The Impact of Using Edmodo as a Blended Learning Platform

In The Students’ Active Participation in The New Normal.

Frya Lora H. Javier

Teacher III – Nueva Ecija High School
Fryalora.javier@deped.gov.ph

Abstract: This study aimed to investigate the impact of using Edmodo as a blended learning
platform on the student’s active participation in the new normal. The study also explored students’
attitudes towards using Edmodo in computer system servicing in Technology Livelihood Education
in Information Communication Technology. The sample of the study consisted of 36 Grade 9 ICT
students. The data of the study were collected via two research instruments: an unstructured
interview and a five-point Likert scale questionnaire. These instruments were validated by ten
teachers from Nueva Ecija High School. Moreover, the reliability of the test and the questionnaire
was achieved by validating the same members. In addition, the findings of the study revealed that
there were statistically significant differences between the student’s active participation using
Edmodo in their CSS class which indicated the effectiveness of utilizing Edmodo in teaching
grammar to ICT-CSS subjects. Furthermore, the results of the study showed that students had
positive attitudes toward using Edmodo CSS activities. Besides, students preferred using Edmodo
in their blended learning asynchronous activities because of immediate feedback, saving time and
effort, easy access, enhancing student-teacher interaction, and the freedom to access them even if
the student was absent. Finally, the study recommended conducting more studies on the
effectiveness of using Edmodo in other learning areas.

Key Words: Edmodo; activities; experimental; questionnaire; blended learning.

1. INTRODUCTION understand troubleshooting very well. Nonetheless,

the importance of CSS in the curriculum and its
emphasis on real-life scenarios must be highlighted.
Having knowledge of computer technology means that
CSS skills come in performance. My experience in
you understand how computer hardware and software
teaching CSS caught my attention and inspired me to
work and can be used to maximize work. This
come up with this study. Given the great challenges
knowledge can give you the upper hand when you
facing countries at the greatest risk of not meeting the
must deal with new programs, such as updated
students face-to-face during this time of the pandemic,
content management systems or new features in
students and teachers will possibly have a hard time
technology and this is how Computer System
solving and executing troubleshooting exercises. And
Servicing or CSS works. In my 10 years of teaching
so I thought of a platform that can be used in teaching
ICT subjects in Nueva Ecija High School, the
CSS and at the same time will be connected both with
researcher witnessed that most of the ICT classes are
parents and learners to assist in the learning process.
challenging due to a lack of modules and or outdated
learning materials. CSS also is a skill-based subject
and should mandatorily require hands-on activities to

