THE EFFECT OF BLENDED LEARNING

ON THE LEARNER’S ATTITUDE IN

CRONASIA FOUNDATION COLLEGE, INC.

LEADER: Ferlyn A. Sumayang

MEMBERS: Vanessa D. Olanday
Lovely Joy E. Genon
CHAPTER I
STATEMENT OF THE PROBLEM
>This study aim to know the effects of blended
learning on the learner's in Cronasia Foundation
College, Inc. Therefore, the researchers sought to
answer the following questions:
>1. What is the Socio-Demographic in terms of:
>1.1. Age;
>1.2. Gender;
>1.3 Year Level;
>1.4. Family Income; and
>1.5. Number of siblings?
>2. What is the level on the effect of blended learning
on the learner's attitude in Cronasia Foundation
College, Inc. on the following:
>2.1 Course Structure;
>2.2 Course Interface; and
>2.3 Interaction?
>3. Is there a significant relationship between the
socio-demographic profile of the respondents and
levels of the effectiveness of blended learner's
attitude?
SCOPE AND DELIMITATIONS

>The scope of the study was delimited only on the

factor affecting blended learning to the learner's
attitude in Cronasia Foundation College, Inc.
academic year 2021-2022 is restricted to
understanding the reasons behind the effects. This
research's primary respondents were grade 12
students from Cronasia Foundation College, Inc.
academic year 2021 – 2022. The researcher limited
the opinions and reasoning exclusively to Cronasia
Foundation College, Inc. to the students within the
said school.
CHAPTER II
 CONCEPTUAL FRAMEWORK

INDEPENDENT VARIABLE DEPENDENT VARIABLE

BLENDED
LEARNING LEVEL OF
• Course
LEARNER'S
Structure ATTITUDE
• Course
Interface
• Interaction
CHAPTER III
 METHODOLOGY

>This chapter contains the research design, the respondents, the locale, the
instruments, data gathering, and the statistical treatment used in this research.

Research Design
>This study use descriptive-correlative research design of quantitative
method to determine factors affecting learner's attitude towards blended
learning in Cronasia Foundation College Inc. academic year 2021-2022.
RESEARCH DESIGN

>This study use descriptive-correlative

research design of quantitative method to
determine factors affecting learner's
attitude towards blended learning in
Cronasia Foundation College Inc.
academic year 2021-2022.
 RESPONDENTS OF THE STUDY
>The respondents of the study are the selected students in
Cronasia Foundation College, INC. The researchers use a
purposive sampling method of the hundred (100)
respondents.

RESPONDENTS NO. OF RESPONDENTS

Grade 12 Students 100

Total 100
RESEARCH LOCALE

>In this time of the pandemic, we cannot do face-

to-face surveys. The researchers have it online and
ensured that the respondents in Cronasia
Foundation College Incorporated academic year
2021-2022 and cooperated respectfully.
RESEARCH INSTRUMENT

>The researchers use the online method of

survey questionnaires such as Google Forms.
Google Forms is survey administration software
that allows collecting information from the
respondents through the survey. They contain
information that can be automatically entered into
spreadsheets.
 RESEARCH INSTRUMENT

RANGE SCALE DESCRIPTION

4.50 – 5.00 5 Strongly Agree

3.50 – 4.49 4 Agree

2.50 – 3.49 3 Moderately Agree

1.50 - 2.49 2 Disagree

1.00 – 1.49 1 Strongly Disagree

RESEARCH INSTRUMENT

>The researchers use the online method of

survey questionnaires such as Google Forms. Google
Forms is survey administration software that allows
collecting information from the respondents through
the survey. They contain information that can be
automatically entered into spreadsheets
 RESEARCH INSTRUMENT

RANGE SCALE DESCRIPTION

4.50 – 5.00 5 Very High

3.50 – 4.49 4 High

2.50 – 3.49 3 Moderate

1.50 - 2.49 2 Low

1.00 – 1.49 1 Very Low

DATA GATHERING PROCEDURE

>The researchers gathered their data through a

constructed online survey questionnaire. Before
administering the questionnaire, the researcher
wrote a letter ask permission to School
Administration to conduct the said survey right after
the approval of School Administration the
researcher send a letter to the respected
department head to help as to administered . As
soon as the consent was granted, the survey a
questionnaire was administered the results were
tallied, tabulated and treated statistically by the
researchers for the computation of the result. Then
the results were carefully analyzed and interpreted
by the researchers.
.
STATISTICAL TREATMENT

>To determine the socio-demographic profile of the

respondents, the researchers used frequency
count, and the percentage was used.
To determine the effect of blended learning on
learner's attitudes, a weighted mean was used.

