Professional Documents
Culture Documents
Final Manuscript
Final Manuscript
____________
A Thesis
Presented to the
Faculty of the School of Teacher Education
Biliran Province State University
Naval, Biliran
___________
July 2023
APPROVAL SHEET
ii
ACKNOWLEDGEMENT
This study was made successful through the aid of significant persons
who guided and helped the Researchers throughout the completion of this
study. Their utmost gratitude is given to the following individuals who helped
their heartfelt and precious support extended all throughout the conduct of the
survey.
Their Research Adviser, Mr. Kevin T. Lagat, for his patience, motivation,
research paper.
The respondents of this study for their cooperation in the conduct of the
survey.
Their family and loved ones, who patiently supported them financially,
morally, and spiritually from the time they started conducting the study until its
completion. Those support boosted their morale and spirit in finishing what
they started. They would also like to commend them for the endless
To their friends, who have been there to keep them determined and
resolved in making their way for cheering and encouraging them up every
iii
And foremost, to the Almighty God, for the guidance and strength he
bestowed on them all the way as they accomplish this research paper.
ROANNE A. SOLAYAO
iv
TABLE OF CONTENTS
Page
TITLE PAGE ….……………………… i
APPROVAL SHEET............................................................................................................ ii
ACKNOWLEDGEMENT................................................................................................... iii
TABLE OF CONTENTS.................................................................................................... v
LIST OF TABLES.............................................................................................................. vii
LIST OF FIGURES........................................................................................................... viii
LIST OF APPENDICES.................................................................................................... ix
ABSTRACT........................................................................................................................... x
CHAPTER I – INTRODUCTION
Background of the Study ….……………………… 1
Objectives of the Study ….……………………… 4
Framework of the Study ….……………………… 6
Theoretical Framework ….……………………… 6
Conceptual Framework ….……………………… 8
Significance of the Study ….………………………. 9
Scope and Delimitation of the Study ….………………………. 11
Definition of Terms ….………………………. 11
Review of Literature ….………………………. 14
CHAPTER II – METHODOLOGY
Research Design ….………………………. 21
Research Locale ….………………………. 21
v
Data Scoring ….………………………. 24
Conclusion ….………………………. 52
Recommendations ….………………………. 52
APPENDICES ….………………………. 65
vi
3.2 Level of Direct Instruction 30
4.3 37
Level of Student Engagement in Blended Learning
5.0 Level of Interaction-Related Factor 39
6 Relationship of Variables 48
vii
LIST OF APPENDICES
Appendix Title Page
E Informed Consent 73
F Research Instrument 75
viii
ABSTRACT
mean, standard deviation, and Pearson r correlation. Results revealed that the
variables of the study have strong positive correlation from each other which
signifies that they are associated and have influence among each other. In
general, this paper validated earlier claims that student satisfaction plays an
ix
blended learning modality
x
1
CHAPTER I INTRODUCTION
various aspect of society and the educational aspect was not an exception. In
fact, it shifted from traditional to blended learning. Allen & Seaman (2010),
BL as a teaching-learning modality.
(Naaj et al., 2012; Chen & Yao, 2016). Rahman et al. (2015) discussed that it
system quality, service quality, and other supporting issues. Small et al.
2
presence with student satisfaction (Mohd & Quick, 2016), and student
engagement with student satisfaction (Gray & DiLoreto, 2016) however, these
blended learning environment. Also, Martin et al. (2022) found out that teacher
satisfaction in the previous study was only measured with several questions
and not with other dimensions. In comparison, the present study will measure
that these factors have a strong confidence interval for blended learning
satisfaction which rated 95% and the mean of each factor ranges from 3.14 to
3.45 which is higher than the accepted average mean for student satisfaction
which is 2.5. Moreover, this model is designed for blended learning relevant to
the kind of blended learning context of the study which is a blend of in-person
and online modes of learning. Therefore, utilizing the model will be essential
1.3 Program.
4.1 Interaction,
4.2 Instruction,
4.3 Instructor,
4
5
implementation.
