Osmeña Colleges

College of Teacher Education

City of Masbate, 5400 Philippines

Title of Research Proposal ”Academic effects of blended

learning approach among the
Grade 12 students of Osmeῆa
Colleges”

Authors Apaya, Khen Karla L.

Dadivas, Crist Mae L.
Elepante, Niña D.
Jaramillo, Celeste
Lalaguna, Jamaica S.
Ramos, Arhla Faith A.

I. Research Questions/Statement of the Problem

A. Main Research Problem/s

The overarching goal of the project is to determine the
learning techniques and strategies of the grade 12
students amidst the COVID- 19 pandemic.

B. Sub-Problem/s
1. What is the profile of the respondents as to:
1.1. Gender
1.2. Age
1.3. Year level
1.4. Strand/Tracks

2. What are the preferred Learning Techniques used during

Distance Learning?
3. What is the most effective techniques of learning to
the respondents?
4.What factors affects the learning of the respondents?
5. What are the resources available to the respondents in
Pandemic?

II. Scientific/Theoretical Background of the Study

The application of technologies and digital literacies have

been developed and improved (Coiro, Knobel, Lankshear, & Leu,
2008: p.4). The pedagogical theories and teaching approaches need
to respond to the novel methods of using technology and how it can
be integrated into learners’ education effectively.

Many theories are involved in educational processes,

techniques, and approaches. However, they still adhere to
traditional methods of learning. The theoretical perspective which
reinforced the development of the new pedagogies is the activity
theory (Mwanza & Engeström, 2005). In this theoretical approach,
the focus is on the interaction between humans and computers.

It played an essential role in learning expansion using

instruments, tools, mediation, etc. this theory highlights the
potential impact on teaching and learning using new tools as

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 Osmeña Colleges
College of Teacher Education
City of Masbate, 5400 Philippines

vehicles for modernizing, contextualizing, and transforming

activity procedures (Engestrom, 1987). Vygotsky (1978) focused on
learning development and social interaction, (Cole & Wertsch,
1996).
Attwell (2010, a) explored Vygotsky’s ideas in terms of
technology-enhanced education and personal contextual learning.
Coffield (2008) said there is no " convincing evidence that
learners can be divided by their learning preferences into four
groups: visual, auditory, kinaesthetic or tactile" he added (p.32)
“this movement allows its disciples the pretense of student-
centered teaching, and it neatly transfers the responsibility of
students’ failure to learn to tutors, e.g. ‘You didn’t match your
teaching style to their learning styles”.

The Covid-19 Pandemic transformed the whole education process

to online, especially ELE (English language education), which has
been transited to e-learning in most universities worldwide. In
our case, it is the first time for EFL learners to be engaged in
e-learning officially. So, this study focuses on the online
challenges and obstacles encountered during the pandemic and what
needs to be done to support avoiding these problems. As other
issues of using technology in traditional teaching and learning
have been investigated and covered by several studies and
projects.

According to WHO, on the day the study was conducted, sixteen

COVID-19 cases were identified in CRO, with no fatalities, and
132,758 COVID-19 cases and 4955 deaths were confirmed worldwide.
The study is designed to accurately describe the phenomenon of
students’ experiences, using a generally accepted method of
conventional inductive content analysis. This type of design is
usually appropriate when there are only few previous studies and
grounded theories describing the phenomenon in question, or when
the phenomenon itself is fragmented. Therefore, this study does
not have one strict theoretical starting point. However, given the
aim of the study and the subsequently identified relations between
categories and subcategories, certain results can be considered in
terms of cognitive theories of emotions, fear, and stress [24].
Other results can be interpreted from the perspective of
humanistic nursing theories and theories of professional identity
in nursing, such as Erickson’s psychosocial theory and personality
type theory.

Thus, using a conventional approach to content analysis,

relevant concepts and theories are addressed in the discussion
section of the study.

III. Knowledge Gap to be Filled

There is no studies that have been conducted yet in Osmeña
Colleges that deals with the most effective Learning
Techniques used by the Grade 12 students in Osmeña Colleges.

IV. MATERIALS AND METHODS

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 Osmeña Colleges
College of Teacher Education
City of Masbate, 5400 Philippines

A. RESEARCH DESIGN
This study is quantitative research and the qualitative
information to be gathered are the insight of the students
regarding the “Academic Effects of Blended Learning Approach among
the Grade 12 Students of Osmeῆa Colleges.” Data are to be
collected with the aid of observation and survey questionnaires.
Descriptive research design is to be employed as well as in this
research. The research will describe the academic effects of
blended learning among the grade 12 students of Osmeῆa Colleges
and will identify the factors that will help students learn
mathematics better. Data collected will be analysed quantitatively
using bar graph, pie graph, and other statistical analysis to
determine relationships.

B. RESPONDENTS AND SAMPLING

The respondents of the study are the students of Osmeῆa Senior
High School such as Accountancy, Business, and Management (ABM),
General Academic Strand (GAS), Humanities and Social Science
(HUMSS), Information and Communication Technology (ICT), and
Technical Vocational livelihood Tracks (TechVoc). Respondents will
be randomly selected. The study will accommodate 100 respondents,
20 students in each strand.
Osmena Colleges is located in Osmena St. Masbate City. The school
offers different strands and tracks includes General Academic
Strand (GAS), Accountancy, Business, and Management (ABM),
Academic Track and Technical Vocational livelihood Tracks
(TechVoc) students asking permission to conduct the research. This
was done to gain approval from the strands advisers to pursue the
said research.

