Blended Learning Platform as Supplementary Tool for Home-based Learning and

Academic Performance of Grade 10 Students at Mindoro State University Laboratory

Highschool

Madonna E. Baja

Jayrel R. Fabrero

Mark Jayson D. Ogoreda

Mindoro State University-Main Campus

Abstract

Blended learning is a cutting-edge idea that combines the benefits of both traditional
classroom instruction with ICT-assisted learning, encompassing both offline and online learning.
Collaborative learning, constructive learning, and computer-assisted learning are all possibilities.
Blended learning is becoming more popular among students in all educational settings during this
pandemic. Learning should be seamless across time and space through an app designed for blended
learning. When it comes to learner flow and cognitive demands, this seamless experience is
critical. The apps and technologies for blended learning provided in this post have been carefully
selected with the above factors in mind. There is no one-size-fits-all approach to blended learning.
The key purpose of this research is to evaluate the effects of using Blended Learning Platform as
a Supplementary tool for Home-based Learning. A descriptive-comparative design was used in
this study. The respondents of the study were 20 students randomly selected from Mindoro State
University Laboratory Highschool Main Campus. Descriptive statistics were used in the
interpretation and coding of data. Results revealed that Blended Learning Platform as
Supplementary Tool for Home-based Learning has a significant effect on student’s Academic
Performance. Students encountered difficulties especially in terms of Class Participation during a
class discussion with the use of different Blended Learning Platforms. Likewise, we suggest that
the student should be familiarized with all the possible Blended Learning Platforms which can be
used as Supplementary Tool for Home-based Learning during this time of the pandemic, and also
administrators should guide teachers to adjust their instruction to students’ individual needs and
preferences. Introverted students, for example, thrive when allowed to explore thoughts and ideas
but don’t like being put on the spot, while extroverts think out loud and learn well with group
discussions, which can be done through online chat groups.

Keywords: Blended Learning Platform, Home-based Learning, Education in Covid-19 pandemic,

Supplementary Tool and ICT Assisted Learning
Introduction

There are no guarantees that the current COVID-19 pandemic will cease soon, but it has
posed tremendous obstacles and impacted the educational sectors, and no one knows when it will
end. Although every government is now establishing plans and processes to contain the virus,
infection rates are continuously rising. The new normal should be considered in the formulation
and implementation of the "new normal educational policy" in the educational setting to maintain
and provide quality education despite lockdown and community quarantine.

The Philippines is one of the five countries in the world that have not started in-person
classes since the pandemic began, affecting the right to learn of more than 27 million Filipino
students. While new variants are causing a rise in infections, UNICEF is advocating for a phased
reopening of schools, beginning in low-risk areas. (UniCef Philippines 2021).

Blended learning is a learning approach that combines traditional face-to-face teaching

methods with online-based instructions. Addressing the growing belief that this is an entirely fresh
approach, “We have been doing distance learning, blended learning for decades and decades
[already]. The University of the Philippines does and specializes in distance education for the
longest time and those who take up education and study education are already exposed to this,” In
her report to President Rodrigo Duterte and the Inter-Agency Task Force on Emerging Infectious
Diseases (IATF-EID) aired from Malacan͂ang in May 2021, the Education Secretary said. Despite
this assertion, there are still obstacles associated with online learning today. That said, we'll be
able to have a productive semester with the right knowledge and help from the government.

Students in all educational settings are self-selecting blended learning. Based

on the opportunities, policies, and student preferences, what this entails varies. Learning must be
fluid across time and space through an app that is well-suited for blended learning. When it comes
to learner flow and cognitive demands, this seamless experience is critical. With the above
principles in mind, the blended learning apps and technologies featured in this study have been
carefully vetted. There is no such thing as a one-size-fits-all blended learning strategy. Consider
what will work with your students and give it a shot.

