Republic of the Philippines

DR. EMILIO B. ESPINOSA SR. MEMORIAL STATE

COLLEGE OF AGRICULTURE AND TECHNOLOGY
(Masbate State College)
www.debesmscat.edu.ph
Cabitan,Mandaon,Masbate

Effectiveness of Implementing Blended Learning Approach

in Debesmscat

Submitted by:

KENNETH D. DANAO
BSED – Soc. Stud 4

Submitted to:

MARY JANE F. BADILLO

Instructor
Abstract:
Researchers have persuaded Debesmscat that there is a new set of vital skills that students are
required to have, due to a current situation of the world a rise to a new trend in education called
Blended Learning. The purpose of this study is to determine the effectiveness of implementation
of this approach in Debesmscat. The research method used for this paper is survey research
design in which the process is to select the effectiveness of blended learning in terms of Module
Distance learning and Online Distance Learning. Result show that only 55 percent of the total
respondents is slightly agreed that module distance learning is effective. However, 70 percent the
total respondents agreed that Online distance learning is more effective.
Introduction:
In the start of first semester of 2020, the Government of the Philippines led by the President
direct all Educational Institution to suspend face to face classes or traditional learning in all
levels both public and private school institution until vaccine for the Covid-19 has been
developed.
Due to this order educational institution shifted to a new way of teaching and learning process. In
which blended learning approach is introduce to sustain the academic needs of every student in
the Philippines.
Over the past few months due to the current pandemic, the natural way of teaching way of
teaching and learning process has been shifted to a different mode of teaching. Blended learning
programs has been introduced to sustain the academic requirements of every students. Modular
and online learning also called blended learning approach has been implemented by Debesmscat
in order to deliver knowledge and learning.
The term “blended learning” is increasingly being popular in both academic and corporate
circles;even so, this term does not give a universal definition that educators could use (Graham,
2004). Definitions were suggested by various authors but still focused on a central idea –
combination of approaches, technologies, and methodologies (Sharma, 2010).Three definitions
of blended learning are considered relevant: blended learning is the integrated combination of
traditional learning with web based on-line approaches; blended learning is the combination of
media and tools employed in an e-learning environment; and, blended learning is the
combination of a number of pedagogic approaches.
The importance of blended learning came from the fact that traditional and online learning had
their limitations. A physical classroom training program limits the access to only those who can
participate at a fixed time and location, whereas a virtual classroom event is inclusive of remote
audiences (Singh, 2003). However, if teachers rely too much in e-learning and disregard face-to-
face instruction, students might not experience the full extent of benefits learning in communities
could offer (Hrastinski, 2008). In blended learning, the combination of two approaches could
complement the limitations of the other. The value of this approach could be attributed to six
benefits it could bring (Osguthorpe & Graham 2003) viz., (1) pedagogical richness, (2) access to
knowledge, (3) social interaction, (4) personal agency, (5) cost effectiveness, and (6) ease of
revision.
As has been mentioned, blended learning is the combination of learning approaches. It involves
modular distance learning and Online distance learning. Where in Modular Distance learning
nvolves individualized instruction that allows learners to use self-learning modules (SLMs) in
print or digital format/electronic copy, whichever is applicable in the context of the learner, and
other learning resources like Learner’s Materials, textbooks, activity sheets, study guides and
other study materials. Learners access electronic copies of learning materials on a computer,
tablet PC, or smartphone. CDs, DVDs, USB storage and computer-based applications can all be
used to deliver e-learning materials, including offline E-books. The teacher takes the
responsibility of monitoring the progress of the learners. The learners may ask assistance from
the teacher via e-mail, telephone, text message/instant messaging, etc. Where possible, the
teacher shall do home visits to learners needing remediation or assistance.
Online Distance Learning Features the teacher as facilitator, engaging learners’ active
participation through the use of various technologies accessed through the internet while they are
geographically remote from each other during instruction. The internet is used to facilitate
learner-teacher and peer-to-peer communication. Online learning allows live synchronous
instruction. It requires participants to have good and stable internet connection. It is more
interactive than the other types of distance learning. The responses are realtime. The learners
may download materials from the internet, complete and submit assignments online, attend
webinars and virtual classes. This is practiced effectively by using a Learning Management
System or related technologies.
The main problem of this study is to determine which is most effective Distance learning
approach in Implementing Blended learning in Debesmscat. The study sought to investigate how
student in agreed which approaches is effective in terms of: Module Distance learning and
Online Distance Learning .

