Learning Styles and Preferred Blended Learning Modalities of Bachelor of

Secondary Education Students in the New Normal

An Outline Research Proposal/A Language/Educational Research

Presented to
The Research Council, Undergraduate Program
Monkayo College of Arts, Sciences and Technology

In Partial Fulfilment
of the Requirements for the Degree
Bachelor of Secondary Education
Major in Mathematics

Manucang, Shaiful Aine T.

Maca, Ivy Mariel T.
Consing, Jame Joy F.
Peligro, Daryl B.
Sarabillo, Chayniel Venz

Academic Year 2021-2022

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CHAPTER 1

INTRODUCTION

RATIONALE

Education is a powerful agent of change. It improves health and livelihood,

contributes to social stability, and drives long-term economic growth. Furthermore,

sound education systems focus on molding future members of society. When

children reach adulthood, they should be equipped with the necessary knowledge,

characteristics, and tools to flourish in a world of opportunity. In a nutshell,

education provides us with the tools and mental characteristics required to excel

in life and contribute personal learning experiences to the society.

Development in education has been significantly evolving throughout the

years. Various teaching methodologies have been organized, and technology

helped distribute efficient instruction. However, achievement in the teaching and

learning process does not come solely from the teacher or supporting material. It

also requires the motivation and coordination of the learner (Khongpit et al., 2018).

According to Kamboj and Singh (2015), successful teaching also requires teachers

to address learners’ needs and understand the variations in their learning styles

and approaches. Furthermore, teachers should assess their students’ learning

styles to fit educational approaches, methods, strategies, and procedures to the

student’s learning styles (Cada, 2021). Moreover, if the teacher realizes the

learner’s ability and provides an appropriate learning environment, the learner will

be able to learn more following their skills and learning style. They will be able to
 2

learn from direct practice. Learners with many learning options according to their

potential will lead to learning motivation (Kamboj & Singh, 2015).

In the past years, the world has experienced the COVID-19 pandemic. The

pandemic severely impacted higher education as universities and colleges closed

their premises, and most countries shut their borders in response to lockdown

measures (Schleicher, 2020). This event results in increased stress and feeling of

uncertainty for students. In the study of Kowal et al. (2020), the rapid expansion of

the coronavirus pandemic has disrupted life of every person, state, and institution

worldwide. Most learning institutions resort to remote learning, and millions of

students are forced to finish their school semesters (Goldstein, 2020). The

transition to large-scale online learning is challenging and complex for the

education system. In addition, although higher education institutions were

instantaneous to replace face-to-face lessons with online learning, these closures

affected the learning experiences and examinations, as well as the safety of

students (Schleicher, 2020).

The sudden shift in the delivery of instruction has severely affected the

students’ learning experiences. Furthermore, the crisis raised questions about the

quality of education the universities and colleges have to offer during the

pandemic, including networking and social opportunities, educational content, and

the student’s learning experiences. Moreover, understanding the learning styles of

the students is a critical feature in gauging their individual learning experiences

and the success of the curriculum, and the educational system as a whole.

According to Anderson (2016), identifying the preferred learning style can be a

 3

helpful way to optimize learning opportunities for students and help them recognize

their strengths and areas for development in the way that learning takes place

primarily in the different modalities of learning.

In the Philippines, higher education institutions also implemented

emergency online learning programs (Murphy, 2020). However, according to

Daniel (2020), the emergency implementation may catch students unprepared.

Furthermore, Baticulon et al. (2021) reported Filipino students’ significant barriers

to adopting online learning. These barriers include technological, individual health,

domestic, institutional, and community barriers. A similar study by Fabito et al.

(2021) found that the difficulty clarifying topics or discussions with the professors,

lack of study or working area dedicated to online activities, and lack of good

internet connection contributed to the challenges experienced by Filipino students.

Furthermore, Akobirova and Sayfiyeya (2022) suggested that misalignment of

learning and teaching styles challenges students to grow academically. Apart from

the development in the methods of instruction, understanding the students'

learning styles should also be considered since it is critical to their learning

experiences and development. Mirza and Khurshid (2020) found out that students’

motivation improves when they recognize their learning styles. Cabual (2021)

further explained that there is a strong relationship between the learning styles and

the student’s preferred learning modalities. The educational barriers due to the

sudden change in the learning modalities may affect the student’s learning

experiences. This matter is critical considering that learners have different learning

styles that may or may not be suitable for the newly offered learning modalities.
 4

This study aims to understand the relationship between the learning styles

and preferred blended learning modalities of students enrolled in the Secondary

Teacher Education program at Monkayo College of Arts, Sciences, and

Technology. Furthermore, the researcher aims to determine whether sex and

course specialization affect the respondents’ learning styles and preferred blended

learning modalities in the new normal. The study’s respondents will be third year

students from the secondary teacher education program enrolled in the first

semester of the academic year 2022-2023.

RESEARCH OBJECTIVES

This study will assess the learning styles of the respondents and their

preferred blended learning modalities in the new normal. Specifically, this research

sought to address the following objectives:

1. To determine the demographic profiles of the respondents based on:

1.1 Sex;

1.2 Course Specialization

2. To determine the learning styles of the respondents based on Fleming’s

VARK learning styles.

2.1 Visual;

2.2 Aural;

2.3 Reading/Writing; and

2.4 Kinesthetic
 5

3. To determine the specific blended learning modalities preferred by the

respondents in the new normal.

3.1 Face-to-face learning;

3.2 Online Distance Learning; and

3.3 Modular Distance Learning

4. To describe the significant difference between the respondent’s learning

styles and preferred blended learning modalities based on:

4.1 Sex;

4.2 Course Specialization

5. To determine the significant relationship between the respondents’

learning style and preferred blended learning modalities based on sex and

course specialization.

RESEARCH HYPOTHESIS

𝐻01 : There is no significant difference between the respondent’s learning styles

and preferred blended learning modalities based on sex.

𝐻02 : There is no significant difference between the respondent’s learning styles

and preferred blended learning modalities based on course specialization.

𝐻03 : There is no significant relationship between the respondents’ learning style

and preferred blended learning modalities based on sex and course specialization.
 6

REVIEW OF RELATED LITERATURE

This section of the paper presents the related literature of the study.

According to Western Sydney University (2017), a literature review aims to

understand the existing knowledge and debates pertinent to a particular topic or

area of the study and express that knowledge in the form of a textual report. In this

chapter, the researchers review the studies on students' learning styles and their

importance in education. Furthermore, this also investigates the blended learning

modalities and the impact of the COVID-19 pandemic on the new normal delivery

of instruction.

Learning Styles

Recently, the world has experienced the COVID-19 pandemic. The said

pandemic severely impacted higher education as universities closed their

premises and countries shut their borders in response to lockdown measures

(Schleicher, 2020). This event results in increased stress and feeling of uncertainty

for students. In the study of Kowal et al. (2020), the rapid expansion of the

coronavirus pandemic has disrupted life of every person, state, and institution

worldwide. Most learning institutions resort to remote learning, and millions of

students are forced to finish their school semesters (Goldstein, 2020).

Transitioning to large-scale online learning is very difficult and complex for the

education system. In addition, although higher education institutions were

instantaneous to replace face-to-face lessons with online learning, these closures

significantly affected learning and examinations as well as the safety of students

 7

(Schleicher, 2020). The sudden shift in the delivery of instruction has severely

affected the students' learning experiences.

