Pines City Colleges

College of Nursing
Magsaysay Ave. Baguio City 2600
Tel. nos.: (074) 445-2210, 445-2209 Fax: (074) 445-2208
www.pcc.edu.ph

EFFECTIVNESS OF BLENDED LEARNING

A Research Presented to

The Faculty of College of Nursing

Pines City Colleges

In Partial Fulfillment of the Requirements for the

Degree of Bachelor of Science in Nursing

Espada, Kenesa

Perfas, Kresha

Manrique, Maygan

Ngilangil, Rizzi
 Pines City Colleges
College of Nursing
Magsaysay Ave. Baguio City 2600
Tel. nos.: (074) 445-2210, 445-2209 Fax: (074) 445-2208
www.pcc.edu.ph

This research entitled “EFFECTIVNESS OF BLENDED LEARNING,” prepared and

submitted by ESPADA, KENESA, PERFAS, KRESHA, MANRIQUE, MAYGAN

AND NGILANGIL, RIZZI in partial fulfillment of the requirements for the degree of

BACHELOR OF SCIENCE IN NURSING, has been examined and recommende for

acceptance and approval for oral examination on

 Effectiveness of Blended Learning

INTRODUCTION

Education is the process of gaining or discovering new things such as knowledge,

skills, beliefs, values and habits. Due to the knowledge that we gain, we became a better

individual that has a better perspective in life and a great future but the Covid-19 has a

big impact not only locally but worldwide. The mode of education has change, from a

face-to-face learning to online learning, since we need to avoid going out because of this

pandemic.

As describe in the research of Dhawan (2020), states that online learning is

defined as “learning experiences in synchronous or asynchronous environments using

different devices (e.g., mobile phones, laptops, etc.) with internet access. In these

environments, students can be anywhere (independent) to learn and interact with

instructors and other students.” Online learning has two possible modes of online

learning that could help a student to stay connected with academic learning it would be

depend on the student preference of learning.

The Department of Education emphasize that it will not necessarily mean that

teachers and learners will undergo the traditional in-classroom set-up by August this year

(DepEd, 2020). Similarly, in the higher education institutions, new normal would be

virtual classroom. The Commission on Higher Education suggested to strengthen online

platforms and blended learning such as but not limited to google classroom, messenger

zoom, edmodo, Facebook and Youtube (Tria, 2020). Most of the school whether it is
private or public sector use online learning because it’s the most efficient to use specially

during this time and situation.

In a study of Paul & Jefferson, F. (2019), shows the prospective students want to

be able to receive a quality education without having to sacrifice work time, family time,

and travel expense. Instead of having to be at a specific location at a specific time, online

educational students have the freedom to communicate with instructors, address

classmates, study materials, and complete assignments from any Internet-accessible

point. This study emphasizes the advantage and positive effect of online class in the daily

life of the students.

In another study of Paul & Jefferson, F. (2019), students were found to be not

sufficiently prepared for balancing their work, family, and social lives with their study

lives in an online learning environment. Students were also found to be poorly prepared

for several e-learning competencies and academic-type competencies. Also, there is a

low-level preparedness among the students concerning the usage of Learning

Management Systems. This shows the negative effect of online learning and it also shows

that if the system or the school itself is not prepared it will also affect the students and

also the instructors.

Taken as a whole, there is robust evidence to suggest online learning is

generally at least as effective as the traditional format. Moreover, this body of

literature suggests that researchers should move beyond the “no significant

difference” phenomenon and consider the next stage of online learning (Nguyen, 2015).

This shows that there is no significant difference when it comes to online learning and
traditional format or face-to-face learning; which means that the effectiveness both

learning mode equivalent.

ELearning increases retention rates 25% to 60% while retention rates of face-to-

face training are very low in comparison: 8% to 10% (Elearning Infograogichs, 2016).

This statistic will help to better understand the right learning mode that is applicable to

student and that could help in their performance when it comes to academic.

THEORETICAL FRAMEWORK

Knowles’ theory of andragogy is an attempt to develop a theory specifically for

adult learning. Knowles emphasizes that adults are self-directed and expect to take

responsibility for decisions. Adult learning programs must accommodate this

fundamental aspect.