In the Philippines, blended learning is still regarded as new and in its development.
However, the increased demand for blended learning comes with concerns and obstacles that
should be investigated, particularly in emerging higher education institutions, as they obstruct
effective and efficient teaching and learning delivery. According to (Ahmed, Arshad, &
Tayyab, 2019; Baş, Kubiatko, & Sünbül, 2016; Bond, Marín, Dolch, Bedenlier, &
Zawacki-Richter, 2018; Shamim & Raihan, 2016; Tømte, Fossland, Aamodt, & Degn,
2019; Willis, Lynch, Fradale, & Yeigh, 2019), the use of information and communication
technology (ICT) can help to improve the teaching and learning process. Tshabalala, Ndeya-
Ndereya, and van der Merwe (2014), for instance, investigated faculty members’ opinions of
blended learning and found various problems they face while using a blended-based approach.
 Some respondents believed that blended-based instruction had the potential to increase
teaching and learning flexibility, enhance learning independence, and provide chances for
networked learning and accessibility for both teachers and students, according to the findings.
They did, however, show little or no comprehension of blended learning concepts. Blended
learning was also perceived as difficult to implement in the classroom due to the lack of
institutional policies on the use of blended learning, a lack of ICT training/knowledge (e.g.,
technophobia), a lack of confidence to engage in a blended learning approach, and limited access
to blended learning resources.

Blended learning was also perceived as difficult to implement in the classroom due to a
lack of institutional policies on the use of blended learning, a lack of ICT training/knowledge (e.g.,
technophobia), a lack of confidence to engage in a blended learning approach, and limited access
to computer laboratories, according to respondents. As a result, these were seen as roadblocks in
the deployment of blended learning. Surprisingly, the findings of this study claimed that because
of its flexibility, blended learning can mobilize the classroom setting.

Teachers had a good attitude toward ICT integration in blended learning education,
according to this study. With the rapid development of technology-based education, it might be
claimed that the study and findings demonstrated instructors’ satisfaction with professional
development training delivered using a blended learning strategy. Learners in the virtual classroom
can access learning resources regardless of time or location. As a result, the literature suggests that
ICT is used to mediate communication between teachers and students through the concept of
blended-based instruction. This means that with blended learning, teachers and students are both
members of the virtual classroom, regardless of geographical separation or face-to-face classroom
meetings.

The study could be beneficial to the following. Students would be knowledgeable about
the blended learning platform by which it is implemented as the new method for learning and being
done in a way of supplementary learning that takes place at student’s residence and they further
understand the reason that it is implemented in today’s age.

Teachers and advisers could be able to use the data to guide the students in facing blending
learning platform as a new normal for education and used as a preference to address the issue and
concern brought by the sudden change in curriculum and learning environment.

Parents would be able to serve it as guidelines wherein they can develop support to their
child’s taking blended learning platform as a supplementary learning tool especially they are the
ones that are within the grasp of the student since it is engaged at their homes.

Future researchers could use the result of the study as a guide and basis in blended learning
platform as a supplementary tool for home-based teaching and data that will be obtained in this
study will help them to develop and nurture their study if their research is related to this one
Objective of the Study

This study was designed to evaluate the effect of using the ‘’Blended Learning Platform as
a Supplementary tool for Home-based Learning’’ on the Academic Performance of Grade 10
students at Mindoro State University Laboratory Highschool.

Specifically, sought to answer the following questions.

1. What are the Blended Learning Platform as Supplementary Learning Tools that are used
in Home-based Learning?

2. What is the student’s academic performance in the blended learning platform in terms of

A. Attentiveness in class

B. Class participation

C. Engagement in activities

3. Is there a relationship between Blended Learning Platform as Supplementary Tools for

Home-based Learning and Academic Performance of Grade 10 Students at Mindoro State
University Laboratory Highschool?

Methodology

Research Design

The researcher utilized the descriptive-comparative method where the research itself
consider two entities: Academic Performance of pupils after the use of “Blended Learning
Platform as Supplementary Tool for Home-based Learning’’. Descriptive was used in getting the
mean of what blended learning platform was used of the Grade 10 pupils. Descriptive research
design is a valid method for researching specific subjects and as a precursor to more quantitative
studies (Shuttleworth, 2008).

