Republic of the Philippines

Department of Education
Region II – Cagayan Valley
Division of Cauayan City
Gappal National High School
Gappal Cauayan City, Isabela

Assessing Senior High students of Gappal National High School and their Academic
Performances

Submitted in Partial Fulfillment of the Requirements for Practical Research 2 to

the Faculty of Senior High School Department
(General Acadenic Strand )

AUTHORS

Galutera, Christian V
Barrientos, Errol G.
Gandeza, Jeryll Alexis A.
Pascua, Jerick C
Salacup, Jayrol R.
Agbayani, Rica Mae N.
Claro, Jheda V.
Velasques, Jennilyn P.
Agbayani, Roxanne A.
Calaogan, Cristina Astrid P.
Longgat, Jennie A.
Galutera, Geral Pitch S.
Galutera, John Michael A.
Bittawag, Ronald F.
Laddaran, Jullien G.
Agbayani, John Wayne D.
Agbayani, Julienne Grace M.
Cacal, Justine G.
 FEBRUARY 28

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

A. Background of the Study

Students are still able to support themselves financially through working. But

during these times of Covid-19 pandemic, where most families suffer from financial

problems. According to the findings of the study conducted by Furr and Illing (2002), the

reason why thus students work part time jobs is due to financial problems. This Research

was also supported by Williams (2014), who noted that the reasons why student work is due

to budgetary need, meet a guide or basic necessities, and to help the understudies in their

future objectives. A study lead by Endleigh (2015), Showed that eight out of ten (77%)

under studies are now working part-time to help them in their financial needs in school.

Working students are struggling because they have to meet the standard in their work so that

they will not lose their job and maintain good academic performance and will not get the

failing grades

Being a student is a stressful most likely in balancing your social life, time for

family, studies and more. Working while studying is a good way to relieve financial

pressure and gaining knowledge, however there is a possibility of getting fatigued and

stressed out, and might affect the performance of a student. In Moris Triventi’s study, he

found out that full-time workers tend to have less time for academic studies and school

activities. Working more hour increased the probability that a student perceived a negative

effect on academic performance ( Carney Et al. 2005)

 there may have been many studies exploring working student affects their academic

performance, but only few have been under taken on Senior High School level.

Thus, our title “ Asssessing Senior High working student of Gappal National High School

and their Academic Performance” aims to investigate and identify students experiences

while working. How they deal and cope with such a difficulty, then are they learning or just

being forced to pass the subjects. And finally to provide a solution that might help the

working students shortly.

B. Importance of the Study

The significance of this study comes from the academic performances,

perceptions, and attitudes of the students about blended learning which helps them to

evaluate the learning process. Yilmaz-Soylu (2008, p 27) said that “The degree of

learner’s expectations, satisfaction, opinions or views on courses has played an

important role in evaluating the effectiveness of learning processes”. Moreover, when

students perceive their experience as enjoyable, satisfying, and personally fulfilling,

they tend to interact more, which results in enhanced learning”. In addition, that

Esani(2010) determined another important benefit of blended learning is that it saves

time. And McCarthy & Murphy (2010, p. 670) said that “Students would be able to

complete programs in less time”.

On another side, both face-to-face and online teaching environments have their

advantages; “ A mixture of teaching and learning methods will always be the most

efficient manner in which to support student learning because only then it is possible

to embrace all the activities of discussion, interaction, adaptation and reflection,

which are essential for academic learning” ( Towndrow & Cheers, 2003, p. 57).

Al-Saleem et al. (2010) in their study investigated the effect of using blended learning

on teaching Humss Students. This result is explained that blended learning exposed
students to unlimited interaction with a language user, using the sense of hearing,

seeing, and interacting. Moreover, the experimental groups were more interested in
investigating the performances, attitudes, and perceptions of students, and that had a

positive improvement in their achievements.

C. Statement of the Problem

Many countries today are seeking to develop their education systems through the

use of these technologies and methods of modern learning (such as blended learning

in the field of education) in order to keep pace with technological developments and

to achieve satisfactory results, as education is considered a real investment for any

country and its people. This invites making good use of the technology in preparing

students, teachers, curriculum development, and the diversity of teaching methods, in

an attempt to develop the educational process and to provide better learning and

education. Therefore, the researcher examines the effect of using blended learning on

the academic performances of Humss students of Cauayan City National High School

Main and describes student’s attitudes and perceptions towards using blended in their

achievement and performances.

D. Objective of the Study

The objectives of the present study are:

1. To investigate negative impressions of HUMSS students about blended

learning.
 2. To identify academic performances, perceptions, and attitudes of the students

towards blended learning.

3. To outline concepts of Blended Learning of HUMSS students and E-learning

as students perceive them.

4. This study investigates the effectiveness of Blended Learning in the academic

performances of students.

E. Scope and Delimitation of the Study

The study focused on the assessment of Grade 12 students taking Humanities and

Social Sciences in academic performances and describes the Grade 12 students’

perceptions and attitudes toward using blended learning in their study.

