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ANALYZING THE RELATIONSHIP OF TEACHER PRESENCE, STUDENT

ENGAGEMENT, AND STUDENT SATISFACTION IN A BLENDED


LEARNING ENVIRONMENT

____________

A Thesis
Presented to the
Faculty of the School of Teacher Education
Biliran Province State University
Naval, Biliran

___________

In Partial Fulfillment of the requirements for the degree


Bachelor of Secondary Education
Major in Social Studies

Shada Marie M. Marcos


Venson Ray F. Olaguer
Edhen Rose B. Pelaez
Roanne A. Solayao

July 2023
APPROVAL SHEET

This thesis entitled, ANALYZING THE RELATIONSHIP OF TEACHER


PRESENC, STUDENT ENGAGEMENT, AND STUDENT SATISFACTION IN
A BLENDED LEARNING ENVIRONMENT prepared and submitted by
SHADA MARIE M. MARCOS, VENSON RAY F. OLAGUER, EDHEN ROSE
B. PELAEZ, AND ROANNE A. SOLAYAO in partial fulfillment of the
requirement for the degree, Bachelor of Secondary Education major in Social
Studies, has been examined and is recommended for acceptance and
approval for oral examination.

Date Approved: ____________ KEVIN T. LAGAT, MSc


Adviser
Date: ____________

THE THESIS COMMITTEE

Approved by the Committee on Oral Examination with a grade of _________.

ERNIL D. SUMAYAO, EdD


Chairperson
Date:____________

ROBERT P. JORDAN, MAEd VINCENT JUSTINE L. REALINO, MSc


Member Member
Date: ____________ Date: ____________
RALPH ARVIC T. ARCENAL, MMS MARK CHRISTIAN R. ALMAZAN, LPT
Member Member
Date: ____________ Date: ____________

Accepted and approved in partial fulfillment of the requirements for the


degree, Bachelor of Secondary Education Major in Social Studies.

Recommending Approval: Approved:

GRACE L. CONCEPCION, EdD MARIBEL N. ZIPAGAN, PhD


Chairperson, BSED Department Dean, School of Teacher Education
Date: ____________ Date: ____________

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

broaden their perspectives as they went through this study:

Dr. Maribel N. Zipagan, Dean of School of Teacher Education and Dr.

Grace L. Concepcion, Chairperson of Bachelor of Secondary Education for

their heartfelt and precious support extended all throughout the conduct of the

survey.

Their Research Adviser, Mr. Kevin T. Lagat, for his patience, motivation,

immense knowledge, and expertise for supervising them in writing this

research paper.

Their Panel of Examiners, for their encouragement, insightful comments,

and suggestions for the best outcome of this 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

understanding and tireless motivation.

To their friends, who have been there to keep them determined and

resolved in making their way for cheering and encouraging them up every

time they felt worn out.

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.

SHADA MARIE M. MARCOS

VENSON RAY F. OLAGUER

EDHEN ROSE B. PELAEZ

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

Research Respondents ….………………………. 22

Research Instrument ….………………………. 23

Data Gathering Procedure ….………………………. 24

v
Data Scoring ….………………………. 24

Data Analysis ….………………………. 24


25
Ethical Consideration ….……………………….

CHAPTER III - RESULTS AND DISCUSSION

Socio-Demographic Profile of the Respondents ….……………. 26

Level of Teaching Presence ….………………………. 27

Level of Student Engagement ….………………………. 33

Level of Student Satisfaction ….………………………. 39

Relationship of Variables ….………………………. 48


50
Intervention Plan ….……………………….

CHAPTER IV - CONCLUSION AND RECOMMENDATIONS

Conclusion ….………………………. 52

Recommendations ….………………………. 52

LITERATURE CITED ….………………………. 54

APPENDICES ….………………………. 65

CURRICULUM VITAE ….………………………. 87


LIST OF TABLES

Table Title Page

1 Respondents and Sample Size 22

2.0 Respondents’ Age 26

2.1 Respondents’ Gender and Program of 26


Specialization 3.0 Level of Instructional Design and
Organization 28

3.1 Level of Facilitating Discourse 29

vi
3.2 Level of Direct Instruction 30

3.3 Level of Teacher Presence in Blended Learning 31

4.0 Level of Behavioral Engagement 33

4.1 Level of Cognitive Engagement 34

4.2 Level of Emotional Engagement 36

4.3 37
Level of Student Engagement in Blended Learning
5.0 Level of Interaction-Related Factor 39

5.1 Level of Instruction-Related Factor 41

5.2 Level of Instructor-Related Factor 42

5.3 Level of Course Management-Related Factor 44

5.4 Level of Technology-Related Factor 45

5.5 Level of Student Satisfaction in Blended Learning 46

6 Relationship of Variables 48

7 Intervention Plan Matrix 50


LIST OF FIGURES
Figure Title Page

1 Conceptual Framework of the Study 8

vii
LIST OF APPENDICES
Appendix Title Page

A Letter of Approval to Conduct the Study 66


B Letter to the Respondents 67

C Letter to the Expert 68

D Survey Instrument Validation Rating Scale 71

E Informed Consent 73

F Research Instrument 75

viii
ABSTRACT

SHADA MARIE M. MARCOS, VENSON RAY F. OLAGUER, EDHEN


ROSE B. PELAEZ, AND ROANNE A. SOLAYAO, Biliran Province State
University- School of Teacher Education, Naval, Biliran, Philippines.
ANALYZING THE RELATIONSHIP OF TEACHER PRESENCE, STUDENT
ENGAGEMENT, AND STUDENT SATISFACTION IN A BLENDED
LEARNING ENVIRONMENT

Adviser: MR. KEVIN T. LAGAT

The sudden shift from traditional in-person modality to blended learning

was the compelling reason in measuring its effectiveness through student

satisfaction. The study aimed to determine the level of teacher presence,

student engagement, and student satisfaction of undergraduate students of

teacher education programs in a state university, analyze the relationships

among these variables in a blended learning environment. A quantitative

research design utilizing a descriptive-correlational approach was employed.

Data collection was conducted among 419 respondents, using three

standardized questionnaires. The responses of the respondents were

processed and analyzed using descriptive and inferential statistics such as

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

important role in the effectiveness of blended learning, and that teacher

presence and student engagement are significant contributors to the quality of

education in the blended learning.

Keywords: teacher presence, student engagement, student satisfaction,

ix
blended learning modality

x
1

CHAPTER I INTRODUCTION

Background of the Study

The COVID-19 pandemic has undeniably caused so many changes in

various aspect of society and the educational aspect was not an exception. In

fact, it shifted from traditional to blended learning. Allen & Seaman (2010),

mentioned that blended learning (BL) is popularly defined as a learning

system combining online and face-to-face delivery. The Commission on

Higher Education (CHED) also referred it as a type of flexible learning that

incorporates online and offline modes (CHED, 2020; Magsambol, 2022),

which is technically categorized as a type of e-learning as well (Panes, 2019).

BL is widely adopted across higher education and referred to as the “new

normal” in course delivery (Norberg et al., 2011). However, compared to other

countries and universities, BL modality is considered new in the Philippines,

especially at Biliran Province State University (BIPSU). Thus, there is a need

to conduct studies that would provide benchmark data on the effectiveness of

BL as a teaching-learning modality.

Students’ satisfaction played a crucial role in measuring the quality and

effectiveness of blended learning which is also affected by various factors

(Naaj et al., 2012; Chen & Yao, 2016). Rahman et al. (2015) discussed that it

is influenced by students’ perceived ease of use, perceived value, learning

climate, and student-instructor interaction. Panes (2019) also mentioned that a

number of social and technical factors affect e-learning effectiveness, and

these factors include learner’s perspective, instructor attitudes, content quality,

system quality, service quality, and other supporting issues. Small et al.
2

(2012) also revealed that self-motivation, peer interaction, course structure,

instructor feedback, and facilitation influenced students’ satisfaction.

Moreover, Naaj et al. (2012) provided that interaction, instruction, instructor

facilitation, course management, and technology significantly affect students’

satisfaction in the blended learning environment.