The survey was given to the Grade 10 pupils. After the survey had been given the Blended
Learning Platform was utilized to the pupils. To evaluate the Academic Performance of the
students. The significant relationship of Blended Learning Platform as Supplementary for Home-
based Learning and Academic Performance of students were compared. The data and information
gathered were systematically checked, computed, tabulated, and interpreted

Research Respondents

The respondents of the study were the Grade 10 Students from Mindoro State University
Laboratory High school, Main Campus, Alcate Victoria Oriental Mindoro during A.Y. 2021-2022.

There were only 20 Grade 10 learners in the Junior High School of MinSU Laboratory
Highschool. Thus, the study will use the random sampling of the learners on this operation.
Research Instrument

In order to assess the blended learning platform as a supplementary tool for home-based
learning, the researcher prepared a self-made questionnaire that is directed and utilized through
Google form that consists of two parts. The first part is the supplementary tools in blended learning
platforms for home-based learning which are Facebook, Messenger, Google Classroom, Google
Meet, WPS, Microsoft Teams, Zoom, Canva, Prezzi, and Edmodo.

The respondents answered the questionnaire by clicking Yes if they utilized the Blended
Learning Platform as a Supplementary Tool for Home-based Learning and no if not. They answer
through Google Form where the link was given to every student.

Table 1. Parts of the Questionnaire

Blended Learning Platform as Supplementary Tools for Yes No

Home-based Learning

Facebook

Messenger

Google Classroom

Google Meet

WPS

Microsoft Teams

Zoom

Canva

Prezzi

Edmodo

On the other hand, this study also used an evaluation questionnaire to determine the
preferences, as well as the satisfaction of the students with the use of Blended Learning Platform
as Tools for Home-based Learning, which consisted of three parts. The first part is about students’
evaluation of their Attentiveness in Class. The second part is about their Class Participation. The
third part is their Engagement in Activities. Parts of the evaluation questionnaire are shown in
Table 2.
Table 2. Parts of the Questionnaire

PARTS ITEMS
Part I. Attentiveness in Class 5
Part II. Class Participation 5
Part III. Engagement in Activities 5
TOTAL: 15

For Part of the Evaluation questionnaire, the researcher used a 5-point Likert scale where
1 is the highest and 5 is the lowest.
The respondents answered the questionnaire by selecting one of the five columns
depending upon their agreement on their experiences of studying.
The numerical scale and verbal description for determining the students’ experiences in
studying using different Blended Learning Platform as Supplementary Tool for Home-based
Learning are shown in Table 3.

Table 3. Scaling and Quantification

Numerical Scale Range Verbal Description

5 4.50-5.00 Always
4 3.50-4.49 Very Often
3 2.50-3.49 Sometimes
2 1.50-2.49 Rarely
1 0.50-1.49 Never

“Always” which has a numerical scale of 5 means that students have greatly experienced
the effect of using different blended learning platforms as a supplementary tool for home-based
learning

“Very often” which has a numerical scale of 4 means that students have sometimes
experienced the effect of using different blended learning platforms as a supplementary tool for
home-based learning

“Sometimes” which has a numerical scale of 3 means that students have sometimes
experienced the effect of using different blended learning platforms as a supplementary tool for
home-based learning

On the other hand, “Rarely” which has a numerical scale of 2 means that students have
rarely experienced the effect of using different blended learning platforms as a supplementary tool
for home-based learning
 Lastly, ‘’Never’’ which has a numerical scale of 1 means that students have never
experienced the effect of using different blended learning platforms as a supplementary tool for
home-based learning

Data Collection

Data gathering took place in grade 10 where the researcher consider the schedule of classes
of the respondents. Primarily, the participants were asked individually by the researcher to
formally agree to participate in the conduct of the experiment by signing their email on the
informed consent form. Students were then briefed about the processes to be done as well as the
duration of each procedure.

Time of the classes is done only within the day specifically anytime from 9:00 am to 3:00
pm excluded the lunchtime to ensure that noise as the usual day of learning is present. Since the
class starts at 9:00 am to 3:00 pm immediately after 20 minutes, a questionnaire link through
Google Forms was sent to the group chat and students need to accomplish the questionnaire. After
15 minutes of answering, the form will stop accepting responses. Then students need to fill-up the
evaluation form though this form is not timed.