2022 RESEARCH CONGRESS

SDO- NUEVA ECIJA
Most of the time, students tend to lose their files, or
their files get corrupted for some other reason. That
brought them to redo most of the assigned tasks for
them, with Edmodo’s backpack feature students can
secure their files for safekeeping. This is just one
Edmodo can address along with its UX-design friendly
for the target respondent’s age. With a platform like
Edmodo, parents can now be updated every time a
learning task is completed by their child. Edmodo
generates an alarm to parents using a link in the
email to which any parent can get connected.
Students can now finally log in to a Facebook-like
platform, but the catch was instead of social media
content they can choose a wide array of interests that
they can indulge in thru feeds from a variety of areas
like Science, Mathematics, English, and Arts or
whatever subject that suits and interest them.
Utilizing Virtual Learning Environments as a
supplementary tool for motivating and empowering
independent learning and innovative teaching is
becoming a crucial part of 21st-century education in
the new normal amidst the pandemic. Edmodo is one
example of social learning site which is now being
used by professors and students in many institutions
of higher learning in the country. However, there is
still limited research in the Philippines about the
impact of using Virtual Learning Environments as
supplementary tools for learning specifically in
connection with students’ active participation. This
research focuses on the impact of the use of Edmodo
in terms of the student’s active participation.
Edmodo in connection has been useful to the
researcher since 2014. As the COVID-19 virus
continues to spread and impact school communities.
Teachers, students, and parents can use Edmodo to
communicate and continue education—always for
free—even when in-person learning isn’t possible.
Built by teacher feedback and designed with parents
in mind, the app not only provides more visibility and
actionable insight into a child’s learning trajectory but
also gives parents something they can access on the go
and on their schedule. Historically, Edmodo provided
parents the opportunity to be involved in their child’s
digital education with parent accounts, but we
realized we needed to do even more to bolster teacher-
parent and parent-student interaction. “I can easily
communicate with my student’s parents and know
that they’re invested in supporting their child’s
learning efforts, which makes me feel that I have an
extended team I can work with to help my students
reach their goals,” says Lynn (Edmodo.com).
2. METHODS
Conceptual Framework
COLLABORATION
The Use of Edmodo as
Learning Management
LEARNING TASKS Students’ Active
System
Participation
KNOWLEDGE AND
CONTENT INTEGRATION
Figure 1. The conceptual framework represents the flow of the
study in terms of using Edmodo as the LMS and its goal to
promote collaboration, manage learning tasks and integrate
online content to encourage active participation.
2.1 Type of Research
The descriptive type of research was utilized
employing techniques that include interviews and
observations to gather data. According to Mikozki
(2002), descriptive research involves collecting data to
answer questions concerning the status of the subject
of the study. Learners’ behavior will be closely
observed using online platforms and based on their
experience. The research design to be used in this
study is the observational method to determine the
impact of using Edmodo as a blended learning
medium. The respondents in this study came
from the Grade 9 CSS SP-ICT Larry Page section,
consisting of 37 students in Nueva Ecija National
High School, the school year 2020-2021.
2.2 Instruments
The engagement scale was established to
obtain data about the students' engagement towards
using Edmodo to enhance participation in CSS
subjects. The scale was administered to measure
students’ engagement in using Edmodo as a blended
learning medium for their ICT subject. The
engagement scale aimed at measuring the effect of
Edmodo as a blended learning medium on developing
students' attitudes towards learning CSS in ICT.
2022 RESEARCH CONGRESS
SDO- NUEVA ECIJA
 A six-item questionnaire with a five-point 3. I can manage my files and 4.42 Excellent
Likert Scale (Excellent-Good-Fair-Poor-Very Poor) secure a backup on the
was utilized in the present study. This tool was backpack feature of Edmodo
divided into two main domains. The first domain was 4. I can now balance my 3.67 Good
about students' active participation in using Edmodo study and digital footprint
in learning and using ICT. The second domain was through the planner linked
students' rating towards the visual design of using in the calendar tool from
Edmodo. Edmodo that can remind me
The instructions were given to students by the of the assigned task and its
researcher. Clear and simple instructions were due dates.
provided to get students to understand the items of 5. I can search posts, and 4.03 Good
the scale and facilitate responding. resources, practice quizzes
It is imperative that to draw genuine results and follow pages from
for this study, the two instruments to be used must be credible sources and
the observation and interview methods. Collecting wholesome environments
data must be aligned for how Edmodo can if not just with a positive response.
supplemental yet, be the most applicable LMS during 6. I can use the feeds from 3.79 Good
this time of the pandemic. Guide Questions will also my personal interests and
be included as instruments gets updates and feedback
for topics and find
2.3 Data Analysis educational content that
In the analysis and interpretation of the data, suits me.
the following statistical tools were used: (1) The mean The obtained overall mean of 4.05 suggests
weighted average was used to arrive at a verbal students’ attitudes toward the usability of Edmodo.
description of each of the items; (2) The data will be The findings indicated the means of the
analyzed using an independent sample t-test. participants’ attitudes towards using Edmodo in CSS
Furthermore, to analyze the results of the and the means of the survey. Therefore, this result
questionnaire, the researcher used Microsoft excel to indicated that students had positive attitudes toward
calculate frequencies and percentages. using Edmodo in terms of its usability. This finding is
in line with the findings of the following scholars: (Al-
Kathiri, 2014; Enriquez, 2014; Mokhtar and Dzakiria,
3. RESULTS AND DISCUSSION 2015; Al-Said, 2015; Yagci, 2015; Alshawi and
The analyses and interpretation of data relative to the Alhomoud, 2016; and Alzaben, 2016).
survey form and unstructured interview were answered by the
36 respondents from the grade 9 ICT class about the impact of
Table 2 Means and Verbal Ratings of Students’
using Edmodo as a blended learning platform in the student’s
Responses towards Using Edmodo in Blended
active participation asynchronously.
Learning Platform
Item Statements WM Verbal
Table 1 Weighted Mean and Verbal Description of Edmodo
Ratings
Usability for the Learners in their CSS Class.
Item Statements Usability WM Verbal 1. I think using Edmodo as 4.39 Excellent
Ratings a blended learning medium
1. Edmodo is accessible and 4.33 Excellent in learning computer
easy to use anytime and system servicing is useful.
anywhere. 2. I think using Edmodo as 4.55 Excellent
2. Using Edmodo to do 4.06 Good a blended learning medium
learning tasks is motivating in learning computer
and engaging. system servicing is an