Moreover, previous studies analyzed the relationship between teaching

presence with student satisfaction (Mohd & Quick, 2016), and student

engagement with student satisfaction (Gray & DiLoreto, 2016) however, these

studies were purely conducted in an online learning environment and not in a

blended learning environment. Also, Martin et al. (2022) found out that teacher

presence has a strong correlation with student satisfaction, however, student

satisfaction in the previous study was only measured with several questions

and not with other dimensions. In comparison, the present study will measure

student satisfaction utilizing the factors identified by Naaj et al (2012). As

stated above, these factors include interaction, instruction, instructor

facilitation, course management, and technology. Naaj et al (2012) found out

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

for comprehensive bench marking of data about student satisfaction.

In this context, the present study aimed to determine the level of

student satisfaction, teaching presence, and student engagement and analyze


3

the relationship of these variables in the teacher education department of a

state university in an eastern province of the Philippines. This study is

essential for the university to gain better understanding and increase

adaptability about the current trend in educational system because it is

relevant for the improvement of the course design, course management,

teaching delivery, and instruction.


4

Objective of the Study

The present study generally sought to analyze the relationship of teacher

presence and student engagement with students’ satisfaction in BiPSU’s

blended learning environment particularly in the School of Teacher Education,

Main Campus. Specifically, it sought to achieve the following:

1. Determine the demographic profile of the students in terms of:

1.1 Age; 1.2 Gender; and

1.3 Program.

2. Determine the level of teacher presence in terms of:

2.1 Instructional Design and Organization,

2.2 Facilitating Discourse, and

2.3 Direct Instruction.

3. Determine the level of student engagement in terms of:

3.1 Behavioral Engagement,

3.2 Cognitive Engagement, and

3.3 Emotional Engagement.

4. Determine the level of student satisfaction in terms of:

4.1 Interaction,

4.2 Instruction,

4.3 Instructor,

4.4 Course Management, and 4.5. Technology.

4
5

5. Analyze the relationship of student satisfaction, teaching presence, and

student engagement in a blended learning environment.

6. Craft an intervention plan for improved blended learning

implementation.
6

Framework of the Study

Theoretical Framework

The present study is supported by the theoretical model of Community of

Inquiry (COI) proposed by Garrison et al. (2000). This model was primarily

designed to describe the educational experience in computer-mediated

communication (CMC), but many studies have adopted this model to describe

(explore), predict (explain) outcomes, and serves as a guide in developing

(designing) blended learning environments (Picciano et al., 2021). The model

is composed of three key components—cognitive presence, social presence,

and teacher presence—that interact to create learning inside the community. It

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

involvement of teacher presence and social presence that explains how

important these are in developing educationally worthwhile learning

environment which then leads to increase student satisfaction. Teacher

presence is considered the binding element in creating a community of inquiry

for educational purposes (Garrison et al. 2000), which therefore, played a

crucial role in fostering social presence. Social presence pertains to the ability

of the students to engage socially and affectively in the classroom community

which directly emphasizes student engagement (Garrison et al., 2000).

Moreover, COI explains that the harmonious integration of social, cognitive

and teacher presence in a way that it supports critical discourse and reflection,

will result to student satisfaction and attainment of more learning outcome. In


7

summary, COI provide a useful lens for understanding the relationship

between teacher presence, student engagement, and student satisfaction.


8

Conceptual Framework

The present study undergone Input-Process-Output (IPO) model. In the

input part, includes the demographic profile of the respondents in terms of

age, gender, and program. In the next part, the process, the study determined

the level of teacher presence in terms of instructional design and organization,

facilitating discourse, and direct instruction; student engagement in terms of

behavioral engagement, cognitive engagement, and emotional engagement;

and student satisfaction in terms of interaction, instruction, instructor, course

management, and technology. Then, analyzed the relationship of these

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

program. Intervention program which includes activities, workshop, and

training in the part of the teachers and students will be imperative in order to

increase understanding and adaptability towards the blended mode of

learning.

Students ’ Proposed
Demographics: Teacher Presence interventions for
a. Age; improved blended
Student Engagement
b. Gender; learning
Student Satisfaction
c. Program. implementation

Blended Learning Environment

Figure 1. Conceptual Framework of the Study


9

Significance of the Study

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

students, it will benefit them in return because the data and

intervention to be provided will serve valuable in

understanding more about the blended learning and most

especially in improving the quality of teaching. In the long

run, students will eventually acquire the benefit of an

improved process of teaching and learning in the blended

learning environment.

Teachers. With the data and intervention being provided, they would

also gain better understanding to the mode of learning most

appropriately to their role on the development of the students

and help them adjust and develop new and alternative

strategies in teaching especially in facilitating learning to the

students in the blended learning.

Administrators. The findings will serve as a guide and basis for

administrative policy and decision-making, especially on the

proper implementation of blended learning.

Curriculum developers. The findings of the study will serve as a basis

that is essential for the enhancement of the curriculum

design and further improve the teaching and learning

process.
10

Parents. This will enable parents to understand deeply about blended

learning, and as well, understand their roles as parents in

supporting their children as to what adjustment do they need

to develop in the blended learning modality.

Future Researchers. The findings of this study are essential in enriching

the body of knowledge pertaining to the blended learning

environment, specifically in identifying the factors of

satisfaction toward the blended learning environment. Thus,

it will serve as a reference for the future researcher that

wishes to conduct a similar study with other variables not

identified in this research. Therefore, this will give substantial

evidence to support their study.


11

10

Scope and Delimitation of the study

The researcher’s content was focused on analyzing the relationship of

teacher presence and student engagement with students’ satisfaction in the

blended learning environment. The study determined the level of teaching

presence, student engagement, and student satisfaction. The level of student

satisfaction was evaluated according to the factors identified by Naaj et al.

(2012), in terms of interaction, instruction, instructor facilitation, course

management, and technology. This was conducted at Biliran Province State

University, Main Campus, Philippines, among the students across all

programs in the School of Teacher Education (STED) only. The research was

conducted in the second semester of the school year 2022-2023, which is

about 5 months.

Definition of Terms

The following terms are defined in this study.

Demographic Profile. It refers to the specific personal information of the

respondents that are needed to categorize the population

according to the purpose of the study.

Age. Refers to how old the respondents are at the time they have

responded the study.

Gender. Refers to the identity of the respondents as to how they define

themselves.

Program. It refers to the course of specialization offered by the School of

Teacher Education in BiPSU which was taken by the

respondents.
12

11

Blended Learning. Defined as a course offering a combination of online

and face-to-face delivery (Allen & Seaman, 2010). CHED also

referred it as a type of flexible learning that incorporates online

and offline modes (CHED, 2020; Magsambol, 2022), which is

technically categorized as a type of E-learning as well (Panes,

2019). Operationally, blended learning is a modality combining

in-person and online classes.

Student Satisfaction. It refers to students’ attitudes resulting from an

assessment of students’ educational experience, services, and

facilities provided by the institution (Kanwaar & Sanjeeva, 2022).

Operationally, it pertains to the affective aspect of the students

indicating positive feeling and attitudes towards the quality of

learning and the learning environment.

Teaching Presence. Is a necessary factor influencing social and cognitive

processes that enable meaningful and

educationally worthwhile learning results, which primarily

consist of three roles which are design, facilitation, and

direction(Anderson et al., 2001).Operationally, it refers to the

instructor’s capacity to foster and stimulate learning and active

learning environment through facilitation and

engagement with students, both in person and

online.

Student Engagement. It refers to the attitude particularly the energy and


13

participation that students exhibited in learning instruction

(Burop et al., 2020). Operationally, it pertains to the level of

12

active involvement interaction shown by students in both

inperson and online learning.


14

13
Review of Literature

This section presents the review of literature, related readings, and

related studies relevant to the current conduct of the study.