Directions for answering the questionnaire were explained thoroughly by the researcher.
The researcher encoded and tabulated the data for further analysis.

Data Analysis

Both descriptive and inferential statistics were employed by the researchers.

Descriptive statistics such as frequency and mean were used to determine the level of
retention and comprehension of the respondents upon using the blended learning platform as
supplementary for home-based learning. Same statistics were used to identify the effects of
Blended Learning Platform as Supplementary Tool for Home-based Learning on the Academic
Performance of Grade 10 students at Mindoro State University Laboratory Highschool.

On the other hand, inferential statistics specifically t-test was used to determine the
relationship of the Blended Learning Platform as Supplementary Tool for Home-based Learning
which is used of the participants in the factors affecting their Academic Performance.

Ethical Consideration

The researchers also observed ethical considerations for the conduct of the study. As per
the regulations of IATF to maintain social distancing during this pandemic, the data gathering
procedure was done online through the communication channel (Facebook messenger). The aim
of both the Data Privacy Statement and Authorization was to reassure participants that their
participation in this research is voluntary and that they were free to withdraw from it at any point
and for any reason.

Results and Discussion

This study intended to evaluate the effect of using the ‘’Blended Learning Platform as a
Supplementary tool for Home-based Learning’’ on the Academic Performance of Grade 10
students at Mindoro State University Laboratory Highschool. The number of responses in what
are the Blended Learning Platform as Supplementary Learning Tools that are used in Home-based
Learning is shown in Figure 1.

Blended Learning Platform as Supplementary Tools Yes No

for Home-based Learning

Facebook 65.2% 34.8%

Messenger 91.3% 8.7%

Google Classroom 91.3% 8.7%

Google Meet 69.6% 30.4%

WPS 60.9% 39.1%

Microsoft Teams 43.5% 56.5%

Zoom 43.5% 56.5%

Canva 30.4% 69.6%

Prezzi 17.4% 82.6%

Edmodo 13% 87%

Figure 1. Blended Learning Platform as Supplementary Tools for Home-based Learning use in Mindoro State
University

Results revealed that from the 10 Blended Learning Platform, Grade 10 students and
teachers from Mindoro State University always use Google Classroom and Messenger as a
Supplementary tool for Home-based Learning.

Google Classroom and Messenger got 91.3% responses which means there are 21 out of 23
students who are using this Blended Learning Platform as a Supplementary Tool for Home-based
Learning. Google Meet got 69.6% which means there are 16 out of 23 while Facebook got 65.2%
which means there are 15 out of 23 students using this platform.
 However, Edmodo got the lowest response which is 13% which means 20 students out of
23 are not using this, which signifies that this Blended Learning Platform is not used in their Home-
based Learning.

Moreover, the perception of students concerning the factors that affect their learning
performance such as attentiveness in class, class participation, and engagement in activities is
shown in Table 4.

Table 4.1 Categorization of Factors affecting Academic Performance of Grade 10 using Blended Learning Platform
as Supplementary Tool for Home-based Learning

Statement Categorization

I listen carefully whenever we had a class discussion on Google

Meet/Zoom Attentiveness in class
I give attention to my teacher every time that she/ has the presentation
I exert time in viewing links that my teacher had given
I attend regularly our class meeting in Zoom/Google meet
I am interested in our class meeting in Zoom/Google meet

I am actively communicating with my classmates and teachers

electronically. Class Participation
I ask my teacher questions and receive a quick response during online
discussions
I discuss the lesson with other students during online discussions
As a student, I enjoy working with other students in a group
I answer easily the questions asked by the teacher

I'm paying attention every time we have an activity

I exert effort in taking notes or lectures about the given activities Engagement in
I listen to the teacher while discussing the activities activities
I respond to the questions of my teacher when he/she ask me
I share my ideas about my new learnings after the activities.
 As can be seen from Table 4.1 the factors affecting Academic Performance of Grade 10
with regards to the use of Blended Learning Platform as Supplementary Tool for Home-based
Learning. Statements from Column 1 are categorized into 3 factors: Attentiveness in class, Class
Participation, and Engagement in activities

