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The Effects of Blended Learning
on the Academic Performance of
Grade 12 HUMSS Students
The Effects of Blended Learning on the
Academic Performance of Grade 12 HUMSS
Students of ACLC Tacloban
Introduction
The study aims to investigate the effects of blended learning on the academic performance of Grade 12 HUMSS (Humanities and Social Sciences Strand) students at ACLC Tacloban. Blended learning is an instructional approach that combines face-to-face classroom methods with computer-mediated activities. This research explores how the integration of online and traditional teaching methods impacts the academic achievement of the target student population.
Background of the Study
The study was conducted at ACLC Tacloban, a private educational institution offering various academic programs, including the HUMSS strand for Grade 12 students. The researchers sought to examine the effectiveness of blended learning in enhancing the academic performance of these students, as the school has implemented this approach in its curriculum.
Statement of the Problem
The study addresses the following research questions: 1. What is the level of academic performance of Grade 12 HUMSS students before the implementation of blended learning? 2. What is the level of academic performance of Grade 12 HUMSS students after the implementation of blended learning? 3. Is there a significant difference in the academic performance of Grade 12 HUMSS students before and after the implementation of blended learning?
Scope and Delimitation
The study focused on the academic performance of Grade 12 HUMSS students at ACLC Tacloban. It did not include other grade levels or academic strands within the school. The research was conducted during the academic year when blended learning was implemented, and the findings are limited to this specific context.
Significance of the Study
The study provides insights into the effectiveness of blended learning in improving the academic performance of Grade 12 HUMSS students. The findings can inform educational stakeholders, including school administrators, teachers, and policymakers, about the potential benefits of incorporating blended learning approaches in the curriculum. Additionally, the study contributes to the existing body of knowledge on the topic and serves as a reference for future research in this area.
Theoretical Framework
The study is grounded in the Cognitive Theory of Multimedia Learning (CTML) developed by Richard E. Mayer. This theory suggests that learners can better understand and retain information when it is presented through a combination of visual and auditory channels, as opposed to a single mode of presentation. The CTML provides a theoretical foundation for the potential benefits of blended learning, which integrates both online and face-to-face instructional methods.
Conceptual Framework
The conceptual framework of the study illustrates the relationship between the implementation of blended learning and the academic performance of Grade 12 HUMSS students. The independent variable is the blended learning approach, while the dependent variable is the students' academic performance. The study examines the changes in academic performance before and after the implementation of blended learning.
Definition of Terms
Blended Learning: An instructional approach that combines face-to-face classroom methods with computer-mediated activities. Academic Performance: The level of achievement or success demonstrated by students in their academic endeavors, as measured by their grades or test scores. HUMSS (Humanities and Social Sciences Strand): An academic program that focuses on the study of human behavior, social interactions, and cultural aspects.
Review of Related Literature
Foreign Literature
The review of foreign literature explores studies conducted in various international contexts that have examined the effects of blended learning on academic performance. These studies provide insights into the potential benefits and challenges of implementing blended learning approaches in educational settings.
Data Analysis
The researchers employed statistical analysis techniques, such as descriptive statistics and paired t-test, to analyze the data and determine the effects of blended learning on the academic performance of Grade 12 HUMSS students.
Data Gathering Procedure
The researchers obtained the necessary permissions and approvals from the school administration to access the academic performance records of the Grade 12 HUMSS students. The data was then collected and organized for the analysis.
Presentation, Interpretation, and Analysis of Data
The researchers presented, interpreted, and analyzed the data collected from the academic performance records of the Grade 12 HUMSS students. The findings were organized and discussed in a comprehensive manner, addressing the research questions and objectives of the study.
Summary of Findings
The study found that: 1. The level of academic performance of Grade 12 HUMSS students before the implementation of blended learning was [insert relevant findings]. 2. The level of academic performance of Grade 12 HUMSS students after the implementation of blended learning was [insert relevant findings]. 3. There was a significant difference in the academic performance of Grade 12 HUMSS students before and after the implementation of blended learning [insert relevant findings and statistical analysis].
Conclusion
The study concluded that the implementation of blended learning had a [positive/negative/no significant] impact on the academic performance of Grade 12 HUMSS students at ACLC Tacloban. The findings provide valuable insights into the effectiveness of this instructional approach and its potential implications for educational practices.
