Chapter 1

INTRODUCTION

Background of the Study

With the arrival of new information and communication technologies (ICT), also

the whole educational system has undergone dramatic changes within the past two

decades. These technologies have altered common approaches to teaching and

learning. As Bonk (2011) claims that anyone can now learn anything from anyone at

any time. In addition, he states that the Web is becoming our preferred learning platform

and non-traditional learning is suddenly the norm. At present teaching and learning now

focuses more on the learner and his needs. Moreover, the learner expects to be able to

interact not only with the learning materials, but also with his peers. In addition, he

wants to study independently on the location, he wants to be mobile in his learning. All

these three characteristics require new learning approaches out of which the best

seems to be hybrid/blended learning (cf. Sorden, 2012). With the rise of education

technology, schools have adopted teaching methods that diverge from the typical

classroom environment. Distance learning is being used on a global scale, and many

educational institutions are starting to implement hybrid learning models. It is a

comprehensive approach to combining the face-to-face and online learning to create the

ideal learning experience.

The COVID-19 (Corona virus Disease-19) pandemic has brought extraordinary

challenges and affected businesses, politics, tourism and education systems around the

world. Education institution in Philippines only use a traditional method in teaching, they
followed the conventional set up of up face to face in classroom. But due to its arising

effect, the "new normal educational policy "are taken into consideration and

implemented to sustain and provide quality education despite lockdown and community

quarantine. Covid-19 began to appear at the end of 2019 and began to spread in

January 2020 precisely in Wuhan City, China. The presence of this virus has

successfully paralyzed all world activities from various sectors. This condition does not

only occur in Philippines but also affects all countries in the world. Technology has now

become the major component of a new way of learning. Technology has been viewed

as the normal and expected means of communication and education (Chapelle, 2003).

In and out of the classroom, technology has been an important component of the

learning process, and it has been used to help and improve language learning (Ahmadi,

2018). It helps students learn independently, outside the classroom (Sharma & Barrett,

2007). Hybrid learning has a positive impact on students’ academic progress,

satisfaction, and communication abilities (Ora et al., 2018). Since this hybrid learning

approach has been widely used in higher education, student attitude plays a significant

role in a hybrid learning environment. Suwantarathip (2019) found that attitudes toward

hybrid learning were the only significant predictor for students’ satisfaction with an

English course. Understanding attitudes helps determine students’ readiness of blended

learning. (Birbal et al., 2018; Tang & Chaw, 2013). Students’ attitude is a crucial factor

to indicate the success of blended learning quality (Nazara & Febriana, 2016).

Recently, Bangkok University implemented a hybrid learning approach in

teaching general English courses provided for students in different schools and years of

study. Our hybrid learning format is a combination of classroom learning and online
learning. For classroom learning, students have to come to study in class during the

designated class time while online learning is more flexible since students can access

self-learning materials through different online platforms whenever and wherever they

want. However, to be successful in this learning approach, students must be

independent learners, have good time management skills, and be at ease with

technology (Napier & Smith, 2009 as cited in Napier et al., 2011). Some students may

be required to put in a lot of effort because of being unfamiliar with this approach;

moreover, students with low computer literacy may find it challenging to deal with online

materials and tasks (Suwantarathip, 2019). Thus, understanding the important factors

affecting hybrid learning would be one of the essential elements in implementing this

approach.

According to the study of Tang and Chaw (2013), which investigated the student

attitudes in the scope of blended learning, it suggests that attitudes can be examined

within six learning aspects: learning flexibility, online learning, study management,

technology, online interaction, and classroom learning. The first learning aspect is

Learning Flexibility. Students must be given access to one of the following learning

elements: time, place, pace, learning style, content, assessment, and pathways (Chen,

2003). Students can access learning material on the Web at any time as needed

(Akkoyunlu & Yilmaz-Soylu, 2008).