Conceptual Framework
The study aims to evaluate the effectiveness of Blended e-learning Approach. Blended learning
suggests a number of definitions that address combination of approaches, technologies, and
methodologies of learning (Sharma, 2010). In this study, the considered definition of blended
learning is the combination of traditional learning and web based on-line learning (e-
learning)approaches (Oliver &Trigwell, 2005). Traditional learning refers to lecture method
where students listen to explicit instruction from the teacher. Alternatively, e-learning refers to
the intentional use of networked information and communications technology in teaching and
learning (Naidu, 2006). Blended learning has a myriad of learning formats: synchronous physical
formats, and self-paced asynchronous formats (Singh, 2003). First, synchronous physical formats
refer to face-to-face approaches where activities are done in the classroom with teacher
supervision. Second, self-paced asynchronous formats refer to on-line methods done outside of
the classroom, without live teacher supervision and students dictate their own pace.
 Today, a blended learning program may combine one or more of the dimensions, thus the study
chose the simplest level –a blended learning experience that combines offline and online forms
of learning where the online learning usually means “over the Internet or Intranet” and offline
learning happening in a more traditional classroom setting (Singh, 2003).
The study evaluated the effectiveness of blended learning approach using Modular Distance
Learning and Online Distance Learning. In evaluating, the study considered two procedures:
First is determine how effective is the Modular Distance Learning to the student. Second is to
determine how effective is the Online Distance Learning to the student.
The summary of the framework is reflected on the diagram shown.

Allows learners to use self-learning

modules (SLMs) in print or digital
format/electronic copy, whichever is
applicable in the context of the
learner and other learning resources Not so effective
Modular Distance like Learner’s Materials, textbooks,
Learning activity sheets, study guides and
other study materials.

Effectivity

Online Distance Learning It features the teacher facilitating

learning and engaging learners’ active
participation using various
technologies accessed through the More effective
internet while they are geographically
remote from each other during
instruction.