Recommendation
Based on the findings of the study, the researchers recommend the following: 1. [Recommendation 1] 2. [Recommendation 2] 3. [Recommendation 3]
These recommendations aim to further enhance the implementation of blended learning and improve the academic performance of Grade 12 HUMSS students at ACLC Tacloban.
Introduction
The COVID-19 Pandemic has confronted humanity with enormous and insurmountable challenges, halting most human operations. One of the sectors affected was education, as lectures were suspended to prevent the virus from spreading. Despite these challenging situations, the Department of Education still managed to continue the classes through blended learning.
Education plays a crucial role in enabling people to think, express emotions, and feel about things in ways that promote their success and improve the happiness of their society and community. It develops an individual's personality, thoughts, and ability to interact with others, as well as prepares everyone for the realities of life (Al-Shuaibi, 2014).
Face-to-face learning occurs where the instructor and the student meet in a set place for a set time, for either one-on-one learning or in a gathering class. This type of learning has the potential to be a truly exciting way to memorize knowledge and skills, as it frequently incorporates several learning methods such as writing, reading, conversation, lectures, assignments, group activities, films, demonstrations, and training (Jones, 2017).
On the other hand, online learning is the most current and widely used type of remote education today. It has a significant impact on post-secondary education during the last decade, and the trend is expected to continue. Online learning is a type of instruction delivered over the internet, also known as 'e-learning.' It is a type of 'distance learning,' which is a catch-all phrase for any learning that takes place outside of a traditional classroom (Stern, 2016).
Blended learning combines the best aspects of these two training environments: traditional face-to-face classroom education and high-tech eLearning. It allows for engaging all aspects of learning by covering both bases—those who excel in a structured environment with face-to-face interaction with an instructor and those who excel in a semi-autonomous, computer-based learning environment (Kim, 2020).
Background of the Study
Blended learning has been characterized as a mix of face-to-face and technology-mediated learning styles and practices since 2006. In 2012, two- thirds of America's 14,000 school districts offered some form of blended learning choice. According to Abrahams (2013), blended learning is rapidly growing, with fully blended schools already running in at least 24 states and Washington, DC, and online and blended programs currently increasing faster in public schools than in charters. The Clayton Christensen Institute estimates that roughly half of all secondary school courses will be available online by 2019.
In the Philippines, the Father of IT, Dr. Amable A. Aguiluz, pioneered the country's first blended learning system. AMAES proposes blended learning to deliver education without boundaries, and only last school year, the
not just important in face-to-face classes; it is also important in blended learning. It can help students learn how to socialize in online activities.
Cognitive Presence Theory : This refers to the probing, organizing, completing, and validating of one's understanding by elaboration and making remarks in a specific scenario. Participants proceed intentionally from understanding the problem or issue to exploration, integration, and application in a cycle of practical inquiry referred to as cognitive presence. This theory can help students engage their minds online.
Teaching Presence Theory : This is split into three categories: design, facilitation, and implementation, similar to direct instruction. Higher- order learning relies heavily on interaction and discourse, yet it cannot happen without structure (design) and leadership (facilitation and direction). Teaching presence includes both the planning and forethought that go into building your course and what you do 'at the moment' when interacting with your students.
The researchers believe that the three theories - Cognitive Presence, Teaching Presence, and Social Presence - are necessary for the proper delivery of Blended Learning, which can later affect the overall effectiveness of the program.
Implications of John Dewey's Community Inquiry Theory
for Blended Learning
The researchers concluded that the three theories have different consequences for student performance in schools, though the idea of it being affirmative or negative has yet to be tested. Under Social Presence, Cognitive Presence, and Teaching Presence, both the facilitators of the category and their listeners are considered to facilitate blended learning.
Conceptual Framework
The conceptual framework shows the input, process, and output approach of the study. The input contains the demographic profile of the respondents, the effects of blended learning on student's academic performance, and the coping mechanisms of the students. The process involved in the study was the data gathering and data analysis using the survey questionnaires distributed through the online platform, Google Form. The output of the study is the input for the enhancement of blended learning.
Definition of Terms
Academic Performance : This refers to a student's reflection of all of their actions and exam scores.
Blended Learning : This is a technique of teaching that integrates technology and digital media with traditional instructor-led classroom
activities, giving students more flexibility to customize their learning experiences.