Generally, the educational scene has changed a lot over the past couple of

years. And a new teaching method has emerged, making use of technology and

engaging learners in different ways. It is important for educators to know everything

about this learning environment and how to navigate it for us to adapt and adjust.
Theoretical / Conceptual Framework

This study is anchored primarily on Tracey B. Pritchard (2008) Students

Perceptions of the Hybrid Learning Structure: An Exploratory Study. Hybrid courses are

a blended format which encompasses both traditional and online educational practices.

Distance learning courses may include Internet video courses, online courses, and self-

directed distant studies. The interest, growth, and development of online learning and

non-traditional courses are nationwide trends across university and college campuses

as well as elementary schools and high schools. In the study of learner satisfaction,

Irons, Keel, and Bielema (2002) posit that "User acceptance of hybrid learning

instructional strategies is an important benchmark in ongoing efforts to develop distance

learning programs" (p.29). Therefore, soliciting the opinions of the students regarding

the hybrid program will aid institutional leaders in determining areas in which they can

improve, strengthen, and grow the hybrid program. It must be noted, however, students'

perspectives should be viewed only ass one piece of program evaluation. Since

evaluation involves the implementation of a variety of methods to judge the success of

an educational program, student's perspectives alone should not be used as one part of

the total evaluation process.

Pritchard believes that examining the perceptions of the students regarding

hybrid program will be useful in determining how the program is fairing as it has only

been in existence for approximately two years. Understanding students' perceptions of

the hybrid program will provide leadership insight regarding the program's effectiveness

as well as identifying student attitudes, which may promote the acceptance and thus the

growth of the hybrid program. The hybrid program is in its infancy and no formal studies
have been conducted to determine if the program meets students' needs. Assessing

students' perceptions of institutional programs provides leaders with information that

can inform program development. If hybrid learning is indeed the trend of the future and

at some point, there is a possibility of 80 to 90 percent of institutional courses moving to

a hybrid style format it is imperative that ongoing studies are conducted on every aspect

of the hybrid learning structure including, but not limited to the perspective and opinions

of the student body.

The subject in her study includes 210 graduate and undergraduate students who

completed a hybrid course during the spring block I, 2006 session. Student participants

responded to an electronically mailed survey that included four sections which queried,

personal attributes, personal skills reasons for taking a hybrid course and

demographics. One of the major findings indicated that 99 percent of the students

surveyed had positive perceptions at the hybrid learning course in which they

participated.

From January 2020, with the COVID-19 pandemic sweeping across the globe,

performing arts education and our daily lives have changed unexpectedly, and the

situation has deteriorated quickly. It is a big challenge for our daily routines and

negatively impacts our education. This situation demands quick changes, from the

traditional method of teaching to blended pedagogy merely depending on online

teaching and learning is not ideal. The institution in this study combines synchronous

learning, webinar and innovative performance projects to optimize teaching and learning

experiences.
 Conceptual Framework

Input Process Recommendations

•Use multiple
Hybrid types of
Perceptions of
Learning instructional
Students
Modality materials.
•Students'
• Influence •Actively
adjustments and
• Impact
H engage the
comprehensions
leaning
guardians of
students in the
process of
learning.

Figure 1. Schematic Diagram of the Conceptual Flow of the Study.

 In the schematic diagram of the conceptual framework of the study shown in

figure 1, it interprets how hybrid learning modality works as the independent variable. It

is seen to affect the dependent variable which is the perspective of the grade-10

students. Hybrid Learning Modality affects Perception by means of the components that

hybrid modality possesses which are influence and impact. Influence and imapt affect

the gist of the perspective which is adjustments and comprehensions. The influence and

effect of a hybrid brings change towards students' perspectives for it gives impact on a

situation in which a certain person within the peer group feels anxious about the new

learning environment. This means that hybrid learning modality affects the perceptions

of the grade 10 students by the cycle of influence and impact towards adjustments and

comprehensions. Which led to the recommendation of the study that may help peers in

tolerating hybrid learning modality.

