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CHAPTER 1 - The Research Problem BACKGROUND OF THE STUDY According to Loveless, 2024 the concept of blended learning: Started when Sir Isaac Pitman, an English educator, sent shorthand (abbreviations & symbols writing) texts through postcards to students which the latter returned for corrections and grading in the 1840s. In the 1970s , with the emergence of computer-based training , individuals could finally interact and access information through a computer (soft copy materials), no longer having to depend solely on face-to-face sessions and printed materials. Moreover, in the 1980s , when video networks were popularized , instructors presented themselves through televisions, where learners could watch content to enhance their skills (webinars). During the 1990s and 2000s , when computers made more use of the Internet , web-based applications were introduced as a mode for delivery of instruction. (Google Classroom, etc.) To this day , become more extensive and useful with numerous people being more technologically literate. Makki & Abid (2017) defined motivation as: behavior that constitutes actions, desires, and necessities of people that compel them to prefer repeating their endeavors. (makes a person does his repetitive daily routines for every each day for a purpose)
generally divided into two, intrinsic motivation and extrinsic motivation. Intrinsic Motivation arises when one wants to seek things, observe, and learn because of their interests and pleasure in doing so, as it gives people enjoyment and fulfillment. (papasok yung effect nya sa individual, which is to gain knowledge) Extrinsic Motivation refers to obtaining an object through the accomplishment of tasks, which is brought upon by external influences and incentives as it makes an individual to perform something because of external rewards or punishments. (palabas naman satin yung effect nya, which is to create an output naman) ARCS Model theory of Motivational Design in 1983 by John Keller , there are four main aspects of motivation: *These aspects are defined though by Osman & Hamzah (2020) * Attention^ is^ paying^ interest^ and^ becoming^ willing^ to^ invest^ time^ and^ effort^ into^ doing^ something. Relevance links everyday routine, goals, prior experiences, and real-world situations. Confidence refers to students’ drive to stay focused , work on their goals, and feel like they can succeed. Satisfaction is having a sense of achievement upon accomplishing through praises or rewards. ***** *In the locale of the study (BPSU), there is a lack of studies focusing particularly on student motivation in a blended learning environment. **
OBJECTIVES OF THE STUDY
General Objective: Examine whether the blended learning environment for accounting courses impacts the level of motivation of selective accountancy students for the academic year 2023-202 4 at BPSU-BC. (Research seeks to benefit the institution by providing recommendations in using a blended learning approach.) Specific Objectives: to evaluate the following:
- Describe how was the blended learning environment in connection to the following : 1.1 Instructor and student interaction; 1.2 Instructor and technology interaction; 1.3 Peer relationship; 1.4 Learning environment at home; and 1.5 Learning style
- Describe the level of motivation in terms of: 2.1 Attendance and 2.2 Student’s interest
- Assess whether the blended learning environment for accounting courses has an impact on: 3.1 Level of Motivation
FRAMEWORK OF THE STUDY
Theoretical Framework Theories of Blended Learning:
Complex Adaptive Blended Learning System (CABLS) by Dr. Cleveland-Innes, M., and Wilton, D., (2018)
It views that blended learning has six elements influencing the learning experience: the learner, teacher, technology, content, learner support, and motivation. (almost same with intrinsic factors) Community of Inquiry by Garrison, Anderson, and Archer (1999) According to this framework there are three fundamental components in fostering effective educational experiences within online distance learning settings , social presence ( building community and communication ) promotes a sense of belonging and positively impacts motivation in studying. Besides that, cognitive presence ( encourage critical thinking and knowledge ) actively promotes intellectual engagement and collaboration. Thus, teaching presence ( instructor guidance and fostering reflection ) in a blended learning environment is the instructor’s role of facilitating the learning scheme through clear guidance and effective learning strategies. Effective teaching presence can provide structure, support, and challenge, potentially enhancing intrinsic and extrinsic factors of motivation.