Review of Related Literature

Blended Learning Blended learning is an increasingly popular approach in education. However,
various authors suggest different definitions of it. Sharma (2010) suggests a set of definition
based on its combination of approaches, technologies, and methodologies. Three definitions were
provided in his study: blended learning is the integrated combination of traditional learning with
web based on-line approaches; blended learning is the combination of media and tools employed
in an e-learning environment; and, blended learning is the combination of a number of pedagogic
approaches. Graham (2004) also agreed that blended learning has no uniform definition. The
study provides also three definitions: combining instructional modalities, combining instructional
methods, and combining online and face-to-face instruction. Even though blended learning has a
number of definitions, they are mostly just variations of a few common themes. The original use
of the phrase “blended learning” was often associated with simply combining traditional
classroom training with e-learning activities. However, the term has evolved to encompass a
much richer set of learning strategies or dimensions (Singh, 2004). According to Singh (2004),
blended learning is expanded to five dimensions. The first is the simplest level -a blended
learning experience that combines offline and online forms of learning where the online learning
usually means “over the internet or intranet” and offline learning that happens in a more
traditional classroom setting (Singh, 2004). Second is the blending of a self-paced and live,
collaborative learning. Self-paced learning implies solitary, on-demand learning at a pace that is
managed or controlled by the learner. Collaborative learning, on the other hand, implies a more
dynamic communication among many learners that brings about knowledge sharing (Singh,
2004). Third is the combination of structured and unstructured learning. Formal learning
program is in organized content with specific sequence like chapters in a textbook. On the other
hand, most learning in the
workplace occurs in an unstructured form via meetings, hallway conversations, or e-mail (Singh,
2004). The fourth dimension is blending custom content with off-the-shelf content. Off-the-shelf
content is by definition generic—unawareof an organization’s unique context and requirements.
However, generic self-paced content can be customized today with a blend of live experiences or
with content customization (Singh, 2004). Fifth level is blending learning, practice, and
performance support. Perhaps the finest form of blended learning is to supplement learning with
practice and just-in-time performance support tools that facilitate the appropriate execution of
job-tasks (Singh, 2004).Blended learning does not have a universally accepted categorization.
Some studies were done to set up their types of blended learning. A study from Kleber (2015)
offers a tangible delineation of blended learning into four models: rotational, flex, a la carte and
enriched virtual.(1)Rotational model (station,lab, modified flipped, individual): Students move
from one activity or location to mix digital teaching tools and mentored application. (2)Flex:
Credit recovery model where students work independently at an individualized pace with face-
to-face support and activities. (3)A la Carte: Students take a course entirely online to supplement
their regular in class work. (4)Enriched virtual: A course or subject in which students have
required, face-to-face learning sessions with their teacher of record and then are freeto complete
their remaining course work remotely. The sudden increase of blended learning is caused by the
benefit it causes in the educational community. A number of studies are dedicated to explore
blended learning, specifically its relevance to teacher instruction. According to Zackerman
(2012), the more video segments focus on targeted bursts of context, including the 'back story' or
'field truth,' the more learner consumption and appreciation grows, the more delivery of
instruction becomes an effective training. Results from Al Musawi (2011) showed that there is a
dramatic rise in using blended learning approaches which also made a significant grade
improvement for blended learning courses over entire online courses. Osguthorpe & Graham
(2003) identified six benefits it could bring: (1) pedagogical richness, (2) access to knowledge,
(3) social interaction, (4) personal agency, (5) cost effectiveness, and (6) ease of revision.
Modular Distance Learning
Module developments promote practice to plan and develop modular materials. Module writers
develop a common frame work for the design and development of modular materials. Brown and
Atkins (1991) state that when designing modules, it is essential for teachers to be aware of
concepts of deep and surface approaches to learning. Many researches have previously been
conducted on the relationship between courses and the approach students take to learning.
Martn,Saljo (1976), Entwistle(1981), Gibbs(1992), Ramsden(1992), Biggs(1999).they found
positive relationship between curriculum and learning approaches. The goal of the modules is to
provide resources to instructors that will allow them to transform their classrooms into active,
student-centered learning environments. Joanne L. Stewart, Valorie L. Wilkerson (1999). the
following common characteristics of a module can be distinguished that it is self-contain ,
independent instruction unit, systematically organized, well defined have a means of evaluating
the work. Kandarp Sejpal (2013), Brown et al (1977)
Online Distance Learning
Changing teachers’ pedagogical orientations and approaches requires a broadening of the
teachers’ awareness of the pedagogic opportunities afforded by learning technologies and the
development of their knowledge and skills in online learning design through a professional
development programme that fosters critical reflection on technology use in teaching and
learning (Hughes, 2004; Daly & Pachler, 2007). In addition, such programmes should be holistic
and address a complex of factors such as the following: the policy environment (Conole, 2007;
Pachler & Daly, 2011); institutional support for technology integration (Kirkwood, 2009; Sharpe,
Benfield & Francis, 2006); a vision for technology-supported teaching and learning (Bates, 2000;
Hughes, 2004); teachers’ personal and professional use of technology (Becker, 2000; Russell,
Bebell, O’Dwyer & O’Connor, 2003); teachers’ pedagogic orientation and subject subculture
(John, 2005; John and La Velle, 2004); and membership in a community of practice (John, 2005;
Laurillard, 2011; Otero, Peressini, Meymaris, Ford, Garvin, Harlow, Reidel, Waite & Mears,
2005).
Kirkwood & Price (2006) argue for professional development that includes not only the
individual teacher but also departmental faculty and senior university managers in order to “help
engender an evidence-based and genuinely developmental approach” to e-learning policy
development within higher education institutions (p. 10). Policy development needs to address
policy gaps as well as “policy tensions” (Hardy, 2008; Pachler & Daly, 2011) or conflicting
policy pressures arising from incompatible or contradictory policies, procedures, and guidelines,
“whether ratified or tacitly agreed” (Masterman & Vogel, 2007, p. 58). For example, there can be
tensions between policy on assessment of student learning and policy promoting innovation with
ICT (Pearson & Naylor, 2006) as well as contradictory discourses within policies promoting
innovation that, when coupled with pressure to rapidly implement a complex learning reform
agenda, can militate against policy support for good practice in professional development in e-
learning (Hardy, 2008). Among established DE universities, there is a need to review and
reconceptualise organisational structures and procedures in order to manage and support
innovations, and to address issues such as service standards for students and staff, and quality
assurance (Abrioux, 2001, 2006a & 2006b; Annand, 2007; Sangra, 2006).
The foregoing are the key issues and challenges for pedagogical practice posed by the integration
of online technologies. In the next section, issues and challenges in ODeL from the point of view
of the 10 academics included in this study are presented and analysed.