6
Theoretical Framework
Inquiry (COI) proposed by Garrison et al. (2000). This model was primarily
communication (CMC), but many studies have adopted this model to describe
is focused on the teacher and the students which are the key participants in
the educational process. Its relevance to the study boils out due to the
crucial role in fostering social presence. Social presence pertains to the ability
and teacher presence in a way that it supports critical discourse and reflection,
Conceptual Framework
age, gender, and program. In the next part, the process, the study determined
variables. Lastly, the data and inferences being drawn from the research is
crucial for the output formulation for it will serve as basis for intervention
training in the part of the teachers and students will be imperative in order to
learning.
Students ’ Proposed
Demographics: Teacher Presence interventions for
a. Age; improved blended
Student Engagement
b. Gender; learning
Student Satisfaction
c. Program. implementation
The researchers believe that the findings of this study are significant to
the following:
Students. Since the research will focus on the experiences in view of the
learning environment.
Teachers. With the data and intervention being provided, they would
process.
10
10
programs in the School of Teacher Education (STED) only. The research was
about 5 months.
Definition of Terms
Age. Refers to how old the respondents are at the time they have
themselves.
respondents.
12
11
online.
12
13
Review of Literature
Blended Learning
BL which are media, method, and modality, also known as the 3M’s. Media
the context of this study, the nature of blended learning is a mix of in-person
15
and online classes. Also, BL in this university is novel, thus evaluating its
Student Satisfaction
effectiveness of blended learning (Naaj et al., 2012; Chen & Yao, 2016). Naaj
can impact motivation, and eventually, student success and completion rates.
courses and programs to a certain degree and to predict student attrition rates
they found out that students’ attitudes, interaction patterns, and quality of
highest contributor to learner satisfaction in BL. This implies that the value of
relevant, interesting, and enjoyable, thus making blended learning more useful
satisfaction. The findings indicate that students place greater value on and are
more satisfied with tools that allow instructors and students to communicate
with one another than they do with tools that allow students to interact with
Panes (2019), added that a number of social and technical factors affect
instructor attitudes, content quality, system quality, service quality, and other
supporting issues. Moreover, the study revealed that all the socio-technical
dimensions mentioned were highly significant and implied that students were
However, the study also concluded that BL does not follow a “one-size-fits-all,
2019).
the instructor, particularly with his or her availability and response time.
students (Naaj et al., 2012). Moreover, this model is designed for blended
learning relevant to the context of the study which is a blend of in-person and
(SCE) (Burop et al., 2020). SBE pertains to the physical engagement of the
complex knowledge in the course (Burop et al., 2020). de Brito Lima et al.
discussed that SCE and SBE is positively influenced if students have strong
digital support, but not SEE. To improve SE, Serrano et al. (2019) suggested
18
Teacher presence (TP) is one of the three dimensions – along with the
factor influencing social and cognitive processes that enable meaningful and
which are design, facilitation, and direction (Anderson et al., 2001). The
design suggests that teachers must know the importance of up-front course
and engagement. Direction means that teachers share their subject area
and students had different attitudes toward TP in online and blended learning.
Meanwhile, Gregory & Salmon (2012) indicated that students felt disengaged,
19
satisfaction with online learning. Such information can give professors crucial
making the greatest use of their time and resources (Ondrey, 2017).
and TP, SE, and student satisfaction. Relatively, the studies of Ondrey (2017;
online learning modality and not in a blended one. The same with the study by
al. (2020) studied the perception of instructor presence and its effect on
student satisfaction, and engagement, and found out that educator presence
offered through blended or online formats. Martin et al. (2022) also discovered
blended learning. Further, student satisfaction from the previous studies were
CHAPTER II METHODOLOGY
Research Design
design. The descriptive approach was used to summarize the level of teacher
relationships among the said variables. The research design was useful in
describing how one variable is related to another, where the researcher has
no control over the independent variables, the variables that are believed to
Research Locale
Amid the Covid-19 pandemic, the university has adopted the blended
learning system and has been implementing it as part of its teaching and
weeks face-to-face and two (2) weeks online synchronous and asynchronous
from the School of Teacher Education (STED) of BiPSU- Naval Campus, with
sampling technique was used to determine the sample size and utilized
technique allowed everyone from the target population to have equal chances
to be selected in the study, and thus increase the applicability of the study’s
validation. Pilot testing was also conducted to determine the level of reliability
(6 items), and direct instruction (5 items) which was developed by (Shea, Li,
Swan, & Pickett, 2019). The 17 items were evaluated using a five-point Likert
and its components was 0.87, respectively showing that the instrument is
highly reliable.