Blended Learning

Picciano et al. (2021)mentioned three fundamental terms in understanding

BL which are media, method, and modality, also known as the 3M’s. Media

pertains to the Physical tools or technology used in delivering and mediating

instruction which includes digital - computers, mobile devices, the learning

management system (LMS), software, etc.; and non-digital tools -- books,

paper, pencils, whiteboards, etc. The method encompasses the teaching

strategies and practices utilized by the teacher in delivering instruction which

includes general -- case studies, class discussion, simulations, lectures, group

work, etc.; and specific methods -- writer’s workshop, primary source,

documentary creation, scientific inquiry, etc. Lastly, modality entails a physical

instructional setting or environment and this includes an online environment,

an in-person classroom environment, and a mix or blend of online and

inperson learning (Picciano et al., 2021). Overall, BL entails a “blend” or “mix”

of various theories, pedagogies, and technologies with the aim of improving

the quality of teaching (Panes, 2019).

BL is widely adopted across higher education and referred to as the “new

normal” in course delivery (Norberg et al., 2011). As such, Dziuban et al.

(2018) mentioned that BL modality has been examined pervasively in

research as to how it is impacting the teaching and learning environment. In

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

effectiveness is imperative and crucial in order to increase adaptability

towards the BL modality.

Student Satisfaction

Students’ satisfaction played a crucial role in measuring the quality and

effectiveness of blended learning (Naaj et al., 2012; Chen & Yao, 2016). Naaj

et al. (2012) concluded that student satisfaction in BL is important because it

can impact motivation, and eventually, student success and completion rates.

It is also valuable for the institution because it can be employed to evaluate

courses and programs to a certain degree and to predict student attrition rates

(Naaj et al., 2012).

Wu et al. (2010) described student satisfaction as the degree to which

students feel positive about all of the benefits of blended learning

environments. It refers to students’ attitudes resulting from an assessment of

students’ educational experience, services, and facilities provided by the

institution (Kanwaar & Sanjeeva, 2022). However, Taghizadeh et al. (2020)

stated that student satisfaction is affected by various factors. In their research,

they found out that students’ attitudes, interaction patterns, and quality of

teaching positively correlate to student satisfaction, but the quality of teaching

was seen to be the most contributor to BL learning (Taghizadeh &

Hajhosseini, 2020). Rahman et al. (2015) discussed that it is influenced by

students’ perceived ease of use, perceived value, learning climate, and

studentinstructor interaction, wherein the perceived value is found to be the

highest contributor to learner satisfaction in BL. This implies that the value of

learning satisfaction increases when students perceived that learning is


16

relevant, interesting, and enjoyable, thus making blended learning more useful

(Rahman et al., 2015).

Small et al. (2012) also revealed that self-motivation, peer interaction,

course structure, instructor feedback, and facilitation influenced students’

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

one another (Small et al., 2012).

Panes (2019), added that a number of social and technical factors affect

e-learning effectiveness and these factors include learner’s perspective,

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

highly satisfied with blended learning as an alternative mode of instruction.

However, the study also concluded that BL does not follow a “one-size-fits-all,

thus, higher education institutions are suggested to redesign their learning

environments according to the various prevailing factors therein (Panes,

2019).

Lastly, Naaj et al. (2012) developed a comprehensive instrument out of

the factors affecting student satisfaction in blended learning which will be

utilized in this study. These are interaction, instruction, instructor facilitation,

course management, and technology. Interaction-related factor refers to the

communication that occurs between and among students, teachers, and

content. Instruction-related factor means that student satisfaction is positively

related to students’ performance and positively associated with program


17

completion rates and grade achievement. Instructor Facilitation-related factor

means that student satisfaction is highly correlated with the performance of

the instructor, particularly with his or her availability and response time.

Course Management related factor refers to an educational approach that

combines place-based classroom techniques with online educational

resources and opportunities for interaction. Technology-related factor refers

to students being able to access technology effortlessly, having familiarity

with various technology and resources, and adequate technical support to

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

online modes of learning.

Student Engagement and Student Satisfaction

Student engagement refers to the attitude particularly the energy and

participation that students exhibited in learning instruction which was divided

into three dimensions which are student behavioral engagement (SBE),

student emotional engagement (SEE), and student cognitive engagement

(SCE) (Burop et al., 2020). SBE pertains to the physical engagement of the

students in the course or subject, SEE is about the emotional development of

students (such as optimism, interest, confidence, and enjoyment), and SCE

encompasses the cognitive efforts of the students enabled by mastering

complex knowledge in the course (Burop et al., 2020). de Brito Lima et al.

(2021) revealed that students showed a high level of engagement in blended

learning. Meanwhile, SE is influenced by various factors. Chiu (2021)

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

incorporating an audience response system, self- and peer-assessment, and

lecture recordings as it enhances teaching quality, and eventually SE.

Heilporn et al. (2021) suggested presenting a clear, continuous, and unified

course structure, designing interactive teaching and learning activities, and

explaining course organization, objectives, and expectations to the students is

important. Moreover, SE has affected if students are involved in (Su et al.,

2023), yet, students’ perceived importance of the activity increases SE

(Manwaring et al., 2017).

Teacher Presence and Student Satisfaction

Teacher presence (TP) is one of the three dimensions – along with the

social presence and cognitive presence - of the theoretical model of

Community of Inquiry proposed by Garrison et al. (2000). TP is a necessary

factor influencing social and cognitive processes that enable meaningful and

educationally worthwhile learning results, which primarily consist of three roles

which are design, facilitation, and direction (Anderson et al., 2001). The

design suggests that teachers must know the importance of up-front course

design in online learning. Facilitation indicates the importance of feedback and

monitoring of instructors to students as it can foster their interest, motivation,

and engagement. Direction means that teachers share their subject area

knowledge with students and provide intellectual and scholarly leadership

(Anderson et al., 2001).

Su et al. (2023) discussed in their paper the existing studies pertaining to

TP and revealed that TP is crucial to online learning and teaching sessions

and students had different attitudes toward TP in online and blended learning.

Meanwhile, Gregory & Salmon (2012) indicated that students felt disengaged,
19

self-taught, and dissatisfied when instructors are unprepared to teach

webbased courses or employ technology in new ways. Ondrey (2017) stated

that teaching presence needs to be demonstrated by deliberate action. It is

crucial to have a firm understanding of the factors that influence student

satisfaction with online learning. Such information can give professors crucial

knowledge on how to prepare for and teach in an online environment while

making the greatest use of their time and resources (Ondrey, 2017).

Teacher Presence, Student Engagement, and Student Satisfaction

As shown in the literature, several studies have investigated the

relationship between TP and student satisfaction, SE and student satisfaction,

and TP, SE, and student satisfaction. Relatively, the studies of Ondrey (2017;

Mohd et al., 2016; Ladyshewsky, 2013) investigated the relationship between

TP and student satisfaction, however, these were conducted on a purely

online learning modality and not in a blended one. The same with the study by

Gray and DiLoreto (2016) pertaining to the relationship between SE and

student satisfaction was also conducted in online learning. Similarly, Park et

al. (2020) studied the perception of instructor presence and its effect on

students’ learning experience specifically on student engagement and

satisfaction in online learning.

However, Nortvig et al. (2018) conducted a literature review on the factors

influencing e-learning and blended learning in relation to learning outcomes,

student satisfaction, and engagement, and found out that educator presence

has a significant influence on student learning in professional programs

offered through blended or online formats. Martin et al. (2022) also discovered

that teacher presence has a strong correlation with student satisfaction in


20

blended learning. Further, student satisfaction from the previous studies were

measured not on dimensions but through several questions. In comparison,

student satisfaction in the present study will be measured using the

comprehensive model developed by Naaj et al. (2012), which was developed

for student satisfaction in the blended learning environment.


21

CHAPTER II METHODOLOGY

Research Design

This quantitative research utilized a descriptive-correlational research

design. The descriptive approach was used to summarize the level of teacher

presence and student engagement and students’ satisfaction in the blended

learning environment. On one hand, the correlational approach analyzes the

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

cause or influence the dependent variable (Lappe, 2000).

