NORTHWESTERN UNIVERSITY

VEDASTO J. SAMONTE SCHOOL OF GRADUATE STUDIES

Laoag City

THE EFFECTIVENESS OF BLENDED LEARNING APPROACH TO THE

PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS OF CURRIMAO
NATIONAL HIGH SCHOOL IN THE NEW NORMAL

A Thesis
Presented to the Faculty of the
Vedasto J. Samonte School of Graduate Studies
In partial fulfilment of the requirements for the degree
Master of Arts in Education
Educational Management

JAYSON A. ASENCION
Researcher

December 2021
 NORTHWESTERN UNIVERSITY
VEDASTO J. SAMONTE SCHOOL OF GRADUATE STUDIES
Laoag City

TABLE OF CONTENTS

PRELIMINARIES Page No.

Title Page i
Thesis Committee Approval Sheet ii
Approval Sheet iii
Acknowledgements iv
Dedication v
Abstract vi
Table of Contents vii
List of Appendices viii
List of Figures ix
List of Tables x

CHAPTER I PROBLEM AND ITS BACKGROUND

Introduction 1
Background of the Study 2–3
Statement of the Problem 3
Significance of the Study 3-4
Definition of Terms 4
Scope and Delimitation 4

CHAPTER II REVIEW OF LITERATURE AND STUDIES 5-8

Theoretical Framework 8-9
Conceptual Framework 8-9

CHAPTER III METHODOLOGY 10

Research Design 10
Population and Sample 10
Sample Technique 10
Data Gathering Instrument 11
Statistical Treatment of Data 11

REFFERENCES
BIBLIOGRAPHY
APPENDICES
CURRICULUM VITAE
 CHAPTER I

THE PROBLEM AND ITS SETTING

Introduction

Blended learning in the Philippines is still considered new and young.

However, this growing demand for blended learning possesses problems and challenges
that are noteworthy to investigate, specifically in emerging education institutions, which
hinder effective and efficient delivery of teaching and learning.
Since the start of the pandemic, there were problems encountered in the
different phases of our society and one of these is the Department of Education.
Department of Education faced different challenges on how to deliver quality education in
the midst of the pandemic. But because of the brilliant ideas arose from the people in the
academe, they came up with the strategy of blended learning. As defined by Department of
Education, Blended learning refers to face-to-face with any or a mix of online distance
learning, modular distance learning, and TV/Radio-based Instruction.
In online learning, teachers teach their lessons through the use of the
different online flatforms such as Facebook Messenger Chat, Google meet and Zoom. Others
used the different social media platforms such as Facebook, Instagram Twitter to reach their
students. On the other hand, modular learning exists physically in the hands of the learners
so they may be able to have something to read, interpret, understand and answer. Modules
from public schools were created by teachers from Department of Education.
The purpose of this research to show the effects of blended learning and how
effective this strategy of the Department of Education to the 21st century learners.

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Background of the Study

Limiting the use of technology only to presentations creates that confusion in

relation to its feasibility in improving learning. Teachers need to think of technology as a
tool that enables them and their students to reach resources easily and effectively. They can
access libraries, hold conferences, watch educational movies, conduct virtual experiments,
communicate with experts, record lessons, plan their work, made virtual field trips and
many other activities. Some of these activities needed weeks of planning and lots of effort
within the traditional learning setting.(Daggett , 2010).For this reason, we find many
teachers skip such activities, though they are very useful for their learners, due to time and
resources limitations.
However, these activities, within the blended learning strategy, become easier to
plan and implement. For example, a visit to the public library can take a full day within the
traditional learning strategy; however, students can virtually access the public library
records and reach the books and resources they need while being seated in their classrooms
or even their bedrooms.)Bath and Bourke, 2010). Although technology provides a wide
variety of educational solutions and serves effective learning, many are still skeptic towards
its practicality in the educational environment. They think it forms a distraction and needs a
lot of skill to master. Add to this the inconveniences that may occur at any time and disrupt
the class procedures. All of this can be true, but they are so few compared to the
advantages that learners and teachers can get
The term blended learning involves technology in the classroom. More specifically, it refers
to the use of online sites and apps to deliver a portion of the curriculum while the teacher
facilitates instruction (Smith, 2015). In an early review of blended learning, Garrison and
Kanuka (2004) defined blended learning as more than just adding-in technology but
providing a “thoughtful integration of classroom face-to-face learning experiences with
online learning experiences (p. 96).” The key difference, according to Garrison and Kanuka,
is that teachers cannot just repackage old material and throw it online. Instead, teachers
must rethink how to deliver and receive content in order to encourage students to think
more creatively and more critically. Instead of a classroom that is taught purely by a face-to-
face teacher or purely in an online setting, blended learning combines’ online content with
face-to-face instruction
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and guidance. The intention is to allow students to get help from the expert, the teacher,
while working on applying the concepts that they are learning via online apps and
educational websites.
Much of this review is written for teachers and administrators. By examining the
effects of blended learning, this review will show the potential advantages and the potential
lack of advantages or even the disadvantages of using blended learning. This will help
administrators decide whether or not to focus funding on hardware and software that
enables blended learning, while also helping teachers decide whether they want to pursue a
blended learning approach in their classrooms. Class and motivated by education. attempts
to understand how students' understanding of the materials, represented in the scores, is
affected by the implementation of blended learning; how students respond to
questionnaires about their experience in the blended learning classroom; and how students
reflect their learning experience in the blended learning classroom.

