AMA COMPUTER LEARNING

CENTER MARBEL CAMPUS

The Academic Performance of Senior High School Grade 12 in Blended Learning

Approach at AMA Computer Learning Center Marbel

Presented to the Faculty of the

AMA Computer Learning Center North Bay

In Partial Fulfillment of the Requirements for the

Inquiries, Investigation, and Immersion

Presented by:
Drilon, Christine Faith M.

Fernando, Catherine S.

Mangiduyos,Rocelo R.

Plakay, Cherry May S.

Rizan, Brielle Bryan Jade

Tumang, Pamela Jane

June 2022

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RECOMMENDATION FOR ORAL EXAMINATION

This thesis entitled “THE ACADEMIC PERFORMANCE OF SENIOR HIGH
SCHOOL GRADE 12 IN BLENDED LEARNING APPROACH AT AMA COMPUTER
LEARNING CENTER “prepared and submitted by GROUP 2 HUMSS- YELLOW in
partial fulfillment of the requirement for the Inquiries, Investigation and Immersion has been
examined and hereby recommended for approval and acceptance.
MS. JHASMIN ARIELS GALSIM
Thesis Adviser

APPROVAL SHEET
Approved by the panel of oral examination May 2022 with a grade of .

Panelist Panelist

Accepted and approved in partial fulfillment of the requirements for the degree of Inquiries,
Investigation and Immersion.
Ms. Amber V. Pagarigan
School Director

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ACKNOWLEDGEMENT

We would like to acknowledge and give our warmest thanks to our thesis adviser Ma’am

Jhasmin Galsim who made this work possible. Her guidance and advice carried us through all the

Stages of writing our thesis. I would also like to thank my committee members for your brilliant

Comments and suggestions, thanks to you.

I would also like to give special thanks to our Adviser Sir Michael H. Delacruz for

Continuous support and understanding us. Finally, I would like to thank God, for letting us

through all the difficulties. We have experienced your guidance day by day. We will keep on

trusting you for our future

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DEDICATION

This study is wholeheartedly dedicated to our beloved parents, who have been our source

of inspiration and gave us strength when we thought of giving up, who continually provide their

moral, spiritual, emotional, and financial support.

To our brothers, sisters, mentor, friends, and classmates who shared their words of advice

and encouragement to finish this study.

And lastly, we dedicated this book to the Almighty God, thank you for your guidance,

strength, power of mind, protection, and skills and for giving us a healthy life. All of these we

offer to you.

(CSF, CFMD, RRM, CMSP, PJT, BBJR)

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Table of Contents

Chapter1…………………………………….…………………………..……………………….

Introduction……………………………………………………..………………………1

Objectives…………………………………………………..…………………………...2

Statement of the Problem ……………. …………………..……………………………2

Conceptual Framework………………………………………………………………3-4

Hypothesis……………………………………………..………………………………..5

Scope and Delimitations…………………………………..……………………………5

Description of Respondents……………………………………………………………..6
Significance of the Study ………………………………..….………………………….7

Definition Of Terms…………………………………….……………………………..7-8

Chapter 2………………………………………………………………………………………..
Review Related Literature……………………………….………………...……………9
Local Literature ……………………………………………………………………….9-10
Foreign Literature ……………………………………….………………………….10-11
Local Studies ………………………………………………………………………11-12
Foreign Studies ……………………………………………………………..........…..12-13

Chapter 3……………………………………………………..…………………………….……..
Methodology………………………………………………………………………….….14
Research Design…………………………………………………………………………14
Locale of the Study……………………………………………………………….……..15

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Population of Sample……………………………………………………………………15
Research Instrument……………………………………………………………………..15
Data Gathering Procedure……………………………………………………………16-17
Data Analysis…………………………………..…………………………………......…18

Chapter 4………………………………………………………………………………………..
Analysis of Data……………………………………………………………………..19-20
Chapter 5……………………………………………………………………………………….…

Summary of Findings……………………………………………………………………21

Conclusion…..…………….…………………………………………………………22-23

Recommendation…..…………………………………………………………………….24

References…………………………………………………………….……………25-26

Appendix……………………………………………………………………………..27-28

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Chapter I
Introduction and It’s Background

Introduction

The simplest definition of the term blended learning approach is the use of traditional

classroom teaching methods together with the use of online learning for the same students

studying in different courses. In other words, blended learning is a term applied to the practice of

providing instruction and learning experiences through some combination of both face to face

and technology mediated learning. The use of technology in education has a significant role and

it should be applied in the learning system.