Humanities and Social Sciences (HUMSS) : This is one of the academic tracks in Senior High that studies human behavior, societal changes, and analysis of arts, culture, literature, and politics.
ACLC College of Tacloban
ACLC College of Tacloban city is an institution accredited by TESDA that offers Technical and Vocational Education and Training courses (TVET) under the Technical Education and Skill Development Authority (TESDA) and Commission on Higher Education (CHED).
Review of Related Literature and Studies
Blended Learning Becoming More Popular Standard
According to the article 'Blended Learning Becoming More Popular Standard' authored by Justin Ferriman (2014), blended learning has now become a standardized style of teaching that most countries across the world have adopted. This widespread adoption is due to the rising use of digital devices, which led to the adoption of these materials as learning mediums. The conversion of simple computer equipment to e-learning tools has been dubbed the 'new normal' by US Secretary of Education Arne Duncan, who emphasizes schools accomplishing more with less. Though schools are beginning to reconsider their resources and how they are delivered, the main issue is consistency. Furthermore, when it comes to implementing Blended Learning at institutions, proper planning and provision of technology and support infrastructure will always be the most important factor. The article also recognizes students' efforts in their performances not only online but also in traditional learning.
Teaching the Teachers
Megan Murphy (2016) disagrees with Justin Ferriman's assertion that a student's successful learning is exclusively dependent on technology, support infrastructure, and traditional performance. In his piece 'Teaching the Teachers,' he takes a radically different approach to the successful delivery of Blended Learning to students. According to the professor interviewed for this piece, there is so much stuff on Blended Learning that the mentors are overwhelmed. Furthermore, professional education institutions do not satisfy the expectations for the successful implementation of this new teaching technique. As a result, not only are students and resources to blame but teachers may also be held responsible for the learners' poor performance.
deduced a very different perspective—online education is similar to teachers, and they represent traditional teachers in classrooms in the form of computers.
Student Performance in Blended Learning
Students in blended learning outscored students in both purely online and face-to-face programs, according to a 2010 Department of Education survey. In fact, the blended learning method can cause significant contamination. In terms of student performance, face-to-face learning is more successful (Sarepetici & Cakir, 2015). This is due to the fact that students become self- motivated and accountable as they track their progress. Individual accomplishments aid in the development of the ability to locate resources or obtain assistance, as well as self-advocating in order to attain their objectives. Using eLearning materials improves a student's capacity to create suitable learning goals and take charge of his or her own learning, which is a skill that can be applied to any subject (Giarla, 2015).
Disadvantages of Blended Learning
Blended learning has several drawbacks, particularly when it comes to the online infrastructure, which is critical in blended learning. Blended learning makes extensive use of the internet. Both the teacher and the students require internet access to stay connected to the course. When blended learning is used at a school with a reliable internet connection or in a downtown with adequate internet coverage, it is not a major issue. Both the teacher and the learners will be able to connect to the internet and use it effectively (yuridia nugroho.wordpress.com, 2013).
Access to network infrastructures is another significant issue. Despite the fact that the digital divide is shrinking as the internet grows more accessible, many students still do not have ubiquitous Internet access—even in their classrooms (Ramirez, 2016). Another point worth mentioning is the rate of advancement: what appears to be an advantage initially becomes a disadvantage when you look at specific learning settings. The usage of lecture recording, for example, may cause learners to fall behind in the course flow. Some pupils may choose to linger for a while before seeing a series of videos. Some people like to watch video lessons in one sitting, while others prefer to incorporate interactive classes into their daily/weekly routine. Finally, a teacher who is attempting to synchronize both streams with ongoing offline activities faces a difficult problem. Another challenge is IT literacy; the tech resources used in blended learning must be dependable, simple to use, and universally recognized by all participants in the learning process. Otherwise, the endeavor would most certainly languish until some arbitrary deadline is met (Winstead, 2013).