C. DATA GATHERINGS
The main instrument to be used in gathering is survey
questionnaires to be administered to the randomly selected
respondents through google form. The questionnaires will ask for
personal profile of the respondents such as age, name, gender, and
strand, profile to be filled are optional and the researcher will
assure the confidentiality of the respondents.

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 Osmeña Colleges
College of Teacher Education
City of Masbate, 5400 Philippines

D. SURVEY QUESTIONNAIRES

RESEARCH TITTLE: “Academic effects of Blended Learning Approach

amomg the grade 12 students of Osmeῆa Colleges”
Direction: Check the box that corresponds your answer.

”Academic effects of blended learning approach among the Grade 12

students of Osmeῆa Colleges”

1. Do you agree that the blended learning approach is effective?

 YES
 NO
2. Did the students learn better with better learning?

 YES
 NO
3. Most of the students do not take their studies seriously?

 AGREE
 DISAGREE
4. Blended learning adds difficulties to the students’
understanding of the lesson?

 AGREE
 DISAGREE
5. In the new mode of learning, do you agree that not all of the
students learn from it?

 YES
 NO
6. Most of the students find that the mode of learning we have
today is boring that loses their interest to learn.

 AGREE
 DISAGREE
7. Does the blended learning made the learning easier and possible
during the pandemic?

 YES
 NO
8. Do the senior high school graduates of the blended learning
will equipped with the knowledge and skills they needed for their
college life?

 YES
 NO

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 Osmeña Colleges
College of Teacher Education
City of Masbate, 5400 Philippines

9. The use of blended learning challenges students to be

responsible enough in their learning.

 AGREE
 DISAGREE
10. In your own opinion, what are the effects of blended learning
in your academic life?
__________________________________________________________________
__________________________________________________________________
____________________________________________________________

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 Osmeña Colleges
College of Teacher Education
City of Masbate, 5400 Philippines

V. References (cite at least 5)

Title of Title of Author Problem and Major
Article Journal/Book Methodology Results/
Findings
1.) Policy Brief: United The shock of  Amidst
Requirem Education Nations the COVID-19 this deadly
ent Of A during Covid- crisis on virus spread
Quick 19 and Beyond education has such online
Shift To been platforms
Online unprecedented. are needed
Learning It has set the where (a)
Mode clock back on video
the attainment conferencing
of with at
international least 40 to
education 50 students
goals, and is possible,
disproportiona (b)
tely affected discussions
the poorer and with
most students can
vulnerable. be done to
And yet, the keep classes
education organic, (c)
community has internet
proved connections
resilient, are good,
laying a (d) lectures
groundwork for are
the rebound. accessible
in mobile
phones also
and not just
laptops, (e)
possibility
of watching
already
recorded
lectures,
and (f)
instant
feedback
from
students can
be achieved
and
assignments
can be taken

2.) Synchronous George There is •

Synchron Learning McBrien unlimited
ous Environment et al., drive, and Synchronous
Learning 2009). untapped learning can
Environm resources, we provide a lot
ent can count on of
for the opportunities
restoration, for social

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 Osmeña Colleges
College of Teacher Education
City of Masbate, 5400 Philippines

not only of interaction

education’s
essential
services, but
of its
fundamental
aspirations.
It is the
responsibility
of governments
and the
international
community to
stay true to
principles and
conduct
reforms, so
that, not only
will the
children and
youth regain
their promised
future, but
all education
stakeholders
find their
role in making
it happen.
What K- What K-12 are Zachary The Structured
12 are Learning Littlefie synchronous learning
Learning Today ld, 2018 learning techniques
Today environment is such as the
structured in Synchronous
the sense that Learning
students Environment
attend live in the sense
lectures, that students
there are attend live
real-time lectures,
interactions there are
between real-time
educators and interactions
learners, and between
there is a educators and
possibility of learners, and
instant there is a
feedback, possibility
whereas of instant
asynchronous feedback,
learning whereas
environments asynchronous
are not learning
properly environments
structured. In are not
such a properly
learning structured.
environment,

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 Osmeña Colleges
College of Teacher Education
City of Masbate, 5400 Philippines

learning
content is not
available in
the form of
live lectures
or classes; it
is available
at different
learning
systems and
forums.
Instant
feedback and
immediate
response are
not possible
under such an
environment
4.) This article Anthony This article In this
Theories is adapted G. examines article, a
and from a Picciano theoretical number of
Framewor chapter in a frameworks and major
ks for forthcoming models that theories
Online book by the focus on the related to
Educatio author, pedagogical technology
n: tentatively aspects of were
Seeking entitled online presented,
an Online education. beginning
Integrat Education: After a review with a review
ed Model Theory and of learning of major
Practice, theory as theories
available in applied to associated
2018 from online with
Routledge/Tay education, a learning. One
lor & proposal for critical
Francis, an integrated question
Publishers. Multimodal concerned
Model for whether
Online an integrated
Education is or unified
provided based theory of
on pedagogical online
purpose. education
The model could be
attempts to developed.
integrate the The work of
work of Terry
several other Anderson was
major highlighted.
theorists and The article
model builders proposed an
such integrated
as Anderson model that
(2011). described the
phenomenon of
pedagogically
driven online

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 Osmeña Colleges
College of Teacher Education
City of Masbate, 5400 Philippines

education.
Key to this
model is the
assumption
that
online
education has
evolved as a
subset of
learning in
general
rather than a
subset of
distance
learning. As
blended
learning,
which
combines
face-to-face
and online
instruction,
evolves into
the dominant
form of
instruction
throughout
all levels of
education, it
serves as the
basis for an
integrated
model. It is
likely that,
in the not-
too-distant
future, all
courses and
programs will
have
some online
learning
components,
as suggested
in this
integrated
model.

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