shows the Cronbach’s alpha values for all items exceeded 1.04, indicating
their reliability.
was classified into five parts: interaction (9 items), instruction (12 items),
proposal to the panel for approval of the study. After being approved, the
asking for consent to carry out the study. After getting the consent being
Google forms and printed materials. The respondents were guaranteed on the
anonymity and confidentiality of the data provided which will be used for
respondents and was collected after the respondents had finished answering
Data Scoring
student satisfaction in blended learning, the following data scoring was used.
Data Analysis
Descriptive statistics was used to organize and summarize data (Kaur et al.,
2018) which is essential for describing the demographic data being collected.
populations can be used to deduce whether or not those populations are truly
Ethical Consideration
were the most common consideration in making this research. Anent to the
Republic Act No. 10173, otherwise known as the Data Privacy Act is a law
sensitive. It is meant to cover both natural and juridical persons involved in the
processing of personal information. With this, the researchers made sure that
other persons. Consent and approval from the respondents were considered
respondents the process and purpose of the said survey and made sure that
This chapter presents the analysis and findings of the study conducted.
The results of the study are presented based on the objectives. The data are
implication.
26
respondents. Table 2.0 pertains to the age of the respondents while table 2.1
the 419 respondents it had a mean of 21.0. This means that the most frequent
gender of the respondents, it can be seen that the majority, of the respondents
were females (f=315, 75.17%), followed by males (f=93, 22.20%), and lastly
other gender (11, 2.63%). This implies that the study is dominated by female
respondents.
the least number of respondents. This implies that BEED outnumbered the
learning as well as its sub-factors. Tables 3.0 to 3.2 illustrates the level of
facilitating discourse, and direct instruction. While, table 3.3 shows the overall
blended learning and all indicators had attained high mean ranging from 3.97
mean. While the indicator, “The instructor helped me take advantage of the
has the least mean. The data can be inferred that teachers in the blended
learning were fulfilling their role as primary course designer and administrator
modality. In the study of Su et al. (2023) have also found high level of
proper instructions for the learning activities.. Zhao and Sullivan (2017)
(M=4.08, SD=0.640) is high and all indicators obtained high mean as well,
ranging from 4.02 to 4.16. Among all indicators, the statement “The instructor
obtained the highest mean, while the statement “The instructor was helpful in
me to learn” (M=4.02, SD=0.764) has the least mean. With the data being
community.
teachers in the blended learning. It indicates that the level of direct instruction
(M=4.14, SD=0.641) is high. Also, it can be seen that most of the indicators
achieved a relatively high mean except for one indicator, which states that
obtained a very high mean. On the other hand, the indicator, “The instructor
and scholarly leadership and shared their subject matter with mastery of
knowledge with the students. These results relate to the findings of Su et al.
students (Su et al., 2023). This was proved by Karaoglan Yilmaz and Yilmaz
(2022) who revealed that students who received feedback had a higher
Table 3.4 presents the overall level of teacher presence in the blended
mode of learning. Based on the result, the level of teacher presence (M=4.09,
SD=0.600) in the blended learning is high, as well as across all the subfactors.
It can also be noted that among the three dimensions, direct instruction
The data means that despite the shift in the educational mode of learning
The same result is relative to the study of Su et al. (2023), wherein direct
However, the mean obtained by the study was very high than the current
32
study. With direct instruction being the highest, it can be inferred that teachers
matter with mastery of knowledge with the students. The responsibilities of the
online and blended learning environments (Hung and Chou, 2015). Su et al.
(2023), provides that students perceived high level of TP also indicating that
effectively providing them with instructions for activities which then improve
modality both online and face-to-face modes, which then suggests that
blended learning as well as its sub-factors. Tables 4.0 to 4.2 illustrates the
engagement, and cognitive engagement. While, table 4.3 indicates the overall
class.
5. I am alert during class. 3.84 0.788 High
6. I always participate in discussions with
3.79 0.761 High
my teacher.