Research Locale

This study was conducted at Biliran Province State University (BiPSU)

particularly in the School of Teacher Education (STED), located in the

municipality of Naval, Biliran, Philippines. BIPSU’s STED–Naval Campus is

committed in providing a high-quality education for future educators who will

be capable of promoting quality education in the country. The school offers

program in various fields such as Bachelor of Elementary Education (BEED),

Bachelor of Secondary Education (BSED), Bachelor of Early Childhood

Education (BECED), Bachelor of Special Needs Education (BSNED), and

Bachelor of Physical Education (BPED).

Amid the Covid-19 pandemic, the university has adopted the blended

learning system and has been implementing it as part of its teaching and

learning strategies. The university’s BL environment comprises of two (2)


22

weeks face-to-face and two (2) weeks online synchronous and asynchronous

classes, enabling students to learn through a combination of traditional

classroom instruction and online learning activities. The university’s blended

learning environment provides an ideal setting for the study of teacher

presence and student engagement’s relationship with student satisfaction.

Research Respondents and Sampling

The targeted respondents of this study were 419 bonafide students

from the School of Teacher Education (STED) of BiPSU- Naval Campus, with

a 95% confidence interval and a 0.35% margin of error. Stratified random

sampling technique was used to determine the sample size and utilized

fishbowl method determine the respondents. This probability sampling

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

findings to other population (Creswell & Creswell, 2018).

Table 1. Respondents and Sample Size


Program Sample Size
Bachelor of Elementary Education (BEED) 55
Bachelor of Early Childhood Education (BECED) 33
Bachelor of Special Needs Education (BSNED) 32
Bachelor of Physical Education (BPED) 51
Bachelor of Technology and Livelihood Education (BTLED) 25
Bachelor of Secondary Education-English (BSED - English) 53
Bachelor of Secondary Education-Math (BSED - Math) 40
Bachelor of Secondary Education-Filipino (BSED - Filipino) 41
Bachelor of Secondary Education-Science (BSED - Science) 50
Bachelor of Secondary Education-Social Studies (BSED - SOC.
39
STUD.)
TOTAL 419
Research Instrument

The study adopted three(3) research questionnaires to gather the data

needed on teacher presence, student engagement and student satisfaction.


23

These adopted questionnaires were consulted to three experts for content

validation. Pilot testing was also conducted to determine the level of reliability

of the instruments. The teacher presence questionnaire contained 17 items to

assess instructional design and organization (6 items), facilitation of discourse

(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

scale with 5 = strongly agree, 4 = agree, 3 = neutral, 2 = disagree, and 1 =

strongly disagree. The reliability coefficients of the teaching presence scale

and its components was 0.87, respectively showing that the instrument is

highly reliable.

A 25-Likert scale items (5 = strongly agree, 4 = agree, 3 = neutral, 2 =

disagree, 1 = strongly disagree) is being used to get the students engagement

developed by Elmaadaway (2017) and was divided into three sections

pertaining to behavioral (10 items), cognitive (7 items), and emotional

engagement (8 items). The validity of the student engagement questionnaire

shows the Cronbach’s alpha values for all items exceeded 1.04, indicating

their reliability.

The questionnaire on student satisfaction consisted of 35 items and

was classified into five parts: interaction (9 items), instruction (12 items),

instructor (5 items), technology (6 items), and course management (3 items)

and was developed by Naaj et al. (2012). The questionnaire is a five-point

Likert Scale which ranged from 5 = strongly agree, 4 = agree, 3 = neutral, 2

=and, 1 = strongly disagree. The alpha reliability coefficient of the satisfaction

scale is 0.07, indicating that the instrument is highly reliable.


24

Data Gathering Procedure

In gathering the data, the researchers had presented their research

proposal to the panel for approval of the study. After being approved, the

researchers crafted a letter through a direct contact with school administrators

asking for consent to carry out the study. After getting the consent being

approved, the researchers then distributed the survey questionnaires through

Google forms and printed materials. The respondents were guaranteed on the

anonymity and confidentiality of the data provided which will be used for

academic purposes. This involved gathering information collected from the

respondents and was collected after the respondents had finished answering

the survey questions.

Data Scoring

To determine the level of teaching presence, student engagement, and

student satisfaction in blended learning, the following data scoring was used.

Point Values Statistical Limit Descriptive Interpretation


5 4.20 - 5.00 Very High 4 3.40 - 4.19 High
3 2.60 - 3.39 Moderate
2 1.80 - 2.59 Low
1 1.00 - 1.79 Very Low

Data Analysis

The data was analyzed through descriptive and inferential statistics.

Descriptive statistics was used to organize and summarize data (Kaur et al.,

2018) which is essential for describing the demographic data being collected.

Descriptive statistical tools to be used includes the measure of mean,

frequency and percentage, and measures of variability particularly the range

and standard deviation. Moreover, inferential statistics describe the many


25

ways in which statistics derived from observations on samples from study

populations can be used to deduce whether or not those populations are truly

different (Hill, 2006) which is helpful in analyzing the relationship of the

variables of the study. Pearson correlation coefficient will be used in

examining the relationships of the variables. Correlation designs is a powerful

tool for examining the relationship between variables.

Ethical Consideration

The researchers considered ethical aspect of all respondents involved

in the conduct of the study. Consents, approval, integrity and confidentiality

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

that seeks to protect all forms of information, be it private, personal, or

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

the identities of the respondents were protected by not disclosing them to

other persons. Consent and approval from the respondents were considered

prior to the conduct of survey. The researchers also explained to the

respondents the process and purpose of the said survey and made sure that

the survey were participated voluntarily by the said respondents.

CHAPTER III RESULTS AND DISCUSSION

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

shown in tabular format, followed by the results’ analysis, interpretation, and

implication.
26

Socio - Demographic Profile of the Respondents

The following tables shows the socio-demographic profile of the

respondents. Table 2.0 pertains to the age of the respondents while table 2.1

pertains to the gender and program of specialization of the respondents.

Table 2.0. Respondents’ Age


Variable N Mean
Age 419 21.0
Table 2.1. Respondents’ Gender and Program of
Speci alization
Variables f %
Gender
Female 315 75.17
Male 93 22.20
Others 11 2.63
Total 419 100
Program BEED
55 13.13
BCED 33 7.88
BSNED 32 7.64
BPED 51 12.17
BTLED 25 5.97
BSED- English 53 12.65
BSED- Math 40 9.55
BSED- Filipino 41 9.78
BSED-Science 50 11.93
BSED-Social Studies 39 9.30
Total 419 100
Table 2.0 shows the results of the socio-demographic profile of the

respondents in terms of age. As regards to the age of the respondents, out of

the 419 respondents it had a mean of 21.0. This means that the most frequent

age that responded ages 21 years old.


27

Table 2.1 shows the results of the socio-demographic profile of the

respondents in terms of gender and program of specialization. As to the

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.

As to the program taken by the respondents, it can be gleaned that BEED

(f=55, 13.13 %) is the highest represented program of the study, followed

closely by BSED-English (f=53, 12.65), BPED (f=51, 12.17%), and

BSEDScience (f=50, 11.93%). Meanwhile, BTLED (25, 5.97%) program has

the least number of respondents. This implies that BEED outnumbered the

rest of the programs.

Level of Teacher Presence in a blended learning

The following tables shows the level of teacher presence in a blended

learning as well as its sub-factors. Tables 3.0 to 3.2 illustrates the level of

each indicators per sub-factor: instructional design and organization,

facilitating discourse, and direct instruction. While, table 3.3 shows the overall

level of teacher presence in a blended learning.

Table 3.0. Level of Instructional Design and Organization


Indicators Mean SD Interpretation
1. The instructor clearly communicated
4.14 0.738 High
important course topics.
2. The instructor clearly communicated
4.14 0.699 High
important course goals.
3. The instructor provided clear
instructions on how to participate 4.18 0.749 High
learning activities.
4. The instructor clearly communicated
important due dates and time frames 4.13 0.738 High
28

for learning activities.


