this modeling technique suggest that key factors and their contributions

to test scores can be measured. Also, the factors which contribute to note-taking

behaviour were examined.

In a study conducted by Reem Alebaikan (2012) at Saudi Higher Education, he

explored the perceptions of the Saudi Female lecturers and undergraduate students to

learn from their experience and become a participant in blended courses. This was

recognized by the ministry of Saudi Higher Education as a solution for the rapid

growth of student population. This study showed that the quality of learning and

teaching experience affects the students and lecturers. The objective of this study is to

identify the female undergraduate students and lecturers' perception of the advantages.

The researcher used qualitative method to obtain rich descriptive data to facilitate the

grow of this phenomena. The research later concluded that Modular Distance

Learning made the Saudi women still pursue their degrees despite their traditions and
11
personalities, Furthermore, the result of the study indicated that Modular Distance

Learning has promising modalities that enhance student engagement and learning.

Khalil et al.'s (2020) study results indicated that students generally perceive

synchronous online learning positively, particularly in terms of time management and

efficacy. However, they also reported technical (internet connectivity and poor utility

of tools), methodological (content delivery), and behavioral (individual personality)

challenges.

B. Local studies

In Centeno and Sompong’s (2012) study, students revealed that their

teachers employed different teaching strategies to match students varying learning

needs. The students also recommended that their teachers use e-group, social

networking sites, educational media, online learning tools and video sharing websites.

However, the researchers did not see any relationship between the students learning

styles and their preferred online learning tools and the learning technologies used by

their teachers in their GE classes.

In the local study conducted by De Guzman & Trajeco, (2013), students who

participated in the self-developed survey and small group discussions shared that

while they felt very motivated to learn when the school first introduced the use of the

Tablet PC in the classroom, they also experienced the following: difficulty accessing

Wi-Fi connection (due to insufficient routers), poor or no access to the

internet/website, difficulty reading electronic books, and difficulty focusing on

instruction because of the applications and games they installed in their Tablet PC.

12
In Robles’ (2012), his study concluded that there was no significant difference

between the performances of students attending traditional class and students who

were part of the blended learning class.

In a study conducted by Ava Clare Marie O. Robles on Mindanao State University

(2012) can be found many presentations of instructional strategies, on how to

effectively integrate content, pedagogy and technology to enhance the learning of

education courses. This provided the most effective and efficient learning experiences

on learners with its practical applications against retailed software which often burden

many universities. Some implications on how to effectively blend pedagogy and

technology. In view of the findings and conclusion of the study, it is recommended

that blended learning be utilized by faculty members in teaching education subjects.

This study's limitations are apparent. Modular Distance learning needs effective

planning and upgrading for educators to address critical issues such as establishing

appropriate assessments and rubrics. Equally important is the technological expertise

of the students.

In the study conducted by Baloran (2020), it is stated 59.25% (314/530) disagreed on

the conduct of the Online Blended Learning Approach. The primary reasons for these

students was poor internet connection (227/314 or 72.29%), similarly revealed in the

study conducted by Ja’ashan (2015) that majority of students who undergone online-

blended learning expressed negative impression due to poor internet connection.

13
 SYNTHESIS

The researchers will study the effectiveness of blended learning modality on the

academic performance of grade 12 humss students of Delfin Albano (Magsaysay)

stand alone senior high school. Blended education involves a combination of multiple

instructional delivery modes incorporating technology and face-to-face interactions

for purposes of meeting learning objectives. "Pedagogically, blended learning

encourages active learning, student-centered learning, as well as peer-to-peer

interactions" (Tandoh,Flis, & Blanks on, 2014). In addition, it is hoped that the

utilization of selected technologies such as learning management systems coupled

with face-to-face learning interactions that educators use will provide to our students

authentic learning experiences (Bullock, 2015). The world faces the crisis and

blended learning is now part of the so called new normal. This educational approach

has been the norm in K-12 classrooms for generations. The research questions are

stated on the statement of the problem and the research paradigm embedded in this

research is quantitative. Lastly, the respondents of this study will be the randomly