Statement of the Problem

This study aimed to know what correlational degree of hybrid learning modality

and the perspectives of Grade 10 students in Holy Child High School.

Specifically, this study sought answers to the following questions:

1. What are the main challenges of synchronous hybrid learning settings?

2. What are the main benefits of synchronous hybrid learning modality?

3. Is there a significant relationship between hybrid learning modality

and perspective of students?

4. What recommendation will be drawn out from the result of the

study?

Hypothesis

There is a significant relationship between hybrid learning modality and

perspectives of the grade 10 students.

Significance of the Study

The result of this study may be beneficial to the following:

Students. May know more thorough comprehension of the course material.

Teachers. May know in what learning environment students' progress more towards

lessons and activities.

Parents. May know how to help their children to adapt the new learning environment.

Administrators. May know how to help students to improve their performance in hybrid

learning.

Fellow Citizens. May they know all about hybrid learning modality.

Future Researchers. The result of this study may serve as reference for other

researchers who wish to conduct the same study.

Scope and Delimitation of the Study

The study Hybrid Learning Modality on the Perspective of the Grade 10 Students

of Holy Child High School works its focal point around the independent and dependent

variable.

The independent variable, which is the hybrid learning modality revolves only in

influence and impact. This signifies that hybrid learning modality in this study gives only

the proponents, influence, and impact that students within a certain circumstance may

have encounter.

The dependent variable which is the perspective only focuses on the adjustments

and comprehensions. This means that perspective in this study only gives the adherent,

adjustments and comprehensions that many students have been immersed in,

especially in new learning environments.

Definition of Terms

A few terms need clarification within this study's discussion of the hybrid learning

modality and its potential effects on the learning experience and perspective of grade 10

students enrolled in Holy Child High School. It is important to know the definitions

through which this study operates in order to understand the connections between the

terms and the theories related to the topic under investigation.

Face-to-Face (In-person) Interactions

Face-to-face interactions define the interactions between students and their

instructors or peers, which are conducted in an in-person setting such as the

campus classroom, instructor's office hours, or other in-person meeting.

These interactions do not include any use of electronic sources to see the

other person, such as Skype and Google Meet.

Hybrid Course Modality

The hybrid course modality encompasses a course in higher education that

utilizes both online and face-to-face platforms for instruction. These

courses incorporate the use of technology within the classroom setting and

beyond, as in online lectures (Olapiriyakul & Scher, 2006). The hybrid

course model is also not contained in the space and time constraints of the

traditional course setting, which is the physical campus classroom (Dziuban,

Moskal, & Hartman, 2005).

Learning Technologies

Learning technologies refers to any form of technology used for the purpose of

distributing or transmitting materials or information to students within a hybrid

course in higher education. These technologies act as the mediums through

which students receive information during online instruction. A few examples

include a computer, tablet, or Blackboard (Derntl & Motschnig-Pitrik, 2005;

Garrison & Akyol, 2009). Students also use these technologies to learn any

necessary information and interact with either peers or instructors. This term is

also used interchangeably with technological/earning modalities in this research.

Online Interactions

Online interactions define the interaction between students and instructors or

students and their peers that are maintained online. These interactions can

include those done on an online lecture platform, such as those performed on

Blackboard (Beckwith & Cunniff, 2009), or in any other online setting. These

interactions include the online transfer of knowledge and information.

Student Learning Experiences

This term defines the experience of how students receive and learn information.

It also incorporates the type of experience the student had with regard to

having a negative or positive process of learning the required information

during the extent of the course. The student learning experiences term also

encompasses the learning outcomes yielded from the learning process.

Traditional Course Model

A traditional course is one in which students receive only face-to-face instruction

in the physical campus setting and in the designated time frame. Students

may have information and materials delivered to them through both online and

in person interactions, but all discussions are only held face-to-face.