On the other hand, grade 12 Marbel conducted a survey about a different kind of blended

learning approach and its effectiveness. So that the grade 12 students' group into 2 group, group

1 are assigned to conduct a survey to the academic performance of modular learning and group 2

assigned to the academic performance of senior high school in blended learning approach.

Therefore, the result of the survey of the different group is the blended learning obtain the

highest vote. Blended learning is sometimes called hybrid or mixed mode learning. These

systems of instructional design use many types of teaching and learning experiences and vary in

design and implementation across teachers, programmers, and schools. In this blended learning

one of the technologies that can be implemented is internet. Fortuitously in this globalization era,

it is easy for the teacher and the students to find the internet connection because of the pervasive

of computer and the existences of internet connection.

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The internet technology supports the learning process through blended learning.

However, learning is not only based on technology but also it is a process of interaction between

teachers, students and learning resources. Although blended learning has several disadvantages,

the reason for this occurrence is some of the students do not have internet connections as well as

gadgets. Blended learning is the combination of traditional (face to face) and online learning so

that instruction occurs both in the classroom and online. Through blended learning, the students'

academic performance of this is not like before. Blended learning also enhances students'

learning experience.

Blended learning affects the academic performance of senior high school. The reason for

this occurrence is the pandemic, also called new normal. This actively illustrates that the

academic performance of the students in blended learning is superb, moreover many of the

students obtain high grades. Despite this pandemic many of the students study hard for their

academic performance for them to pass.

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Objectives
 To know the importance of blended learning in academic performance of the students.
 To determine the effectiveness of the blended learning approach in academic performance of
the students.
 To recognize the disadvantages and advantages of blended learning to students?

Statement of the problem:

1. What are the importance of blended learning to students?
2. How does blended learning affects academic performance of the students?
3. What are the disadvantages and advantages of blended learning to students?

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Conceptual Framework

INPUT
PROCESS OUTPUT

 Determine the effects

We collected data in
of blended
three ways,learning
which are
 The expected
approachfollows:
in academic
outcome will be
performance of grade a demonstration
12 students at AMA of academic
Computer Learning
 Questionnaires performance of
Center Marbel. grade12
 Interviews students at
 Determine the current
 ofSurveys AMA Computer
benefits blended Learning Center
learning approach for Marbel.
the academic
performance of grade
12 students at AMA
Computer Learning
Center Marbel.

 Apps for blended

learning approach.

Hypothesis

This study aimed to investigate the effects of blended learning on ACLC MARBEL

students achievement in all subject and their attitudes towards using it.

Scope and Delimitation

 The focus of this study is to determine the effectiveness of blended learning

approach to the academic performance of the students in ACLC Marbel.

Students, with the internet, can easily study their programs via a new

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instructional medium. It delimits that educational method in which more than

one means is used for transmitting knowledge and experience to learners to

achieve the best learning output. While distance education has been happening

for several centuries, the advent and creation of the next phase of distance

education, known as blended learning approach, has been evolving slowly.

Significance of the study

This study would benefit from the following, since the study aimed to determine the

academic performance of blended learning approach to the Grade 12 students in ACLC Marbel,

it is significant to the following persons:

To the administrative staff- this study will be used as basis for implementing the raised

curriculum and on how to enhance the learning process for the 21st generation of learners.

To the students- This research will help them see the different views and performance of

students during pandemic.

To the parents- The result of this research will give them an idea about the performance

of their children and the challenges they encounter. This would enable them to support the needs

of their children not just financially but even emotionally.

To the future researchers- The result and recommendations for further research

regarding other factors that may affect the academic performance of students are significant to

achieve holistic conclusion.

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Definition of Terms:

Fortuitously - It refers to a happening by chance or accidental.