Table 4.2 Frequency and Mean Perception of Factors affecting Academic Performance of Grade 10 using Blended
Learning Platform as Supplementary Tool for Home-based Learning in terms of Attentiveness in class

Statement Indicators Frequency Mean Verbal

Description
1. I listen carefully whenever Always 9
we had a class discussion on Very often 8 4.2 Very often
Google Meet/Zoom Sometimes 2
Rarely 0
Never 1
2. I give attention to my teacher Always 12
every time that she/ has the Very often 6 4.5 Always
presentation. Sometimes 2
Rarely 0
Never 0
3. I exert time in viewing links Always 13
that my teacher had given Very often 6 4.6 Always
Sometimes 1
Rarely 0
Never 0
4. I attend regularly our class Always 10
meeting in Zoom/Google meet Very often 7 4.3 Very often
Sometimes 2
Rarely 0
Never 1
5. I am interested in our class Always 4
meeting in Zoom/Google meet. Very often 10 3.8 Very often
Sometimes 5
Rarely 0
Never 1
Overall Mean 4.28 Very often
 It can be gleaned from Figure 4.2 the frequency and mean perception of actors affecting
academic performance of Grade 10 students using blended learning platform as a supplementary
tool for home-based learning in terms of attentiveness in class

Among the values which are related to the frequency of attentiveness in class, almost all of
the students responded on indicator specifically categorized as always indicating that they pose
positively agree but in item number 5 the respondents choose to respond very often relating to their
interest in joining meeting in Zoom/Google meet. The respondents subsequently answered on
indicators very often and sometimes that got the next highest position except item number 5
wherein the second highest is sometimes succeeding by always followed by rarely and never
wherein almost got the lowest frequency ranging from 0 to 1.
It can be seen on the next column which is the mean of attentiveness in class, it be gleaned
that item number three pertaining to I exert time in viewing links that my teacher had given has
the highest mean numerically describes 4.6 and interpreted as always where it implies that all of
the students are very interested in viewing links that the teacher had given to them and all seems
interested in visiting the link that is provided, it is followed by item number that pertains to I give
attention to my teacher every time that she/ has the presentation with the mean of 4.5 and is
describe as always and can be deduced that all of the students are interested and takes time to give
attention to the discussion made by the teacher , corresponding to this item with the next with
the highest mean is item number 4 pertaining to I attend regularly our class meeting in
Zoom/Google meet with the mean of 4. 3 describe as very often and can be inferred that in terms
of attending in online class meeting, some of the students are present gaining perfect attendance
and not all has their attendance that can be labeled as absent during class discussion. Relatively,
item number 1 that affects to I listens carefully whenever we had a class discussion on Google
Meet/Zoom with the mean of 4.2 and can be interpreted as very often wherein it shows that
particular students take time to listen and pose their attention eagerly to the class discussion in
Google meet and Zoom, and lastly item number 5 has the lowest mean of 3.8 that is about I am
interested in our class meeting in Zoom/Google meet and interpreted as very often showing that
few of the students are interested to join and participate in activities and discussion held at Google
Meet and Zoom application.
Results revealed that the Grade 10 students are reacted positively in terms of attentiveness
in class. The overall mean of 4.28 indicates that the students show attentively participating blended
learning platform as a supplementary tool for home-based learning and positively contributed and
affected their academic performance.
Table 4.3 Frequency and Mean Perception of Factors affecting Academic Performance of Grade 10 using Blended
Learning Platform as Supplementary Tool for Home-based Learning in terms of Class Participation

Statement Indicators Frequency Mean Verbal

Description
1. I am actively communicating Always 7
with my classmates and Very often 9 4.2 Very Often
teachers electronically. Sometimes 3
Rarely 1
Never 0
2. I ask my teacher questions Always 5
and receive a quick response Very often 8 3.8 Very Often
during online discussions Sometimes 6
Rarely 0
Never 1
3. I discuss the lesson with Always 3
other students during online Very often 5 3.3 Sometimes
discussions. Sometimes 8
Rarely 2
Never 2
Always 4
4. As a student, I enjoy working Very often 8 3.6 Very Often
with other students in a group. Sometimes 5
Rarely 1
Never 2
5. I answer easily the questions Always 2
asked by the teacher. Very often 9 3.6 Very Often
Sometimes 8
Rarely 1
Never 0
Overall Mean 3.7 Very Often