Statement of the Problem

This study is conducted to determine and analyze the extent of how effective blended
learning approach in the performance of students of Currimao National High School
especially in the Senior High School in the New Normal Setting of the school year 2021-
2022. Furthermore, it determines and analyzes the relationship between the students
extent of how effective the different blended approaches and their performances.
Specifically, it seek to answers the question: 1. To what extent do the student most
comfortable among the following approaches online, printed modular, tv or radio based.

Significance of the Study

The significance of this study emerges from the fact that it is the first study,
according to the researcher's knowledge after reviewing literature and the related previous
studies,
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to be conducted in the field of teaching. For this reason, the study may be important
in that it attempts:
1. To organize effective learning environment in the light of implementing blended
learning to improve students academic performance.
2. To help students use multi-media so as to improve their achievement.
3. To explore the effect of using blended learning on the academic performance of the
students in teaching; lastly,
4. To show students' attitudes towards using blended learning in teaching.

Definition of Terms
Learning Strategies. These are specific actions taken by the learner to make learning easier,
faster, more enjoyable, more self-directed, more effective, and more transferable to new
situations.
Blended Learning: Theoretically, Graham (2006) defines blended learning as "a combination
of instruction from two historically separate models of teaching and learning: traditional
face-to-face learning systems and computer-mediated learning"(p1). It is also defined as the
integration of e-learning tools such as virtual learning environment with face to face
learning (Welker and Berardino, 2006). Operationally, it blends the advantages of both face-
to-face method and the e-learning. It also shifts from teaching to learning, and from teacher
centered class to student centered class.
E-learning: Theoretically, Wentling et al (2000) define e-learning as "the acquisition and use
of knowledge distributed and facilitated primarily by electronic means. This form of learning
currently depends on networks and computers but will likely evolve into 13 systems
consisting of a variety of channels (e.g., wireless, satellite), and technologies (e.g., cellular
phones, Personal Digital)
Scope and Delimitation

This study is focused on the Effectiveness of blended learning approach to the performance
of students of Currimao National High School especially in the Senior High School in the
New Normal Setting of the school year 2021-2022.
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CHAPTER II

REVIEW OF LITERATURE AND STUDIES

The present COVID-19 pandemic has brought extraordinary challenges and has affected the
educational sectors, and no one knows when it will end. Every country is presently
implementing plans and procedures on how to contain the virus, and the infections are still
continually rising. In the educational context, to sustain and provide quality education
despite lockdown and community quarantine, the new normal should be taken into
consideration in the planning and implementation of the “new normal educational policy”
The term blended learning is also defined by Morgan (2002) as a strategy that is

adopted to combine the best aspects of online learning and face to face learning. Bersin et

al. (2003) see that:

Blended learning in order to be more effective should take in consideration all

educational media that is available inside the classroom, training on the network, the

already decisions placed, the available videos, simulations in addition to other means such

as telephone communications.(p 254)

However, the researcher tends to define blended learning as a method which blends

the employment of technology within the learning environment with the normal learning

setting and tools to maximize learning because it turns the setting from teacher centered

class into student centered class. This helps in improving the standard of teaching-learning

process, by enhancing its outputs, creating new potentials for self-learning in addition as

lifelong learning.
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WHY BLENDED LEARNING?