7. I am always eager to attend class. 4.15 0.836 High
8. I always complete my assignments. 4.07 0.854 High
9. I prefer to complete activities and
assignments during class with my 3.87 1.01 High
instructor and peers.
10. Enough time is provided during class for
3.88 0.854 High
practice activities and discussions.
As a whole 3.97 0.564 High
Table 4.0 presents the level of behavioral engagement of students in
SD=0.564) is high in a blended learning. Similar level was obtained across all
These results being shown implied that students in the blended learning
mobilize and invest some of their physical energy to develop new abilities and
obtained high scores ranging from 3.80 to 4.15. In turn, cognitive engagement
(M=4.00, SD=0.559) attained high score as a whole. The indicator with the
highest mean is the statement, “Being familiar with the content prior to
(M=4.15,SD=0.732), which had nearly the same mean with the statement, “I
the other hand, the indicator with the least mean among others is the
other reasons. Either way, students might have comprehended the lessons or
difficult content which in turn does not need clarifications from the instructors.
Despite that, it can still be implied, based from the result, that students
exerted cognitive efforts that enables acquisition and mastery of content and
high level of cognitive engagement in the blended learning but relatively lower
as seen in the table is high, and all the indicators were also high ranging from
like it when the instructor asks me questions.” (M=3.68, SD=0.906) has the
opposite. It can be noticed that though students like to participate in class for it
participating in class indeed can boost confidence but only when the content is
But since least indicator indicates that students don’t want to get ask by
instructor implied that students could have deficiency of knowledge that might
hamper confidence, or on the other hand, they still have a sense of hesitation
or lack of confidence.
But all in all, based from the result, it is considered to implicate that
or interest in the blended learning. Based on the result of the study of Su et al.
Yet, in their study, they discussed that blended learning allow students to
performance attainments.
Pekrun (2011), on the other hand, argued that emotions influence “a broad
Skinner and Pitzer (2012) mentioned that emotion serves as the fuel towards
emotional energy.
The data in Table 4.3 indicates the level of student engagement in the
blended mode of learning. The result shows that the level of student
blended learning modality. Similarly, de Brito Lima et al. (2021), revealed the
Almost the same mean and result was achieved in the study conducted by
38
manifests that students in blended learning exhibit cognitive efforts which then
and while those behaviors are not trivial, they still can be recognized as the
outward displays of the mental and emotional energies that fuel learning
blended learning as well as its sub-factors. Tables 5.0 to 5.4 illustrates the
course management, and technology. While, table 5.5 shows the overall level
related factor (M=3.64, SD=0.591) is high and most of the indicators have high
scores as well, but some are in moderate level. The indicator having the
highest mean was the statement “I am satisfied with the way I interact with
opposite gender on the other side of the blended learning classroom listening
(M=3.33, SD=0.994) are the two indicators having moderate level. However,
its level is somehow comforting because the way the statements were
On the first one, based on the result, it could mean that gender moderately
affect student participation in class, but for what reason is not mentioned.
Woodley, 2010), although males are more likely to have consistent favorable
gender preferences in online education, which might explain why there were
2021).
process of collaboration activities in the course. This maybe due to the lack of
effectively, the students need particular and extensive teaching, practice, and
growth both with and without blended learning (Monteiro and Morrison, 2015).
All in all, with the result being shown, it can still be noted that students are
course.
17. If I had known this was going to be a
blended learning class, I would not 2.89 1.13 Moderate
have taken it.
18. I am willing to take another course
using the blended learning delivery 3.23 1.04 Moderate
mode.
19. I am satisfied enough with this course to
3.76 0.827 High
recommend it to others.
20. Compared to face-to-face course
settings, I am less satisfied with this 3.61 0.912 High
learning experience.
21. I enjoy working on
3.84 0.837 High
assignments by myself.
As a whole 3.62 0.561 High
Table 5.1 presents the level of student satisfaction in terms of
instruction-related factor in the blended learning. Based from the table, the
SD=0.561) is high, but there were some areas that students were moderately
another course using the blended learning delivery mode.” the level is
moderate at 3.23 (SD=1.04) and when asked “If I had known this was going to
be a blended learning class, I would not have taken it.” the level is moderate
enough with this course to recommend it to others.” showed high level at 3.76
SD=0.912).
how willing and eager they are to the kind of instruction in a blended learning.