2022 RESEARCH CONGRESS

SDO- NUEVA ECIJA
 enjoyable and motivating and excited to answer activities at any time and
experience. anywhere even if they were absent. This finding is
3. I think using Edmodo as 4.55 Excellent compatible with the results of Alshawi and Alhomoud’
a blended learning medium study (2016). Similarly, the results of the current
in learning computer study show that students felt that Edmodo created a
system servicing promotes convenient atmosphere for teacher-student
my autonomous interaction may it be real-time or asynchronous. This
learning. may be because participants were able to
4. I prefer Edmodo CSS 4.64 Excellent communicate privately with their teacher through
activities because I can Edmodo outside the classroom. Finally, the present
access them at anytime and showed that using Edmodo saved time and effort. This
anywhere. result agrees with the findings of Alzaben’s study
5. I think using Edmodo as 4.42 Excellent (2016).
a blended learning medium
in learning ICT in CSS Table 3 Weighted mean and verbal ratings of
enhances student-teacher Edmodo’s Visual Design
interaction. Item’s choices WM Verbal
6. I think using Edmodo as 4.15 Good Ratings
a blended learning medium User Interface (UI) 4.21 Excellent
in learning CSS encourages User Experience (UX) 4.18 Good
cooperative learning among From the given unstructured interview and
groups. FGD led by the researcher/teacher along with the
7. I prefer Edmodo in CSS 4.42 Excellent participants, some of the students shared their
activities because I can get experiences after utilizing Edmodo, one of them stated
immediate feedback on my that
answers. “compared to the other applications, Edmodo
8. I think using Edmodo as 4.12 Good was easier to use, it is more organized to the
a blended learning medium point that even if you were a beginner there’s
in learning CSS saves time no need to worry, second, my parent can
and effort. monitor my performance directly to their
9. I prefer Edmodo in CSS 4.21 Excellent account. Third, I can keep my files in the
activities because it is easy backpack and easily access them from time to
to access them. time lastly, in every class there is a folder
10. I prefer Edmodo CSS 4.09 Good where the teachers can compile the lessons
activities because I can and can be opened by a student like me.”
access them even if I was
absent from school. Another student discuss that Edmodo was better to
The results of the study indicated that the use because they can back files and they were notified
Grade 9 participants appreciated receiving immediate every time there were new posts and updates from the
feedback on their answers. This finding is consistent teacher. To sum it all up, participants agreed upon the
with those of Shams-Abadi, Ahmadi, and Mehrdad’s accessibility and easier-to-use app on their mobile
study (2015). In addition, the findings of the current phones. This result is supported by the results of
study revealed that students believed that Edmodo Alshawi and Alhomoud (2016) and Al-Said (2015).
CSS activities that were sent by the teacher were And from the features to improve their
enjoyable, useful, and motivating. These findings are experience from Edmodo, one of the students
in congruent with those of Wolfer (2012) and Fardoun mentioned “improved UI to make it more engaging to
et al. (2012). Moreover, the results of the present use.”, “for me, if Edmodo can put a real-time meeting
study revealed that students were motivated to access like meet and zoom it will be so perfect, it will be easier

2022 RESEARCH CONGRESS

SDO- NUEVA ECIJA
for the teachers to have class and not need to switch
to other applications”.
4. CONCLUSIONS
Most of the students gave excellent and good
feedback on their experiences in the utilization of
Edmodo in terms of usability experience and as a
blended learning medium in teaching-learning ICT
CSS in the new normal.
Grade 9 ICT students gave positive feedback
on the overall experience of the utilization of Edmodo
and suggested features to improve on the app to give
them its full potential in their CSS class.
The use of Edmodo enhances students’ active
participation in ICT CSS classes.
5. ACKNOWLEDGMENTS
The researcher extends her heartfelt
gratitude to the following Mr. Lorenzo P. Joaquin,
school head; and Mrs. Annie E. Macapagal,
department head, whose inspiration and words of
encouragement motivated her to finish the study;
Her loving parents, siblings, and friends for
their emotional support; and,
The Lord Almighty for his ceaseless
blessings.
6. REFERENCES
Australian National Training Authority. (2003). Blended
learning: Learning new skills in blending.
Sydney: Australian National Training Authority.
Bailey, J., Ellis, S., Schneider, C., & Ark, T. (2013). Blended
learning implementation guide (1st ed., pp. 4-38).
Retrieved from
https://net.educause.edu/ir/library/pdf/CSD6190.pdf
Banados, E. (2006). A blended-learning pedagogical model for
teaching and learning EFL successfully through an online
interactive multimedia environment. CALICO Journal
BusinessWire. (2014). Edmodo releases app for Windows 8.1
at ISTE 2014. Retrieved from
http://businesswire.com/news/home/20140628005006/
Campbell, C. (2009). Middle years students' use of self-
regulating strategies in an online journaling environment.
Journal of Educational Technology & Society, 12(3), 98-
106.
Criswell, J. R. (1989). Rethinking microcomputer instruction
as part of teacher education reform. Educational
Technology, 23(11), 40-43.
Edmodo. (2013, March 5). Edmodo acquires education
technology start-up root-1 [Blog post].
Retrieved February 19, 2017, from
https://blog.edmodo.com
Edmodo. (2014). 20 ways to use Edmodo (teacher). Retrieved
July 20th, 2017, from
https://support.edmodo.com/home#entries/21720784-
20-ways-to-use-edmodo-teacher
Foster, K. (2012). Edmodo for teacher professional
development: A case study. Retrieved July
20th, 2017, from
http://www.mentormob.com/learn/i/leadingwithedmodo/
edmodo-for-teacher-professional-development-a-case-
study
Holotescu, C., & Grosseck, G. (2009). Using microblogging
to deliver online courses. Case-study: Cirip.ro. Procedia
- Social and Behavioral Sciences, 1(1), 495-501.
Retrieved from
http://dx.doi.org/10.1016/j.sbspro.2009.01.090
2022 RESEARCH CONGRESS
SDO- NUEVA ECIJA