Furthermore, the crisis raised questions about the quality of education the

universities and colleges have to offer during the pandemic, including networking

and social opportunities, educational content, and the student's learning

experiences. Moreover, understanding the learning styles of the students is a

critical feature in gauging their individual learning experiences and the success of

the curriculum, and the educational system as a whole. The idea surrounding the

students' learning styles has been the topic of discussion in the field of pedagogy

for many years. Many authors have done many types of research to find out

whether learning styles have an impact on the way students learn. According to

Anderson (2016), identifying the preferred learning style can be a helpful way to

optimize student learning opportunities. It can help them recognize their strengths

and areas for development in how learning takes place, especially in the different

modalities of learning.

In the Philippines, higher education institutions also implemented

emergency online learning programs (Murphy, 2020). According to Daniel (2020),

the emergency implementation may catch students unprepared. Furthermore,

Baticulon et al. (2021) reported Filipino students’ significant barriers to adopting

online learning. These barriers include technological, individual health, domestic,

institutional, and community barriers. A similar study by Fabito et al. (2021) found

that the difficulty clarifying topics or discussions with the professors, lack of study

or working area dedicated to online activities, and lack of good internet connection
 8

contributed to the challenges experienced by the Filipino students. Furthermore,

Akobirova and Sayfiyeya (2022) suggested that misalignment of learning and

teaching styles challenges students to grow academically. Furthermore, some

studies conclude that, while students learn more via active learning, they may

report greater perceptions of their learning and enjoyment when passive

approaches are used (Deslauriers et al., 2019). Conversely, an earlier study of

Davis et al. (2018) mentioned that there is considerable evidence indicating that

active-learning or student-centered approaches are better than passive-learning

or instructor-centered approaches, both in-person and online.

Technology played a significant role in aiding the new normal way of

instruction, such as online learning and blended education. Concerning the

pedagogical aspects, electronic education alters the passive model of teaching

(teacher-centered) to the active (student-centered) model (Dalmolin et al. 2018).

However, the conclusiveness of E-learning and students' online learning outcomes

become a matter of concern for universities and society in general. According to

Habes et al. (2019), improved communication technologies allow easy learning

systems since access to social media is one of the significant sources of

information and communication. Thus, students and lecturers need to utilize digital

technology to their advantage. There are many literatures that recommend that

online education is an effective and efficient learning environment, with deliberate

advantages such as accessibility, opportunities for lifelong learning, and improved

quality resources. Meanwhile, lecturers can use the digital transformation period

to upgrade their skills while expanding capacity in new subject areas and delivering
 9

a healthy balance between work and family (Sun & Chen, 2016). In the study of

Esteban-Guitart et al. (2018), educational times and spaces have both been

modified, primarily due to the porosity of digital practices and cultures. In this

sense, this practice supports lifelong learning, including participation in different

contexts, situations, and daily educational practices, both social and in the

community. Children thrive on reciprocal communication even in this ubiquitous

environment, and online communication is considered as a remedy for enhancing

collaboration learning exercises (Dharwan, 2020). Hybrid learning spaces need

socio-cognitive and socio-emotional activities, but this also is a challenging task

for the teachers as they are inadequately trained in this area (Hod & Katz, 2020).

Development in education has been significantly evolving throughout the

years. Various teaching methodologies have been organized, and technology

helped efficiently distribute instruction. However, achievement in the teaching and

learning process does not come solely from the teacher or supporting material. It

demands the coordination and motivation of the learner (Khongpit et al., 2018).

Apart from the development in the methods of instruction, understanding the

students' learning styles should also be considered. According to Kamboj and

Singh (2015), successful teaching also requires teachers to address learners'

needs and understand the variations in learners' styles and approaches.

Moreover, teachers should assess their students' learning styles to fit

educational approaches, methods, tactics, and procedures to their learning styles

(Cada, 2021). Moreover, if the teacher realizes the learner's ability and provides

an appropriate learning environment, the learner will be able to learn following their
 10

skills and learning style. They will be able to learn from direct practice. A learner

has many learning options according to their potential that will lead to motivation

for learning (Kamboj & Singh, 2015). The idea surrounding the students' learning

styles has been the topic of discussion in the field of pedagogy for many years.

Many authors have done many types of research to find out whether learning styles

have an impact on the way students learn. Many researchers claim that some

instructors may adjust their teaching approach to better match the learning type of

a particular student or group of students. According to Cabual (2021), there is a

strong relationship between the learning styles and the student’s preferred learning

modalities. These educational barriers due to the sudden change in the learning

modalities may affect the student’s learning experiences. This matter is critical

considering that learners have different learning styles that may or may not be

suitable for the newly offered learning modalities.

Educators can use many frameworks and models to understand students'

learning styles, including the 4MAT, VAK, and VARK models. According to Mosaa

and Al-Adil (2017), 4MAT learning style is effective in achieving many goals in

teaching science and branches, such as developing academic achievement and

the direction towards science such as the study of (Mosaa & Al-Adil, 2017). In

addition, the VAK (Visual, Auditory, and Kinesthetic) learning style model was

developed by Walter Burke Barbe in 1979 (Macmillan, 2018). This model focuses

on three leading sensory receivers (Visual, Aural, and Kinesthetic) to determine

dominant learning. The dominant style describes the best way for a person to

learn. In a similar context, the VARK model was developed by Neil D. Fleming in
 11

1987 (Atkinson, 2017). The only discrepancy between the VAK and VARK model

is the employment of a new learning style called read/write. The VARK learning

style model attempts to understand the student's learning styles based on the four

categories: Visual, Aural, Read/write, and Kinesthetic. In this study, the

researchers will employ the VARK learning style model to determine the learning

styles of the respondents based on their sex and course specialization.

Fleming’s VARK Learning Styles

Students come from different backgrounds and possess a variety of

educational experiences throughout their attainment of knowledge. Learners have

different ways of acquiring knowledge and have different preferences (Zhao &

Potter, 2016). According to Mirza and Khurshid (2020), students’ motivation

improves when they recognize their learning styles.

Furthermore, a student’s learning style is defined as the method he or she

prefers and prioritizes throughout the learning process (Khamparia & Pandey,

2020). Moreover, Mirza and Khurshid (2020) said that VARK (Visual, Aural,

Reader/Writer, and Kinesthetic) is the most widely used teaching model for

categorizing learners. VARK is a simple questionnaire designed to help students

learn more effectively, and faculty members to become more aware of the variety

of teaching strategies necessary to reach all students (Anjali et al., 2016).

According to Hussain (2017), psychologists first proposed the VAK (Visual, Aural,

and Kinesthetic) learning theory early in 1920 as a pedagogical approach to

describing how people learn best. Furthermore, the VAK theory was further

developed by Walter Burke Barbe in 1979 (Macmillan, 2018). However, the VARK
 12

theory came to light in 1987 when Neil D. Fleming modified the latter by adding

another letter to the original acronym and renamed it VARK (Visual, Aural, Read-

Write, and Kinesthetic). In addition, the VARK theory is regarded as a well-known

learning method because it simplifies the relationship between learner’s interests

and new information retention. It also facilitates the most effective interaction with

the teacher because they are the providers of tricks and strategies that make the

learner feel comfortable while learning (Hussain, 2017).