With the challenges of traditional, lecture-based methods (Derntl & Motschnig-

Pitrik, 2005) including increased enrollment trends in higher education, studies have shown

a need for more effective methods of delivery. In addition, students in this day and age,

have new and innovative means of learning at their disposal. Students are approaching

learning in a new ways (Dziuban, Moskal, & Hartman, 2005) and need new and more active

methods of learning concepts. The use of technology through online teaching methods has

adjusted for some of these changes and challenges. However, relying solely on these online

methods of delivery don’t always provide increased student achievement. Online delivery

saves physical space and provides for flexibility, there are disadvantages (Smart & Cappel,

2006). These disadvantages include creating a lack of relevancy and performance.

ADVANTAGES OF BLENDED LEARNING:

Al Fiky (2011) stated that blended learning remodels the educational setting with

features such as moving from lecturing to student centered learning ,maximizing teacher-

student, student-student, student- content, student-outside resources interaction,

integrating evaluation techniques for teachers and students, supporting course

management activities (e.g., communication, assessment submission, marking and

feedback), and supporting the provision of information and resources to students.

Emphasizing the quality of blended learning Marsh (2012) referred to some points that

make it powerful and effective. He explained that it 07 provides a more individualized

learning experience as teachers can give their students different tasks based on their
abilities and styles of Learning, a matter that can be difficult to be implemented in a

traditional class. It also provides more personalized

learning support; where students can be given notes and hints related to their particular

tasks other than those that are generalized for the whole class. Marsh goes further to assert

that blended learning supports and motivates independent and cooperative learning,

increases student’s involvement in learning, supports and develops a variety of learning

styles, provides a relaxing learning environment for the already learned outcomes, and

provides flexible studying routine.

HISTORY OF BLENDED LEARNING:

Blended learning is a relatively new concept to the world of education; at least in the

format it is most commonly known in now (a combination of face-to-face instruction and

technology-based instruction), making its debut in the early 2000s as technological

advancement was widespread and the role of technology was on the rise in school settings

(Acree et al., 2017, p. 104). As computers and tablets made their ways into schools at a

rapid rate, many educators realized the power technology could have in transforming the

educational process as it has been known. To begin this transformative process, it important

to note the basic impact of technology on students’ learning before noting how blended

learning has evolved in the school setting. Since the basic implementation of technology has

been shown to be successful in school settings (Laher & Boshoff, 2017), the use of

technology has been taken to a deeper level through the integration of blended learning

instructional practices. Blended learning began as substituting paper copies for digital

platforms when distributing, working-on, submitting, and grading assignments (Acree et al.,
2017, p. 104). This can commonly be done using learning management systems such as

Canvas, Blackboard, or Google Classroom. As these formats of using technology with

students proved to be helpful

for students and teachers alike (Acree et al., 2017, p. 104), teachers began to question how

they could further use technology to deepen students understanding and personalize the

learning experiences of students (Acree et al., 2017, p. 104). This realization made way for

blended learning: a unique and effective way to engage students in rigorous yet

individualized and primarily student-led learning experiences (Kazakoff et al., 2018, p. 431).

THE MODELS OF BLENDED LEARNING:

Blended learning comes in a wide variety of implementation models. This part

summarizes the range of suggested models of blended learning. It may help to understand

the many ways in which online learning blends with and supports traditional learning

strategies. Valiathan (2002) categorizes blended learning into three models in terms of their

drive. Firstly, there is the skill-driven learning model, which integrates self-directed learning

with teacher’s support to improve his knowledge and skills in a certain topic. Secondly,

there is attitude driven learning model, which blends various activities and delivery media to

develop certain behaviors. Thirdly, there is the competency-driven learning model, which

blends action support tools with knowledge resources to develop classroom competencies.

Wilson, J.W.et al. (2013) categorize blended learning into six models in terms of their

delivery. The face to face model, which allows teachers to use technology in classroom in

particular situations, is suggested to help those students who have capabilities more than

their peers to allow them advance ahead and achieve better learning or to help students
who face problems with keeping up with the class pace mainly in language learning classes.