ASSUMPTIONS OF THE STUDY
1. The needed technology and sources of instruction in the blended learning environment are available to every enrolled accountancy student in the Balanga Campus of the Bataan Peninsula State University. 2. Motivation of accounting students to learn is affected by factors including instructors and student interaction, instructor and technology interaction, peer relationship, learning environment at home, and learning style. 3. The level of motivation has a direct relationship with accountancy students’ attendance and their interest in learning accountancy courses. 4. The students' history of success with online learning platforms bears influence on their level of motivation when blended learning is implemented. 5. The data is obtained in a manner that is accurate as it represents the level of accountancy students’ motivation in the specific academic year. 6. Throughout the research process, the researchers adhere to ethical standards by ensuring that participants’ rights and well-being are safeguarded through practices, like obtaining consent and preserving confidentiality. PRIORI EXPECTATIONS Existing literature has documented the connection between the independent/predictor variable ( Blended Learning Environment ) and dependent/criterion variable ( Level of Motivation ).
HYPOTHESIS
Relationship of Blended Learning Environment and Level of Motivation Null Hypothesis (H 01 ): There is no significant relationship between blended learning environment and level of motivation among accountancy students. Alternative Hypothesis (Ha 1 ): There is significant relationship between blended learning environment and level of motivation among accountancy students. SIGNIFICANCE OF THE STUDY The findings of this study will benefit:
Accountancy Students
As primary beneficiaries of this study as they will understand the factors influencing their motivation in a blended learning environment, which is crucial for enhancing their learning experience and academic performance. Also, optimizing their engagement, satisfaction, and success in accounting courses. Faculty Members Responsible for delivering accounting courses in the blended learning format will significantly benefit from the insights gathered by this study to enhance their effectiveness in facilitating meaningful learning experiences and supportive learning environment for student motivation and achievement.
SCOPE AND LIMITATIONS OF THE STUDY
1. The research will concentrate on understanding motivation to study their accounting courses within the context of a blended learning environment. 2. The study will focus on the intrinsic factors including the instructor and student interaction, and instructor and technology interaction , as well as on the extrinsic factors including peer relationship, learning environment at home, and learning style. 3. The researchers will use the students’ attendance and their interest to mitigate the result to the level of motivation. 4. The study will be conducted in Bataan Peninsula State University- Balanga Campus. 5. The participants of this study are the enrolled selective accountancy students in BPSU-BC within the academic year 2023-. 6. The study will narrow its focus to the accounting courses offered at the locale of the study. DEFINITION OF TERMS
Demographic Characteristics
Such as age and sex of selective accountancy students used to describe its composition.
Blended Learning Environment
The particular educational approach that combines face-to-face classes (traditional approach) with online learning mode like giving digital lectures, instruction materials, discussions, and activities.
Level of Motivation
The degree of willingness (attendance) and interest of accountancy students of Bataan Peninsula State University to engage in a blended-learning environment for their accounting courses. Attendance The state of being present and engaged of selective accountancy students in a blended learning environment in reference to their punctuality and time investment in their education.
Student’s Interest
The respondent’s motivation to study accounting courses in reference with their usual completion time of activities and their learning pace. Blended Pedagogy This refers to the intrinsic factors such as Instructor and student interaction which can influence student engagement and motivation , and Instructor and technology interaction which could also impact student learning and motivation.
Peer Relationships
The relationship formed and grown via social interactions between peers or people who are psychologically similar to one another , mainly the block mates/course mates of accountancy students.
Learning Environment
The settings or location of the blended learning classes for the selective accountancy students at home for remote learning , also the problems their families are facing and the availability of technology tools as extrinsic factor for their level of motivation.
Learning Style
The preferred learning methods of the selective accountancy students and their way to participate in the learning process. Also, there are different ways in which students learn while using blended learning environments.