 Chapter II

REVIEW OF RELARED LITERATURE

Different related studies about hybrid learning modality and students’

perspectives, showing that hybrid learning modality may impact the perspective of

students are shown in this chapter.

Related Literature

The use of blended-based instruction allows more engagement, and it increases

students’ participation (Baragash & Al-Samarraie, 2018; Bowyer & Chambers, 2017;

Morton, Saleh, Smith, Hemani, Ameen, Bennie, & Toro-Troconis, 2016; Palmer, Lomer,

& Bashliyska, 2017). In a case study presented by Benson, Anderson and Ooms

(2011), it was revealed that most of the participants had reported an appreciation of the

utilization of ICT-based instruction using blended learning approach. Arguably, despite

some degree of concerns on the use of web-based instruction, such as time consuming,

more rigorous in teaching-learning preparations, and not all faculty members are

inclined towards blended-based instruction, most of the academic staff have

acknowledged its positive benefits in integrating with physical teaching approach.

Gedik, Kiraz and Ozden (2013) discuss that the use of blended-based instruction allows

more engagement, and it increases students’ participation. Relating this to the study
conducted by Benson et al. (2011), it suggests effectiveness using a combination of

face-to-face and online teaching approach. As such, it provides a sense of flexibility for

better classroom participation. However, I would like to stress the idea of replicating the

study to other higher educational institutions since it was concentrated to a specific

institution where convenience of the three researchers took into consideration.

Prince's (2004) analysis on active learning further highlights comparability

between the active learning theory and the hybrid model. "Adopting instructional

practices that engage students in the learning process is the defining feature of active

learning" (Prince, 2004, p. 4). Therefore, the hybrid model approach can be described

as active learning when utilizing online lectures and Blackboard group postings that

expand the learning experience of students. In addition, in favor of implementing

engaging instructional models, Prince (2004) cited evidence for the argument that active

learning promotes increased retention and motivation compared to the traditional

setting. Bonwell and Eison ( 1991) also emphasized the potential of active learning

strategies to increase student interest throughout the learning process. In their book,

Active Learning: Creating Excitement in the Classroom ( 1991 ), the authors explained,

"several additional strategies promoting active learning have been similarly shown to

influence favorably students' attitudes and achievement" (p. 7). In her research on

educational technology, Candice Thille (20 1 0) relayed a similar case in favor of such

instructional practices. "Our understanding of human learning from the last 20 years of

research tells us that learning is an active, not a passive process and simply providing

lectures is not sufficient" (Thille, 2010, p. 74).

 Interestingly, Huffaker and Calvert (2003) conducted a study on howe-learning

could specifically address the implementation of active learning in education. They

sought to understand how technology could add to and enhance the learning

experience of students in K -12. However, the findings are relevant to the learning

process within higher education. "Part of the solution for getting children to spend more

time actively engaged in learning outside formal classrooms may be to combine

appealing content with entertaining production features" (Huffaker & Calvert, 2003, p.

328). Hybrid, with its online features that expand the learning space, appeals to the

notions surrounding the active learning theory. Thus, institutions of higher education

may enact active learning strategies, as facilitated through hybrid education, to enhance

student learning experiences and outcomes. In fact, the authors stress that e-learning

fosters active learning by "encouraging online collaborations that facilitate both cognitive

and social aspects of learning" (Huffaker & Calvert, 2003, p. 326). Again, a direct link is

made to hybrid education, whereby students learn through a combination of online

interactions and face-to-face meetings, which foster collaborative participation (Martyn,

2003).