Formula:
x = Σx/N
x = Σx/N
> To determine the relationship between the socio-
demographic profile of respondents and the effect of
blended learning in learner's attitudes, One Way ANOVA
and T-TEST.
CHAPTER IV
PRESENTATION, ANALYSIS, AND
INTERPRETATION OF DATA

This chapter contained with the presentation,

analysis, and interpretation of the data gathered
by the researchers. These data served as the
basis for answering the specific questions of this
Table
study.1
31,000 - 40,000 2 2% 6
Number of Siblings
1-2 22 22% 2
3-5 53 53% 1

6 -10 12 12% 3
Hours 11 - 15 3 3% 4
Hours Spend in Online
Less than 1 hours 14 14% 3
1 hour - 3 hours Spend 39 39% 1
hours - 6 hours 3 34 34% 2
6 hours - 9 hours 10 10% 4
9 hours above 3 3% 5

Less than 1 hours 23 23% 3

1 hour - 3 hours 40 40% 1
3 hours - 6 hours 29 29% 2
6 hours - 9 hours 5 5% 4
9 hours above 3 3% 5
TOTAL 100 34%
PRESENTATION, ANALYSIS, AND
INTERPRETATION OF DATA

Table 1It reveals that 66 out of 100 respondents (66%) are aged 16–17 years old,
and 3 out of 100 respondents (3%) are aged 22–23 years old. Based on the findings of
the survey conducted by the researchers, the majority of their respondents (70%) were
female, while a minority (30%) were male. In terms of grade level, 100 of the study's
participants are in Grade 12. In terms of the number of siblings, the majority ranged
from 3–5 (53%) siblings, while the least one was between 11–15 (3%). According to the
findings of the researchers, the majority of the respondents have spent their time
online for 1–3 hours (39%) while the least spent 9 hours or more (3%). On the other
hand, the majority of hours that the respondents spent in module 1 were 1–3 hours
(40%) and the minority were 9 hours or more (3%).
PRESENTATION, ANALYSIS, AND Table 2
INTERPRETATION OF DATA
Level of internship in terms of
interpersonal
Indicators Mean Description
Course Structure
1. Blended learning helps me to manage my time 3.99 Agree

1. Blended learning is ineffective as compared to 3.61 Agree

conventional learning.
1. I found it hard to meet deadlines by using blend 3.83 Agree
learning
1. I found it hard to meet deadlines by using blended 3.94 Agree
leanings.
1. I am satisfied with the way of apportioning scores 3.40 Moderately Agree
to the diverse activities (assignment, quizzes, exam)

Overall Mean 3.75 Agree

Course Interface
1. Blended learning encourages learners to pursue 3.81 Agree
through information using websites.

1. I get more information in the area of my study 3.12 Moderately Agree

through blended learning than through blended
learning than through face-to-face interaction.

1. I feel glad when I study a course through blended 3.39 Moderately Agree
learning.
1. I appreciate modern tools and equipment 3.79 Agree
(computer, internet…etc.) required by blended
learning.
Overall Mean 3.53 Agree
Interaction
1. I feel secluded from the lecture that is not always 3.59 Agree
available to help.
1. Blended learning should not be enforced at school. 3.75 Agree

1. Blended learning should be the medium of 3.75 Agree

instruction.
1. Blended learning should not succeed in the long 3.62 Agree
run.
Overall Mean 3.68 Agree
PRESENTATION, ANALYSIS, AND
INTERPRETATION OF DATA