42
But with the overall level, it can still be considered that students were highly
(2020) the level to which students satisfaction in the blended learning was
highly influenced by the lecture quality, which included factors like lecture’s
students learning.
43
Table Level of
5.2. Instructor-Related Factor
Indicators Mean SD Interpretation
22. The instructor makes me feel that I am
3.93 0.791 High
a true member of the class.
23. I am dissatisfied with the accessibility
3.24 1.03 Moderate
and availability of the instructor.
24. The instructor uses blended learning
3.90 0.772 High
technology appropriately
25. Class assignments were clearly
3.85 0.715 High
communicated to me.
26. Feedback on evaluation of tests and
other assignments was given in a 3.82 0.769 High
timely manner.
As a whole 3.75 0.561 High
Table 5.2 presents the level of student satisfaction in terms of
general. Except for one indicator, which was “I am dissatisfied with the
that students were moderately satisfied with the accessibility and availability of
the instructor beyond class hours wherein students can’t connect to them for
clarification or other queries. However, it can still be noted that students where
satisfied with their instructors in the blended learning. The performance of the
develops into both a learning facilitator and a student motivator. Most of the
Table Level of
5.3. Course Management-Related Factor
Indicators Mean SD Interpretation
27. Discipline is highly observed when the
lecturer is on the other side of the 4.01 0.748 High
blended learning classroom.
28. The lecturer, supervisor always takes
4.03 0.765 High
attendance.
29. I attend videoconferencing classes the
same way I attend face-to- 3.90 0.831 High
face classes.
As a whole 3.98 0.625 High
Table 5.3 presents the level of student satisfaction in terms of course
the table, students were highly satisfied with the course management (M=3.98,
SD=0.625) in the blended learning. The indicator with highest mean is the
SD=0.765). While the one with the least is the statement “I attend
(M=3.90, SD=0.81). Students who were engaged and motivated in the blended
learning course were more likely to show positive attitudes and greater
Table Level of
learning classroom.
34. Technical problems are not frequent
and they do not adversely affect my 3.58 0.971 High
understanding of the course.
35. The technology used for blended
3.90 0.790 High
teaching is reliable.
As a whole 3.82 0.662 High
Table 5.4 presents the level of student satisfaction in terms of
learning. The highest indicator is the statement “The technology used for
blended teaching is reliable.” (M=3.90, SD=0.790) and the least one is the
statement “Technical problems are not frequent and they do not adversely
can never be overlooked because the result is nearly moderate which in turn
Table 5.5 depicts the level of student satisfaction in the blended mode
that the course management factor (M=3.98, SD=0.625) obtained the highest
positive and exhibit positive attitude about the interactivity in the learning
the performance and way of facilitation of the instructor, how the course and
the class being managed, and the convenience and efficiency in accessing
technology. These findings are in line with those of Kintu and Zhu (2016) and
Kintu et al. (2017) who found that learners’ positive attitudes to blended
the quality of the teaching received the highest satisfaction lever where
In the study conducted by Naaj et al. (2012), exposed the same findings
SD=1.18) that gained the highest level, while instruction (M=3.0, SD=1.23)
was the lowest. With the course management being the highest, signify that
Though the results of both studies found out that students find satisfaction
in the blended learning environment, however, it is still not high enough which
Relationship of Variables
preliminary results of the data the Kurtosis and Skweness value ranged (4.38,
5.32, 3.42 and -1.31, -1.12, -0.654) which implies that all measures have
Presence -
-
-
2.Student 0.610*** -
Engagement 417 -
< .001 -
each other. In the Pearson correlation coefficient explains that when the
means that when one variable changes, the other variable changes in the
same direction (Turney, 2022). In addition, when the r value is greater than
between variables. Moreover, these results suggest that all study measures
had relatively normal distribution. Hair et al. (2010) and Bryne (2010) argued
to +7.
49
Given these findings, it can be inferred that each variables are associated
blended learning. Su et al. (2023) also found out that students were highly
These findings also supports the findings revealed by Gray and DiLoreto
perceived learning and satisfaction. Yang et al. (2022; Heilporn et al., 2021;
satisfaction.