Andragogy makes the following assumptions about the design of learning: (1)

Adults need to know why they need to learn something (2) Adults need to learn

experientially, (3) Adults approach learning as problem-solving, and (4) Adults learn best

when the topic is of immediate value (InstructionalDesign.org, 2018). This theory aims to

show the different learning styles of every adult learner which help the individual to cope

up whether learning in the classroom or online learning.

In a study by Pourghaznein, T., Sabeghi, H., & Shariatinejad, K. (2015), despite

the absence of significant differences in acquisition scores and satisfaction between

lectures and e-learning, students were significantly more motivated using e-learning.
Motivation is the biggest driving force of every student need to accomplish the daily task

that they need to do.

According to the study of Subedi S, Nayaju S, Subedi S. et.al. (2020) regarding

the attitude of 1012 students towards E-learning almost half of the respondents (49.0%)

did not agree taking class at home. Likewise, majority of the respondents (80.8%) did not

felt difficulty to face many people in school. Most of the respondent (93.3%) were glad to

be updated with digital technology used for taking class, also majority of the respondents

(72.1%), (78.8%), (79.8%) and (83.7%) thought the class saves time, they could involve

in online class as well as take care of their family, saves travel cost, decreased risk of

accident respectively.

Computer literacy is the basic condition for technology learning environment.

With the rapid increase in technological development, the need for students and teachers

with requisite skills grows. Teachers with rich technology experience and ability in areas

such as instructional technology application have helped students in need of advancing

computer literacy via technology and using technology as a teaching tool (Li, L., & Lee,

L. 2016, Jou & Wu, 2012)

To ensure the effective delivery of mobile learning, the diverse needs of nursing

students and teaching staff in terms of the device, content, and application have to be

carefully considered. Anshari et al. (2016) reported the views of students that mobile

learning needs to allow better flexibility for their learning beyond regular school hours.

The functions supported by mobile devices should ease users’ burden in carrying out

tasks and enhance the accessibility of useful resources (Li, K. et al., 2017).
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PARADIGM OF THE STUDY

Moderating Variables

Age

Gender

The graph above shows the paradigm of the study were it is compose of

independent, dependent variable and moderating variables. The independent variable is

consisting of factors of blended learning which is the learning flexibility, online learning,

study management, technology and interactions. The dependent variable is consisting of

the extent of effectiveness of blended learning while the moderating variables are the age,

gender and year level of the respondents.

STATEMENT OF THE PROBLEM

This study aims to answer the following:

1. What is the profile of the respondents in terms of the following?

a. Age

b. Gender

c. Year level

2. What is the extent of blended learning along the following factors:

a. Learning Flexibility

b. Online Learning

c. Study Management

d. Technology

e. Classroom learning

f. Interaction

3. Is there a significant relationship between the profile and the factors that

influence the blended learning?

4. Is there a significance difference among the factors of blended learning?

5. What is the proposed intervention of the study?

HYPOTHESIS

1. There is no significant relationship between the profile and the factors

influencing the effectiveness of blended learning

2. There is no significance difference that influence blended learning.

SIGNIFICANT OF THE STUDY

Online learning is very efficient right now due to the pandemic that is happening

worldwide. The government and the Commission on Higher Education (CHED) (2020),

agreed and release a guideline on the implementation of flexible learning that every

universities and colleges needs to adopt to prevent the increase of Covid-19 cases. The

main objective of flexible learning is to provide learners with the most flexibility on the

learning content, schedule, access and innovative assessment, making use of digital and

non-digital tools in learning. Moreover, blended learning is efficient but learners’ face

challenges and different factors that have impact their academic performance. There is a

number of research were done that focuses on the barriers and impact of online learning

on students’ academic achievement, but least study was focused on the factors of blended

learning to nursing students.

DEFINITION OF TERMS

Flexible Learning –

Online Learning –

Blended learning–
 METHODOLOGY

This chapter of research will give importance on the procedure and research

methods that the researching will be using in gathering the data from the said respondent.

Furthermore, the researchers will discuss on the importance of the study

RESEARCH DESIGN

In this research, the researcher will be using descriptive-quantitatice research

design. This kind of research seeks to explain the current status of an identified variable.