Globalization era- is the process of interaction and integration among people,

companies, and governments worldwide. Globalization has accelerated since the 18th century

due to advances in transportation and communication technology. This increase in global

interactions has caused a growth in international trade and the exchange of ideas, beliefs, and

culture.

Interaction - the direct effect that one kind of particle has on another, in particular, in

inducing the emission or absorption of one..

Mediated- is the subtle social interaction between teacher and learner in the enrichment

of the student’s learning experience.

New normal - A new normal is a state to which an economy, society, etc. settles

following a crisis, when this differs from the situation that prevailed prior to the start of the

crisis.

Obtain - means to get something that is not easy to come by such a knowledge, rights, or

a large amount of money.

Occurrence - the fact of something existing or being found in a place or under a

particular set of conditions.

Pervasive - An unwanted influence or physical effect spreading widely throughout an

area or group of people.

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Significant - it refers to a meaningful and important.

Superb - Word used to describe anything that is above the rest; elite.

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Chapter II

Review of Related Literature

This chapter will describe, summarize, evaluate, and clarify the literature. It provides necessary

information from books, studies, and websites that were related to this research.

Local literature

The highly infectious coronavirus disease 2019 (COVID 19) has had a deep impact on

many institutions including higher education, public and private school systems globally. The

pandemic has plagued the system of education, added to the work load of faculty and staff, and

forced many colleges, universities and schools to remain closed or operate with extremely

limited resources to minimized risk of infection. (Dhawan, 2022: Rapanta et al., 2020). With

rising deaths and devastations one has to remain cautious about reopening educational

institutions as acting “too soon” may further complicate the situations. Hybrid or blended

learning offers one such opportunity to provide engaging learning opportunities to students by

combining face to face medium of instruction with online learning opportunities.

A central element of a blended course is that online resources are not used to substitute for in-

person class time; rather, they are intended to enhance and build upon the concept discussed in

the classroom. Blended and hybrid learning are used interchangeably, however, there is a

difference as online components of hybrid courses intend to substitute in-person class time.

Online interactions in hybrid medium of instruction can Singh et al. 141 be completed either

synchronously using real time meeting sessions or asynchronously where students interact at

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different times (Siegelman, 2019). The academic year 2020–2021 was one of the most

challenging time for faculty, students, and academic administrators. Despite high vaccination

rates, some form of in-person graduations and the ability to return to some face-to-face learning,

one cannot deny the challenges posed by the raging pandemic (Dorn et al., 2020)

Foreign Literature

Prior to the pandemic, the majority of the classes in traditional brick and mortar schools

were offered in a completely face-to-face format. There are many benefits of face-to-face format;

this teaching modality provides in-person, real time interaction between faculty-students and

student-student, which in turn can spark innovative questions and conversations. Students have

an opportunity to seek clarification or response to their questions in their classroom (Paul &

Jefferson, 2019).There is an increasing body of evidence that suggests that in-person learning

provides motivation, helps in building a sense of community, and provides much needed

encouragement to students. This also allows instructors to pick up on nonverbal cues and make

appropriate changes in the content and teaching methodology (Kemp & Grieve, ; Paul &

Jefferson, 2019).

While there are several benefits of on-campus classes, one cannot ignore how rapidly

universities, K-12 school, and other institutions of higher education transitioned to online

learning in order to continue instruction during COVID-19 crisis (Singh et al., 2021; Singh &

Matthees, 2021). Flexibility, ability to work at your 142 Journal of Educational Technology

Systems 50(2) own time and pace, engaging learning experience, self-directed learning, cost

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effectiveness, and ability to produce in-depth discussions are some of the most widely cited

benefits of online learning (Kemp & Grieve, ; Singh & Matthees, 2021; Smith & Hardaker,

2000).

As COVID-19 cases continue to increase, academia is attempting to increase online learning

options for students. Efforts have also been made to include flipped classroom approaches so

students can engage in active learning and instructors assume the role of facilitator and provide

additional help and scaffolding (Kemp & Grieve, ; Singh & Matthees, 2021; Strayer, ). Hybrid

and blended instruction allow students to experience both face-to-face and online learning, as

well as scheduled and self-paced classwork (Singh, 2017).

