Abstract

Blended learning addresses educational challenges by combining face-to-face and online instruction, but
obstacles exist in implementation, including issues with students, educators, and systems. Factors like
poor time management, diverse backgrounds, and learning styles can impact participation. This study
aims to investigate the relationship between time management, socio-economic background, and
learning style in blended learning.

In this study, the respondents were students from second year, particularly the BTLED-HE program. There
were a total of 182 students officially enrolled in the BTLED-HE program. The researchers chose this
respondent because these specific respondents are the ones who are immediately impacted and
involved in the implementation of the Blended Learning. Since these respondents experienced 50% of
face-to-face classes and 50% of online class, they were chosen to participate in the study.

Purposive random sampling shall be applied. The researches employed a descriptive-correlational

research design. Instruments underwent validity and reliability tests, and expert evaluation and pilot
testing addressed any potential issues.

Findings indicate that time management had a perceived level of (m= 3.02, s- 0.60), socio-economic
background had a perceived level of (m= 2.96, s= 0.65) and learning styles had a perceived level of (m=
3.06, s= 0.61). These three factors were found to be agreeable. Therefore, this suggested that there was
a significant relationship or correlation between these factors and addressing factors such as time
management, socio-economic background, and learning styles and crucial for optimizing the
effectiveness of blended learning initiatives among second-year students in the BTLED-HE program.

To optimize blended learning for BTLED-HE students, addressing time management, finances, and
learning styles is crucial. The College of Science and Technology of Education should develop long-term
support initiatives, while continuous monitoring and collaboration between parents and educators are
essential. Future research should gather student recommendations through surveys and delve deeper
into student needs through qualitative research.

SOP citation

Ahmad, S. Batool, A., & Choudhry, A.H. (2019). Path relationship of time management and academic
achievement of students in distance learning institutions. Pakistan Journal of Distance and Online
Learning, 5(2), 191-208.

: Mehic, Adrian; Olofsson, Charlotta (2021) : Get Rich or Fail Your ExamTryin': Gender, Socioeconomic
Status and Spillover Effects of Blended Learning, WorkingPaper, No. 2021:8, Lund University, School of
Economics and Management, Department ofEconomics, Lund

Shamshuddin, N, & Kaur, J (2020). Students’ learning style and its effect on blended learning. 2020.
International Journal of Evaluation and Research in Education