Visual Learning Style;

A visual learning style is a learning style in which the information being

studied are visible to the learner (Bajaj & Sharma, 2018; Haryono & Tanujaya,

2018). In the study of Oluremi, (2015), visual learners benefit from the use of visual

aids in the classroom, and these learners understand better when their teachers

support their learning by writing on the board, as they can learn from their teachers’

written explanations (Masela & Subekti, 2022). Since visual learners rely on visual

information, they have attributes in their learning process that assist them in

obtaining information. Attributes such as pictures, graphs, charts, diagrams, and

videos are utilized in learning because the visual presentation is more interesting

(Oluremi, 2015) and can stimulate them in what they learn (Bajrami & Ismaili,

2016). Furthermore, visual learners also use other attributes such as brochures,

symbols, flowcharts, mind maps, flashcards, acronyms, and mnemonics because

they can notice the detailed information on it and maximize the use of these

attributes in their learning (Oluremi, 2015). Furthermore, some visual learners are
 13

text-oriented, can learn by reading, and are good at reviewing materials (Arifin,

2022).

Consequently, there are also physical manifestation as to how visual

learners act and present themselves. According to Arifin (2020), visual learners

are neat and organized, they are rapid speakers, and good long-term planners and

organizers. Additionally, visual learners prefer to annotate and highlight

information because it helps them understand the critical information by writing it

in simple form and highlighting the text with color to remind them about the main

points of the information (Ajideh et al., 2018). Oluremi (2015) suggests that visual

learners remember and review things better since they focus more on the details,

are good at spelling, and have good handwriting. However, Afshar and Bayat

(2018) found that students’ visual learning styles affected their language

achievement, denoting that education practitioners should pay attention to this

field.

Aural Learning Style;

A person with an aural or auditory learning style learns best by hearing what

they are learning (Wahyuni, 2017; Salido & Dasari, 2019). According to Ulfa

(2017), auditive-type students rely on the success of their learning through their

ears as hearing aids. Moreover, Arifin (2022) mentioned that auditory people learn

to use their hearing and generally become self-sufficient. Nurhasanah (2022)

further explained that aural learners absorb information by focusing on the pitch,

tone, and speed of another person’s voice, and they benefit the most from verbal

discussions and speeches.

 14

Furthermore, Kayalar and Kayalar (2017) believe that auditory learners are

excellent listeners. According to Arifin (2022), individuals who excel at auditory

learning showcase the following characteristics: a) the ability to repeat and

replicate notes; b) rhyme and tone of voice; c) difficulty with writing; d) but excellent

at narrative; and e) spoke in a specific pattern. An auditory student prefers to hear

the same information spoken. Furthermore, this learning style could be achieved

through attending lectures, participating in group discussions, web-chat, or

listening to the radio/recorded instruction (Murray, 2019).

Read/Write Learning Style;

According to Al-Jarrah and Ismail (2018), the importance of reading should

never be underestimated because it is one of the most significant pathways to

obtain information, particularly for educational purposes. Huisha (2021) further

suggests that students begin making contact with academic production through

reading to contribute to their ideas because intellectual exchange begins when

learners react to what they read. Furthermore, the students’ total amount of

reading time is essential for developing the reading skills required for academic

success (Hammerschmidt-Snidarich et al., 2019). However, reading is not a

problem for a learner with a read/write learning style. Students with a read/write

learning style prefers information presented as words, text, and similar forms such

as manuals, reports, and essays (Murray, 2019).

Since reading is acquiring information, writing can be defined as the

learners’ output after receiving sufficient input. It is thought to be the most

challenging skill to master because it requires handwriting, spelling, grammar,

 15

syntax, and the organization of paragraphs and ideas (Spanou & Zafiri, 2019).

According to Akhter (2016), writing is a productive skill because the writer creates

a new language. However, Benzizoune (2022) considered writing a support

system for acquiring grammar and vocabulary rather than skill on its own. Abbas

and Dwita (2019) provide another definition of writing, stating that it is an action to

make a record or data in the middle through a script. Writing is an essential process

for students in all learning stages (Özdemir & Aydin, 2020). Learning to write

involves the child and the writing practice that he/she is part of (Colliander, 2018).

Writing is also used to assess children’s achievement and understanding of

content material and promote their learning (Graham & Hall, 2016). Learners with

read/write learning styles has mastery in both reading and writing skills. They

consider reading as an input to acquire information and use their ability in writing

as an output to express their understanding of the data they received.

Kinesthetic Learning Style

Kinesthetic learners prefer to learn by being physically involved (Suryati et

al., 2022), which is essential for helping students in the learning process so that it

will affect their learning outcomes (Hasanah et al., 2018). The kinesthetic learning

style includes being involved, moving, feeling, and exploring things around them

(Setiawan & Alimah, 2019; Hassan et al., 2021). According to Arifin (2022), people

with good kinesthetic learning abilities have slow speech, but respond to physical

attention by touching other people. Some of the physical manifestations of a

kinesthetic learner is that they learn through manipulation and practice. They tend

to stand close when talking to people, are always physically oriented, and have
 16

early development of large muscles. Moreover, kinesthetic students prefer to

acquire information through experience and practice, including experiments,

simulations, and video instruction (Murray, 2019).

Moreover, kinesthetic learners have excellent hand-eye coordination,

agility, timing, and enthusiasm. They enjoy being involved with other people.

Instruction for kinesthetic learners must ideally incorporate many breaks,

movement, and structure. Even though they may often seem unfocused or

inattentive, a personalized learning strategy addresses most of their concerns.

Some of the mannerisms of kinesthetic learners involve switching positions,

tapping or swing legs, and scratch or doodle while learning. Additionally, this type

of leaners also enjoys cooking, do physical outdoor activities, chores, art and

puzzles, and yoga, which are highly desirable for them, as they promote relaxation

and focus (The Physical (Bodily-Kinesthetic) Learning Style, 2019).

Blended Learning Modalities

Learning delivery is a process by which a piece of information or knowledge

is communicated to the learners. However, this may involve certain technologies,

resources, and facilities to deliver the intended learning experience and meet

specific goals (Green, 2022). Blended learning is one of the known learning

deliveries employed by learning institutions and educators to ensure the

continuation of education for the students to avoid academic stagnation posed by

the pandemic. According to Cronje (2021), blended learning is a combination of

instructional methods. On the contrary, Mohammed (2018) asserted that blended

learning is a systematic and strategic integration of ICT tools into academic

 17

courses that introduces a novel approach to instructional goals. This instructional

method has been given many names: blended learning, mediated learning, hybrid

instruction, web-assisted instruction, or web-enhanced instruction.

Similarly, Quigley (2019) defines blended learning as a learning modality

combining online learning, in which teachers and students interact using a specific

platform, and offline learning, in which students are offered time to work on various

performance tasks on their own pace. Furthermore, blended learning uses a

combination of online-mediated and face-to-face (F2F) instruction to assist

lecturers in achieving pedagogical goals in training students (Subramaniam and

Muniandy, 2019; Teach Thought, 2020). This method may also help produce

algorithmic and constructive rational skills, aids in improving teaching qualities, and

achieve social order. Meanwhile, Wichadee (2017) believed that blended learning

transforms passive students, who typically only receive knowledge in traditional

teaching models, into active students who build their knowledge.

Moreover, blended learning improves pedagogical productivity, knowledge

access, collaborations, personal development, cost efficiency, simplifies

corrections, and resolves attendance issues (Mustapa et al. 2015). This learning

delivery can help to strengthen character values through learning material

reinforcement activities and learning methods. With blended learning, students can

learn independently without being constrained by space or time constraints.

Students are allowed to learn independently as well as be guided when using

blended learning. Lin et al. (2016) also said that, in blended learning, teachers

teach during the first few meetings in class which encompasses all learning models
 18

that incorporate technology, such as electronic mail, video, and the internet, as

well as traditional learning. As a result, learning activities will be more enjoyable

and varied.

