Academic Impact of COVID-

19 Pandemic in the ABM

Students Blended Learning at
College of Our Lady of Mercy
of Pulilan Foundation, Inc.

A Research Study Submitted in Partial Fulfillment of the

Requirements for the subject Accounting Research Methodology 1
 Acknowledgement
The researchers would like to express their deepest appreciation to all
those people who provide support and to complete this research, without them the
researchers are not be able to accomplish this study. Below are the people behind
this success.
Review panel members: Mr. Arnuldo G. Magdaong and Ms. Ma. Nonita F.
Nabong for their endless support, kind and understanding essence during our
research presentation.
To our research study adviser, prof. Jess Mar RS T. Francisco, for being
committed to the education and training of the graduate student such as myself as
a future member of the research community and for extra information and
guidelines.
To our family and friends for their love and support,
Lastly, to God, for his constant guidance. "I will instruct you and teach you
in the way you should go; I will counsel you with my eye upon you" (psalm 32:8)
 Table of Contents

Chapter 1: The Problem and Its Background

Introduction……………………………………………………………….……...1
Statement of the Problem…………………………………………………..3
Hypothesis of the Study ……………………………………………..……..3
Significance of the Study…………………………………………….……...4
Scope and Delimitation of the Study……………………….………....4
Theoretical/Conceptual Framework……………………….………….5
Definition of Terms………………………………………………………..…..6
 
Chapter 2: Review of Related Literature
Academic Impact of COVID-19…………………….………..……….….7
Blended Learning…………………………………………………………..…..11
Chapter 3: Methodology of the Study
Methods and Techniques Used………………………………..16
Respondents of the Study ……..…………………..………...…16
Instruments of the Study………………………….…………..….17
Data Gathering Procedure………………………………..….....18
Data Processing and Statistical Treatment ………….…..18
 List of Tables

1. Conceptual Model of the Study…………………………….... 5

2. Respondents of the Study……………….……………….…….. 17
3. Scoring Range for the responses on Academic Impact
of COVID-19……….………………………………………………….. 18
4. Scoring Range for the responses on Blended
Learning……………………………………………………….………….19
 
 Republic of the Philippines
COLLEGE OF OUR LADY OF MERCY OF PULILAN
FOUNDATION INC.
Pulilan Bulacan

Chapter 1
The Problem and Its Background
 Introduction
Like any other, Covid-19 had a wide-ranging impact
on education. The COVID–19 pandemic has
significantly altered the Philippines education
system, with a noticeable shift toward virtual
learning in an effort to limit even more
transmission of the virus. Classroom-style
education appears to be out of reach in the current
situation due to the COVID-19 pandemic.
 Introduction
Blended learning program are classes where a
significant portion of the traditional face-to-face
instruction is replaced by web-based online
learning and any other alternative out-of-
classroom learning. «Flipped Classroom Model»
was developed, which utilized the blended
learning model to flip the traditional learning
environment so that the majority of the
instructional content is delivered online.
 Introduction
This study aims to investigate how COVID-19
Pandemic have academic impact to ABM's students
blended learning.

The findings of the study can also be used as a

foundation for future research
Statement of the Problem
The present study aimed to determine the academic impact of COVID-19
Pandemic in the Accountancy, Business and Management (ABM) Students
Blended Learning. More specifically, it sought answers to the following
questions.

1. What is the Demographic Profile of Accountancy, Business and Management
(ABM) Students in terms of:

1.1 Age;

1.2 Gender;

1.3 Grade Level;

1.4 Marital Status; and

1.5 Spending Hours in Studying during this Pandemic?

2. Does COVID-19 Pandemic have a significant academic impact on the
blended learning of Accountancy, Business and Management (ABM)
Students?

