The Implications of Blended Learning to the Grade 10 Students

of  Saint Jerome Emiliani School of Bataan for the Academic Year 2022 –
2023.

REVIEW OF RELATED LITERATURE

1. The pandemic COVID-19 has resulted in disruptions in normal daily life. Countries are
taking various measures to control the spread of COVID-19. To promote social
distancing, the government of India has declared a lockdown on the whole country.
Due to the pandemic, all schools, colleges, and universities are declared closed. This is
disrupting the whole education system. Policymakers are facing many problems in
making the policy related to the education system. Teaching is taking place from offline
to online. 
 Tarkar, Preeti. "Impact of COVID-19 pandemic on education system."
International Journal of Advanced Science and Technology 29, no. 9 (2020):
3812-3814.

2. The COVID-19 pandemic is a huge challenge to education systems.

 Daniel, S.J. Education and the COVID-19 pandemic. Prospects 49, 91–96
(2020). https://doi.org/10.1007/s11125-020-09464-3

3. In the educational context, to sustain and provide quality education despite lockdown
and community quarantine, the new normal should be taken into consideration in the
planning and implementation of the “new normal educational policy”
 Tria, J. Z. (2020). The COVID-19 Pandemic through the Lens of Education in
the Philippines: The New Normal. International Journal of Pedagogical
Development and Lifelong Learning, 1(1), ep2001.
https://doi.org/10.30935/ijpdll/8311

4. F2F learning is perceived more positively by BL because students feel that there are
limitations to BL in terms of; interactions with the lecturer; group work; peer
engagement; class involvement; and the ability to ask questions about technical
information.
 Mali, Dafydd, and Hyoungjoo Lim. "How do students perceive
face-to-face/blended learning as a result of the Covid-19 pandemic?." The
International Journal of Management Education  19, no. 3 (2021): 100552.

5. Blended learning (BL) allows educators to integrate elements of traditional face-to-

face instruction with tailored online learning modalities (Garrison and Kanuka, 2004;
Owston et al., 2013; McConville and Lane, 2006; Larson and Sung, 2009) and is broadly
adopted in higher education for varied purposes, using diverse implementation
strategies (Smith and Hill, 2019).
 Berga, Keri-Ann, Elisha Vadnais, Jody Nelson, Sharon Johnston, Karen Buro, Rui
Hu, and Bo Olaiya. "Blended learning versus face-to-face learning in an
undergraduate nursing health assessment course: A quasi-experimental
study." Nurse Education Today 96 (2021): 104622.

4. The result of the content analysis revealed the following categories of difficulties in
remote learning: unstable internet connectivity; inadequate learning resources; electric
power interruptions; vague learning contents; overloaded lesson activities; limited
teacher scaffolds; poor peer communication; conflict with home responsibilities; poor
learning environment; financial related problems; physical health compromises; and
mental health struggles.
 Rotas, Erwin, and Michael Cahapay. "Difficulties in remote learning: Voices of
Philippine university students in the wake of COVID-19 crisis." Asian Journal
of Distance Education 15, no. 2 (2020): 147-158.

5. Management boards encountered difficulties in fulfilling planned education

schedules and had low achievement of objective targets. The problems existed
among teachers, parents, and mainly students. Most teachers faced problems in
creating interactive education materials and conducting an evaluation. Parents
had a hard time assisting their children due to their busy activities and low
pedagogical competence. Children had hard times due to limited resources for
online learning.
 Munastiwi, Erni, and Sri Puryono. "Unprepared management decreases
education performance in kindergartens during Covid-19 pandemic." Heliyon
7, no. 5 (2021): e07138
 The Implications of Blended Learning to the Grade 10 Students
of  Saint Jerome Emiliani School of Bataan for the Academic Year 2022 –
2023.

LIST OF REFERENCES
 Tarkar, Preeti. "Impact of COVID-19 pandemic on education system."
International Journal of Advanced Science and Technology 29, no. 9 (2020):
3812-3814.

 Daniel, S.J. Education and the COVID-19 pandemic. Prospects 49, 91–96
(2020). https://doi.org/10.1007/s11125-020-09464-3

 Tria, J. Z. (2020). The COVID-19 Pandemic through the Lens of Education in

the Philippines: The New Normal. International Journal of Pedagogical
Development and Lifelong Learning, 1(1), ep2001.
https://doi.org/10.30935/ijpdll/8311

 Mali, Dafydd, and Hyoungjoo Lim. "How do students perceive

face-to-face/blended learning as a result of the Covid-19 pandemic?." The
International Journal of Management Education  19, no. 3 (2021): 100552.

 Berga, Keri-Ann, Elisha Vadnais, Jody Nelson, Sharon Johnston, Karen Buro,
Rui Hu, and Bo Olaiya. "Blended learning versus face-to-face learning in an
undergraduate nursing health assessment course: A quasi-experimental
study." Nurse Education Today 96 (2021): 104622.

 Rotas, Erwin, and Michael Cahapay. "Difficulties in remote learning: Voices of

Philippine university students in the wake of COVID-19 crisis." Asian Journal
of Distance Education 15, no. 2 (2020): 147-158.

 Munastiwi, Erni, and Sri Puryono. "Unprepared management decreases

education performance in kindergartens during Covid-19 pandemic." Heliyon
7, no. 5 (2021): e07138