According to the research of Banyen et al. (2016), students enjoy learning

using a blended learning model because it differs from traditional learning by

allowing students to interact with computers. Students are encouraged to expand

their knowledge through online learning, which is then applied in the classroom.

Consequently, students can understand the material much better through blended

learning than through traditional learning alone. Furthermore, student

independence is formed because students are allowed to learn without having to

face the teacher, discuss with other students, and analyze learning material.

Moreover, prior studies by Ghazal et al. (2017) and Edward et al. (2018) indicated

that the blended learning approach improves students' learning engagement and

experience by having a significant impact on students' awareness of the teaching

mode and learning background.

In the study of Aldosemani et al. (2018), some of the challenges that

teachers experience when using blended learning are the lack of faculty training

and support, language barriers, and poor promotion incentives for blended learning

initiation. Furthermore, these challenges are also observable in developing

countries like the Philippines. In addition, Dotong et al. (2016) outlined some of the

limitations of ICT integration, such as a lack of ICT facilities, poor maintenance of

available or existing ICT resources, and a lack of an ICT budget. There are still

areas in the Philippines, mainly rural areas, where reliable electricity and internet
 19

access are difficult. As a result, it hinders teachers' ability to become skilled in

using ICT to blend with teaching and learning. Students frequently refuse to

participate in online education because they believe it is time-consuming or

expensive (Shifat et al., 2021). The main factor contributing to the slow growth of

blended learning is a lack of facilities such as technological gadgets, internet

connection, and electricity. Some students blamed the lack of blended learning

development on a lack of technical knowledge among students and teachers

(Mustary, 2019).

The Coronavirus Disease 2019 (COVID-19) pandemic has dramatically

altered the Philippines' higher education system, with a distinct shift in online

instruction to limit further virus transmission. Many teachers and students were

concerned about the sudden shift to online instruction because a large segment of

the population has unstable access and limited electronic devices (Pastor, 2020).

With new outbreaks and looming lockdowns, many instructors were forced to

consider online instruction, which can be delivered in one of three ways: (1)

synchronous, (2) asynchronous, or (3) blended learning strategy. The blended

online learning strategy is the most practical to implement because it combines the

benefits of synchronous and asynchronous strategies. The main reason for using

a blended strategy is to encourage students to participate in their learning rather

than sitting quietly during a synchronous discussion. The cognitive load theory

underpins this approach, which holds that novice learners are immediately

overwhelmed by many new ideas and terminologies and resort to surface learning

(Chen et al., 2020). This approach to active learning is known as the flipped
 20

classroom (Olakanmi, 2017). This learning approach replaces traditional lectures

and homework with pre-class activities such as watching short, pre-recorded

lecture videos. The class time reinforces the topics further through problem-solving

examples, interactive activities, and in-depth discussions (Pienta, 2016).

Furthermore, in the traditional flipped classroom, synchronous online class

sessions (called "virtual classes") replaced traditional face-to-face classes for

engaging students in activities and guided problem-solving discussions. However,

the implementation would cause problems for students with limited internet access,

no gadgets, and those who are poor. According to an Akamai (2017) report, the

Philippines have the poorest internet connectivity in Asia. Furthermore, such

challenges include equity gaps, student security and safety, compromised learning

quality, and poor assessment results (Winthrop, 2020).

Face-to-face learning;

Traditional face-to-face learning refers to a learning delivery mode in which

both students and teachers are physically present in the classroom. There are

opportunities for active involvement, immediate feedback, and learners' socio-

emotional growth (Llego, 2021). On the other hand, classroom teaching is a well-

established instructional medium in which teaching style and structure have been

refined over several centuries.

Traditional classroom learning delivers real-time face-to-face instruction

and stimulates creative thinking. It also enables more flexible material distribution

and immediate teacher response. Miles et al. (2018) argued that face-to-face
 21

instruction enhances learning through interpersonal contact. These interactions

can build a support system among students and teachers. Additionally, students

may feel more at ease and learn more quickly in a comfortable and traditional

classroom environment. Moreover, traditional face-to-face is still preferable for

students who are less self-reliant and lack the discipline to complete the required

tasks and assignments in the allotted time (Arias et al., 2018). Nonetheless, there

is a considerable difference between face-to-face learning and online learning

modalities. Online teaching will likely develop with time, boosting classroom

dynamics and bringing students face-to-face with their classmates and teachers.

Furthermore, face-to-face instruction offers dynamic learning attributes not

seen in web-based teaching. Face-to-face instruction does not rely upon

networked systems. The student depends on access to an unimpeded internet

connection in online learning. Students in online learning may be unable to interact,

submit assignments, or access study materials if technical issues arise. As a result,

the student may become frustrated, perform poorly, and lose interest in studying.

Online learning requires much more discipline and self-motivation to stay on task.

Students must study and apply what they learn outside the face-to-face classroom

(Pitt, 2020). Moreover, online education slows down the learning process because

students must restrict their inquiries to blurbs and then give the teacher and

classmates time to answer (Paul & Jefferson, 2019).

Face-to-face learning gives students immediate feedback and allows them

to interact with resources and other people in real-time during predetermined

contact hours (Waghid, 2018). Kok (2020) asserts that during the COVID-19
 22

outbreak, students choose to focus on face-to-face instruction over online

instruction. Additionally, students are only moderately prepared for online learning.

Nonetheless, face-to-face instruction is the most effective method of learning

because it allows students and teachers to communicate openly and without

boundaries due to distance. However, this is not possible at the moment because

students and teachers can connect online. However, the face-to-face method will

remain in the post-pandemic setting because it is one of the most convenient

deliveries of instruction (Valentino et al., 2021).

Distance Learning

Distance learning is a learning delivery mode in which learning takes place

between students and a teacher who are geographically separated from one

another during instruction. This modality is classified into three types: modular

distance learning (MDL), online distance learning (ODL), and TV or radio-based

instruction (Quinones, 2020). Distance learning is a type of education that takes

place outside of physical space and time and is aided by technology. It offers

educational opportunities for professional and personal development and satisfies

an individual's thirst for knowledge (Papadopoulou, 2020; Stauffer, 2020).

Furthermore, teachers and students in distance learning are physically

separated during the instruction and learning (Yankey et al., 2020). TechSmith

(2021) further explained that distance learning is a method of educating students

via the internet. The internet is used to deliver lectures and learning materials.

Students work from home rather than in a classroom. Similarly, Simonson et al.
 23

(2019) defined distance education as an institution-based, formal education in

which the learning group is divided, and interactive telecommunications systems

connect students, resources, and instructors.

Moreover, distance education offers a unique opportunity to complete

specific training and learning prospects. Students are provided free remote access

to the internal network of colleges or universities for advice, information on

requirements for performance reporting documents, and much more (Ageycheva

& Bukhkalo, 2018). According to Toxirjonovich et al. (2021), the effectiveness of

distance learning is determined by employing pedagogical technologies that

motivate the design and implementation of distance courses. Furthermore,

distance learning can be considered an independent form of education due to its

substantial differences that cannot be implemented in traditional learning. Various

academic and governmental research has demonstrated the effectiveness of

distance education as a learning method (Rotimi et al., 2017). Traxler (2017)

reported that distance learning requires the student's autonomy and, when

combined with the use of information technology, promotes knowledge quickly and

widely, stimulating the student to seek new knowledge. In a pilot study aimed at

integrating short message systems (SMSs) into distance learning conducted by

Van Rooyen (2019), it was found that students perceived this initiative not only as

support but also as assistance in enabling them to study more effectively. This

method explains that mobile technology can improve learning quality and provide

students with more satisfying and successful learning experiences.