However, high teacher presence does not guarantee high student
as well as with the learning activities and learning environments (Cho & Cho,
2014). Zhao and Sullivan (2017) also added that high level of teacher
that teachers need to balance self-paced learning with the instruction. This in
50
turn impose in depth and to look on other factors that affect and influence
Intervention Plan
Table 7 is about the suggested intervention plan drawn out from the
findings of the study which can be essential in developing quality education
utilizing the blended learning modality. Table 7: Intervention Plan Matrix
Responsible
Intervention Description Timeline
Party
Develop and deliver training
sessions, seminars and
Training,
workshops to equip teachers Educational 2
seminars, and
with effective strategies for Institutions months
workshop
blended learning course
management.
Review and revise the
curriculum to align with
Curriculum blended learning, focusing on Curriculum
5
design and creating instructional Development
months
adaptation materials and resources team
suitable for both online and
offline components.
This chapter presents the conclusion being drawn from the findings of
Conclusion
correlation among variables which means that when one variable changes the
other does as well in the same direction. As such, when the level of teacher
within the blended learning environment. This highlights their significance and
learning modality.
Recommendation
In light of the findings and conclusions drawn from the study, several
their students.
that may impact student satisfaction and the overall quality of teaching and
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64
APPENDICES
65
Appendix C Letter
to the Expert
67
68
69
Republic of the Philippines 71
Appendix D
SURVEY INSTRUMENT VALIDATION RATING SCALE
Adapted from: Oducado (2020)
1 The items in the instrument are relevant to answer the objectives of the
study.
2 The items in the instrument can obtain depth to construct being measured.
3
The instrument has an appropriate sample of items for the construct being
measured.
4
The items in their alternatives are neither too narrow nor limited in its
content.
6 The items on the instrument can elicit responses which are stable, definite,
consistent and not conflicting.
10 The instrument is not too short or long enough that the participants will be
able to answer it within a given time.
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12 The instrument as a whole could answer the basic purpose for which it is
designed.
Total
Mean
Comments:
PRINCIPAL RESEARCHERS:
Name:
Marcos, Shada Marie M.
Olaguer, Venson Ray F.
Pelaez, Edhen Rose B.
Solayao, Roanne A.
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PURPOSE OF STUDY:
The study generally aims to analyze the relationship of teacher presence, student
engagement, and student satisfaction in a blended learning environment of Biliran
Province State University particularly in the School of Teacher Education, Main
Campus.
STUDY PROCEDURES:
1. The data collection for the study will commence after you and your parents
agree to this consent.
2. Demographic information will be collected from you through a google form
survey questionnaires divided into 4 parts, Part I is on demographics, Part II
is the Teacher presence Questionnaire, Part III is the Student Engagement
Questionnaire, and Part IV is the Student Satisfaction Questionnaire.
3. Three (3) Survey Questionnaires will be disseminated and recovered once
permit is signed.
4. The researchers assure you that the data collected from the surveys shall
solely be used for the purpose of the study.
RISKS:
5. The researcher will collect your personal information specially, your
demographic data which will be presented to the panelist.
6. You might be able to divulge sensitive information during the data collection
but rest assured that your identity will be kept confidential.
You may decline to answer any or all questions and you may terminate your
involvement at any time if you choose.
BENEFITS:
There will be no direct benefit to you for your response in this study.
However, we hope that the information obtained from this study may contribute to
decision formulation, and intervention formulation that is hinged on research-based
evidence, particularly in the context of teacher presence, student engagement, and
student satisfaction in the blended learning environment.
CONFIDENTIALITY:
Your responses to the survey will be anonymous. Please do not write any
identifying information in the questionnaire or mention your name during the survey
process. Moreover, for the purposes of this research study, your answers will not be
anonymous. Every effort will be made by the researcher to preserve your
confidentiality including the following:
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CONTACT INFORMATION:
If you have questions at any time about this study, you may contact the
researchers whose contact information is provided on the first page.
VOLUNTARY PARTICIPATION:
CONSENT
I have read and I understand the provided information and have had the
opportunity to ask questions. I understand that my participation is voluntary and that
am free to withdraw at any time, without giving a reason and without cost. I
understand that I will be given a copy of this consent form. I voluntarily agree to take
part in this study.