The aim of descriptive research is to explain and interpret the current status of people,

settings, conditions, or events. (Types of Quantitative Research: Different Types of

Quantitative Research., 2020)

LOCAL AND POPULATION OF THE STUDY

In this study, it will be conducted at Pines City Colleges as the locale of the study;

Department of Nursing of Pines City Colleges was chosen to be the respondent for this

research because they experience face-face learning and currently experiencing the online
learning. We want to know their own perception regarding the possibility of having

blended learning what factors that could affect their learning

The researcher will be using Slovin’s formula to calculate the total population of

respondent per year level. Slovin’s formula is used to calculate an appropriate sample

size from a population. Statistics is a way of looking at a population's behavior by taking

a sample. (Glenn, S., 2020)

Nursing Students Population of nursing Total number of

Respondents
student
1st year Nursing Students 178 120
2nd year Nursing Students 100 80
3rd year Nursing Students 56 45
Total respondent 338 250

Profile of the respondent

RESEARCH INSTRUMENT

In this study the researcher will be using questionnaire. The questionnaire is

consisting of 35 items that fall into 5 sections. The second section has only one question

about the preferred learning mode of the students. Factors that influence the effectiveness

of blended learning is the third section that consist of 6 parts that’s has 4 questions. The

fourth section will be the attitude of students toward blended learning and lastly, From

section 3 to 5 the researcher will be using the 4 point Likert scale while the 2 nd section is

multiple choices.
VALIDATION OF THE INSTRUMENT

The validation of the instrument is done by the researchers and will be approved

by research advisor and its constituents. To further validate the questionnaire, pilot

testing will be done to 10 nursing student who are not part of the actual population of

respondent to check the feasibility of the questionnaire.

DATA GATHERING PROCEDURE

Prior to data collection the researchers wrote a letter to the Dean to ask permission

to conduct the survey. Approved questionnaires were prepared and distributed online

which will be accessed through the Google forms. Participants who agreed to cooperate

were sent the link to open the survey forms for them answer. The researchers showed

their consent to the participants so that they will be assured about their rights. After

answering, all the questionnaires were retrieved and collated. After which when the target

number of participant is done, the researchers can now analyze the raw data.
 Data Gathering Flowchart

STATISTICAL TREATMENT OF DATA

The data to be gathered in this study will be subjected to the following statistical

treatment:

In computing the statistical value in the 4 point Likert scale, we will be using this

formula:

R= (H-1)/H

Where:

H=Likert scale
 1=constant

Numerical Value Statistical Value Description Interpretation

4 3.26 – 4.00 Strongly Agree (SA) Very positive
perception
3 2.51 – 3.25 Agree (A) Fairly positive
perception
2 1.76 – 2.50 Disagree (D) Fairly negative
perception
1 1.00 – 1.75 Strongly Disagree Very negative
(SD) perception

In computation for the respondents we will be using the Slovin’s formulate to

compute the number of population of the respondents to answer the given questionnaire.

N___
n= 1+ Ne2

Where:

n=Sample size

N=Population size

e=Degree of margin error (set at a minimum of 5% probability error)

1=constant

The summation would be the number of tally that will be gathered, while the

frequency of each response will be determined on the number of the respondents who

will check in the particular item. Total numbers of respondents were the number of

clients that will answer the questionnaires.

Σf
N
WM=

Where:

WM=Weighted mean

Σ=summation

f=frequency

N=total number of respondents

A chi-square statistic is a test that measures how a model compares to actual

observed data. The data used in calculating a chi-square statistic must be random, raw,

mutually exclusive, drawn from independent variables, and drawn from a large enough

sample. (Hayes, A., 2020) Chi-square test in two sample cases will also be employed to

establish significant relationship of student nurses with the formula of:

X2 = ∑ (fo –fe)2
fe
Where:

X2 = the Chi- Square value

fo = the actually observed frequencies
fe = the expected frequencies

A t-test is a type of inferential statistic used to determine if there is a significant

difference between the means of two groups, which may be related in certain features. T-

test is used as a hypothesis testing tool, which allows testing of an assumption applicable

to a population. The t-test is a parametric test of difference, meaning that it makes the
same assumptions about your data as other parametric tests. The t-test will be using the

formula of:

t= ___X1-X2_____
S2 + S2
N1 N2
Where:

t = value

X1 = mean of the respondents 1

X2 = mean of the respondents 2

S2 = pooled standard error of 2 groups

N1 = number of observation in a group 1

N2 = number of observation in a group 2

The one-way analysis of variance (ANOVA) is used to determine whether there

are any statistically significant differences between the means of two or more
independent (unrelated) groups (although you tend to only see it used when there are a
minimum of three, rather than two groups). In conclusion, the relationship between the
challenges and coping mechanisms of nursing students and their profile will be applied
using the ANOVA with the following formula:

FCc = _MSc_
MSe
Where:
FCc- Computed value between groups
MSc- mean square between groups
 MSe- mean square of error

APENDIX A

Questionnaire/ Guide Question

Dear Respondents,

We researchers would like to ask for your help to answer the following question
concerning the EFFECTIVENESS OF BLENDED LEARNING TO NURSING
STUDENTS OF PINES CITY COLLEGES. This survey is conducted to better
understand learners’ views on blended learning. Please give your answer sincerely as
only this will guarantee the success of the investigation

Instruction: Read each statement carefully and put a question mark or a tick on your
answer that best describe your situation.
Name (Optional): Age:
Year Level: Gender:

I. Learning preference

1. After experiencing flexible learning and face – to – face learning. What mode
of learning do you prefer?

a. Only face – to – face learning.

b. Only online learning.
c. Blended face – to – face learning with online learning.
d. Neither face – to – face learning nor online learning.

II. Factors that Influence the Effectiveness of Blended Learning

4 – Strongly Agree (SA)
3 –Agree (A)
2 – Disagree (D)
1 –Strongly Disagree (SD)

1 2 3 4
Factors (SD) (D) (A) (SA)
A. Learning Flexibility
1. I prefer to have unlimited access to
lecture materials.
2. I like to decide where I want to
study.
3. I like to study at my own pace.
4. I would like to decide when I want to
study.
B. Online Learning
1. I believe face-to-face learning is more
effective than online learning.
2. I would like to have my classes
online rather than in the classroom.
3. I get bored when studying online
4. I find it very difficult to study online
C. Study Management
1. I am more likely to miss assignment
due dates in an online learning
environment.
2. I am a multitasked
3. I have strong time management skills
4. I am motivated to do my cases at
school
 D. Technology
1. I prefer to use Laptop or Personal
Computer for my online lecture.
2. I like to use my smart phone for my
online lecture.
3. I find hard to understand lecture
online than in the classroom settings.
4. Google meet and Google classroom
is a useful platform for online learning.
E. Classroom Learning
1. I learn better when someone guides
me personally.
2. I learn better through lecturer-
directed classroom-based activities.
3. I find learning through collaboration
with others face-to-face is more
effective.
4. I can understand lectures in
classroom set up rather than online set
up.
F. Interaction (Classroom and Online learning)
1. My instructor has a positive attitude
on daily basis.
2. I am able to ask for assistance
without fear of rejection
3. My teachers make teaching attractive
by showing how theory is implemented
in the real word.
4. My instructor expectation should be
high, clear and fair for all student

III. Attitude of students towards Blended Learning

1 2 3 4
(SA) (A) (D) (SD)
1. Blended learning will encourage me
to learn.
2. Blended learning will improve my
interaction with my instructor inside the
classroom and outside.
3. Blended learning will improve my
interaction with my classmate inside the
classroom and outside.
4. Blended learning will motivate me to
perform my task and do my
 assignments
5. Blended learning is more efficient for
us nursing student.
6. It will be hard for me to do blended
learning

IV. Learning preference of nursing students for the next school year

1 2 3 4
(SA) (A) (D) (SD)
1. Do you want to continue online
learning?
2. Do you want to go back to face – to –
face learning?

Do you want to use blended learning?

You’ve reach the end of the survey. Thank you for help and have a nice day.

Truly yours,

Ngilangil, Rizzi
Espada, Kenasa
Perfas, Kresha
Manrique, Maygan

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