It delimited that the study may not be generalizable to other students who also

have attitudes, and perceptions on blended learning. The other strands and grade

levels were excluded from the study. The method that will be used to gather data is

Quantitative Research through virtual interviews and questionnaires to determine the

response of students. The researchers will be using purposive sampling to determine

the number of respondents for the study. The data will be based on the learners’

opinions and responses regarding the impact of online product reviews. The study is

only limited to the chosen students and does not involve others’ perspectives. This

research will be conducted for the school year 2021-2022

F. Benefits and Beneficiaries of the Research

 ● Future Researchers

This study would be a big help for future researchers and would serve as their

guide or basis in making their research.

● Government

The government would be aware of why the health and lifestyle of grade 12

HUMSS students are changed.

● Parents

For them to know the academic performances of their child and the perceptions

and attitudes of students towards blended learning.

CHAPTER II

REVIEW OF RELATED LITERATURE

A. Related Literature

Blended learning incorporates as an applicable approach to replace the traditional

methods with technological-integrated approaches of teaching and learning.

According to Dziuban et al. (2018), blended learning is a double component,

integration of traditional face-to-face education with technological-generated

platforms. Since the concept of blended learning is the integration of technology and

online teaching and learning with traditional approaches, similarly the learners will

have an interest to use both analog and digital spaces. In addition, Fakhir (2015)

intended that should investigate more on the blended learning approaches. This

indicates the need for exploring the use of blended learning approaches in education.

Indeed, blended learning integrates the existing teaching and learning practices to the

new technological-oriented approaches.

According to Albiladi & Alshareef (2019), blended learning is accomplished as a

creative idea for linking major fields like teaching approaches, educational

technology, and online learning and teaching platforms. This signposts that the

integration of technological trends with the traditional teaching and learning

environments directed to the new phase in education ultimately causes the academic

performances, perceptions, and attitudes of students particularly in blended education.

Blended learning endorses the student’s learners learning performances. Akbarov,

Gönen & Aydoğan (2018) stated that the learners have the motivation to use blended

learning while it enhances their professional performances. fact, the motivation to use

blended learning directly affects the learners’ performance and this effective

performance leads to academic achievements.

It also supports the idea that learners have a positive attitude towards the

implementation of blended learning approaches in their classrooms. This issues the

need for the use of blended learning in the students’ contexts. According to Ju & Mei

(2018), blended learning effects positively on learners’ learning is being an effective

approach that enhances the learners’ academic achievements. Accordingly, using the
blended learning approach, learners evaluate their educational experiences (Dziuban

& Graham, et al, 2018).

While learners are able to evaluate their academic performance learning process, it

will ultimately enhance their academic achievement. Furthermore, blended learning

preserves collaborative learning for students. The interactive outcomes express to

decide on individual or active group learning environments. Whereas, Oweis (2018)

declared that there is a significant difference in academic achievements as well as in

terms of motivations between the learners treated traditionally and those Grade 12

HUMSS learners using blended learning modules.

B. Related Studies

The previous studies investigated the effectiveness of the blended learning

approach. They mostly reported that blended learning meets the educational needs of

students such as satisfaction of learning, enhancing convenience and flexibility,

achieving and improving language learning skills as well as developing critical

thinking skills. Some writers say there is students’ satisfaction towards blended

learning and enjoyable with this new method of teaching in general. Bendania (2011)

is one of those who clarify positive attitudes and the factors related to attitudes;

mainly experience, confidence, enjoyment, usefulness, intention to use, motivation,

and whether students had ICT skills were all correlated. Al Zumor (2013) cited by

Aliweh (2011) also take a similar position, investigated students’ learning styles and
satisfaction with web-based materials. The findings of the study showed highly

positive perceptions because of an array of benefits (e.g., usefulness, enjoyment,

accessibility, convenience, and richness of resources).

Moreover, the study came up with the conclusion that both the face-to-face

lectures and the online tasks contributed to the learning process. (Wing & Khe, 2011).

Edwards and Fritz (1997) also take a similar position, aimed to identify the students’

viewpoints in the three teaching methods that rely on the technology, and the study

was conducted on Humanities students.

The results of the study reported that e-learning is fun and interesting where

students were able to learn educational concepts and apply them well, as reported by

the students that the outcomes of e-learning materials (blended learning) were better

than traditional materials.

Other studies clarify some factors and effectiveness of using blended learning.

Al-Harbi (2010) is one of them who showed that e-learning acceptance is influenced

by different factors. A student’s attitude toward e-learning and students’ decision to

use e-learning is the most important factor in determining a student’s intention to use

e-learning, i.e., the influence of the important people around them. Although,

perceived e-learning accessibility plays a role in shaping the students’ behavioral

intention regarding e-learning acceptance. Artino (2010) also takes a similar position,

finding out the relation between personal factors and students’ choice of instruction

format.