Advantages of Blended Learning
There are also positive sides to Blended learning. Students can work on their own with new topics utilizing a combination of digital training and one- on-one face time, allowing teachers to circulate and help particular students
who may require individual attention. 'Rather than teaching to the least common denominator – as they would in a classroom setting – teachers can now simplify their instruction to help all students reach their full potential.' Blended learning enables personalized education, replacing the model in which a teacher stands in front of the class and everyone is expected to keep up. 'Blended learning provides an opportunity for students at their own pace, ensuring that they truly comprehend new concepts before moving on.' Blended learning enables teachers to improve efficiency in the classroom by combining digital instruction and one-on-one face time. When students use adaptive learning technologies to work on their understanding of new concepts, teachers can use the extra class time to give struggling students the individualized attention that they need.
Blended learning can also help school districts save money. By allowing students to bring their own technological devices to class and take full advantage of adaptive learning software, blended learning can help reduce the costs of keeping textbooks up to date and having school supplies available. E-textbooks, which can be accessed via computers, tablets, and e- readers, may also help to reduce expenditures. Students' academic performance can be measured using software utilized in blended learning programs. Teachers can plainly identify where each particular student is flourishing and where he or she may need a bit more coaching in this manner, and act appropriately. A more traditional classroom design simply cannot personalize teaching in the same manner that blended learning can.
Impact of COVID-19 on Blended Learning
To combat the development of COVID-19, educational institutions switched away from face-to-face activities and toward predominantly online learning modes (Malolos et al., 2021). While all students may be affected, kids from lower socioeconomic backgrounds are more likely to experience emotional discomfort due to their limited financial resources to purchase the requisite gadgets and internet access. Given these factors, a digital divide resulting from socioeconomic differences could cause mental health disparities among students during the epidemic (Cleofas and Rocha, 2021).
Foreign Studies on Blended Learning
Reem A. Alebaikan (2018) investigated the perspectives of Saudi female lecturers and undergraduate students in order to benefit from their experiences and become participants in blended courses in a study done at Saudi Higher Education. The Saudi Higher Education Ministry saw this as a solution to the country's rapidly growing student population. This study showed that students and lecturers are affected by the quality of learning and teaching experience. The goal of this study is to determine how female undergraduate students and lecturers perceive the benefits. To aid in the growth of this phenomenon, the researcher employed a qualitative method to acquire extensive descriptive data. The study showed that, despite their customs and personalities, Saudi women continued to pursue their degrees thanks to Blended Learning. In addition, the study's findings revealed that
programs in schools should go beyond resolving classroom shortages and achievement test scores. It questioned the government's concept of educational reform and suggested a shift in how it views technology's role in education. Changes in vision, curriculum, assessments, and work methods have all been determined to be necessary components for long-term educational improvement. The study suggested that the scheduling plan be reviewed, as well as the practice of team teaching and teacher and student training in collaborative technology. A program structure, a blended learning curriculum, and evaluation standards for blended learning teachers have all been highlighted as key support mechanisms for successful program implementation from a policy standpoint (books.google.com.ph, 2017).
Instructional Techniques and Blended Learning
Many presentations of instructional techniques on how to effectively integrate content, pedagogy, and technology to enhance the teaching and learning of education courses may be found in a study conducted by Ava Clare Marie O. Robles of Mindanao State University (2012). With its practical applications versus retailed software, which typically burdens many universities, this delivered the most effective and efficient learning experiences for both professors and learners. Finally, several implications on how to properly mix pedagogy and technology, resulting in major curriculum enhancement, were presented. In light of the study's findings and conclusions, it is suggested that faculty members use blended learning when teaching education subjects. Despite its importance, however, there are certain drawbacks to this study. For educators to solve crucial concerns such as providing suitable assessments and rubrics, BL requires effective preparation and upgrading. Both teachers and pupils must have a high level of technology knowledge. Teachers should learn, according to this invention.
Blended Learning in a Resource-Constrained Environment
In a study conducted by Aguinaldo (2013), the researcher used a Bricolage approach model to implement blended learning in a poor academic institution. Despite the socio-economic profile of the student's parents, the lack of internet connectivity, and the insufficiency of technological resources at Isabela State University San Mateo Campus, the study found a high acceptability rate of e-learning usage. This means that using the Bricolage approach paradigm, blended learning may be implemented successfully employing the correct blend of online and face-to-face learning.
Research Design
This chapter presents the section of the discussion of research design, research locale, research respondents, research instrument, data gathering procedure and data analysis.