It was shown in table 4.3 the frequency and mean perception of factors affecting academic
performance of grade 10 students using the blended learning platform as a supplementary tool for
home-based learning in terms of class participation.
Through the respondents answer relatively to the frequency, it can be gleaned from the table
that all the item has the highest in very often that indicates that all the students slightly positively
in favor on among the statements that are presented exclusion to item number 3 wherein the highest
frequency are the indicator that falls under sometimes, both of the item number 2, 4 and 5 has the
second-highest frequency mainly wherein item number 1 is different since the second highest was
the indicator always and as a whole, it is stated that all the item got rarely and never that has the
lowest frequency. It is quantified from the table in terms of frequency that the student shows a
positive approach in terms of class participation.
In terms of mean that is stated in the next column after frequency, it can be garnered that
item number 1 has the highest percentage namely as I am actively communicating with my
classmates and teachers electronically with a mean of 4.2 and verbally describe as very often
proving that the students come to an understanding that they show positive communication on the
teacher and between each other that can result to effective class delivery and betterment of the
course discussion. Moreover, item number 2 specifically I ask my teacher questions and receive a
quick response during online discussions is the second that has the highest mean of 3.8 and verbal
description of very often indicating that the students are seeking questions to the problem and
instances that they encounter struggle and the teacher was responded accordingly emphasizing
student-centered online learning making a fruitful lesson discussion. Meanwhile item numbers 4
and 5 explicitly as a student, I enjoy working with other students in a group and I answer easily
the questions asked by the teacher has the same mean of 3.6 and verbally describe as very often
that can be expounded that the students have a commonality in engaging in group work and without
difficulty responded to the teachers question while item number 3 has the lowest mean mainly I
discuss the lesson with other students during online discussions with the mean of 3.3 and describe
as sometimes shows the slightly positive reaction that the students can engage in self-discussion
substantiating that they encounter minimal difficulty toward the statement.

The gathered data denotes that the students have affirmative feedback in terms of class
participation proven by the tallied mean of 3.7 and interpreted as very often. Results show that the
students have engaged positively in-class participation affecting the academic performance of
Grade 10 students using the blended learning platform as a supplementary tool for home-based
learning.

Table 4.4 Frequency and Mean Perception of Factors affecting Academic Performance of Grade 10 using Blended
Learning Platform as Supplementary Tool for Home-based Learning in terms of Engagement in activities

Statement Indicators Frequency Mean Verbal

Description
1. I'm paying attention every Always 9
time we have an activity. Very often 8 4.3 Very Often
Sometimes 3
Rarely 0
Never 0
2. I exert effort in taking notes Always 6
or lectures about the given Very often 9 4 Very Often
activities. Sometimes 4
 Rarely 1
Never 0
3. I listen to the teacher while Always 9
discussing the activities. Very often 7 4.2 Very Often
Sometimes 3
Rarely 1
Never 0
4. I respond to the questions of Always 9
my teacher when he/she ask Very often 8 4.3 Very Often
me. Sometimes 3
Rarely 0
Never 0
5. I share my ideas about my Always 2
new learnings after the Very often 9 3.4 Sometimes
activities. Sometimes 6
Rarely 1
Never 2
Overall Mean 4.04 Very Often