_________________________________________
Respondent’s signature over printed name
Date:_________________
Appendix F Research Instrument
Name:____________________________________(optional) Age:_______
Gender:
Male:Female: Others:
Program:
BEED:
BECED:
BSNED:
BPED:
BTLED:
BSED - ENGLISH
BSED - MATH
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1. The instructor
clearly
communicated
important course
topics.
2. The instructor
clearly
communicated
important course
goals.
3. The instructor
provided clear
instructions on
how to participate
learning
activities.
4. The instructor
clearly
communicated
important due
dates and time
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5. The instructor
helped me take
advantage of the
online environment
in a way that
assisted my
learning.
6. The instructor
helped students
understand and
practice the kinds
of behaviors
acceptable in
online learning
environment.
Strongly Strongly
Disagree Neutral Agree
Disagree Agree
(2) (3) (4)
Facilitating Discourse (1) (5)
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9. The instructor
helped to keep
course participants
engaged and
participating in
productive dialog.
10.The instructor
helped keep
course participants
on task in a way
that helped me to
learn.
11.The instructor
encouraged
course participants
to explore new
concepts.
12.Instructor actions
reinforced the
development of a
sense of
community among
course
participants.
Direct Instruction Strongly Strongly
Disagree Disagree Neutral Agree Agree
(1) (2) (3) (4) (5)
13.The instructor
provided useful
illustrations that
helped make the
course content
more
understandable to
me.
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14.The instructor
presented helpful
examples that
allowed me to
better understand
the content of the
course.
15.The instructor
provided
explanations or
demonstrations to
help me better
understand the
content of the
course.
16.The instructor
provided feedback
to the class during
the discussions or
other activities that
helped us learn.
17.The instructor
asked for
feedback on how a
subject could be
improved.
PART III: STUDENT ENGAGEMENT QUESTIONNAIRE
(Adopted from: Elmaadaway, 2017)
Directions: Below is a statement about the Student Engagement in a
Blended learning environment. Please indicate by putting a check () on the
level of agreement. 1 = Strongly Disagree
2 = Disagree
3 = Neutral
4 = Agree
5 = Strongly Agree
Strongly Disagre Strongly
Neutral Agree
Disagree e Agree
(3) (4)
(1) (2) (5)
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1. I listen
carefully to
everything that is
said in class.
2. I ask questions
about what I do
not know.
3. I interact with
my peers during
class.
4. I strive to
understand
lessons during
class.
5. I am alert
during class.
6. I always
participate in
discussions with
my teacher.
7. I am always
Behavioral eager to attend
Engagement class.
8. I always
complete my
assignments.
9. I prefer to
complete
activities and
assignments
during class with
my instructor and
peers.
10. Enough time
is provided
during class for
practice activities
and discussions.
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better with my
peers and the
instructor.
17. Familiarizing
myself with
content prior to
attending a
lecture enables
me to share what
I ;earned with
others during
class.
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5 = Strongly Agree
Strongly Strongly
Disagree Disagree Neutral Agree Agree
(1) (2) (3) (4) (5)
1. A blended
learning session
keeps me always
alert and focused.
2. Interaction is
adequately
maintained with
the lecturer when
he/she is on the
other side of the
blended learning
classroom.
3. Having
students from the
opposite gender
on the other side
of the blended
learning
classroom
listening to what I
say might restrict
my participation.
4. A blended
learning course
makes it more
Interaction important for
students to visit
the lecturer during
office-hours.
5. I cannot
interrupt the
lecturer to ask a
question when
he/she is on the
other side of the
blended learning
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classroom
6. I am satisfied
with the quality
interaction
between all
involved parties.
7. I am dissatisfied
with the process
of collaboration
activities during
the course.
8. I am satisfied
with the way I
interact with
others student.
9. I am satisfied
with my
participation in the
class.
11. My
understanding is
improved
compared to
similar courses I
Instruction studied before.
12. My
performance in
exam is improved
compared to
similar courses I
studied before.
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13. I am satisfied
with the level of
effort this course
required.