Local Studies

The academic performance in blended learning approach for ACLC Marbel students is

related to the study conducted by Rodriguez (2020) which formed that the intruction can be the

new norm as it allows instructors to reinvent and revise the content especially in disciplines

where instructors struggled to provide engaging learning experience for students in an online

medium of instruction.

On the other hand, thorough analysis of external threats and opportunities allows

instructors to carefully plan their approach towards teaching and teach (Anderson & Singh,

2021). A systematic analysis has been completed for the gathered evidence. This evidence

included peer-reviewed manuscripts, dissertation projects, government reports, scholarly search

engines, and other academic resources publically available to researchers and scholars (Dhawan,

2020). Technology has changed the face of higher education. Initially, traditional face-to-face

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learning was the only form of instruction where both instructor and students met physically in a

brick and mortar school (Jones, 2019; Nortvig et al., 2018; Schaber et al., ). Over the years, a

third method of teaching commonly known as Blended learning has gained wide acceptance

among instructors and researchers. By combining strengths of different technologies, web-based

tools, and learning theories, this approach promises the best of both worlds (online and

traditional face-to-face system).

Foreign Studies

The COVID-19 pandemic took a toll on instructors, students, administrators, and impacted

everyone working within academic settings. Fear of technology, limited knowledge of software,

time management issues, and feeling of isolation also created ongoing challenges for faculty

members as well. Additionally, one must also remember the human side of instruction as both

faculty/instructional staff and students were experiencing grief and personal loss resulting from

illness, demise, and sudden loss of friends and family (Singh & Matthees, 2021). Declining

enrollment and budget cuts as a result of pandemic or related economic issues created another set

of concerns for faculty members. Many non-tenure-track, fixed-term, adjunct, and even tenure

track jobs were lost due to budget cuts. Furthermore, increased class sizes and other shifts also

resulted in unfavorable conditions for faculty who assumed the role of mentors and counsellors

for students (Course Hero, 2020; Flaherty, 2020).

Recent studies reported that faculty across institutions had to serve as frontline worker

which in turn resulted in mental health issues and chronic stress. Approximately 40% of the

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study participants considered resigning from their positions due to stress caused by the

pandemic. This percentage was even higher (48%) for early career faculty. While instructors had

no formal training in counseling, it is noteworthy that instructors naturally assumed the role of

frontline therapists or counselors and stepped in to support students navigate thru tough times.

This may not only put students at risk but can also create secondary trauma for faculty (Course

Hero, 2020; Flaherty, 2020). Rapid transition to a new form of teaching created significant stress

among faculty who had no or minimal experience in working with technology. This was true for

both experienced and early stage faculty. More than 52% of the respondents (same study)

indicated that increased stress, anxiety, and work during the pandemic led to work related stress.

A significant proportion of participants (53%) noted that there has been a significant increase in

emotional drain. More than 70% of the faculty reported a decline in or significant reduction in

connection with other faculty, colleagues, and students. All of these symptoms clearly indicate

that faculty was struggling mentally (burnout occurred) while trying to work and keep up with

challenges posed by the surging pandemic (Course Hero, 2020; Flaherty, 2020).

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Chapter III

Research Methodology

Methodology

In this chapter, we discuss the effectiveness as well as the instrument which were also part of the

objectives. To answer this research goals, the researcher opted to obtain the view of the academic

performance of the students in blended learning approach.

Research Design

This research design is used in this study is a qualitative design. Qualitative design relies

on data obtained by the researcher from first-hand observation, interviews, questionnaires, focus

groups, and participant-observation, recordings made in natural settings, documents, case

studies, and artifacts. The data are generally nonnumeric. Qualitative methods include

ethnography, grounded theory, discourse analysis, and interpretative phenomenological analysis.

Qualitative research methods have been used in sociology, anthropology, political science,

psychology, social work, and educational research. Qualitative researchers study individuals'

understanding of their social reality. This design will be used since the main purpose is to

determine the academic performance of senior high school students in blended learning at ACLC

Marbel.

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Locale of the study

This study was conducted online while the AMA Computer Learning Center is at

Koronadal City, South Cotabato. Because of the pandemic we are experiencing right now,

the respondents are interviewed online or in any comfortable place the respondents chose to.