5. The instructor helped me take
advantage of the online environment 3.97 0.803 High
in a way that assisted my learning.
6. The instructor helped students
understand and practice the kinds of
4.08 0.785 High
behaviors acceptable in online
learning environment.
As a whole 4.11 0.619 High
Table 3.0 shows the level of instructional design and organization

demonstrated by teachers in the blended learning. As seen, there is a high

level of instructional design and organization (M=4.11, SD=0.619) in the

blended learning and all indicators had attained high mean ranging from 3.97

to 4.18. The statement “The instructor provided clear instructions on how to

participate learning activities” (M=4.18, SD=0.749), obtained the highest

mean. While the indicator, “The instructor helped me take advantage of the

online environment in a way that assisted my learning” (M=3.97, SD=0.803)

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

of students’ learning experience despite the sudden shift in the learning

modality. In the study of Su et al. (2023) have also found high level of

instructional design and organization particularly on how to effectively give

proper instructions for the learning activities.. Zhao and Sullivan (2017)

discussed that instructors need to have a course preparation in order to

become competent teachers.

Table 3.1. Level of Facilitating Discourse


Indicators Mean SD Interpretation
7. The instructor was helpful in identifying
areas of agreement and disagreement
4.02 0.764 High
on course topics that helped me to
learn.
29

8. The instructor was helpful in guiding the


class towards understanding course
4.12 0.734 High
topics in a way that helped me clarify
my thinking.
9. The instructor helped to keep course
participants engaged and participating 4.04 0.731 High
in productive dialog.
10. The instructor helped keep course
participants on task in a way that 4.10 0.759 High
helped me to learn.
11. The instructor encouraged course
4.16 0.781 High
participants to explore new concepts.
12. Instructor actions reinforced
the development of a sense of 4.04 0.718 High
community among course participants.
As a whole 4.08 0.640 High
Table 3.1 presents the level of facilitating discourse demonstrated by

teachers in the blended learning. As shown, the level of facilitating discourse

(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

encouraged course participants to explore new concepts” (M=4.16, SD=0.781)

obtained the highest mean, while the statement “The instructor was helpful in

identifying areas of agreement and disagreement on course topics that helped

me to learn” (M=4.02, SD=0.764) has the least mean. With the data being

drawn, it can be implied that instructors had essentially promote positive

learning community in the blended learning wherein students can actively

participate in productive discourse in the class. Zhao and Sullivan (2017:

Anderson et al., 2001) explained that facilitating is the use of effective

discourse such as providing clear explanation and proper guidance to the

students through giving assignments, sharing authentic experiences,

identifying agreements or disagreements, encouraging students to contribute,

promoting discussions. Su et al.(2023) highlight the the importance of


30

facilitation in the blended learning as it can effectively create positive learning

community.

Table 3.2. Level of Direct Instruction


Indicators Mean SD Interpretation
13. The instructor provided useful
illustrations that helped make the
4.12 0.760 High
course content more understandable
to me.
14. The instructor presented helpful
examples that allowed me to better 4.18 0.758 High
understand the content of the course.
15. The instructor provided explanations
or demonstrations to help me better 4.23 0.736 Very High
understand the content of the course.
16. The instructor provided feedback to
the class during the discussions or 4.13 0.792 High
other activities that helped us learn.
17. The instructor asked for feedback on
4.02 0.837 High
how a subject could be improved.
As a whole 4.14 0.641 High
Table 3.2 reveals the level of direct instruction demonstrated by

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

“The instructor provided explanations or demonstrations to help me better

understand the content of the course” (M=4.23, SD=0.736), wherein it

obtained a very high mean. On the other hand, the indicator, “The instructor

asked for feedback on how a subject could be improved” (M=4.02, SD=0.837),

has the least mean.

With such data, it can be inferred that teachers demonstrated intellectual

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.

(2023), wherein students feel disengaged when the discussion forum is


31

unorganized. With this, they highlight the importance of checking students’

posts, organization of content, asking personalized feedback from the

students (Su et al., 2023). This was proved by Karaoglan Yilmaz and Yilmaz

(2022) who revealed that students who received feedback had a higher

engagement in class than who did not especially in online setting.

Table 3.3. Level of Teacher Presence in Blended Learning

Factors Mean SD Interpretation


Instructional Design and Organization 4.11 0.619 High
Facilitating Discourse 4.08 0.640 High
Direct Instruction 4.14 0.641 High
As a whole 4.09 0.600 High

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

(M=4.14, SD=0.641) obtained the highest mean, and is closely followed by

instructional design and organization (M=4.11, SD=0.619), and facilitating

discourse (M=4.08, SD=0.640).

The data means that despite the shift in the educational mode of learning

to the blended mode of learning, students still had meaningful and

educationally worthwhile learning experience brought by their teachers.

The same result is relative to the study of Su et al. (2023), wherein direct

instruction also holds the highest mean (M=4.31), followed by facilitating

discourse (M=4.28), and instructional design and organization (M=4.22).

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

demonstrate intellectual and scholarly leadership and share their subject

matter with mastery of knowledge with the students. The responsibilities of the

teacher as course designer and organizer, technology facilitator, and

discussion facilitator were evaluated as having the most value by students in

online and blended learning environments (Hung and Chou, 2015). Su et al.

(2023), provides that students perceived high level of TP also indicating that

teachers have successfully assisted students by communicating clearly and

effectively providing them with instructions for activities which then improve

student engagement. Moreover, TP is very important in various learning

modality both online and face-to-face modes, which then suggests that

teachers must consider all the aspect in teacher presence - facilitating

discourse, instructional design and organization, and direct instruction (Su et

al. 2023; Anderson et al., 2001).

Level of Student Engagement in a blended learning

The following tables shows the level of student engagement in a

blended learning as well as its sub-factors. Tables 4.0 to 4.2 illustrates the

level of each indicators per sub-factor: behavioral engagement, emotional

engagement, and cognitive engagement. While, table 4.3 indicates the overall

level of student engagement in blended learning.

Table 4.0. Level of Behavioral Engagement


Indicators Mean SD Interpretation
1. I listen carefully to everything that is said
4.08 0.701 High
in class.
2. I ask questions about what I do not
3.86 0.747 High
know.
3. I interact with my peers during class. 4.02 0.782 High
4. I strive to understand lessons during 4.17 0.714 High
33

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

the blended learning. As depicted, the level of behavioral engagement (M=3.7,

SD=0.564) is high in a blended learning. Similar level was obtained across all

indicators of behavioral engagement ranging from 3.79 to 4.17. Among the

indicators, the statement “I strive to understand lessons during class” (M=4.17,

SD=0.714) achieved the highest mean, followed closely by the statement “I

am always eager to attend class” (M=4.15, SD=0.836). Meanwhile, the

statement “I always participate in discussions with my teacher” (M=3.79,

SD=0.761) has the least mean.

These results being shown implied that students in the blended learning

have displayed physical engagement, energy, and behavior which is

associated with accomplishing the course and learning activities. In similar

studies, students in higher education institutions exhibit significant levels of

behavioral engagement in blended learning activities(Adams, et. al,

(2020).Relatively, Janosz (2012) argued that individuals must deliberately

mobilize and invest some of their physical energy to develop new abilities and

gain new knowledge.


34

Table 4.1. Level of Cognitive Engagement


Indicators Mean SD Interpretation
11. I always ask the instructor
3.80 0.821 High
about difficult content.
12. I attempt to apply things that I learned
3.98 0.702 High
during class.
13. I relate to my peers and discuss with
3.84 0.778 High
them what I learned at home.
14. I strive to acquire new
4.12 0.698 High
knowledge about the course.
15. Being familiar with the content prior to
attending class motivates me and 4.15 0.732 High
increases my engagement.
16. Preparing for lessons enables me to
communicate better with my peers and 4.07 0.643 High
the instructor.
17. Familiarizing myself with content prior
to attending a lecture enables me to
4.01 0.742 High
share what I learned with others
during class.
As a whole 4.00 0.559 High
Table 4.1 provides the level of cognitive engagement of students in the

blended learning. It can be noted that all indicators of cognitive engagement

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

attending class motivates me and increases my engagement”

(M=4.15,SD=0.732), which had nearly the same mean with the statement, “I

strive to acquire new knowledge about the course.” (M=4.12,SD=0.698). On

the other hand, the indicator with the least mean among others is the

statement, “I always ask the instructor about difficult content.”