selected Grade 12 students at Delfin Albano (Magsaysay) Stand-Alone Senior High

School. Lastly, the respondents of this study will be the total number Grade 12 humss

students at Delfin Albano (Magsaysay) Stand-Alone Senior High School. This study

is similar to the study of Ava Clare Marie O. Robles in a way that they both seeking

for the effectiveness of blended learning. And on the other side it only differ from the

study of Boloran (2020) that focus only on the side of blended learning and not base

and didn't acknowledge face to face learning modality. This study is almost the same

with other studies but only differ in timeline for this have a specific timeline or

situation which is the New Normal, unlike other studies who were taken generally.

14
 CHAPTER 3

METHODS AND PROCEDURE OF THE STUDY

Generally, this chapter shows how the study will be conducted. It will present the

methods of research used, locale of the study, respondents, the instruments used in

data gathering, Data gathering procedure and the statistical treatment of data.

Research Design

The researchers used the descriptive survey to conduct the study entitled

"BLENDED LEARNING APPROACH ON ACADEMIC PERFORMACE:

THE CASE OF HUMSS STRAND." Descriptive survey is mainly done to gain a

better understanding of the topic. The result of descriptive survey provides platform to

make important decisions and also generate more research ideas to be tested. This is

the reason why the researchers choose this study method for the study.

Online survey serves as a structured questionnaire that targets audience

completes over the internet generally through a filling out a form. Online surveys can

vary in length and format. The data is stored in a database and the survey tool

generally provides some level of analysis of the data in addition to review by a trained

expert.

The quantitative correlation analysis will also be employed to determine whether

there is relationship that exists between the blended learning and the Academic

performance of the learners.

Locale of the study

15
 The study was conducted at some barangay of Delfin Albano and Sto. Tomas

Isabela where the students are currently residing and who are studying at Delfin

Albano (Magsaysay) stand alone Senior High school.

Respondents

Random sampling was used in choosing the respondents in this study. HumSS

students are the target respondents in making and finishing the whole research study.

There are 59 total students of Humanities and Social Sciences strand. The respondents

are being choosed by the researchers to represent the whole DAMSASHS.

Instruments

The research instrument used in the study was a self-administered and

structured survey questionnaire. The researchers prepare an survey questionnaire for

the respondents to answer. This determined the effectiveness of the of blended

learning modality of the grade 12 humss students in DAMSASH.

Data Gathering Procedure

A survey questionnaire made by the researchers are composed of questions that

are suitable or related in proving if the blended learning is effective on the student’s

academic performance of Grade 12 humss of Delfin Albano (Magsaysay) Stand

Alone Senior High school.

A request letter will be sent to the principal to ask permission to conduct a study

as a whole and a survey to the students of DAMSASHS.

Upon approval of the said request, the researchers conducted a survey on the

respondents as they also approve the request to conduct a survey. The said survey will

be presented to them via Google form using Facebook messenger send on their
16
personal account. Rest assured that the responses we gathered will be taken as a

confidential responsible. The analysis of the gathered information will be done after

all the target respondents answered the survey questionnaire.

Treatment of Data

The following statistical tools was used to analyze the data:

1. Percentage and frequency distribution is used in identifying the demographic

profile of the grade 12 humss students of DAMSASHS.

FORMULA: P= f x 100
N

Where:

P= Percentage F= Frequency N= Number of respondents

2. Mean percentage was used to know the performance of grade 12 humss Students of

DAMSASHS

Score Mean Description

4 3.26-4.00 Very effective

3 2.51-3.25 Effective

2 1.75-2.50 Moderately Effective

1 1.00-1.75 Ineffective

3. The researcher used T-test and ANOVA to identify the significant difference

between the perceived effectiveness of blended learning approach to the academic

performance of learners when grouped according to profile variables.

17
 CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with the presentation, analysis and interpretation of data

gathered and presented in tables.

Table 1.1 Present the sex of the respondents

Sex Frequency Percentage
Male 28 58.8%
Female 24 46.2%
TOTAL 52 100%

The table 1.1 shows that 58.8% of the total respondents are male equivalent to 28

males, while the remaining 46.2% of the total respondents are female equivalent to

24.