There are total of 60 students at aclc marbel and a total of 50 respondents.

Research Instrument

The research instrument that is used in this study will be the survey questionnaires

through Google forms. The questionnaires are distributed to the respondents by using the

cellphone/ laptop and internet. It is a survey management tool that comes as part of free Google

doc’s forms.

Data Gathering Procedure

The survey forms are gathered online by using Google form. It is an online platform that

can be sent through different sites. The researchers gathered data with the 50 students of AMA

Computer Learning Center Marbel. The total number of respondents is 50. After the gathering of

data, the researchers assembled the percentage of answers in each question in the survey

questionnaires. This will determine the answer to prove that blended learning approach is

effective to academic performance of the student at AMA Computer Learning Center Marbel.

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Data Analysis
In the survey given that had been conducted in AMA Computer Learning Center Students,

the researchers had given a total of 50 questionnaires. The researchers summarized all the raw

data that had been gathered and compared to each other, for them to evaluate the (gathered data

and transformed it into usable information.

The formula used to evaluate the gathered raw data is:

P= F/T X 100
Where in:
P= Percentage
F= Frequency
T= Total of Respondents

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Chapter IV

Analysis and Presentation of Data

This chapter presents, analyzes and interprets the data used in this study to determine the

Academic performance of Senior high school grade 12 in blended learning at ACLC Marbel.

Figure 1. Gender

FREQUENCY (N=51) PERCENTAGE

Male 15 29%
Female 35 71%

TOTAL 50 100%

Figure 1. Shows the frequency distribution of the respondents’ gender. It illustrates that Out of

fifty (50) respondents, thirty-five (35) or 71% of respondents are female and fifteen (15) or 29%

of respondents are male.

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Figure 2: AGE

AGE FREQUENCY PERCENTAGE

16 5 10%

17 12 24%

18 33 66%

TOTAL 50 100%

Figure 2. Indicates the age of the respondents, there are sixty six percent (66%) at the age of 18,

twenty four percent (24%) answered 17 and ten percent (10%) answered at the age of 16.

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Figure 3: What are the importance of blended learning to students?

WHAT ARE THE FREQUENCY PERCENTAGE

IMPORTANCE OF

BLENDED LEARNING TO

STUDENTS?

Helps students to explore 50 100%

technology and use different

tools or techniques for

learning.

There is no importance in 0 0

blended learning.

TOTAL 50 100%

Figure 3: Based on the survey fifty (50) or 100% of the respondents, responded that the blended

learning approach helps students to explore technology.

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Figure 4: How does students identify their academic performance in blended learning?

HOW DOES BLENDED FREQUENCY PERCENTAGE

LEARNING AFFECTS

ACADEMIC

PERFORMANCE OF THE

STUDENTS?

There is no affect to the 10 13%

academic performance using

blended learning.

It has the same impact before 40 87%

the new normal came.

TOTAL 50 100%

Figure 4: Based on the survey fourty (40) or 87% of the students answered that there is no

impact using blended learning and ten (10) or 13% of the students stated that there is the same

impact before and after.

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Figure 5: What are the disadvantages and advantages of blended learning to students?

What are the disadvantages FREQUENCY PERCENTAGE

and advantages of blended

learning to students?

The disadvantages is there is 10 20%

a slow internet connections.

The advantages is you can 40 80%

learn anytime and anywhere.

TOTAL 50 100%

Figure 5: Based on the survey, fourty (40) or 80% of the respondents agree with the

advantages and ten (10) or 20% agree with disadvantages in blended learning.

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Figure 6: If you would give a chance to choose what it is?

IF YOU WOULD GIVEN A FREQUENCY PERCENTAGE

CHANCE TO CHOOSE

WHAT IT IS?

Blended learning approach 40 78%

Modular learning 10 22%

TOTAL 50 100%

Figure 6: the respondents stated that the seventy eight percent (78%) choose to use blended

learning approach, while twenty one percent (22%) of the respondents answered for modular

learning.

Figure 7: What you usually use for online class?