(M=3.80,SD=0.821). This could mean that students might be hesitant in

asking questions to the instructor due to instructor-factor reasons or some


35

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

complex knowledge. In a study of Su et al. (2023), there is also a significant

high level of cognitive engagement in the blended learning but relatively lower

than those in online learning. In relation to the result, self-regulation which

includes discipline, self-direction, and the ability to stay motivated correlates

with cognitive engagement in order to attain knowledge (Meyer, 2014).

Additionally, Halverson, et al. (2019: Esteban-Millat et al., (2014), blended

learning itself has the potential to increase cognitive engagement because it

can diversify learning pathways such that it increases flexibility and

individualization, which in turn encourage curiosity, absorption, and attention.

Table 4.2. Level of Emotional Engagement


Indicators Mean SD Interpretation
18. I enjoy class. 4.02 0.772 High
19. The teaching method practiced by the
3.90 0.803 High
instructor is enjoyable
20. I enjoy the practice activities conducted
3.99 0.766 High
during class
21. I enjoy studying content at home. 3.88 0.847 High
22. I like it when the instructor asks me
3.68 0.906 High
questions.
23. I am optimistic when I go to class with
4.01 0.709 High
an understanding of the content
24. Participating in class discussions boosts
4.05 0.787 High
my confidence.
25. Solving and sharing problems during
3.93 0.814 High
class in enjoyable
As a whole 3.93 0.593 High
Table 4.2 pertains to the level of emotional engagement of students in

the blended learning. The level of emotional engagement (M=3.93,SD=0.593),


36

as seen in the table is high, and all the indicators were also high ranging from

3.68 to 4.05. The statement “Participating in class discussions boosts my

confidence.” (M=4.05,SD=0.787) has the highest mean, while the statement “I

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

can boost their confidence however, student engagement when it comes to

instructor asking questions, seem contradicting. This can be implied that

participating in class indeed can boost confidence but only when the content is

fully acquired or comprehended or if the student displayed enough confidence.

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

students exhibited emotional energy such as optimism, confidence, enjoyment

or interest in the blended learning. Based on the result of the study of Su et al.

(2023) there is also a high level of emotional engagement in blended learning.

Yet, in their study, they discussed that blended learning allow students to

experience self-paced learning and provide flexibility in learning, which

improves emotional engagement. Moreover, El-Sayad et al. (2021) mentioned

that emotional engagement was influenced by self-efficacy or personal belief

towards one’s capacity to execute behaviors needed to develop particular

performance attainments.

Pekrun (2011), on the other hand, argued that emotions influence “a broad

variety of cognitive processes that contribute to learning, such as perception,


37

attention, memory, decision making, and cognitive problem solving.”, and

Skinner and Pitzer (2012) mentioned that emotion serves as the fuel towards

behavioral and cognitive engagement that bring about quality learning.

Human–computer interaction research on cognitive-affective states (D’Mello &

Graesser, 2014) further acknowledges the intertwining of mental and

emotional energy.

Table 4.3. Level of Student Engagement in Blended Learning

Factors Mean SD Interpretation


Behavioral Engagement 3.97 0.564 High
Cognitive Engagement 4.00 0.559 High
Emotional Engagement 3.93 0.593 High
As a whole 3.97 0.524 High

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

engagement in the blended learning as a whole is high (M=3.97, SD=0.524).

It also shows, that among the three dimensions cognitive engagement

(M=4.00, SD=0.559) is the highest, followed by behavioral engagement

(M=3.97, SD=0.564), and emotional engagement (M=3.93, SD=0.593).

The result implies that students exhibit considerable attitude particularly

energy and participation during the teaching and learning experience on a

blended learning modality. Similarly, de Brito Lima et al. (2021), revealed the

same finding where students usually showed high level of student

engagement in the blended learning context.

Almost the same mean and result was achieved in the study conducted by
38

Su et al. (2023) wherein cognitive engagement revealed the highest level

(M=4.00), followed by emotional engagement (M=3.91), and lastly behavioral

engagement (M=3.81). With cognitive engagement being the highest

manifests that students in blended learning exhibit cognitive efforts which then

enabled mastery of complex knowledge. However, Chiu (2021), reported

higher behavioral engagement and cognitive engagement but lower emotional

engagement in blended learning environment when there is high digital

support. Researchers may infer internal processes from external behaviors,

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

(Kizilcec et al., 2013).


Level of Student Satisfaction in a blended learning

The following tables presents the level of student satisfaction in a

blended learning as well as its sub-factors. Tables 5.0 to 5.4 illustrates the

level of each indicators per sub-factor: interaction, instruction, instructor,

course management, and technology. While, table 5.5 shows the overall level

of student satisfaction in blended learning.

Table 5.0. Level of Interaction-Related Factor


Indicators Mean SD Interpretation
1. A blended learning session keeps me
3.55 0.869 High
always alert and focused.
2. Interaction is adequately maintained
with the lecturer when he/she is on the
3.71 0.740 High
other side of the blended learning
classroom.
3. Having students from the opposite
gender on the other side of the
blended learning classroom listening 3.35 0.987 Moderate
to what I say might restrict my
participation.
4. A blended learning course makes it 3.72 0.746 High
39

more 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 3.69 0.838 High
side of the blended learning classroom
6. I am satisfied with the quality interaction
between all involved parties. 3.70 0.831 High

7. I am dissatisfied with the process of


collaboration activities during the 3.33 0.994 Moderate
course.
8. I am satisfied with the way I interact with
3.90 0.759 High
other student.
9. I am satisfied with my participation in the
3.81 0.784 High
class.
As a whole 3.64 0.591 High
Table 5.0 shows the level of student satisfaction in terms of

interactionrelated factor in the blended learning. As observed, interaction-

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

other student.”(M=3.90, SD=0.759). The statements “Having students from the

opposite gender on the other side of the blended learning classroom listening

to what I say might restrict my participation.” (M=3.35, SD=0.987) and “I am

dissatisfied with the process of collaboration activities during the course.”

(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

constructed have negative connotations in it.

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.

Results on disparities between genders in online learning outcomes are

sometimes contradictory and inconsistent. Online female students exhibit


40

greater determination and engagement than male students (Richardson and

Woodley, 2010), although males are more likely to have consistent favorable

opinions regarding online learning. The findings could have counteracted

gender preferences in online education, which might explain why there were

no significant gender disparities in the outcomes of online education (Yu,

2021).

On the latter, it implies that students are moderately satisfied on the

process of collaboration activities in the course. This maybe due to the lack of

collaboration activities or students don’t find interest on the collaboration

activities prepared by teachers in the blended learning. To collaborate

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

satisfied with the processes of interaction in the blended learning.

Table 5.1. Level of Instruction-Related Factor


Indicators Mean SD Interpretation
10. The use of blended learning
technology in this course encourages 3.93 0.774 High
me to learn independently.
11. My understanding is improved
compared to similar courses I studied 3.80 0.821 High
before.
12. My performance in exam is improved
compared to similar courses I studied 3.71 0.827 High
before.
13. I am satisfied with the level of effort this
3.86 0.778 High
course required.
14. I am dissatisfied with my performance in
3.21 1.01 Moderate
this course
15. I believe I will be satisfied with my final
3.73 0.782 High
grade in the course
16. I am satisfied with how I am able to
apply what I have learned in this 3.90 0.733 High
41

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

level of student satisfaction in terms of instruction-related factor (M=3.62,

SD=0.561) is high, but there were some areas that students were moderately

satisfied. When asked if “I am dissatisfied with my performance in this course”

the level is moderate at 3.21 (SD=1.01). When asked if “I am willing to take

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

at 2.89 (SD=1.13). However, when students were asked “I am satisfied

enough with this course to recommend it to others.” showed high level at 3.76

(SD=0.827), same goes when asked “Compared to face-to-face course

settings, I am less satisfied with this learning experience.” (M=3.61,

SD=0.912).