 24

Additionally, Rajadurai et al. (2018) studied satisfaction with distance

learning in Malaysia. The study's findings confirmed students' satisfaction with

distance learning materials, assessment management, academic facilitation, and

university services. According to the authors, learning technology, course quality,

and internet efficacy are among the factors that can influence satisfaction with

distance learning. Another study by Arif et al. (2017) evaluated the satisfaction of

students enrolled in distance learning with web-based services in Pakistan. The

study reported that most students were satisfied with web-based services.

However, no significant differences in gender, academic specializations, or age

groups were discovered among students. Furthermore, perceived usefulness and

ease of use significantly predicted students' satisfaction with web service use.

Also, Yildiz and Erdem (2018) found that most participants in an empirical study

conducted in Turkey believed that distance learning has the advantages of time

and space flexibility, financial benefits for both institutions and students, and self-

efficacy in learning process management.

On the other hand, Fojtik (2018) argued that distance learning requires

teachers and students to have a completely different approach than regular

daytime lectures. This type of learning modality is a very challenging form of

education. Some of the central issues and difficulties of distance learning are that

students and many teachers have little or no experience with this form of teaching.

Teachers feel they can use the same pedagogical and didactic practices as in full-

time teaching. However, this learning delivery is dynamic and too demanding in

preparing study materials. Teaching in this delivery requires students to be highly

 25

motivated and able to deal with time efficiently while ensuring that they do not

experience information overload. Even though distance learning is a dynamic

concept with various applications, some describe unexpected consequences in

digital learning as an unplanned and implied process involving various technical

tools, including computers, tablets, cellphones, and more (Almaiah, 2020). Due to

growing economic differences and the digital divide, not every youngster has

access to a gadget or an internet connection. Distance learning requires a lot of

family support, both for learning and using technology and learning tools. (Van

Lancker & Parolin, 2020).

In a survey by Benson and Jenny (2017) on how students, professors, and

instructional technologists perceive distance learning, it was found that most

participants expressed concerns about generational differences in distance

learning, course quality, and academic integrity. Also, concerns about educational

technology, faculty distance learning training, and faculty responsibilities and

commitments arise. In a critical review, Georgiou (2018) summarized the key

challenges of distance learning. The difficulties include a lack of socialization and

motivation, isolation, a lack of facial expression and body language, and limited

interaction. Similar results were reported in the study by McKenna (2018) that

distance learning implementation may have reduced socialization or

communication between students compared to a traditional classroom.

Furthermore, even though distance learning offers a wide range of opportunities,

especially in learning from online institutions, job employers are not very interested
 26

in open university diplomas, despite being recognized by the government (Bozkurt,

2019).

Liguori and Winkler (2020) mentioned that adapting to an online teaching

system under the Covid-19 crisis is the biggest challenge for learning and teaching

solutions. This phenomenon can lead to lower course satisfaction and academic

grades for students compared to traditional instruction in person (Roth et al., 2020).

In addition, Lapada et al. (2020) said that there are still more learning institutions

that are not equipped with the facility and training to distance learning education.

In order to remain abreast of distance learning education trends, Rhini (2018)

mentioned that teachers should be prepared with the skills and knowledge in

distance learning education. This factor is crucial to cater to the dramatic change

in the learning environment (Bozkurt, 2019).

Moreover, Irawan et al. (2018) reported distance learning issues during the

pandemic. Some of these include the effects on the academic journey, study

schedules, study locations, moments of isolation, levels of preparation and

adaptation, satisfaction with the format of online classes, and study time spent in

the online learning process. In the study of Rivza and Bogdan (2017), the teacher

and learner's geographical location may also affect distance education. In the

Philippines, Luzon has the highest number of urbanized cities with stable internet

connections and accessible roads compared to Mindanao and the Visayas. This

factor is considered one of the reasons why teachers from urban areas are more

ready to distance learning education than teachers from rural areas (Lapada et al.,

2020).
 27

Due to the sudden shift of learning delivery to distance learning during the

pandemic, students and faculty have experienced shock and tension on both

personal and professional levels. This phenomenon happens because the process

requires extra work and comes with several unique challenges for colleges and

universities, including a lack of time, poor infrastructure, and insufficient digital

content (Khalaf, 2020). During the pandemic, avoiding physical contact was the

main objective of stopping the COVID-19 virus from spreading. This circumstance

affected how well the higher education learning process worked (Adnan, 2020).

Online Distance Learning;

Online distance learning employs the internet as a medium to provide

deliberately designed, high-quality, student-centered learning experiences based

on best practices that foster effective interactions among learners, peers,

instructors, and content (Mathes, 2020). On the other hand, Belaya (2018) claimed

that due to its various methods for boosting student motivation, contentment, and

interaction, online distance learning had been acknowledged as an efficient tool to

enhance the quality of teaching and learning in vocational schools. Similarly, online

learning can be a helpful tool for students to expand on the knowledge they can

acquire in traditional classroom settings (Harsasi, 2015). Additionally, online

learning can give students greater control and lower the cost of completing

educational tasks that benefit them (Joosten & Cusatis, 2020).

Furthermore, online learning is a friendly learning modality because it

ensures that the students will access the learning materials based on their

convenience if the online classes are asynchronously recorded at any time of the
 28

day. Furthermore, classes online allow the students to learn anything or whatever

they want. This method enables the students to have their own choice, which

makes learning more effective (Almahasees et al., 2021). In addition, it is also

accessible for students since they may access online resources anytime (Stern,

2020). Online education becomes student-centered since students participate in

the learning process while teachers work as supervisors and mentors (Al-Salman

& Haider, 2021).

Moreover, online learning can be considered a tool that can make the

teaching-learning process more student-centered, more creative, and even more

adaptable (Singh & Thurman, 2019). The recently mentioned study described

online learning as educational activities on various internet-connected devices in

synchronous or asynchronous settings. In these environments, students can be

anywhere to learn and interact with instructors and other students. In contrast to

asynchronous learning environments, poorly structured, synchronous learning

environments have students participate in real-time interactions between teachers

and students, live lectures, and the potential for quick feedback. In such a learning

environment, learning materials are available through various learning systems

and forums rather than live lectures or seminars. In such an environment, instant

feedback and prompt action are impossible (Littlefield, 2018).

During the lockdown, the students and instructors felt that online learning

modalities supported student-centeredness. The student had become self-directed

learners, and they learned asynchronously at any time in the day. However,

Mukhtar et al. (2020) found out that teachers in online learning modes do not
 29

necessarily assess the students’ knowledge due to a lack of immediate response

from the learners. The students developed a limited attention span due to the

resource-intensive nature of online learning. In addition, there are instances when

students misbehave and attempt to use online resources during assessments.

Furthermore, Putri et al. (2020) and Purwanto et al. (2020) reveal some

difficulties that parents, teachers, and students face when learning online. Longer

screening times, less communication and outreach among students, and more

significant barriers for students with special needs are some of the difficulties that

students face. Parents believed that the issue was mainly related to lax household

rules, spending more time helping their kids study at home, particularly for those

in primary school under the fourth grade, a lack of technological know-how, and

high internet costs. Putri et al. (2020) further explain that teachers identify more

challenges and obstacles, including the limitations on the teaching strategies

typically used in traditional face-to-face classes, the lack of curriculum material

coverage, and the lack of technical skills that limit the potential for online learning.