The frequency and mean perception of factors affecting academic performance of Grade
10 using blended learning platform as a supplementary tool for home-based learning in terms of
engagement in activities was presented in Table 4.4.
The data above specifically in a column of frequency shows the students response wherein
the students favorably selected always, item 1, item 3, and item 4 gaining the highest frequency
among all the items contrary to item 2 and item 5 where the highest was very often and indicator
presenting always was second to the highest. Meanwhile, item 1, item 3, and item 4, very often
was ranked as second to the highest, and item number 2, item 3, item 5 has one student answer and
the remaining item was fall under no response.
In the table above relating to mean and verbal description, item number 1 and item number
4 has the highest mean and interpreted as very often wherein it articulates that it entails positive
reaction that the students agree and likewise pay attention and respond to the question being
demonstrated by the teacher connoting that the students engage in activities resulting to much
better improvement on their academic performance. However, item number 3 mainly listening to
the teacher while discussing the activities interpreted as very often with a mean of 4.2 was second
to the highest substantiating that the respondent agrees that they engage in listening to the teacher
that can be construed that they are interested in-class discussion. It is followed item number 2
mainly as I exert effort in taking notes or lectures about the given activities with the mean of and
verbally describe as very often showing that some of the students give time in taking notes and
appreciate that the information on the discussion was very important and needed to be written
down. And lastly, item number about I share my ideas about my new learning’s after the activities
with mean of 3.4 and verbal description of sometimes, indicates that few of the students responded
that they can share the knowledge they had gained in the discussion to their classmate.

It can be sought out from the result with an overall mean of 4.04 and verbal description of
very often that the Grade 10 students’ academic performance using blended learning platform as
a supplementary tool for home-based learning was affirmative resulting that the students show
engagement in activities.

Difficulties

After the study, the researcher also gained some insights from the participants about the
difficulties they encountered while answering the questionnaire. Accumulated difficulties include
(1) changes in learning style brought by the sudden use of blended learning platform as a
supplementary tool for home-based learning, (2) poor attentiveness in class, (3) unfamiliarity with
the use of some blended learning platform as a supplementary tool for home-based learning
(greatly observed from the response in Figure 1), (4) lack or limited time for studying which affects
engagement in activities, (5) getting swayed by the other online applications which affect class
participation.

Suggestions

This paper also acquired important suggestions from the respondents so that the use of a
blended learning platform as a supplementary tool will be maximized and utilized for their home-
based learning. The summarized suggestions are the following: (1) use of various teaching tools
so that students keep engaged in their learning (2) teachers must take time to have a conversation
with the students (3) design blended learning curriculum with shorter and more engaging content
(4) choose the blended learning platform that works for students (5) teachers must provide
feedback to everyone.

Conclusion

Based on the findings of the study, the researcher concluded the following:

1. Google Classroom, Messenger, Google Meet, and Facebook are the top Blended Learning
Platform used by the Grade 10 Students from Mindoro State University Laboratory High school
as Supplementary Tool which has a great effect I their Academic Performance during their Home-
based Learning.

2. Almost all of the students who responded to the values linked to the frequency with which they
were attentive in the class agreed with the indicator. Following an online discussion in a Blended
Learning Platform as a Supplementary Tool for Home-Based Learning, the researcher determines
that students are often attentive during synchronous classes.
3. The tallied mean, which is mentioned above on the table and interpreted as very often, indicates
that the students receive positive feedback in terms of class participation. The students' in-class
engagement had a favorable impact on their academic performance in Grade 10 pupils who use
the blended learning platform as a supplementary tool for home-based learning.

4. The highest mean with a verbal description of very often indicate that the Grade 10 students'
academic performance using a blended learning platform as a supplementary tool for home-based
learning was positive, implying that they participated in activities.

5. There is a significant relationship between Blended Learning Platform as a Supplementary Tool

for Home-based Learning and Academic Performance of Grade 10 Students at Mindoro State
University Laboratory Highschool.

Recommendation

After a thorough analysis of the results of the study, the problems have been answered
and the researcher had come up with the following recommendations.

1. The student should be familiarized with all the possible Blended Learning Platforms which can
be used as Supplementary Tool for Home-based Learning during this time of the pandemic.

2. The student should be flexible in manipulating and usage of such tools that are intended for
education in order to have a variety of choices if some specific application did not work.

3. The teacher should be well-minded with the blended learning platform that they will be used in
teaching to ensure that the students will participate in the class discussion.

4. The teacher must undergo training on how they will utilize Blended Learning Platform as
Supplementary Tool for Home-based Learning to support student’s success amidst the pandemic

5. Administrators should guide teachers to adjust their instruction to students’ individual needs
and preferences. Introverted students, for example, thrive when allowed to explore thoughts and
ideas but don’t like being put on the spot, while extroverts think out loud and learn well with group
discussions, which can be done through online chat groups.
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