WHAT YOU USUALLY FREQUENCY PERCENTAGE
USE FOR ONLINE CLASS
Cellphone 39 77%
Laptop 8 16%
Tablet 3 7%
TOTAL 50 100%

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Figure 7: The researcher found out that seventy six percent (77%) of the respondents usually

use Cellphone for online class, while fifteen percent (16%) usually use laptop and seven

percent (7%) of the respondents use tablets for online class.

Figure 8: Did you learn a lot in blended learning approach?

DID YOU LEARN ALOT IN FREQUENCY PERCENTAGE

BLENDED LEARNING
APPROACH
Yes 38 75%
No 12 25%
TOTAL 50 100%

Figure 8: In explaining this result , it can be stated that seventy five percent (75%) answered

for Yes that they learn alot in blended learning, while twenty five percent (25%) of the

respondents responded for No that they doesn’t learn alot in blended learning approach.

Figure 9: Do you have supportive Classmates?

DO YOU HAVE FREQUENCY PERCENTAGE
SUPPORTIVE
CLASSMATE
Yes, extremely supportive 35 69%

They are neither supportive 15 29%

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nor unsupportive

No, extremely unsupportive 2%

TOTAL 50 100%

Figure 9: Based on the survey, sixty nine percent (69%) of the respondents responded that

they have a supported classmates, twenty nine percent (29%) of the respondents responded for

neither supportive nor supportive.

Figure 10: How much time do you spend every day on homework?

HOW MUCH TIME DO FREQUENCY PERCENTAGE

YOU SPEND EVERY DAY
ON WORK
2 hours 17 34%
2-3 hours 19 38%
3-4 hours 11 21%
4-5 hours
5 hours 3 7%

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TOTAL 50 100%

Figure 10: The researchers found out that the thirty eight percent (38%) of the respondents

spend every day on homework in 2-3 hours, thirty four percent (34%) respondents answered

for 2 hours, while twenty one percent (21%) of the respondents responded 3-4 hours and seven

percent (7%) of the respondents stated that they spend 5hours every day in home work.

Figure 11: Does your teacher encourage you to perform better?

DOES YOUR TEACHER FREQUENCY PERCENTAGE

ENCOURAGE YOU TO
PERFORM BETTER
Yes all the time 36 71%
No only sometimes 14 27%
No not at all 2%
TOTAL 50 100%

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Figure 11: Based on the survey seventy one percent (71%) of the respondents responded that
their teacher encourage them to perform better, while twenty seven percent (27%) responded
for only sometimes.

Chapter V
Summary, Conclusions and Recommendations

Summary of Findings
The researchers determined the summary of findings states that the blended learning

approach can enhance students learning outcomes, improve students’ motivation, and its

effective way for achieving learning objectives. Majority agreed and showed effectiveness of

the blended learning approach compared with the traditional way. The said new normal is easy to

use and easy to the students and teachers. Blended learning approach affects the parents

especially when it comes to money if they don’t have wifi and they only use mobile data.

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Conclusion

The researchers studied the effects of blended learning approach to academic

performance of senior high school students in ACLC Marbel. As a result, we have so much

great opportunities for students and teachers to easily access blended learning approach using

Google classroom. To conclude we can say that researchers stated that the blended learning

approach enhance students learning outcomes, improves student’s motivation, and it is

effective way for achieving learning objectives. In this study the researchers stated that the

blended learning approach affect the parents of the students. As the students continue using

internet or mobile data for they to access blended learning approach parents need to give

money to their children for they able to attend classes and do their homework.

Recommendations

The researchers recommend the students to define learning outcomes this is how

students will achieve objectives and demonstrate competency in the subject matter. Specific

outcomes could include participation, online assignments, oral presentations etc. As a

recommendation for our teachers, the researcher recommend to communicate with everyone. A

blended learning approach requires communication with everyone students, professional peers,

administrators, and parents. Blended learning works best when everybody shares a belief in the

vision for it. The suggestions and recommendation from the researchers is help your children

establish a schedule and take responsibility for their own education. This study indicates the

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extent to which the aims have been achieved. The proposed solutions are written in this

research study paper and shows how effective blended learning approach in academic

performance.

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https://doi.org/10.1108/JRIT-05-2019-0055.