Moreover, online education is effective only in digitally advanced countries

(Basilaia & Kvavadze, 2020). According to Wu (2020), the unexpected shift to

online education has become a test of organizational agility, with many academic

institutions concentrating more on converting educational materials to the digital

sphere than on particular online teaching and delivery techniques. Nonetheless, it

served as a reminder of the lack of resources in academic institutions and the

social marginalization of students, where the inability to access the internet is

widely enough and the lack of cutting-edge technology limited organizations’ ability
 30

to respond to the needs of their clients and their ability to engage in digital learning

(Zhong, 2020).

Modular Distance Learning

Among the three types of distance learning, the most common type is

modular learning. Modular distance learning includes instruction in print or digital

format or electronic copy, depending on the learner's preference. Other resources

available to modular distance learners include Learner's Materials (LMs),

textbooks, activity sheets, study guides, and other study materials. Teachers are

usually required to provide appropriate learning materials. Students can, however,

access these materials by downloading electronic copies via their computer, tablet,

or smartphone (Malaya, 2020). According to Martinez (2020), modular distance

learning (MDL) entails individualized instruction that allows learners to use self-

learning modules (SLMs), whether printed or digital, that is centered on the Most

Essential Learning Competencies (MELC) provided by DepEd. As a result, in

modular distance learning, teachers are in charge of tracking students' progress.

Students can seek assistance from the teacher via email, phone, or text

message/instant messaging. Students who are struggling will be given remedial

activities by the teacher (Flip Science, 2020).

Moreover, in the new normal setting, modular distance learning is the most

widely used learning delivery modality for students in the Philippines. Students are

given self-learning modules quarterly to continue self-paced learning while at

home. This modality pertains to individualized instruction in which the student uses

self-learning modules and other learning materials with little teacher interaction
 31

(DepEd Order No. 012 s. 2020). Similarly, modular learning is a type of distance

learning in the Philippines that uses individualized Self-Learning Modules (SLM)

based on the most necessary learning competencies provided by the Department

of Education, according to Manlangit et al. (2020). The modules include sections

on motivation and assessment that serve as a comprehensive guide to the desired

competencies of both teachers and students. Thus, Bernardo (2020) stated that

all public schools in the Philippines now use this learning mode. According to a

study by the Department of Education (DepEd), learning through digital and printed

modules is the most preferred distance learning method among parents.

Hardcopy of Modules as a self-learning kit can be of great help to aid the

needs of students upon learning, especially during the pandemic. Dubey and

Pandey (2020) mentioned that most students struggle to learn efficiently due to

common problems. Most learners reside in remote rural areas and lack adequate

infrastructure. Furthermore, the paradigm shift in thinking about adopting digital

learning and access to technology contributes to the problem as well. According

to Cabual (2021), the students became aware of the financial costs of having

online or virtual classes. These additional costs may include purchasing a laptop,

desktop computer, or an android phone that is compatible with WiFi, as well as a

good internet connection, to achieve and meet the requirements for virtual or online

classes. Since technology has been one of the efficient learning tools during the

pandemic (Toquero, 2020; Tugano et al., 2022), one of the challenges is the stable

internet connectivity and the privilege of owning a gadget (Adedoyin & Soykan,

2020).
 32

On the other hand, softcopy of modules can greatly help continue self-

learning, especially for learners with enough resources to be able to read the

softcopy of the learning material. During the pandemic, most of the lessons or

modules are given online. According to Jena (2020), COVID-19 pandemic

enhanced the use of the soft copy of learning material. The situation is that most

of the students use soft copy materials for reference. Therefore, the softcopy

materials or modules are distributed and used during this new normal where

students find it helpful for continuous learning amid the pandemic.

In addition, the Philippines implemented a printed modular distance learning

modality to continue providing quality and relevant education during the pandemic

(Talimodao et al., 2021). This modular learning setup differs significantly from the

traditional classroom setup in which learning takes place at home. Its appearance

disrupted parents' lives as instruction delivery shifted to modular learning. Puspita

(2021) emphasized the crucial part of parents in educating their children,

particularly mothers. Parents provide direct guidance for their children's reading,

writing, and home tasks. According to the Department of Education (DepEd), in

order to educate their children, parents must perform several tasks at home. As a

result, they are given a significant responsibility to fulfill (Llames, 2021). However,

Kintanar et al. (2021) found that some parents are not knowledgeable enough to

facilitate their children in their studies to understand the parents' difficulties when

it comes to facing the administered Modular Distance Learning.

Furthermore, modular learning is a type of learning in which modules serve

as the platform for students to learn by answering independently (Nardo, 2017). In

 33

the same article, modular learning is described as a new mode of delivery in

learning that employs Self-Learning Modules (SLM) derived from the most

essential learning competencies (MELCS) developed by teachers with the

assistance of curriculum developers. It is a material that is being used that aims to

make learners independent individuals, and the very essence of modular

instruction is to produce a self-pacing and progressing learner at his or her own

pace. According to the same article, the use of modules also encourages

independent study by directing the learner to practice or comprehend information

on their own to gain mastery of the topic, concepts, and exercises on modules

ranging from easy to complex. In support of this, one advantage of using modules

for instruction is that learners gain a better understanding of self-study or

independent study while developing a sense of responsibility in completing the

modules' tasks.

Based on the study by Ambayon (2020), modular instruction is a better way

of teaching learners to become independent than traditional teaching methods

because, in this modular approach, students learn in their own time by answering

their modules. It is free self-learning with feedback to stimulate students' abilities.

Consequently, this type of learning modality promotes a student-centered

approach to learning. On the other hand, Malipot (2020) emphasized that teachers

have also encountered difficulties in implementing modular distance learning.

Dargo and Dimas (2021) discovered that learners' academic performance had

decreased following Modular Distance Learning (MDL) implementation.

 34

Simply put, face-to-face instruction is more efficient and beneficial to

students. Additionally, it was discovered that modular distance learning had more

negative than positive effects. According to the study's respondents, modular

distance learning has a negative impact on students' learning for several reasons.

For starters, there is a lack of interaction between the teacher and the students.

Finally, the modules contain an excessive number of tasks and activities.

In their study, Dangle and Sumaoang (2020) revealed the difficulties

encountered in implementing modular distance learning in two public secondary

schools in the Philippines. These were insufficient funds for the development and

distribution of self-learning modules. As a result, students struggle with self-paced

learning modules, and parents are unsure how to guide their children

academically. They concluded that, aside from texting and calling, social media

platforms such as Facebook Messenger were the most practical mode of

communication among students, teachers, and parents. Teachers must be active

online and patient enough to cater to their students' and parents' learning needs

and sentiments. This factor encourages the use of social media platforms for

modular distance learning.

Considering the aforementioned literatures, it was determined that the

achievement in the teaching and learning process does not come solely from the

teacher or supporting material. It also demands the coordination and motivation of

the learners. Aside from the development in the methods of instruction,

understanding the students' learning styles should also be considered as part of

the pedagogy. Several studies have shown that there is a strong relationship
 35

between the learning styles and the student’s preferred learning modalities.

However, due to the COVID-19 pandemic, there is a significant change in the

delivery of instruction for education. The crisis raised questions about the quality

of education that universities and colleges have to offer during the pandemic,

including networking and social opportunities, educational content, and the

student's learning experiences. One of the instantaneous responses of several

educational institutions around the world is to adopt a blended learning delivery to

avoid academic stagnation. Blended learning uses combination of online-mediated

and face-to-face (F2F) instruction to assist lecturers in achieving pedagogical

goals in training students. Many studies suggest that blended learning transforms

passive students, who typically only receive knowledge in traditional teaching

models, into active students who build their knowledge. However, there are also

researches that negates the positive implications of using blended learning

delivery. Some of the mentioned disadvantages are the lack of readiness of both

the teachers and the learners, skill-related deficiency in using ICT tools, the

availability of facilities and devices, and the risk of information overload.