CHAPTER 2 - Review of Related Literature LEVEL OF MOTIVATION OF SELECTIVE ACCOUNTANCY STUDENTS IN BATAAN PENINSULA STATE UNIVERSITY - BALANGA CAMPUS AY 2023-2024 (DEPENDENT VARIABLE) According to studies by Mega et al., 2014 , academic success is primarily determined by feelings, individual learning, and motivation. Similarly, Martin and Bolliger (2018) emphasized the importance of engagement strategies in online learning settings and their positive effects on students' attitudes and academic excellence. Studies by Martella et al. (2021) show that project-based learning (PBL ) effectively encourages intrinsic motivation. By having students work on real-world projects, PBL empowers them to take charge of their education and develops a sense of competency and independence that increases personal motivation. Following^ Attard^ et^ al.^ (2021) ,^ Inquiry-Based^ Learning^ (IBL),^ which^ strongly^ emphasizes^ student- driven inquiry and discovery, can also increase intrinsic motivation by encouraging curiosity and deeper comprehension. Sinatra et al. (2015) highlighted the necessity for an in-depth understanding of student engagement and its connection to motivation while discussing the difficulties in defining and quantifying student
SYNTHESIS ( Summary of Literature ) The studies above assert that blended learning positively influences student motivation and achievement. However, there is a lack of accounting education research in the Philippine context. This review highlights the potential of blended learning as a worthy approach to promoting student motivation in accounting education. The practical learning experience lies in the collective efforts of both learners and educators to create an inclusive and supportive learning environment. RSEARCH GAP ( What makes us study unique! ) Even though existing studies provide valuable information, they often lack specificity regarding the impact of these approaches on the motivation of students enrolled in accounting courses. This research gap is evident as the results of some of the studies gathered are not tailored exclusively to accountancy students. However, limited studies focus on the relationship of these factors to the level of motivation of accountancy students in a blended learning environment, given the specific nature of accounting courses. Moreover, studies are scarce within the specific institutional context of Bataan Peninsula State University - Balanga Campus. Understanding how this institution's unique characteristics and resources intersect with blended learning and motivation is essential for providing contextually relevant insights and recommendations.
CHAPTER 3 - Methodology INTRODUCTION This chapter outlines the methodological approach adopted for this study. It entails the research design, participant selection process, data collection instruments, data gathering procedures, and the planned data analysis methods employed to investigate the relationship between blended learning environments and the motivation of accountancy students at BPSU - BC in the academic year 2023-2024. RESEARCH DESIGN This study adopts a quantitative research design, specifically a descriptive correlational approach. The research design will integrate the Complex Adaptive Blended Learning System (CABLS) framework to explore the dynamic interactions between learners , teachers, content, technology , learning support , and motivation within the blended learning environment to identify how these elements impact student motivation and engagement in accounting courses. Data will be gathered directly from participants through questionnaires using a stratified random sampling technique. The questionnaire will employ a Likert scale format to capture information on the blended learning environment and student motivation. Analysis will involve descriptive correlational statistics and multiple linear regression (MLR) to assess the relationship between these variables. The research report will be prepared in a formal academic style.
Respondents The researchers will obtain the total numbers of accountancy students enrolled during the academic year 2023-2024 in Bataan Peninsula State University - Balanga Campus, given that the institution currently employs a blended learning environment. These numbers will serve as the stratified sampling frame from which respondents will be drawn. The researchers will contact the selected students to inform them about the study and to request their participation.
Ethical Standards This research will adhere to ethical research principles outlined in relevant guidelines such as the Belmont Report throughout the research process. To protect respondents' rights and privacy at all times. The researchers will obtain informed consent from each respondent before proceeding with the study, ensuring that the respondents fully understand what their participation entails, including how their data will be used and any confidentiality measures in place to protect their privacy. Participants will be provided with clear information about the study's objectives, procedures, potential risks and benefits, and their right to withdraw at any point. The researchers will ensure the anonymity and confidentiality of participants' data. Data will be coded and stored securely. No personally identifiable information will be linked to the survey responses. And also, measures will be taken to protect the collected data from unauthorized access or misuse. Research Instrument A self-administered questionnaire will be the primary instrument for data collection. The questionnaire will be adapted and modified using a Likert scale format from existing research studies. The questionnaire will be divided into three sections : (1) First section will collect demographic information from the participants. (2) The second section will assess the blended learning environment using questions