Table 1.2 Present the age of the respondents

Age Frequency Percentage

17 11 21.2%
18 33 63.4%
19 7 13.5%
20 1 1.9%
TOTAL 52 100%

The table shows that 21.2% or 11 of the total respondents are 17 years old,

63.4% or 33 of the total respondents are 18 years old while 7 of the total respondents

18
or 13.5% are 19 years old and 1.9% that’s equivalent to 1 of the total respondents is

20 years old.

Table 1.3 Present the parent’s education of the respondents

Parents’ Educational Frequency Percentage

attainment
Elementary 7 13.5%
High school 35 67.7%
College 17 32.7%
College degree holder 5 9.6%
TOTAL 52 100%

The table indicates that 7 or 13.5 % of the total respondents have parents that is

elementary graduate, 67.7% or 35 of the respondents has a parents that is high school

graduate, 17 or 32.7% of the total respondents has a parent attain college level and

9.6% or 5 of the total respondents has a college degree holder parent.

Table 1.4 Present the parent’s income of the respondents

Parents income Frequency Percentage
10,001 and above 17 32.7%
5,000-10,000 15 28.8%
5,000 Below 20 38.5%
TOTAL 52 100%

The tables shows that 32.7% or 17 of the total respondents have a parents

income of 10,001 and above, 28.8% or 15 respondents has a parents income of 5,000

to 10,000 and 35.5% or 20 of the total respondents has a parent income of 5,000

below.

19
Table 1.5 shows the General weighted average of the respondents.

General Weighted Frequency Percentage

Average
Below 80 5 9.62%
80-84 22 42.31%
85-89 21 40.39%
90 Above 4 7.70%
TOTAL 52 100%

The table above shows that 7.70% or 4 of the total respondents has a 90 above

general weighted average, 9.62% or 5 of the total respondents has an average of

below 80, while 40.39% or 21 of the total respondents has an average of 85-89

moreover the remaining 42.31% has a grade of 80-84.

Table 2. Effectiveness of blended learning approach.

Effectiveness of Blended Learning Approach as MEAN DESCRIPTION

Perceived by the Respondents

1. Blended learning helps me manage my time 2.65 Effective

more compared to face to face.
2. Blended learning provides me enough 2.34 Moderately
information to understand. Effective
3. Blended learning helps me take my time in 2.71 Effective
answering my activities/tasks.
4. In the blended learning modality, my ability to 2.33 Moderately
concentrate in doing my tasks is developed. Effective
5. Because of the bulk of activities given by 2.90 Effective
teachers, mental stress is triggered in me.
6. With the so many activities in the blended 2.29 Moderately
learning modality, there is no time for me to Effective
make bond with my friends and family members.
7. There is no enough knowledge acquired in the 2.42 Moderately
blended learning modality. Effective
8. Listening to the teacher during online classes is 2.73 Effective
not as assimilating as when you see them face-
to-face.
20
 9. Load allowances for the online learning hinders 2.52 Effective
me to attend classes online where teachers feed
information about the lesson.
10. I can understand the teacher's discussion during 2.65 Effective
online class due to poor internet connection.
11. I improve my self-study habits in blended 2.31 Moderately
learning. Effective
12. During the blended learning, my ability to think 2.62 Effective
and answer questions in the tasks given was
developed.
13. Blended learning is not a good way of 2.54 Effective
developing concentration.
14. I have enough time to finished my activities 2.33 Moderately
during blended learning. Effective
15. During face to face I can't manage my time in 2.42 Moderately
my studies, for myself and for my family. Effective

16. It’s easier to perform different activities/task in 2.98 Effective

face to face classes than perform in online classes
17.Learning contents through the online activities is 2.21 Moderately
easier for me than face-to-face instruction. Effective
18. I found it hard to meet deadlines by using 2.94 Effective
blended learning.
19. I get more information in the area of my study 2.27 Moderately
through blended learning than face-to-face Effective
interactions.
20. In the blended learning approach I can study and 2.60 Effective
do my tasks and do the household chores.
TOTAL MEAN 2.54 Effective

The table above shows that the highest mean percentage is 2.94 with a

description of effective, while the lowest mean percentage is 2.21 which is moderately

effective in the description.