The researchers make use of quantitative, non-experimental research design particularly descriptive design of research. It is a quantitative study because it is a systematic empirical investigation of observable phenomena via statistical, mathematical, or computational technique (Surendran, 2021).
Moreover, it was non-experimental in the sense that the variables in this study, effect of blended learning modality and the student's academic performance among the Grade 12 HUMSS students of ACLC College of Tacloban, were not manipulated nor changed by the researchers. Furthermore, descriptive design was used to describe the effect of blended learning modality and the student's academic performance accurately and systematically among the grade 12 Humss student of ACLC College of Tacloban.
Research Locale
This study was conducted at ACLC College of Tacloban. The ACLC College of Tacloban is a tertiary institution offering senior high school as well as undergraduate courses. It is situated in the heart of a highly urbanized city with access to suitable infrastructure and technology such as internet connectivity. The ACLC College of Tacloban has three buildings. The first building is the main campus which is located at Real Street, Tacloban city and the other 2 buildings are located at Zamora Street and Del Pilar Street.
The said school has a Senior High School department that offers academic track and non-academic track. Alongside the academic track is (STEM) Science, Technology, Engineering Mathematics, (ABM) Accountancy Business Management, (HUMSS) Humanities and Social Science and (GAS) General Academic Strand while the non-academic track offers (TVLE) Technical Vocational Livelihood Education, and (ICT) Information Communication Technology. The researchers chose ACLC College of Tacloban to be the school where to conduct their research because it is one of the schools in Leyte that are effectively conducting blended learning which includes Online Education (OED) and conducts Online Classes (OC) regularly.
Research Respondents
The respondents of this study were the Grade 12 Humanities and Social Sciences students of ACLC College of Tacloban S.Y 2021-2022. The total population of HUMSS students is 320. Since it is difficult to survey each and everyone in the population, Slovin's formula was utilized by the researchers in determining the appropriate sample frame of the study which will provide the expected result or output of the study, through the research instrument that will be used by the researcher. The total sample frame resulted is 178. To gather complete information and data, the researchers will be using a total of 178 students as their sample to know the effects of blended learning on their academic performance. 178 students are chosen randomly using random sampling.
Research Instrument
In gathering the data, the researcher used a structured questionnaire as a survey instrument to gather the relevant information from the respondent. The questionnaire is adapted from Edres (2019) entitled The implications of Blended learning. The survey questionnaire was validated, approved, and
66 respondents (37.1%) have an average grade of 91-95. 31 respondents (17.4%) have an average grade of 85 and below. 11 respondents (6.2%) have an average grade of 96 and above.
Effects of Blended Learning
Table 5 presents the results of the survey on the effects of blended learning:
Effects of Blended Learning
I get more information in the area of my study through blended learning than through face-to-face interaction : 20 strongly agree, 88 agree, 53 disagree, 17 strongly disagree. I enjoy answering my OED because it helps me improve my skills in every subject : 20 strongly agree, 121 agree, 36 disagree, 1 strongly disagree. Blended learning provides ease to communication with the instructor : 17 strongly agree, 98 agree, 56 disagree, 7 strongly disagree. I actively participate in every online discussion : 12 strongly agree, 111 agree, 55 disagree. I have a stable internet connection : 17 strongly agree, 88 agree, 57 disagree, 16 strongly disagree. I made myself ready in all my subjects before attending : 14 strongly agree, 132 agree, 31 disagree, 1 strongly disagree. I exert more effort when I do difficult activities in OED : 30 strongly agree, 131 agree, 15 disagree, 2 strongly disagree. I feel glad when I study a course through blended learning : 10 strongly agree, 117 agree, 49 disagree, 2 strongly disagree. I pay attention and listen during every discussion : 21 strongly agree, 140 agree, 16 disagree, 1 strongly disagree. Blended learning is ineffective as compared to conventional learning : 14 strongly agree, 108 agree, 49 disagree, 7 strongly disagree.
Coping Mechanism
In OED, I log in regularly to read and answer so I am not lagging behind : 15 strongly agree, 116 agree, 45 disagree, 2 strongly disagree. I look for other references regarding a certain topic to gain further understanding : 35 strongly agree, 127 agree, 16 disagree. I read all the e-Learning modules in OED : 11 strongly agree, 99 agree, 65 disagree, 3 strongly disagree. I always take down notes of the lesson : 23 strongly agree, 122 agree, 33 disagree. My auditory skill is very active during online class : 21 strongly agree, 100 agree, 55 disagree, 2 strongly disagree.