However, the rotation model requires students to rotate their learning setting from

traditional classroom to a lab according to pre-scheduled sessions. It gives students the

chance to learn through online resources and figure out how things work. On the other

hand, the flex model, which involves full online learning under the supervision and help of a

teacher, is introduced for those students who have behavioral, academic, and social

challenges. It provides them with a safer learning environment. Similarly, online lab model

involves students to go to online lab in order to take some courses, not because of the

challenges that have been already mentioned with the flex model, but because of the

limitations the school has such as not offering that course. Moreover, the students’ work in

the lab goes under the supervision of adults but not teachers. In addition to having courses

that are not offered by the school, students can work in a pace that suits them. The self-

blend model, which involves self-selected subjects to learn, meets the demands of high

school students who look for extra courses to help them in university admission or getting a

job. The last model is the online model where students of limited time can meet their

teachers the online and selectively come to have face-to face classes or attend meetings.

This model offers a high level of flexibility.

Theoretical Framework

The figure illustrates the effects of blended learning. As shown in the figure it proves the

point of the research that with blended learning there is an increase in learning activities

among learners

INDEPENDENT VARIABLE DEPENDENT VARIABLE

The effect of Blended Academic performance

Learning of the pupils/students
Conceptual Framework

INDEPENDENT VARIABLE DEPENDENT VARIABLE

The effect of Blended The effect of Blended

Learning 8 Learning

A close examination of the above framework reveals that the study's independent

variable is the effect of blended learning of SHS students of Currimao National High School.

Currimao, Ilocos Norte.

Academic performance of the students, on the other hand, is the dependent variable

in the study. A closer look at the framework reveals the level as an intervening variable.

These intervening variables account for potential differences in the effect of blended

learning on students' academic performance.

HYPOTHESES OF THE STUDY:

To answer the questions the researcher tested null hypotheses:

1. There had been no statistically large variations on the academic performance of the

students on public schools attributed to the coaching method (blended learning, traditional

method).

2. There had been no statistically large variations at the attitudes of students towards

blended learning, attributed to the teaching method (blended learning, traditional method).
 9

CHAPTER III

METHODOLOGY

This chapter discusses the research design, research locale, population and sampling

procedures, instrument used, data gathering procedures and the statistical treatment of

data gathered in this study. Research Design This is a quantitative research that aims to

investigate the Effectiveness of blended learning approach to the performances of students

of Senior High School of Currimao National High School, Currimao Ilocos Norte Academic

Year 2021-2022.

RESEARCH DESIGN:

This is Quantitative Research that aims to investigate the Effect of Blended Learning

approach on the Academic Performance of the SHS students of currimao National High

School Currimao Ilocos Norte during the Academic Year 2021-2022. And this research aims

to determine the significance of the effect of blended learning on the academic performance

of the students.

LOCALE OF THE STUDY :

The study was conducted at Currimao National High School Currimao, Ilocos Norte

POPULATION AND SAMPLING PROCEDURE:

 The research population consisted of SHS students of Currimao Nationa High School.

The survey sample consists of 80 students from this school. The samples were proprietary

and selected based on their relevance to the researcher regarding the procedure used.

10

DATA GATHERING INSTRUMENT:

To gather information I will use the student survey using the Likert Scale or on open

ended question surveys. I will provide pre-surveys as well as post surveys for the sampling of

the students. Another important part of the data gathering process is researching previous

studies that discuss blended learning. This background knowledge will allow me to valid

surveys. It also will enable me to provide expert opinion to the subject and the principal.

DATA COLLECTION AND STATISTICAL TREATMENT:

Questionnaires were distributed to participants in class and then collected by the

researcher after participants had finished them. Participants were assured that the

investigation was conducted solely for the purpose of academic research and would not affect

their assessment in any way so that they could respond to the questionnaire objectively and

honestly. After all the questionnaires were collected, data was then input in the computer and

then statistically analyzed with SPSS.

DATA GATHERING PROCEDURE:

In gathering the data, the consent of the respondents was obtained before the survey

was conducted. The researcher explained to them the purpose, objectives and importance of
 the study. They were informed also on how the study will benefit them as providers of

information.