Methodology
The purpose of this study is to determine the effectiveness of implementation of this approach in
Debesmscat. The research method used for this paper is survey research design where in a scale
of 1 to 5 is presented were in 1 is Very Much Disagree (VD) 2. Disagree (D) 3. Slightly Agree
(SA) 4. Moderately Agree (MA) 5. Strongly Agree. The answers of respondents had been tallied
to conclude how effective the Modular and Distance Learning.
The study was conducted through online survey, due to the restriction of community health
protocols. The participants came from different year level starting from 1st to 3rd year students in
Debesmscat who currently enrolled in blended learning approach consisting of 20 students.
In determining how effective each Distance learning approach, each student given an online
questionnaire to be scaled from 1 to 5 depending on their experience.

Results
The Data has been tallied and analyzed. Where results are shown below!
QUESTION 1 -is Very 2 - Disagree 3- 4- 5- TOTAL
Much (D) Slightly Moderately Strongly
Disagree Agree Agree (MA) Agree
(VD) (SA)
Modular Distance Learning
Q1 0 3 10 5 2 20
Q2 0 2 11 6 1 20
Online Distance Learning
Q3 0 0 4 3 13 20
Q4 0 0 3 2 14 20
Where in Question 1 and 2 in a scale of 1 to 5 a total of 10 and 11 out of 20 respondents agreed
that students are slightly agree on the effectiveness of Modular Distance Learning.
In question 3 and 4 with a total of 13 and 14 out of 20 respondents are strongly agreed in Online
Distance Learning.
Summary
By analyzing the results, 55 percent of the total respondents slightly agreed on the effectiveness
of Modular Distance Learning.
While more that 70 percent of the total respondents strongly agreed that Online Distance
Learning is more effective.
Conclusion:
Therefore, it is clear that in the implementing of Debesmscat of Blended Learning, Online
Distance learning is more effective in delivering reason. But due to different circumstances
Modular Distance Learning is efficient and the best way to address that circumstances,
Recommendations:
In light of the findings of this study, for future researchers who will be interested in further
continuing or improving the study, the research offers the following recommendations:
1.Continue to use the advantage of technology in improving the delivery of instruction;
2.Consider the availability of internet connection in implementing Online Distance Learning.
3.Use current data of the class from standardized tests, previous grades, and others in planning
the method or approach of instruction. Data from students suggest variability which is needed to
be considered as an important factor of their achievement

References:
Al Musawi A. (2011). Blended Learning. Journal of Turkish Science Education, Volume 8, Issue
2, June 2011. Turkey
http://www.irrodl.org/index.php/irrodl/article/view/1913/3651
Center for Educational Research and Innovation (2008). 21st Century Learning: Research,
Innovation and Policy. OECD/CERI International Conference “Learning in the 21st Century:
Research, Innovation and Policy”
htGraham C. (2004). Blended Learning Systems: Definition, Current Trends, And Future
Directions. Handbook of blended learning: Global Perspectives, local designs. San Francisco,
USA tps://www.teacherph.com/deped-learning-delivery-modalities/
leber J. (2015). Differentiation through Blended Learning.Association of California School
Administrators. Sacramento, USANaidu S. (2006). E-Learning: A Guidebook of Principles,
Procedures and Practices, 2nd Revised Edition. New Delhi, India: Commonwealth Educational
MediaCenter for Asia (CEMCA), and the Commonwealth of Learning