3. How may the Blended Learning of Accountancy, Business and Management
(ABM) Students be described?
Hypotheses of the Study
H0: COVID-19 Pandemic have no academic impact in
the ABM Students Blended Learning.
 HA:COVID-19 Pandemic has an academic impact
in the ABM Students Blended Learning.
Significance of the Study
The purpose of this study is to quantitatively examine the Academic Impact of COVID-
19 Pandemic in the Students Blended Learning. The results of the research will be
beneficial to the following:
Academic Institutions and administrators – through this research, academic
institutions and administrators may promote programs and advocacies regarding
student related matters that can help the students deal with their class’s issues.
Community – this study spreads awareness in the community, recognizing how to
help the students on adjusting in the new normal, helping students in their concern
and how to provide better solutions that can be a useful approach.
Parents – this research may help parents to consider giving their child much better
attention, giving longer time for them to study and learn.
Students – students will be directly benefited from this research as its findings may
encourage them to consider finding better approach and solution on their academic
problems.
Future researchers – It will serve as reference material for other researchers engaged
in similar studies.
 Scope and Delimitation of the Study
The study aimed to determine whether COVID-19 Pandemic have
academic impact to ABM's students blended learning. Academic
Impact of Covid-19 Pandemic in terms of: Time Management,
Communication, Online Resources and Students Emotion
towards studying during COVID-19 Pandemic also Blended
Learning of ABM Student in terms of: Self-Regulation, Attitude
towards the blended learning and Workload Management. The
result of the study was based only on the data gathered from
respondents that is comprised of ABM-11 and ABM-12 with the
total of 120 students. The location of the study will be at College of
Our Lady of Mercy (COLM). To ensure the significance and
validity of the results, appropriate sampling techniques were used.
Theoretical/ Conceptual Framework
According to (Heart, Finklestein& Cohen, 2021) blended
learning is to foster social learning when face-to-face
learning is not possible due to factors such as geographic
distance, students' disabilities, or the current pandemic that
prevents social gatherings. This conclusion is especially
relevant in terms of the impact of Covid-19 on face-to-face
learning. Designers of blended learning programs should
pay closer attention to students' voices and keep in mind
that minimizing face-to-face Teaching and Learning for a
variety of reasons may jeopardize students' satisfaction,
which is likely to reduce learning effectiveness
 INDEPENDENT DEPENDENT
VARIABLE VARIABLE

Academic Impact Blended Learning

of Covid–19 Pandemic of ABM Student
In terms of:
In terms of:
• Time-management
• Self-Regulation
• Communication
• Attitude towards the
• Online Resources blended learning
• Students Emotion • Workload Management
towards studying
during COVID-19
Pandemic
Figure 1. Conceptual Model of the Study
Definition of Terms

To help the readers to understand the study, the following terms define
operationally:

Blended learning- a style of teaching/education were students learn via

electronic and online media including traditional face-to-face teaching.
Flipped Classroom Model - a dynamic, interactive learning environment
where the educator guides students as they apply concepts and engage
creatively(omerad.msu.edu).
Synchronous classes - a real time class, were students and instructors
attending together from different locations, possibly connected via internet.
 Asynchronous classes - run on a more relaxed schedule, with students
accessing class materials during different hours and from different
locations(thebestschool.org).
 Republic of the Philippines
COLLEGE OF OUR LADY OF MERCY OF PULILAN
FOUNDATION INC.
Pulilan Bulacan

Chapter 2

REVIEW OF RELATED LITERATURE

AND STUDY
Academic Impact of COVID-19
Copeland et al. (2021) reported that the pandemic adversely
affected students behavioral and emotional functioning,
particularly attention and externalizing problems (ei. Mood @
wellness behavior) which were caused by isolation, economic &
health effects, and under certainties.
In another study, Tang et al. (2020) examined the efficacy of
different online teaching modes among Abm senior high students.
Using a questionnaire, the results revealed that students were
dissatisfied with online learning in general, particularly in the
aspect of communication and question-and-answer modes.
Nonetheless, the combined model of online teaching with flipped
classrooms improved students’ attention, academic performance
and track evaluation.
Academic Impact of COVID-19
A parallel study was undertaken by Hew et al. (2020)
who transformed conventional flipped classrooms into
fully online flipped classes through a cloud-based video
conferencing, assisted online flipped classrooms. Unlike
the two studies, Surgaman et al. (2020) looked into how
learning occurred at home during the pandemic. Their
finding showed that students faced many obstacles in a
home learning environment, such as lack of mastery of
technology, high internet cost, and limited interaction
socialization between and among students.
Blended Learning
Blended learning mixes in-person teacher-student
interactions with online learning resources to support
overall instruction for both the instructor and the
student in the conventional sense. There are several
approaches to blended learning nowadays, thanks to
the extensive use of technology in teaching and
learning (Ferlazo, 2020).
Blended Learning
Leonor Briones (2020) said, “Education must continue
even in times of crisis whether it may be a calamity,
disaster, emergency, quarantine, or even war”. The
Philippines’ Commission on Higher Education
(CHEd), on the other hand, advised HEIs to continue
the “deployment of available flexible learning and
other alternative modes of delivery in lieu of on-
campus learning” (COMMISSION ON HIGHER
EDUCATION, 2020)
Blended Learning
According to Joaquin et al. (2003) “Distance education is
broadly characterized as any form of learning experience
where the learner and the instructor are physically
separated from each other (not only by place but also by
time)”
De La Salle University (2020) found that “Private
universities and institutions have likewise adapted to the
limitations imposed by the pandemic and are poised to
go either fully online, blended learning, or scheduled in-
person classes in case the government lifts quarantine
measures”.
 Republic of the Philippines
COLLEGE OF OUR LADY OF MERCY OF PULILAN
FOUNDATION INC.
Pulilan Bulacan