Table 3.1 Shows the significant difference between the perceived effectiveness of

blended learning approach to the academic performance of learners when

grouped according to sex.

21
t-Test: Paired Two Sample for Means

MALE FEMALE
Mean 2.5995 2.397
Variance 0.05186816 0.143348421
Observations 20 20
Pearson Correlation -0.0149726
Hypothesized Mean Difference 0
df 19
t Stat 2.03623701
P(T<=t) one-tail 0.02795484
t Critical one-tail 1.72913281
P(T<=t) two-tail 0.05590969
t Critical two-tail 2.09302405

The computed t-stat for the perceived effectiveness of the blended learning

approach of grade 12 HumSS students when grouped according to sex is 2.03623701

which is less than the value of critical value of 2.09302405 so there is acceptance of

null hypothesis meaning to say that there’s no significant difference in the perceived

effectiveness od blended learning approach of grade 12 HumSS students when group

according to sex.

Table 3.2 Shows the significant difference between the perceived effectiveness of

blended learning approach to the academic performance of learners when

grouped according to age.

22
 The computed P-Value for the perceived effectiveness of the blended learning

approach among grade 12 HumSS students when grouped according to age is

0.005866 which is less than the value of alpha 0.05. It can be said that there is a

rejection of null hypothesis. This implies that there is a significant difference in the

perceived effectiveness of blended learning approach among grade 12 HumSS

students when grouped according to age.

Table 3.3 Shows the significant difference between the perceived effectiveness of

blended learning approach to the academic performance of learners when

grouped according to parent’s educational attainment.

23
The computed P-Value for the perceived effectiveness of blended learning approach

among grade 12 HumSS students when grouped according to parents educational

attainment is 0.157001 which is greater than the value of alpha (0.05). It can be said

that there’s enough evidence to accept the null hypothesis. This implies that there’s no

significant difference in the perceived effectiveness of blended learning approach

among grade 12 HumSS students when grouped according to parent’s educational

attainment.

Table 3.4 Shows the significant difference between the perceived effectiveness of

blended learning approach to the academic performance of learners when

grouped according to parent’s income.

24
 The computed P-Value of the perceived effectiveness of blended learning

approach among grade 12 HumSS students when grouped according to parent’s

income is 0.138364 which is greater than the value of alpha. It can be said that there’s

enough evidence to accept the null hypothesis. This implies that there is no significant

difference between the perceived effectiveness of the blended learning approach and

academic performance of grade 12 HumSS students when grouped according to

parent's income.

Table 3.5 Shows the significant difference between the perceived effectiveness of

blended learning approach to the academic performance of learners when

grouped according to general weighted average.

25
 The computed P-Value of the perceived effectiveness of blended learning

approach of the grade 12 HumSS students is 0.063001. It can be said that there’s is

enough evidence to accept the null hypothesis. This implies that there is no significant

difference between the effectiveness of blended learning approach to the academic

performance of the learners when grouped according to general weighted average.

CHAPTER 5

SUMMARY, CONCLUSION, AND RECOMMENDATION

26
This chapter presents the summary of the research is presented, and the findings of the

study are discussed and interpreted. The conclusions and recommendation made as an

outgrowth of this study.

Summary

Coronavirus Disease 2019 (COVID-19) had spread throughout the world and became

a global health emergency. Because of this, DepED or the Department of Education

implemented distance learning for the continuation of the learners to learn.

This study aims to determine the effectiveness of blended learning approach on the

academic performance of grade 12 Humss students. The objectives of this study is to

investigate and probe deeper the effectiveness of blended learning approach among

grade 12 Humss students.

The researcher used a descriptive survey research design, specifically online survey

through google form sent to 52 grade 12 Humss students of Delfin Albano

(Magsaysay) Stand Alone Senior High School to answer the questions and to identify

the effectiveness of blended learning approach on the academic performance grade 12

humss students.