Analysis of Results
Table 6 presents the effects of blended learning on the academic performance, with an overall mean of 2.81 and a descriptive rating of "Agree". The highest mean of 3.06 was for the item "I exert more effort when I do difficult activities in OED", followed by "I pay attention and listen during every discussion" with a mean of 3.02. The items "I enjoy answering my OED because it helps me improve my skills in every subject" and "I made myself ready in all my subjects before attending" both had a mean of 2.9.
Table 7 shows the coping mechanism of the students in the blended learning setup to enhance academic performance. The highest mean of 3.11 was for the item "I look for other references regarding a certain topic to gain further understanding", followed by "In OED, I log in regularly to read and answer so I am not lagging behind" with a mean of 2.81. The item "I read all the e- Learning modules in OED" had the lowest mean of 2.65.
The Effect of Blended Learning on the
Academic Performance of Grade 12 HUMSS
Students
Profile of the Respondents
Age
95% of the students are between 17 to 19 years old, while the remaining 5% are 20 years old and above.
Gender
53.9% of the respondents are female, while 46.1% are male.
General Average
39.3% of the respondents have a general average grade of 86 to 90. 37.1% have a general average of 91 to 95. 17.4% have a general average of 80 and below. 6.2% have a general average of 96 and above.
Effects of Blended Learning on Academic Performance
The students agreed on the following:
They get more information through blended learning than through face- to-face interaction. They enjoy answering their OED (Online Educational Delivery) activities as it helps improve their skills. Blended learning provides ease in communication with the instructor.
Francine P. Ocaña
Email: ocanafrancine0@gmail.com Birthdate: August 22, 2004 Civil Status: Single Address: Brgy. Doña Brigida Tolosa, Leyte Contact #: 09054721860
Jonh Diether P. Bautista
Email: jonhbautista16@gmail.com Age: 18 Birthdate: March 16, 2004 Civil Status: Single Address: Brgy.108 Tagpuro, Villa Sofia Block6, Lot1 Tacloban City Leyte Contact #: 09691891126
Jerzy Josh Homerez
Email: homerezjerzyjosh2003@gmail.com Age: 18 Birthdate: December 19, 2003 Civil Status: Single Address: Brgy. Gumamela, Sta.Rita,Samar Contact #: 09476847822
Marc Luiz B. Raagas
Email: raagasmarc@gmail.com Age: 18 Birthdate: May 17, 2004 Civil Status: Single Address: Pob. Zone 1, Capoocan, Leyte Contact #: 09612402789
Alberio Erica Jane N.
Email: Alberioerica18@gmail.com Age: 19 Birthdate: December 18, 2002 Civil Status: Single Address: Brgy. 99 Diit Tacloban City Contact #: 0963 193 4628
Kevin Paul Mantiza
Email: kevinpaulmantiza@gmail.com Age: 19 years old Birthdate: February 10, 2003 Civil Status: Single Address: Brgy 61 Old Road Sagkahan Tacloban City, Leyte
Contact #: 09262471613
School Attended
Nicole Anne M. Casañada
Primary: V&G Dela Cruz Memorial School Junior High: Sagkahan National High school Senior High: ACLC College of Tacloban
Francine P. Ocaña
Primary: Daniel Z. Romualdez Memorial Elementary School Junior High: Tolosa National High School Senior High: ACLC College of Tacloban
Jonh Diether P. Bautista
Primary: Olot Elementary School Junior High: San Jose National High School Senior High: ACLC College of Tacloban
Jerzy Josh Homerez
Primary: Sta. Rita 1 Central Elem School Junior High: Sta.Rita National High School Senior High: ACLC College of Tacloban
Marc Luiz B. Raagas
Primary: Capoocan Central School Junior High: Asuncion S. Melgar National High school Senior High: ACLC College of Tacloban
Alberio Erica Jane N.
Primary: Mercyville Elementary school Junior High: Cirilo Roy Montejo National High School Senior High: ACLC College Of Tacloban
Kevin Paul Mantiza
Primary: Sagkahan Elementary School Junior High: Guadalupe heights Intergrated School Senior High: ACLC College of Tacloban