Chapter 3

Methodology of the Study

Methods and Techniques Used
This study used descriptive design of research utilizing
questionnaires to determine the student’s demographic profile
in terms of age, gender, grade level, marital status, and
Spending Hours in Studying during this Pandemic and the
academic impact of COVID-19 Pandemic in the ABM’s
Students Blended Learning.
Descriptive research describes what is. It involves the
description, recording, analysis, and interpretation of the
present nature, composition or processes of phenomena. The
focus is on prevailing conditions, or how a person, group, or
thing behaves or functions in the present. It often involves
some type of comparison and contrast (Joy, 2014).
Respondents of the Study
The respondents of the present study are
Accountancy, Business and Management (ABM)
Students from grade 11 and grade 12 at College of our
Lady of Mercy. The said school has a total number of
120 students (see Figure 2. They were selected via
simple random sampling, where every person in the
population has an equal chance of being selected.
Figure 2.Respondents of the Study
Grade Level No. of ABM’s Students

11 60

12- A 30

12- B 30

Total 120
Instruments of the Study
The study gathered information using survey
questionnaires to help determine whether to accept or
reject the hypothesis of the study. There were two
variables for the study, and each variable has a
corresponding survey questionnaire. Part A of the
questionnaire was Academic Impact of COVID-19
Pandemic which was adapted from previous
research(Mahdy, 2020)
Instruments of the Study
. It is composed of 12 items, which is answerable using a
Likert-type response scale ranging from Strongly Agree
(5) to Strongly Disagree (1). Meanwhile, Part B of the
questionnaire was Blended Learning which was
adapted from previous research (Varthis, 2016). It is
composed of 20 items and each piece was answered
using a Likert-type response scale ranging from
Strongly Agree (5) to Strongly Disagree (1). The
instrument is a standardized one which was tested for
validity, internal consistency, and Likert’s reliability
with a value of .83.
Data Gathering Procedure
The researchers utilized a survey questionnaire to
gather data from ABM students at College of our Lady
of Mercy. It is important to seek first the consent of the
pertinent respondents of the study. The researcher
also enclosed the survey together
withtheirletteraskingfortheirpermissionandconsentto
usetheinformationforthestudy purposes only. The
researchers maintained constant contact with
pertinent representatives to track the developments of
their survey. The data gathering lasted for twoweeks.
Data Processing and Statistical Treatment
The present study sought to establish the Academic
Impact of COVID-19 Pandemic in the ABM Students
Blended Learning. The survey questionnaire was used
to gather data. Analysisand
interpretationwerebasedondatagatheredwhichwillbeta
lliedandcomputedwiththe average or mean to provide
insights on how they did in the survey. This goes to
Academic Impact of COVID-19 Pandemic in the ABM’s
Students Blended Learning.
 Figure 3. Scoring Range for the responses on Academic  
Impact of COVID-19
Scale Range Verbal
  Descripti
on
5 4.20-5.00 Strongly
 
Agree
  4 3.40-4.19 Agree
  3 2.60-3.39 Neutral

  2 1.80-2.59 Disagree

1 1.00-1.79 Strongly
  Disagree
Figure 4. Scoring Range for the responses on Blended
Learning
Scale Range Verbal Description

5 4.20-5.00 Strongly Agree

4 3.40-4.19 Agree

3 2.60-3.39 Neutral

2 1.80-2.59 Disagree

1 1.00-1.79 Strongly Disagree