Findings

A. Majority of the respondents are male with a percentage of 58.8%.

B. Most of respondents are under the age of 18, with a total of 33 respondents.

C. Most of the respondents has a parent’s educational attainment of high school

averaging an 67.7%

27
 D. Majority of the respondents (38.5%) come from families with parents earning

below $5,000 per month.

E. Majority of the students’ general weighted average lies within the intervals of

80-84.

F. Most of the respondents are using only cellphones.

G. Most of the respondents has a perspective that blended learning approach is

effective according to the mean percentage in every question.

H. The finding shows that that there’s no significant difference between the

perceived effectiveness of blended learning approach and the academic

performance of the grade 12 humss students.

Conclusion

Based on the findings, blended learning is effective according to the perspective

of the respondents, it means that the grade 12 students are still coping up and doing

their assigned task and activities and household chores at the same time. Blended

learning, both modular and online classes are big help in delivering a good quality

education for students to learn and to gain new ideas that will help them in the future.

Recommendation

 Students must have a schedule to follow so that they will know what to

prioritize. Time management matters.

 Students must have a limitation in making nonsense things so that the rest of

their time will be focus on their studies.

 Researchers recommends that school government or the teachers must

provide an exact hour for answering their task so that they will have still time

28
 to help their parents in organizing or cleaning their house and making other

household chores.

 Teacher must consider the learners environment so that there would be no

pressure on the part of the students.

 The researchers also recommend that the teacher must orient the parents in

seeing the student’s status in making their activities.

 Parents must do the same thing in understanding the situation of their

children.

BIBLIOGRAPHY

29
Aguinaldo, B. (2013) "The Bricolage Approach of Teaching." International Journal of

Education, IAMURE Press, vol. 3 July 2012, pp. 150-161. Retrieved from

http://www.ijiet.org

Anthony, M. (2020). DepEd learning Delivery Modalities for School Year 2020.2021.

Retrieved From, https://wwww.com/deped-learning-delivery-modalities

Bagood, J. (2020). Teaching-Learning modality under the new normal. Retrieved

from Philippine Information Agency Retrieved from

https://pia.gov.ph/features/articles/1055584

Baloran, E. (2020). Knowledge, attitudes, anxiety, and coping strategies of students

during COVID-19 pandemic. Journal of Loss and Trauma, 25(8), 1-8. Retrieved from

https://doi.org/10.1080/15325024.2020.1769300

Barrot, J.S., Llenares, I.I. & del Rosario, L.S. Students’ online learning challenges

during the pandemic and how they cope with them: The case of the Philippines. Educ

Inf Technol (2021). Retrieved from https://doi.org/10.1007/s10639-021-10589-x

Bullock, D. K. (2015). The integration of culturally relevant pedagogy and project-

based learning in a blended environment. In T.L. Heafner, R. Hartshrorne, & T. Petty,

exploring the effectiveness of online education in K-!2 environment. Hershey, PS,

USA: Information Science Reference. Retrieved from

https://dsc.duq.edu/cgi/viewcontent.cgi?article=2841&content=etd

Chen, C., Jones, K. (2007). Blended learning vs. traditional classroom settings:

assessing effectiveness and students' perceptions in an MBA accounting course. J.

Educ. Online 4 (1), 1-15. Retrieved from https://www.researchgate.net

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Chin, M. (2020). Students' New Normal: Modular Distance Learning. Retrieved from

Unique Philippines: Retrieved from https://www.uniquephilippines.com/students-

new-normal-modular-distance learning/

De Guzman & Trajeco, 2013 A case study on the impact of a tablet-based learning

environment on the learning and the study habits of first year students in high school

in MCHS Retrieved from https://www.academia.edu

Graham, C. Blended learning systems: definitions, current trends, and future

Directions. The Handbook of Blended Learning: Global Perspectives, Local Designs,

edited by C. Bonk & C. Graham (San Francisco, CA: John Wiley & Sons,Inc. 2006),

3-21. Retrieved from https://www.academia.edu

Hofmann, J. (2014). Solutions to the top 10 challenges of blended learning. Top 10

challenges of blended learning available on cedma-europe.org. Retrieved from

https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-017-

0043-4

Magsambol, B. (2020). Briones says modular learning expensive, has big effect on

environment. Retrieved from Rappler: Retrieved from

https://www.rappler.com/nation/briones-modular-learning-expensive-effect-

environment

Malaya, B. (2020). Modular Distance Learning: Here's what you need to know.