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QUESTIONAIRE:

The Effectiveness of Blended Learning Pre- / Post-Survey (Quantitative Data Collection

Technique)

The purpose of this questionnaire is for you to help your teacher improve this class. Please
answer each question honestly; your answers are anonymous.
Kindly put a check mark ( ) on the following information which implies to you. Thanks very
much!
1 – Strongly Disagree
2 – Disagree
3 – Agree
4 – Strongly Disagree

1 2 3 4
STRONGLY DISAGREE AGREE STRONGLY
DISAGREE DISAGREE
1. I always complete my assignments online.
2. I prefer learning online.
3. I really pay attention in this class.
4. My teacher takes time to help me in class.
5. I want to do well in this class.
6. I always turn in my assignments online.
7. I always go above and beyond the teacher's
expectations when researching assignments.
8. My teacher uses a variety of ways to teach a
topic.
9. I like how this class is structured.
10. I prefer to take classes in a classroom.
11. I prefer to take classes online.
12. I always complete my in-class assignments
on time.
13. I work best by myself.
14. Learning in a group helps me learn better
than working alone.
15. I prefer talking to my teacher face-to-face.
16. Emailing my teacher with questions is best
for me.
17. This is the first time I've ever taken a
blended learning class.
18. The teacher was organized.
19. I like how the teacher taught the class.
20. I will take another blended learning class
like this one.

12

REFERENCES

 Acree, L., Gibson, T., Mangum, N., Wolf, M. A., Kellogg, S., & Branon, S. (2017).

Supporting school leaders in blended learning with blended learning. Journal of

Online Learning Research, 3(2), 105-143.

https://files.eric.ed.gov/fulltext/EJ1151090.pdf

 Al Fiky, A. I. (2011). Blended Learning: Educational Design, Multimedia, Creative

Thinking. Amman (Jordan): Dar Athaqafa for publishing and distribution.

 Bath, D. and Bourke,J.(2010) Getting Started With Blended Learning. Griffith

Institute for Higher Education

 Bersin, B. et al. (2003). Blending learning: what work? (On-line), retrieved April 28,

2015 from: http:// www bersin.com.

 Daggett,w.(2010) Preparing Students for Their Technological Future, CEO,

International Center for Leadership in Education. Retrieved April 25,2015from:

www.leadered.com.

 Derntl, M., & Motschnig-Pitrik, R. (2005). The Role of Structure, Patterns, and

People in Blended Learning. The Internet and Higher Education, 8, 111-130.

  Dziuban, C.D., Hartman, J., Juge, F., Moskal, P.D. & Sorg, S. (2005). Blended

learning: Online learning enters the mainstream. In C. J. Bonk & C. Graham

(Eds.), Handbook of Blended Learning Environment. Pfeiffer Publications.

 Free Online Dictionary by Farlex (2007). Achievement. Retrieved May 5,2015from :

http://www.thefreedictionary.com/achievement

 Graham, C.R. (2006). Blended Learning Systems: Definition, Current Trends, and

Future Directions. In Curtis J. Bonk and Charles R. Graham. The Handbook of

Blended Learning: Global Perspectives, Local Designs. San Francisco: Pfeiffer, 1-4.

NORTHWESTERN UNIVERSITY
Laoag City, Ilocos Norte
VEDASTO J. SAMONTE SCHOOL OF GRADUATE STUDIES

December __, 2021

MR. REYNALDO R. SALAAN

Currimao National High School Currimao
Currimao, Ilocos Norte

Sir:

Christian Greetings!

I, a graduate school student is presently conducting research entitled, “The

Effectiveness of Blended Learning Approach to the Performances of Students in the

New Normal ” as a partial fulfillment of the requirements of the course RS 298 (Methods of

Research). In this connection, I would like to ask permission to please allow me to conduct

this study to the senior high school students.

 Thank you and God bless!

Respectfully yours,

JAYSON A. ASENCION
Researcher

CURRICULUM VITAE

PERSONAL INFORMATION

Name: JAYSON A. ASENCION

Age: 34

Date of Birth: August 3, 1987

Home Address: Brgy. 7 San Miguel San Nicolas , IlocosNorte

Parents: Mr. Jaime L Asencion, Mrs. Tessie A. Asencion

EDUCATIONAL BACKGROUND

Tertiary: Northern Christian College of Teacher Education Bachelor of Secondary

Education Major in TVL

Secondary: San Nicolas National High School

Elementary: Filipinas Elementary School

PROFESSIONAL EXPERIENCES

SHS Teacher I Currimao National High School Currimao, Ilocos Norte (May 17, 2018 –

Present)

ELIGIBILITY

Licensure Examination for Teachers (September 2019)

SEMINARS/TRAINING/WORKSHOPS ATTENDED

VINSET (2021)

INSET (2021)