THEORETICAL FRAMEWORK

This section of the research paper presents the models and frameworks to

which this study is anchored. According to Kivunja (2018), a theoretical framework

comprises the theories expressed in the field a researcher planned to study and

draws upon a theoretical coat hanger for the data analysis and interpretation of

results.
 36

This study is grounded in the VARK learning styles model developed by Neil

Fleming in 1987. According to Calafiore (2019), the VARK framework posits that

learners can have a Visual, Aural, Reading/Writing, Kinesthetic, or multimodal

learning style. In the article by Cherry (2019), visual learners learn best by seeing

diagrams. Graphic displays such as charts, diagrams, illustrations, handouts, and

videos are all helpful learning tools for visual learners. Aural learners learn best by

hearing information. They tend to get a great deal out of lectures and are good at

remembering things they are told. Furthermore, reading and writing learners prefer

to take in the information displayed as words and text. Lastly, Kinesthetic (or

tactile) learners learn best by touching and doing. Hands-on experience is

essential for kinesthetic learners. The researchers will use the VARK framework

to determine the learning styles of the respondents based on their sex and course

specialization.

Figure 1. VARK Model of learning styles developed by Fleming (1987)

(1992).
 37

Furthermore, to understand the preferred blended learning modalities of the

respondents, this study is also anchored on the Time-Based Blended Learning

Model proposed by Anders Norberg, Charles Dziuban, and Patsy Moskal in 2011.

This model attempts to deconstruct the evolving components of blended learning

to determine the changes induced by digital technologies for augmenting teaching

and learning environments. Furthermore, this model highlights that the physical

teaching environment gives way to time, while time and synchronicity become the

cardinal elements of the learning environment.

Norberg et al. (2011) expressed that time and space are essential in

learning. The authors of the Time-Based Blended Learning Model said that the

absence of time means there is no change for learning, and if there is no space,

there will be no avenue for learning. Moreover, the teaching space and time affect

the modalities of instruction, while learning space and time affect the student’s

learning experiences. Technology immersion also affects the time and space of

the teaching and learning processes. To understand this concept, Figure 2

illustrates how space and time interact in the teaching and learning process.

In the past, the teaching space itself was once a technological innovation.

Education had moved from apprenticeship or personal tutoring to a publicly

organized rational form with teachers assigned to the specific learning area.

Learning is considered chiefly inside a classroom where the mode of instruction is

synchronous in time. However, learning began to drift apart in space and time from

the act of teaching due to new technologies as means of quality and efficiency.

This phenomenon resulted in expanded learner flexibility and more effective

 38

teaching. When new technologies are considered natural and good enough, they

are used in courses by teachers and students. The “here” and “everywhere” space

distinction and the “now” and “anytime” time distinction can give way to something

else.

Same Place

Ex. Teaching inside a Ex. studying at school

classroom at school

Same Time Different Time

Ex. Video conferences, Ex. asynchronous studying

real-time online class.

Different Place

Figure 2. An illustration of Time- Based Blended Learning Model by Norberg,

Dziuban, and Moskal (2011)

In addition, when a student acquires information or a concept, it demands

time and that it was a process, but it is unknown much about the spaces involved,

other than the simple fact that there was a learning space. The expressions

“distance education” and “online education” are interesting because there is no

doubt that learning takes place where the learner is. Tacitly, those terms imply that

the learner has to relate to a geographical source or an originating delivery point

for knowledge –a teaching space or, in a broader meaning, a campus. Time seems

more fundamental than space for learning. The implication appears that newly built
 39

“learning spaces” on campuses become social with technology intended for

collaborative learning rather than enhancing teaching spaces. With current

technology, however, this relationship is being reassessed because of increased

IT communication and media and diminished control over student learning options.

Also, students learn differently due to their distinct learning styles at different

paces. Consequently, this study will employ the framework of the Time-Based

Blended Learning Model by Norberg et al. (2011) to understand the level of

preference of the respondents on the available blended learning modalities.

In order to address the gap between the student’s learning styles and their

preferred blended learning modality, the researchers also ground this study in the

Blending with Purpose Model proposed by Anthony Picciano (2009). This model

aims to propose a blending with purpose multimodal conceptual model for

designing and developing blended learning courses and programs. Furthermore,

this framework recognizes that because learners represent different generations,

personality types, and distinct learning styles, teachers and curriculum designers

should seek to use multiple approaches or learning modalities and online

technologies to address the needs of a broad spectrum of students. Moreover,

multiple modalities allow students to experience learning in ways they are most

comfortable with while challenging them to learn in other ways, which this study

aims to understand. Critical to this model is the concept that academic program

and course goals and objectives drive the pedagogical approaches and

technologies used.
 40

Figure 3 depicts the Blending with Purpose model derived from the

discussions above on blended learning technology, generations, and learning

styles. It posits that pedagogical objectives and activities should drive the faculty’s

approaches to instruction. It also suggests that blending these objectives,

activities, and approaches within multiple modalities might be most effective for

and appeal to many students. This model presents six primary pedagogical

objectives and activities and appropriate approaches for achieving them. Most

importantly, instructors must consider their objectives carefully and understand

how to apply the technologies and approaches that will work positively for them.

Figure 3. Blending with Purpose Model of Picciano (2009)

 41

Content is considered the primary driver of instruction, and there are many

ways in which content can be delivered and presented, such as Blackboard,

WebCT, and other course management systems. The Blending with Purpose

model suggests that multiple technologies and media can be utilized in providing

and presenting content. The Blending with Purpose model also posits that

instruction is not always just about learning content or skill but is also about

supporting students socially and emotionally. In addition, social and emotional

development is an integral part of anyone’s education. Faculty who taught

advanced graduate courses know that the students, even at this advanced level,

constantly need someone with whom to speak, whether to understand a complex

concept or provide advice on career and professional opportunities.

Dialectic/questioning is an important activity that allows faculty to probe what

students know and refine their knowledge. This method stimulates discussion by

asking the “right” questions that help students think critically about a topic or issue.

Incorporating a learner’s reflection can be a powerful pedagogical strategy.

There is extensive attribution between the “reflective teacher” and the “reflective

learner.” While reflection can be a deeply personal activity, the ability to share

one’s reflection with others can likewise be most beneficial. Pedagogical activities

that require students to reflect on what they are learning and to share their

reflections with their teachers and fellow students are viewed very positively.

Furthermore, collaborative learning has been evolving for decades. Group work

has grown in popularity in face-to-face classes and has become a staple in many

course activities. However, collaborative learning has been more efficient due to
 42

the development in technology. Finally, and perhaps the most critical component

of the model, according to Picciano (2009), is the assessment of learning.

According to Tosuncuoglu (2018), learning assessment is vital in education and

critical in the teaching process. Through appropriate assessment, teachers can

classify and grade their students, give feedback, and structure their teaching

methodologies according to the needs of the learners. This research uses the

Blending with Purpose model to understand the relationship between the

respondents’ learning styles and preferred blended learning modalities in the new

normal education.

CONCEPTUAL FRAMEWORK

This section of the research paper tackles the conceptual framework of the

study. According to Ravitch and Riggan (2016), a conceptual framework lives at

the center of an empirical study. It serves as a guide and ballast to research,

functioning as an integrating ecosystem that allows researchers to intentionally

bring all aspects of a study together through a process that explicates their

connections, disjunctures, overlaps, tensions, and the contexts shaping a research

setting.