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distance-learning-heres-what-you-need-to-know/

Nakayama,M.,Mustsuura,K.,Yamatoto,H.(2014)Impact of learner's characteristics and

leaarning behaviour on learning performance during fully online course.Electronic

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Journal of e-learning,12(4),pp 396 410. Retrieved from

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%27s+characteristics+and+leaarning+behaviour+on+learning+performance+during+f

ully+online+course&btnG=#d=gs_qabs&u=%23p%3D8jkjKiA7J30J.

Paul Ginns, Robert Ellis (2007), Quality in blended learning: Exploring the

relationships between online and face to face teaching and learning, The internet and

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https://www.researchgate.net/publication/222415109.

Robles, A.M (2012), Blended learning for lifelong learning: An innovation for college

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Volchenkova, K., (2016). Blended learning: definition, models, implication for higher

education. Educ. Sci. 8 (2), 24-30. Retrieved frrom https://www.researchgate.net

QUESNTIONNAIRE

Dear Respondent,

We are currently conducting a Research entitled “Effectiveness of Blended learning

approach on the Academic performance of G12 HUMSS students in
DAMSASHS” as part of the requirements in Practical 2 at Delfin Albano
(Magsaysay) Stand-Alone Senior High School.
In this regard, may we ask your precious time in answering this questionnaire
honestly and objectively as you can. Rest assured that all your answers to the
questions will be treated with utmost confidentiality and will be used for academic
purposes only.
32
Thank you very much for your time and cooperation.

PART I. DEMOGRAPHIC PROFILE

1. Name (Optional): ___________________________

2. Sex Female Male

3. Age: ________

4. Parents’ Educational Attainment

Elementary level

High School level

College level

College Degree Holder

5. Parents Income

10,000 and above

5,000-10,000

5,000 below

6. What is your academic performance in Grade 11?

below 80

80-84

85-89

90 above
33
PART II.
Direction: Read each item carefully and answer the following questions provided below.
Please put a check mark (✓) on the appropriate column that pertains to your perception of
how effective is blended learning?
Rate it from 4 being the highest and 1 being the lowest.
Effectiveness of Blended Learning 4 3 2 1
Approach as Perceived by the Respondents Very Effective Moderately Ineffective
Effective Effective
1.Blended learning helps me manage my time
more compared to face to face.
17. Blended learning provides me enough
information to understand.
18. Blended learning helps me take my time
in answering my activities/tasks.
19. In the blended learning modality, my
ability to concentrate in doing my tasks is
developed.
20. Because of the bulk of activities given by
teachers, mental stress is triggered in me.
21. With the so many activities in the blended
learning modality, there is no time for me
to make bond with my friends and family
members.
22. There is no enough knowledge acquired in
the blended learning modality.
23. Listening to the teacher during online
classes is not as assimilating as when you
see them face-to-face.
24. Load allowances for the online learning
hinders me to attend classes online where
teachers feed information about the
lesson.
25. I can't understand the teacher's discussion
during online class due to poor internet
connection.
26. I improve my self-study habits in blended
learning.
27. During the blended learning, my ability to
think and answer questions in the tasks
given was developed.
28. Blended learning is not a good way of
developing concentration.
29. I have enough time to finished my
activities during blended learning.
30. During face to face I can't manage my
time in my studies, for myself and for my
family.
31. It’s easier to perform different
activities/task in face to face classes than
34
 perform in online classes
17.Learning contents through the online
activities is easier for me than face-to-face
instruction.
18. I found it hard to meet deadlines by using
blended learning.
19. I get more information in the area of my
study through blended learning than face-to-
face interactions.
20. In the blended learning approach I can
study and do my tasks and do the household
chores.

35