Taken from these results, students’ response were not consistent as to

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

satisfied to the kind of instruction in a blended learning. A study by Awamleh

(2020) the level to which students satisfaction in the blended learning was

highly influenced by the lecture quality, which included factors like lecture’s

expertise and the instructional tactics he or she utilized to encourage the

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

instructor-related factor in the blended learning. As seen, students were highly

satisfied with instructors (M=3.75, SD=0.561) in the blended learning in

general. Except for one indicator, which was “I am dissatisfied with the

accessibility and availability of the instructor.” (M=3.24, SD=1.03). This means

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

teacher, particularly in terms of availability and reaction time, is closely

connected to student satisfaction Lazibat et al.(2014). The teacher not only

develops into both a learning facilitator and a student motivator. Most of the

input comes from the teacher. Feedbacks on assignments must be offered

promptly to keep students engaged and motivated.


44

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

management-related factor in the blended learning. In general, as shown from

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

statement “The lecturer, supervisor always takes attendance.” (M=4.03,

SD=0.765). While the one with the least is the statement “I attend

videoconferencing classes the same way I attend face-to-face classes.”

(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

satisfaction with the course (Svanum and Aigner, 2011).

5.4. Technology-Related Factor


Indicators Mean SD Interpretation
30. The instructor’s voice is audible. 3.89 0.774 High
31. Course content shown or displayed on
3.89 0.706 High
the smart board is clear.
32. The microphone is in good working
3.84 0.772 High
condition.
33. The video image is clear and
comprehensive when the lecturer is 3.82 0.809 High
on the other side of the blended
45

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

technology-related factor in the blended learning. As revealed, there is a high

level of satisfaction in term of technology (M=.82, SD=0.662) in the blended

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

affect my understanding of the course.” (M=3.58, SD=0.971). Although high, it

can never be overlooked because the result is nearly moderate which in turn

requires improvement in order to and secure students understanding of the

course, ans as well, student satisfaction. The learning experience may be

improved by using technologies in online and blended learning circumstances,

which can go beyond what is possible with face-to-face instruction or other

methods. Students need to have accessibility to reliable tools and students


46

with restricted access have a significant disadvantage compared to students

who have unlimited access Dziuban et al (2018).

Table 5.5. Level of Student Satisfaction in Blended Learning

Factors Mean SD Interpretation


Interaction 3.64 0.591 High
Instruction 3.62 0.561 High
Instructor 3.75 0.561 High
Course Management 3.98 0.625 High
Technology 3.82 0.662 High
As a whole 3.76 0.512 High

Table 5.5 depicts the level of student satisfaction in the blended mode

of learning. As manifested, the level of student satisfaction on the blended

mode of learning as a whole is high (M=3.76, SD=0.512). It can also be noted

that the course management factor (M=3.98, SD=0.625) obtained the highest

result, while instruction (M=3.62, SD=0.561) has the lowest result.

This can be inferred that students in a blended learning environment feel

positive and exhibit positive attitude about the interactivity in the learning

environment, students’ performance, completion rate, and grade achievement,

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

learning could create a high level of satisfaction. However, negative attitudes

to blended learning caused by slow internet connectivity, lack of instructors’

feedback to students’ emails, and lack of face-to-face interaction affect


47

satisfaction (Ja’ashan, 2015). A study by Awamleh (2019) showed that

students satisfaction with online learning environment and blended program;

83.4% of respondents reported excellent levels of satisfaction. Additionally,

the quality of the teaching received the highest satisfaction lever where

interaction significantly affected self-study.

In the study conducted by Naaj et al. (2012), exposed the same findings

wherein students find satisfaction in the blended learning environment with a

total mean of M=3.44. In contrast, it is the instructor-related factor (M=3.80,

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

students were satisfied of the educational approach being demonstrated as it

provide opportunities for interaction, learning, and discipline.

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

probably denotes that there are other factors affecting it.

Relationship of Variables

Table 6 reveals the relationship of teacher presence, student engagement,

and student satisfaction in the blended learning environment. Based on the

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

relatively normal distribution, thus, the researchers used parametric tests.

Table 6. Relationship of of teacher presence, student engagement, and


student satisfaction
2 3
1 1.Teaching
48

Presence -
-
-

2.Student 0.610*** -
Engagement 417 -
< .001 -

3.Student 0.675*** 0.787*** -


Satisfaction 417 417 -
< .001 < .001 -

Skewness -1.31 -1.12 -0.654


Kurtosis 4.38 5.32 3.42
Note: *p < 0.5, ** p < .01, *** p < .001

Table 6, revealed the relationships of teacher presence, student

engagement, and student satisfaction in the blended mode of learning using

the Pearson correlation coefficient. Particularly, teaching presence to student

engagement (r=.610, p<.001), teaching presence to student satisfaction

(r=.675, p<.001), and student engagement to student satisfaction (r=.787,

p<.001), in which all significantly shows strong positive correlation between

each other. In the Pearson correlation coefficient explains that when the

Pearson’s r value is between 0 and 1 implies a positive correlation which

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

0.5 it is strongly positive (Turney, 2022), hence the degree of correlation

between variables. Moreover, these results suggest that all study measures

had relatively normal distribution. Hair et al. (2010) and Bryne (2010) argued

that data is normal if skewness is between -2 to +2 and kurtosis is between -7

to +7.
49

Given these findings, it can be inferred that each variables are associated

with each other. In the study conducted by Halverson et al.(2019) learner

engagement correlates with fundamental learning outcomes which includes

academic achievement and satisfaction. Similarly, Martin et al.(2022)provided

that teacher presence has a strong correlation with student satisfaction in

blended learning. Su et al. (2023) also found out that students were highly

engaged while there perceived a strong teacher presence.

These findings also supports the findings revealed by Gray and DiLoreto

(2016), wherein teacher presence and student engagement impacted student

satisfaction. They also added that high level of instructor presence

significantly lead to students’ high engagement and finally improving their

perceived learning and satisfaction. Yang et al. (2022; Heilporn et al., 2021;

Su et al., 2023), concluded that teaching presence influences student

engagement which further affects students’ learning achievement, and as well

satisfaction.
However, high teacher presence does not guarantee high student

engagement because student engagement needs combined effort and

complex interconnectedness among all dimensions of student engagement,

as well as with the learning activities and learning environments (Cho & Cho,

2014). Zhao and Sullivan (2017) also added that high level of teacher

presence reduced student engagement because it would decrease student

independence, autonomy and active participation. Su et al. (2023) suggest

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

students engagement and most importantly, student satisfaction.

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.

Multimedia Provide guidelines and Educational Ongoing


integration resources for integrating Institutions
multimedia elements into the
curriculum, enhancing student
engagement.
Interactive Support teachers in creating Professional 5
activities interactive activities that development months
development leverage online and face- team
toface learning promoting active
student participation.
Assist teachers in designing
assessments that align with
Professional
Assessments the blended learning 5
development
Alignment environment, utilizing both months
team
online and offline assessment
methods.
Continuous Offer ongoing training Educational Ongoing
51

Professional programs to support teachers Institutions


development in developing their digital
pedagogical skills and staying
updated on blended learning
strategies and technologies.
Research and Conduct research Research 10
Evaluation studies to explore Team months
additional factors or more
affecting student
satisfaction and
overallteaching in
blended learning
environments. Conduct
a triangulation
process, specifically an
interview to implore
with the experiences of both
teachers and
students.

CHAPTER IV CONCLUSION AND RECCOMENDATION

This chapter presents the conclusion being drawn from the findings of

the study and recommendations to offer.

Conclusion

The current study sought to analyze the relationship of teacher

presence and student engagement with student satisfaction in the blended

learning environment. The findings revealed that there is a strong positive

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

presence increases, the level of student engagement and student satisfaction

will increase respectively. It is noteworthy that all variables, namely teacher

presence, student engagement, and student satisfaction, exhibited high levels


52

within the blended learning environment. This highlights their significance and

importance in the context of blended learning. In conclusion, teacher presence

and student engagement significantly play a vital role in student satisfaction in

the blended learning environment, which therefore, serves as significant

contributors to providing quality education while implementing the blended

learning modality.

Recommendation

In light of the findings and conclusions drawn from the study, several

recommendations can be suggested to enhance teacher presence, student

engagement, and student satisfaction in a blended learning environment.