In this study, the researcher aims to understand the relationship between

learning styles and blended learning modalities and the association between

respondents’ sex and specialization to their learning styles and preferred blended

learning modalities in the new normal education.

 43

LEARNING STYLES BLENDED LEARNING

MODALITIES

• Visual • Face-to-face learning

• Aural • Online Distance Learning

• Read/Write • Modular Distance Learning

• Kinesthetic

• Sex

• Course Specialization
 44

SIGNIFICANCE OF THE STUDY

According to Li et al. (2019), it is a commonly accepted notion that people

take different approaches to learning. Although attention has been carried to

learning styles as one of the determinants of students’ learning performance, there

are limitations to the inferential approach to understanding the impact of learning

styles on learning outcomes. With the rise of the pandemic, most learning

institutions changed their learning modalities and implemented blended learning,

while others resort to purely remote learning.

Furthermore, the sudden change in the mode of instruction has severely

affected the students’ learning experiences. Consequently, the researchers of this

study wanted to determine the relationship between the student’s learning styles

and preferred learning modalities. This knowledge gap is of great interest to

understand the underlying relationship between learning styles and learning

modalities and be instrumental in developing instructional strategies. Specifically,

the result of this study will be beneficial to the following groups and organizations:

Administrator. This paper aspires to contribute to the existing knowledge of the

school administration in understanding the factors that affect the student’s

learning experiences, specifically in their learning styles and preference in

the current mode of instruction in the new normal. Furthermore, this study

also aims for possible augmentation in the current status of the institution’s

curriculum.
 45

Students. This study will be significant in helping the students to determine the

association between their learning styles and their preferred learning

modalities. Furthermore, the results of this study will also recognize the

students’ response to the new learning modalities in the new normal

education.

School. This research aims to understand the gap between students’ learning

styles and preferred learning modalities in the new normal education.

Moreover, this study’s results will benefit the school in developing a more

conducive learning environment based on instructional strategies to deliver

standard instruction to the learners, especially in the new normal. Through

this study, the researchers support the school’s mission and vision to deliver

quality learning experiences and services for its learners.

Community. This paper sought to spread awareness to the people in promoting

learner-centered instruction in every learning institution in the community.

Furthermore, the researchers of this study wanted to serve the interests of

the people through the relevant results of this study, especially in the field

of education.

Future Researchers. The ideas presented in this research may be used as

reference data in conducting new research or testing the validity of other

related findings. This study will also serve as a cross-reference that will give

background and overview of the student’s learning styles and preferred

learning modalities in the new normal education.

 46

DEFINITION OF TERMS

VARK Learning Styles – a model developed by Fleming in 1992, that can be used

to determine, categorize, and understand the learning styles of learners

based on specific standards and qualities; Visual, Aural, Read/write, and

Kinesthetic.

Blended Learning – refers to a learning delivery that combines face-to-face with

any mix of online distance learning, and TV/Radio-based instruction.

Blended Learning Modalities – refers to the modes to which a particular teaching

instruction is distributed to the learners.

Face-to-Face Learning – a type of learning delivery modality where the students

and the teacher are both physically present in the classroom.

Information overload – a state of being overwhelmed by the amount of information

or data presented to the one’s attention.

Modular Distance Learning – a type of distance learning which involves

individualized instructions that allows learners to use Self-Learning

Modules/Kits (SLMs/SLKs) in print or digital format.

Online Distance Learning – a type of distance learning that features an

asynchronous and synchronous instruction through the use of various

technologies such as internet, multimedia, and online platforms.

 47

CHAPTER 2

METHODS

RESEARCH DESIGN

In this study, the researchers will use a correlational research design.

According to Curtis et al. (2016), findings from correlational research can be used

to determine prevalence and relationships among variables. The researchers will

employ the correlational design to describe the relationship between the

respondents’ learning styles and preferred blended learning modalities based on

sex and course specialization.

RESEARCH LOCALE

This study will be conducted at the Monkayo College of Arts, Science, and

Technology (MonCAST) campus. This school offers three programs; Teacher

Education (Elementary and Secondary), Business Administration, and Agriculture

Technology. It is located at L.S. Sarmiento Sr. Street, Poblacion, Monkayo, Davao

de Oro, Philippines.

Source: Google Maps Mobile v. 11.32.1

 48

POPULATION AND SAMPLE

The study’s target population will be the third-year students enrolled in the

Teacher Education (Secondary) program from three different specializations

(English, Social Sciences, and Mathematics) in the first semester of the academic

year 2022-2023, with a population of 176 students. Using Slovin’s formula, 123

respondents will be drawn as samples from the population. The researchers will

utilize a stratified random sampling technique to select respondents from the three

course specializations. According to Dudovsky (2020), stratified random sampling

allows researchers to draw more precise conclusions because it captures the key

characteristics and adequately represents the population.

RESEARCH INSTRUMENT

The researchers will use a survey questionnaire to gather the respondents’

responses in this study. The questionnaire will be divided into three parts:

Demographic Profile of the Respondents; Respondents’ Learning Style; and

Preferred Blended Learning Modality. The first part of the questionnaire describes

the demographic profile of the respondents, including their sex and course

specialization. Furthermore, the second part is a 16-item questionnaire adapted

from Fleming and Bonwell (2019) that will be used to determine the specific

learning styles of the respondents. Lastly, the third section of the questionnaire is

a self-administered survey with a 5-point Likert scale to identify the: (a) level of

preference of the respondents on the blended learning modalities in the new

normal; and (b) the relationship between the learning styles of the respondents
 49

and their preferred blended learning modality in the new normal. The responses

will be evaluated through the following descriptions:

Mean Score Response Descriptive Level

Range Interval Anchor
In this level, the respondent extremely

prefers this particular type of blended

4.20 – 5.00 Strongly Agree learning modality among others. It also

describes that he/she learn best in this type

of learning modality.

This level describes that the respondent

highly prefers this type of blended learning

3.40 – 4.19 Agree modality and he/she learns better when this

learning modality is used in class.

In this level, the respondent moderately

prefers this type of blended learning

2.60 – 3.39 Undecided modality. This also means that this learning

modality has a fair influence in his/her ability

to learn.

This level describes that the

respondent slightly prefers this type of

blended learning modality to be used in

1.80 – 2.59 Disagree class. There is a low chance that this

learning modality will influence his/her

ability to learn.
 50

This level describes that the

respondent does not prefer this type of

1.00 – 1.79 Strongly blended learning modality. This type of

Disagree
learning modality does not influence his/her

ability to learn.

DATA COLLECTION

The questionnaire to be used by the researcher will be validated by the

MonCAST office of the Research and Publication. After the validation, the

questionnaire will be distributed to the respondents through an online platform

called Google Forms. The researchers will use Google Forms to collect the

respondents’ answers, and they will be given seven days to respond to the survey

questionnaire. The data to be collected from the respondents will be analyzed,

interpreted, and tabulated.

STATISTICAL TREATMENT

The researcher will use frequency and percentage tables to describe the

respondents’ demographic profiles, learning styles, and preferred learning

modalities in this study. Furthermore, the researchers will employ the Mann-

Whitney U test to describe the significant difference between the respondents’

learning styles and preferred blended learning modalities based on their sex and

course specialization. Moreover, Spearman’s rank correlation will be used to

 51

determine the relationship between the respondents’ learning styles and preferred

blended learning modalities based on their sex and course specialization.

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