14. I am
dissatisfied with
my performance
in this course
15. I believe I will
be satisfied with
my final grade in
the course
16. I am satisfied
with how I am able
to apply what I
have learned in
this course.
17. If I had known
this was going to
be a blended
learning class, I
would not have
taken it.
18. I am willing to
take another
course using the
blended learning
delivery mode.
19. I am satisfied
enough with this
course to
recommend it to
others.
20. Compared to
face-to-face
course settings, I
am less satisfied
with this learning
experience.
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21. I enjoy
working on
assignments by
myself.
22. The instructor
makes me feel
that I am a true
member of the
class.
23. I am
dissatisfied with
the accessibility
and availability of
the instructor.
24. The instructor
uses blended
learning
technology
appropriately
25. Class
assignments were
clearly
communicated to
me.
26. Feedback on
evaluation of tests
and other
assignments was
given in a timely
Instructor manner.
27. Discipline is
highly observed
when the lecturer
is on the other
side of the
blended learning
classroom.
Course 28. The
Management lecturer,supervisor
always takes
attendance.
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29. I attend
videoconferencing
classes the same
way I attend
faceto-face
classes.
30. The
instructor’s voice
is audible.
31. Course
content shown or
displayed on the
smart board is
clear.
32. The
microphone is in
good working
condition.
34. Technical
problems are not
frequent and they
do not adversely
affect my
understanding of
the course.
35. The
technology used
for blended
teaching is
Technology reliable.
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PERSONAL DATA
Name : Shada Marie M. Marcos
Date of Birth : January 23, 2002
Place of Birth : Lo-ok, Almeria, Biliran
Civil Status : Single
Citizenship : Filipino
Religion : Iglesia Filipina Independiente
Home Address : Lo-ok, Almeria, Biliran
E-Mail : shadamarcos232002@gmail.com
Mobile number : 09754773886
EDUCATIONAL ATTAINMENT
Secondary
Senior High School : Humanities of Social Sciences
Biliran Province State University
Naval, Biliran
2019 - 2020
: Almeria National High School
Almeria, Biliran
2013 - 2014
87
CURRICULUM VITAE
2017 - 2018
PERSONAL DATA
Name : Venson Ray F. Olaguer
Date of Birth : June 3, 2001
Place of Birth : Talustusan, Naval, Biliran
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Home Address : Talustusan, Naval, Biliran
E-Mail : vensonrayolaguer@gmail.com
Mobile number : 09058345629
EDUCATIONAL ATTAINMENT
Secondary
Senior High School : Humanities of Social Sciences
Biliran Province State University
Naval, Biliran
2019 - 2020
: Naval National High School
Larrazabal, Naval, Biliran
2013 - 2014
89
CURRICULUM VITAE
2017 - 2018
Talustusan Elementary
: School
Talustusan, Naval , Biliran
90
PERSONAL DATA
Name : Edhen Rose B. Pelaez
Date of Birth : December 17, 2000
Place of Birth : Quezon City
Civil Status : Single
Citizenship : Filipino
Religion : Born Again (Christian)
Home Address : P.I. Garcia St. Naval, Biliran
E-Mail : justdhen19@gmail.com
Mobile number : 0930766671
EDUCATIONAL ATTAINMENT
Secondary
Senior High School : Accountancy, Business and
Management (ABM)
Naval School of Fisheries
Caraycaray, Naval, Biliran
2019 - 2020
2013 - 2014
91
CURRICULUM VITAE
Caraycaray, Naval,
Biliran
2017 - 2018
PERSONAL DATA
Name : Roanne A. Solayao
Date of Birth : January 15, 2001
Place of Birth : San Lorenzo, Kawayan, Biliran
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Home Address : San Lorenzo, Kawayan , Biliran
E-Mail : roannesolayao549@gmail.com
Mobile number : 09550212602
EDUCATIONAL ATTAINMENT
Undergraduate : Bachelor of Secondary Education
Major in Social Studies
Biliran Province State University
Naval, Biliran
2020 – Present
Secondary
Senior High School : General Academic Strand (GAS)
Bool National High School
Culaba, Biliran
2019 - 2020
Junior High School : Tucdao National High School
2013 - 2014
93
Kawayan, Biliran
2017 - 2018