Firstly, educational institutions should develop interventions such as training,

seminars, or workshops to equip teachers with the necessary teaching

strategies and approaches required to effectively carry out instruction and

manage courses in a blended learning setting. This intervention can also be

extended to other faculty, staff, and stakeholders as student satisfaction relies

on multifaceted support from the entire school community.

Secondly, curriculum design and adaptation should be considered to align

with blended learning. The development or adaptation of the curriculum

should focus on creating instructional materials and resources specifically

tailored for both online and offline components. Incorporating multimedia

elements, interactive activities, and assessments that leverage the

advantages of both online and face-to-face learning can enhance student

engagement and learning outcomes.


53

Furthermore, continuous professional development opportunities should

be provided to support teachers in developing their digital pedagogical skills.

Ongoing training on effective blended learning strategies, technology

integration, and online facilitation techniques will help teachers become

wellprepared and confident in creating a positive learning environment for

their students.

Lastly, conducting further research is crucial to explore additional factors

that may impact student satisfaction and the overall quality of teaching and

instruction in blended learning environments. This research can also delve

into other aspects of blended learning implementation to improve the overall

teaching and learning experience.

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Tonći Lazibat, Ines Duzevic, Tomislav Bakovic. (2014). How perceived service

quality influences students' satisfaction? Teachers' and


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Turney, S. (2022, May 13 ). Pearson Correlation Coefficient (r)/ Guide and

Examples. Scribbr. https://www.scribbr.com/statistics/pearson-

correlation-coefficient/

Wu, J. H., Tennyson, R. D., & Hsia, T. L. (2010, August). A study of student

satisfaction in a blended e-learning system enviornment. Science

Direct. https://doi.org/10.1016/j.compedu.2009.12.012

Yang, Y., Liu, K., Li, M., & Li, S. (2022). Students’ affective engagement,

parental involvement, and teacher support in emergency remote

teaching during the COVID-19 pandemic: Evidence from a

crosssectional survey in China. Journal of Research on Technology in

Education, 54(sup1), S148–

S164. https://doi.org/10.1080/15391523.2021.1922104
Yu, Z. (2021). The effects of gender, educational level, and personality on

online learning outcomes during the COVID-19 pandemic. Springer .

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Zhao, H., & Sullivan, K.P. (2017). Teaching presence in computer

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https://doi.org/10.1111/bjet.12383
64

APPENDICES
65

Appendix A Letter of Approval to


Conduct the Study
66

Appendix B Letter to the


Respondents

Appendix C Letter
to the Expert
67
68
69
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Appendix D
SURVEY INSTRUMENT VALIDATION RATING SCALE
Adapted from: Oducado (2020)

Directions: Please indicate your degree of agreement or disagreement on the statements


provided below by encircling the number which corresponds to your best of your judgment.S

Rating: 5 - Excellent 4 - Very Good 3 - Good 2 - Fair 1Poor


Are Criteria Rating
a

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.

5 The items in the instrument are stated clearly.

6 The items on the instrument can elicit responses which are stable, definite,
consistent and not conflicting.

7 The terms adapted in the scale are culturally appropriate.

8 The layout or format of the instrument is technically sound.

9 The responses on the scale show a reasonable range of variation.

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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11 The instrument is interesting such that participants will be induced to


respond to it and accomplish it fully.

12 The instrument as a whole could answer the basic purpose for which it is
designed.

13 The instrument is culturally acceptable when administered in the local


setting.

Total

Mean

Comments:

Signature of the Juror/Validator


Appendix E
Informed Consent TITLE OF STUDY:

Analyzing the Relationship of Teacher Presence, Student Engagement, and


Student Satisfaction in a Blended Learning Environment

PRINCIPAL RESEARCHERS:

Name:
Marcos, Shada Marie M.
Olaguer, Venson Ray F.
Pelaez, Edhen Rose B.
Solayao, Roanne A.

Department: School of Teacher Education - Bachelor of Secondary Education


Present Address: P. Innocentes St., P.I. Garcia, Naval, Biliran
Contact Number: 09058345629
Email: vensonrayolaguer@gmail.com

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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:

1. Assigning code names/numbers for respondents that will be used on all


research notes and documents
2. Keeping Survey Questionnaires and any other identifying respondents’
information in a locked file cabinet in the personal possession of the
researcher.

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3. Respondents’ data will be kept confidential except in cases where the


researcher is legally obligated to report specific incidents. These incidents
include, but may not be limited to, incidents of abuse and suicide risk.

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:

Your participation in this study is voluntary. It is up to you to decide whether


or not to take part in this study. If you decide to take part in this study, you will be
asked to sign a consent form. After you sign the consent form, you are still free to
withdraw at any time and without giving a reason. Withdrawing from this study will not
affect the relationship you have, if any, with the researcher. If you withdraw from the
study before data collection is completed, your data will be returned to you or
destroyed.

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

PART I: STUDENTS’ DEMOGRAPHIC PROFILE


Direction: Kindly provide the needed information below.

Name:____________________________________(optional) Age:_______
Gender:
Male:Female: Others:
Program:
BEED:
BECED:
BSNED:
BPED:
BTLED:
BSED - ENGLISH
BSED - MATH

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BSED - FILIPINO BSED


- SCIENCE:
BSED - SOC. STUD.:

PART II: TEACHER PRESENCE QUESTIONNAIRE


(Adopted from: Hosler et al., 2013)
Directions: Below is a statement about the Teacher Presence 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 Strongly
Neutral
Instructional Design Disagree Disagree Agree Agree
(3)
and Organization (1) (2) (4) (5)

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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frames for learning


activities.

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)

7. The instructor was


helpful in
identifying areas of
agreement and
disagreement on
course topics that
helped me to
learn.

8. The instructor was


helpful in guiding
the class towards
understanding
course topics in a
way that helped
me clarify my
thinking.

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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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11. I always ask


the instructor
about difficult
content.
12. I attempt to
apply things that I
learned during
class.
13. I relate to my
peers and
discuss with
them what I
learned at home.
14. I strive to
acquire new
knowledge about
the course.
15. Being familiar
with the content
prior to attending
class motivates
me and
increases my
engagement.
16. Preparing for
lessons enables
Cognitive me to
Engagement communicate

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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18. I enjoy the


class.
19. The teaching
method practiced
by the instructor
is enjoyable.
20. I enjoy the
practice activities
conducted during
class.
21. I enjoy
studying content
at home.
22. I like it when
the instructor
asks me
questions.
23. I am
optimistic when I
go to class with
an understanding
of the content.
24. Participating
in class
discussions
boosts my
confidence.
25. Solving and
Emotional sharing problems
Engagement during class in
enjoyable.

PART IV: STUDENT SATISFACTION QUESTIONNAIRE


(Adopted from: Naaj et al., 2012)
Directions: Below is a statement about the Student Satisfaction 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

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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.

10. The use of


blended learning
technology in this
course
encourages me to
learn
independently.

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.

33. The video


image is clear and
comprehensive
when the lecturer
is on the other
side of the
blended learning
classroom.

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

: Bachelor of Secondary Education


Undergraduate Major in Social Studies
Biliran Province State University
Naval, Biliran
2020 - Present

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

: Lo-ok Elementary School


Lo-ok, Almeria, Biliran
88

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

: Bachelor of Secondary Education


Undergraduate Major in Social Studies
Biliran Province State University
Naval, Biliran
2020 - Present

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

: Bachelor of Secondary Education


Undergraduate Major in Social Studies
Biliran Province State University
Naval, Biliran
2020 - Present

Secondary
Senior High School : Accountancy, Business and
Management (ABM)
Naval School of Fisheries
Caraycaray, Naval, Biliran
2019 - 2020

: Naval School of Fisheries

2013 - 2014
91

CURRICULUM VITAE
Caraycaray, Naval,
Biliran
2017 - 2018

: Naval Central School


Naval, Biliran
92

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

Elementary : San Lorenzo Elementary School


San Lorenzo, Kawayan, Biliran
2013 - 2014

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