. The results showed that students who preferred to enroll in online courses reported

greater confidence and satisfaction in their ability to learn online than other students.
Badawi (2009) similarity, investigated that the blended learning model was more

effective than the traditional model in developing academic performances and

perceptions of students.

Meanwhile, the rest of the scholars in their studies showed that the course system is

more beneficial than the traditional way and impact of teaching through blended

learning or the internet. In the same vein, Sauers and Walker (2004) found that

students in a blended course indicated that their course system is more beneficial than

the traditional face-to-face lectures. As well as Teeter (1997) identified the impact of

teaching with the Internet on the students’ motivation to learn and increase their

ability to resolve duties, the results indicated to increase students’ motivation

conceptual form them of a lot of sources, and improve their ability to debate and solve

homework.

C. Conceptual Framework
D. Research Hypothesis

The researcher formulated the following null hypothesis:

● There were statistically significant differences between the mean scores of

the experimental group, who used blended learning in their studies, and the

mean scores of students.

● There are significant differences in attitudes among students in the

experimental group towards the use of blended learning in teaching before

and after its application.

● There are significant differences in the academic performances in the use

of blended learning.

E. Synthesis of the Study

Given the numerous unexplored areas in research surrounding K-12 blended

learning highlighted in this literature review, the field is wide open and ripe for further

investigation. In seeking to address answers for questions related to blended learning

and pedagogy, content, professional development, tools and logistics, and the impact

on student population, it seems research is still a new frontier in the K-12 arena, with

preliminary studies indicating a positive or neutral bent. Research reminds us that

changing the medium or modality of instructions requires more than just new

technology, but also new attitudes and skillsets. As a result, professional development

for students will have to expose them to online learning environments and engage

them in reflection if the transformative pedagogical practice is desired. Effective

online and blended learning experiences will focus on quality interactions, student

engagement, and the formation of connections, not the bells and whistles of
technological tools that will come and go. Instructional needs and goals should dictate

what tools are utilized. Only quantitative data on student preferences related to

content is present in the literature, indicating a preference towards online courses

perceived to be “easy” or nontechnical. Regardless of content, class size should be

intentionally large enough for interaction, yet small enough for personalization and

the full utilization of the instructors’ expertise. While it is not yet known if alternate

instructional modalities disproportionately impact student subpopulations, instructors

and administrators should think creatively about creating scaffolded supports for

students who do not enter with the skills necessary to be successful in an online

format. With regard to recommendations for practice, the encouragement is not to

become paralyzed by fear of the unknown, as preliminary research on blended

learning is promising. Instead, practitioners should glean lessons of best practice from

f2f and online learning pedagogies both including and reaching beyond the K-12

realm to include higher education and professional training in developing common-

sense approaches to blended learning program offerings.

CHAPTER III

METHODOLOGY

A. Research Design

This study used the descriptive method to study the different variables as many other

studies. And the present research is quantitative research that used the survey method
to gather data information from respondents. To fulfill the objectives of the study the

following procedures were undertaken.

B. Sampling Procedure and Sample

2.1 The Population

The population of the study includes all students enrolled in grade 12 Humss (Boys –

Girls) at the Cauayan City National High School – 1st semester in the academic year

2021

2.2 Participants

The participants consisted of a random sample of randomly Humss students ( boys,

and girls) students out of ( All Grade 12 Humss)

2.3 Data Gathering Procedure

The Data Collection Process Data required for this study was collected through a

questionnaire that includes randomly students. The questionnaire was distributed in

the first term in the academic year 2021

2.4 Instruments

The survey forms/google form included closed-ended Likert scale statements

(quantitative data). The scoring for the questionnaire was four Likert scales (Strongly

Agree- Agree- Undecided- Disagree- Strongly Disagree). The data was collected

using a questionnaire prepared after looking critically at the literature review related

to this field. The questionnaire was developed to identify students’ views on Blended

Learning. Statements in the questionnaire were categorized into 4 main domains

as
follow: The items (1-12) identify the students’ perceptions and attitudes of Blended

learning modality. The items (13-24) address the negative impressions of BL from the

students’ perception. The items (25-36) are related to concepts of BL as students

perceive them and (37-40) the effectiveness of blended learning in academic

performances of HUMSS students. Students' performances using blended learning.

2.5 Validity and Reliability of the Instruments The inter-rate approach was

followed.

The questionnaire was presented to some experts specialized from the researchers.

Some items were modified in a way that is more appropriate to the aim of the study.

2.6 Procedures

There are many scientific procedures that are outlined as follows: - Prepare the tool of

the study with the help of previous studies. - All the students who were registered in

the first term of 2021 were collected. - A sample of the study was chosen randomly

from the population of the study. - The questionnaire was distributed to the students

using messenger and google form and then collected after that. - The data of the

questionnaire were collected and tested for integrity and clarity. - The results of the

questionnaire were analyzed.