Additionally, research has demonstrated that the hybrid model meets student

needs in terms of how they receive and interpret information (Olapiriyakul & Scher,

2006). Sullivan and Freishtat (2013) found that "the f1exibility afforded to students about

when to engage in an online discussion, coupled with multiple opportunities for

engagement it provides, makes for improved learning and ref1ection" (p. 18). The hybrid

model, therefore, maintains a crucial element for meeting different types of student

learning needs. Judy Block (20 1 0) discovered that the value of distance education-or
hybrid-lies in its ability to provide students with expansion of both the physical and

online space/time, largely afforded by the use of technology. "Self-paced learning has

become possible with computers. Distance learning is not dependent upon time or place

and in many ways it can be more f1exible than the traditional model" (Block, 2010, p. 3).

Thus, the hybrid model allows students to understand course material through more

than one medium, locate it in more than one place, and access it more than once.

Related Studies

A study conducted in Saudi revealed that majority of the faculty members have

understood their roles in blended-based environment (Aldosemani, Shepherd & Bolliger,

2018). It was found out that blended learning mitigates the delivery of teaching and

learning access regardless of time and space (Aldosemani et al., 2018). Findings

revealed a positive perception of academic staff towards the affordability that blended

learning can bring in teaching and learning context. It emphasizes the view of blended

learning as it delivers access to course materials regardless of time and space. It

indicates significant valuation of personal space and convenience in accessing learning

resources.

Further, the study of Qasem and Viswanathappa (2016) entails a positive

perception of teachers with the notion of ICT integration using blended learning

instruction. With the rapid development of technology-based teaching delivery, it can be

argued that the findings of the study showed teachers’ satisfaction in terms of

experiencing professional development training through blended learning approach. In

the context of virtual classrooms, learners have the opportunity to access the learning

materials regardless of time and space. Thus, the literature discusses that teachers and

students are being mediated with ICT through the notion of blended-based instruction.

This implies that teachers and students, in blended learning, are both part of the virtual

classroom irrespective of geographical separation (Lalima & Dangwal, 2017) and face-

to-face classroom meeting.

Similarly, a study conducted by Holmes and Prieto-Rodriguez (2018) where mix

research method was employed to examine the perceptions of academic staff and

students on various Learning Management System (LMS) in terms of effectiveness in

teaching and learning, and the affordances it can bring, such as accessibility and

interactivity. Findings revealed that the most effective element of LMS in course learning

for teachers are access to course materials; recorded face-to-face lectures; course

blogs or wikis; and online discussion. These mean that the results for LMS effectives in

terms of accessibility in teaching and learning revealed a statistically different response

for academic staff and students. However, there is no significant difference in relation to

LMS interactivity.

The results provide a significant understanding in terms of faculty and student

perceptions towards blended learning. The use of mixed methods in this study allows us

to integrate the data of inquiry in order to provide a visual picture both in quantitative

and qualitative research method (Creswell, 2014). In fact, various literatures claim that

blended learning can bring about flexibility and convenience to both teachers and

students regardless of transactional distance exists because of its capability to provide

teaching and learning outside of physical learning environment (e.g., Poon, 2013; Waha
& Davis, 2014). Both teachers and students stressed that the use of LMS is significant

as it promotes portability and access to information in mobile usability (Koole, 2009).

This means that technological or authoring tools, such as Canvas, Moodle, or

Blackboard, serve in bridging teaching and learning gap. The flexibility of the learning

space allows for borderless classrooms to be connected using a learning platform.

Incorporating Gardner's (1983) multiple intelligence theory into the hybrid model

allows for further understanding of how its multiple learning formats, both online and

face-to-face, could potentially benefit student learning and, thus, further an

understanding on how hybrid education addresses different forms of student learning.