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Appendices

Gender

 Female

 Male

Age

 16

 17

 18

What is the importance of blended learning to students?

 helps students to explore technology and use different tools or techniques for learning.

 there is no importance in blended learning

How does blended learning affects academic performance of the students?

 There is no affect to the academic performance using blended learning.

 It has the same impact before the new normal came.

What are the disadvantages and advantages of blended learning to students?

 The disadvantages is there is a slow internet connections.

 The advantages is you can learn anytime and anywhere.

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Educational level

 Grade 11

 Grade 12

Average Time spent per day

 1-2 Hours

 3-4 Hours

Do you think blended learning Approach affect the academic performance of the students?

 Yes

 No

 Maybe

If you would be given a chance to choose what it is?

 Blended learning Approach

 Modular learning

What you usually use for online class?

 Cellphone

 Laptop

 Tablet

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Did you learn a lot in blended learning approach?

 Yes

 No

Do you have supportive classmate?

 Yes, Extremely Supportive

 They are neither supportive nor unsupportive

 No, Extremely Unsupportive

How much time do you spend every day on home work?

 2 hours

 2-3 hours

 4-5 hours

 5 hours

Does your teacher envcourage you to perform better?

 Yes, all the time

 Only sometimes

 No, not all

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PERSONAL DATA

Name : Catherine S. Fernando

Sex: : Female

Date of Birth: : July 14, 2004

Civil Status : Single

Address :Purok Siodina Brgy GPS koronadal City 9506

Name of Father :Wilfredo R. Fernando Sr.

Name of Mother :Cecilia S. Fernando

EDUCATIONAL ATTAINMENT

Level School Attended Year Attended

Elementary Siodina Elementary School 2015-2016

Junior High School Koronadal National Comprehensive High school 2019-2020

Senior High School AMA Computer Learning Center Marbel 2020-2022

Strand HUMSS ( Humanities And Social Sciences)

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PERSONAL DATA

Name :Christine Faith M. Drilon

Sex :Female

Date of Birth :February 17, 2004

Civil Status :Single

Name of Father :Ramon Buenavides

Name of Mother :Gina M. Drilon

EDUCATIONAL ATTAINMENT

Level School Attended Year Attended

Elementary Marbel 6 Elementary School 2015-2016

Junior High School Saravia National High School 2019-2020

Senior High School AMA Computer Learning Center Marbel 2020-2022

Strand HUMSS (Humanities and Social Sciences)

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PERSONAL DATA

Name :Rocelo R. Mangiduyos

Sex :Male

Date of Birth :July 29, 2003

Civil Status :Single

Address :Brgy. Blingkong Lutayan Sultan Kudarat

Name of Fatther :Romy M. Mangiduyos

Name of Mother :Cecilia R. Mangiduyos

EDUCATIONAL ATTAINMENT

Level School Attainment Year Attainment

Elementary Quevedo Baptista Elementary School 2015-2016

Junior High School Annex San Jose Campus 2019-2020

Senior High School AMA Computer Learning Center Marbel 2020-2022

Strand HUMSS (Humanities And Social Sciences)

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PERSONAL DATA

Name :Cherry Mae S. Plakay

Sex :Female

Date of Birth :May 9, 2003

Civil Status :Single

Address :Lutayan Sultan Kudarat

Name of Father :Ting G. Plakay

Name of Mother :Emma B. Plakay

EDUCATIONAL ATTAINMENT

Level School Attended Year Attended

Elementary Tananzang Elementary School 2015-2016

Junior High School Palavilla Integrated School 2019-2020

Senior High School AMA Computer Learning Center Marbel 2020-2022

Strand HUMSS (Humanities and Social Sciences)

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PERSONAL DATA

Name :Pamela Jane Mann Tumang

Sex :Female

Date of Birth :October 20, 1999

Civil Status :Single

Address :Purok Saging Tboli South Cotabato

Name of Father :Andy S. Tumang

Name of Mother :Ferdemia Tumang

EDUCATIONAL ATTAINMENT

Level School Attended Year Attended

Elementary Halilan Lake Sebu 2015-2016

Junior High School Saskatchewan Luheb Lake Sebu 2019-2020

Senior High School AMA Computer Learning Center Marbel 2020-2022

Strand HUMSS (Humanities And Social Sciences)

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