Table 2, it shows the levels of effectiveness of blended learners' attitudes

at Cronasia Foundation College, Inc. It conveys that, in terms of course
structure, the respondents agreed with the overall mean of 3.75. The
highest mean score states that blended learning helps me manage my
time (3.99), followed by finding it hard to meet deadlines by using blended
learning, while the lowest mean (3.40) states that they are satisfied with
the way of apportioning scores to the diverse activities (assingments,
quizzes, exams). However,in terms of course,interface,the respondents
also agreed with the overall mean of
(3.35).The highest mean score is (3.81),and blended learning encourages
learners to pursue information using websites.On the other hand,the
lowest mean is (3.12),and they get more information in the area of my
study through
blended learnings than through face-to-face interaction.
PRESENTATION, ANALYSIS, AND
INTERPRETATION OF DATA
Table 3
Significant relationship between the socio-demographic profile of the respondents
and levels of the effectiveness of blended learner's attitude l
Level of the effectiveness of Demographic Profile
blended learner’s attitude
Correlation p – value Decision Remarks
Coefficient
(r)
Course Structure 0.287774 0.0037 Reject Ho Significance

Course Interface 0.271145 0.0064 Reject Ho Significance

Interaction 0.320237 0.0012 Reject Ho Significance

The table contains the p-value and remarks, along with the Pearson (r) correlation,
which can be used to evaluate whether there is a significant relationship between the
two variables. Based on the computed r values of 0.287774, 0.271145 and 0.320237,
there is slight positive correlation between the level of the effectiveness of blended
learner’s attitude and socio-demographic profile. The p – value was computed at
0.05 level of significance, and the computed p - value of all variables was presented
in the table above, which is less than the significance level of 0.05 which means the
variables are statistically significant. As a result, there is significance relationship
between the level of the effectiveness of blended learner’s attitude and socio-
demographic profile.
CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
Based on the analyses and interpretation of data presented in chapter 4,the

answers to specific problems were summarized below:

TABLES Frequenc Percentage/ MEAN Description
y

Table 1. Socio – 66% 16 – 17 years old

demographic profile 70% Female
100% Grade 12
59% 1,000 – 5,000
53% 3–5
39% 1 hour – 3 hours
40% 1 hour – 3 hours

Table 2. Level on the 3.75 Agree

effect of blended 3.53 Agree
learning on the learner's 3.68 Agree
attitude
Table 3. Is there a r-value p-value
significant relationship 0.287774 0.0037 Significant
between the socio- 0.271145 0.0064 Significant
demographic profile of 0.320237 0.0012 Significant
the respondents and
levels of the
effectiveness of blended
learner's attitude
 CONCLUSIONS AND RECOMMENDATIONS

Conclusions
In the light of the findings accumulated, the following
conclusions were drawn
The demographic profile of the respondent reveals that
(66%) are aged 16–17 years old, (3%) are aged 22–23
years old. The majority of their respondents (70%) were
female, while a minority (30%) were male. In terms of
grade level, 100 of the study's participants are in Grade
12. In terms of the number of siblings, the majority
ranged from 3–5 (53%) siblings. The majority of the
respondents have spent their time online for 1–3 hours
(39%). On the other hand, the majority of hours that the
respondents spent in module 1 were 1–3 hours (40%).
Table 2, the level on the effect of blended learning on the
learner's attitude with an overall mean of 3.65.
There is significance relationship between the level of the
effectively.
CONCLUSIONS AND RECOMMENDATIONS
Recommendations
The following recommendation were hereby given!

1.A blended classroom gives both students and teachers the

opportunity to use digital tools to significantly improve the learning
experience.

2.Main benefits of blended learning is that us allows students to avoid

crowded classrooms while still fitting their coursework into their
schedule.

3.To effectively setup group collaboration online, multiple multimedia

tools and software need to come together. But once this is achieved,
the students can very easily communicate and collaborate outside the
classroom.

4.When optimizing or setting up a blended classroom is to determine

how much of the course will be interactive. Experience to the course
and use the internet to reach students wherever they are.
 Stay consistent. You’re very close to

Thank You! manifesting your vision.

-AG Life Quotes-