Multiple formats, settings, and interactions could cater to multiple intelligences. In

essence, multiple features address multiple learning needs. In fact, in his research on

multiple intelligence theory and improving student learning, Stephen Denig (2004) found

that students learn and retain information best when the learning process is conducted

in such a way that targets varied learning preferences. "Intelligence is more than a

score on a typical standardized pencil-and-paper test used to predict success in school"

(Denig, 2004, p. 98). Beckwith and Cunniff (2009) also strongly asserted the association

between the multiple learning formats of hybrid education and Gardner's (1983) multiple

intelligence theory. The authors believed the learning theory could be implemented

through multimedia education to enhance the teaching/learning process and student

outcomes. They made a clear link between hybrid education, with its use of

technologies like Blackboard, and Gardner's theory regarding various forms of

intelligence. "A hypermedia instructional approach, such as that ... incorporated in a

part-onsite program called a hybrid, is arguably a feasible and economical approach to

addressing the multiple intelligences in instruction" (Beckwith & Cunniff, 2009, p. 21). In

their research, Beckwith and Cunniff (2009) explored the impact hybrid education can

have on not only expanding how students receive and access information (flexibility) but

also in how they internalize the content. This increased exposure to information is

essential to students memorizing and understanding the knowledge they will need to

recall; therefore, hybrid courses could enhance student outcomes compared to the

traditional course setting.

 Chapter III

METHODOLOGY

This chapter presents the overall design and methodology that will be used in the

present study. This includes the research design, research environment, research

respondents, research instrument, data gathering procedure, and the statistical

treatment.

Research Design

This study will be using the descriptive correlational research design because it

will be determining the relationship between the two variables: Hybrid Learning Modality

and Students' Perspective. Hybrid Learning may affect the Perspective of the students,

making correlation the appropriate research design for the study.

The test results will be the basis in determining if there might be a significant

relationship between Hybrid Learning Modality and Perspective of the Grade 10

Students.

Research Environment

This study will be conducted in Holy Child High School (HCHS) which is situated

in the town proper at Barangay Poblacion Del Sur Villaba, Leyte. Holy Child High

School (HCHS) is one of the private schools in the municipality of Villaba which is under
the supervision of the Religious Sisters of Mercy (RSM). It offers a complete secondary

education for both Junior and Senior High school.

Research Respondents

The respondents of this study will be the forty (40) randomly selected Grade 10

students of Holy Child High School (HCHS) who may be chosen using the random

sampling technique in Hybrid Learning Modality test and random sampling technique in

Students’ Perspective test and were enrolled in the said school for the School Year (SY)

2022 – 2023.

Research Instruments

This study will be using one research instrument in gathering data. The Students’

Perception on Hybrid Learning Modality Inventory Scale.

The Hybrid Modality Learning Scale will be used to determine the students’ perception

about hybrid learning base of the response of the respondents. The questionnaire is

composed of 20 items about perception of hybrid learning wherein they need their

responses using the following categories: namely Agree, Neutral, and Disagree. The

respondents will be putting check in which corresponds to their answer and statement.

In this study, the presentation of the description will be modified to make it easy for the

students to follow.

Data Gathering Procedure

 The gathering of data for the study will be in one setting. The respondents will

answer the questionnaire during the scheduled period in a venue that will be large

enough to accommodate all of the respondents (classroom). The researcher will

personally administer the instrument to the students. The researcher will ask permission

first from the class adviser of the students. Before the students answer the instrument,

the researcher will explain the instruction to them in detail.

The students will be given 30 minutes to answer the instrument which is the

Students' Perception on Hybrid Learning Modality Inventory Scale. After the students

answer the instrument the papers of the students will be collected. Upon the retrieval of

the test papers, the responses of Students' Perception on Hybrid Learning Modality

Inventory Scale will be forwarded to the statisticians for the analysis and interpretation

of the data gathering using statistical software.

PERCEPTIONS OF THE GARDE 10 STUDENTS TOWARDS HYBRID LEARNING

MODALITY

A Senior High School Research

Presented to the

Faculty of Holy Child High School, Inc.

Villaba, Leyte

In Partial Fulfillment

of the requirements for the subject

Practical Research 2

Pajaron, Glesimee P.

Omega, Chari Shelle P.

Pobadora, Baby Charane F.

Gardose, John Carlo N.

Cabil, Renz M.

December 2022