UNIVERSITY OF CALOOCAN CITY 1

Graduate School

BLENDED LEARNING MODALITY OF

SECONDARY STUDENTS: BASIS

FOR A SUSTAINABILITY PLAN

A Thesis Proposal

Presented to

The Faculty of the Graduate School

University of Caloocan City

In Partial Fulfillment of the Course Requirement for the Degree of

MASTER OF ARTS major in EDUCATIONAL MANAGEMENT

By

CHARLOTTE T. REFUNCION

NOVEMBER 2023
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TABLE OF CONTENTS

TITLE PAGE i
TABLE OF CONTENTS ii
LIST OF FIGURES iii

Chapter

1 THE PROBLEM AND ITS BACKGROUND

Introduction
Background of the Study
Statement of the Problem
Hypothesis
Scope and Delimitation of the Study
Significance of the Study

2 REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature and Studies

Synthesis of the Related Study
Theoretical Framework of the Study
Theoretical Paradigm of the Study
Conceptual Framework of the Study
Conceptual Paradigm of the Study
Definition of Terms

3 RESEARCH DESIGN AND METHODOLOGY

Research Design
Population and Sample of the Study
Research Instrument
Data Gathering Procedure
Statistical Treatment of Data
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Chapter 1

THE PROBLEM AND ITS BACKGROUND

This chapter presents an overview of the topic being studied. It also

includes the rationale and background of the study, statement of the problem,

hypotheses, and the significant contribution of the output to some educational

communities.

Introduction

The emergence of the novel coronavirus disease has brought about

unprecedented global challenges, disrupting nearly every aspect of human

life. One of the most profoundly affected sectors has been education. As

countries worldwide implemented stringent measures to contain the spread

of the virus, educational institutions were forced to adapt rapidly to ensure

the continuity of learning. The pandemic forced schools, colleges, and

universities to abruptly close their physical doors, pushing educators,

students, and families into uncharted territory. Overnight, traditional

classroom settings were replaced by virtual classrooms, online learning

platforms, and a host of new challenges. The pandemic exposed deep-

seated disparities in access to technology, the digital divide, and the social

and emotional toll on students and educators alike. In reaction to the global

coronavirus outbreak, a number of Government closures of schools had an

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impact on more than 60% of students worldwide (UNESCO, 2020). Given

that the schools have been linked to closures due to influenza outbreaks

(Coleman & Sigler, 2020), which lessen the social encounters between

students, which stops the infection from spreading (Jefferson and Viner,

2020).

In response to COVID-19 pandemic, the Department of Education

(DepEd) released the DepEd Order No. 12, Series of 2020 entitled

‘Guidelines on the Engagement of Services of Learning Support Aides’ to

reinforce the implementation of the Basic Education Learning Continuity Plan

(BE-LCP) in time of Covid-19 Pandemic. DepEd shall employ multiple

learning delivery modalities (LDMs) to ensure the continued provision of

learning opportunities to its learners while protecting the health and safety of

both its personnel and learners. These can be done through online distance

learning, blended learning and modular learning modality.

DepEd, however, recognizes various challenges in delivering learning

modalities to 27.7 million basic education students. DepEd is seeking

innovative strategies to address problems in education during the pandemic

and in achieving learning outcomes as students’ transition to in-person

classes. DepEd introduced various technological platforms such as

ICT4ALS, FB Chat, Google Classroom, the Aral Muna app, and DepEd
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Commons. The department also proposed using radio-based intervention—

the partnerships with local radio stations as a medium to conduct lessons that

can be replied to by phone. To those who have no access to technology and

connectivity, door-to-door delivery of worksheets, take-home learning activity

sheets, and take-home portfolio completions are also suggested by the

expert.

The implementation of the Basic Education Learning Continuity Plan

demands for a holistic approach and a stronger partnership among school,

household and communities. As the teachers – may it be from public or

private, DepEd personnel tackled additional tasks, challenges and new

expectations in the new normal, the BE-LCP necessitates the complementary

and broader roles of parents, guardians and other household partners and

even members of the community to support the learning process of the

students at home.

By the number of infected Filipinos all over the archipelago increased

exponentially. Thus, the government is more concerned about the health of

Filipino children than the quality of education. Therefore, senators like

Honorable Sherwin Gatchalian filed Senate Resolution No.391 about the

postponement of the opening of classes in August. Furthermore, the senators

recommended the use of distance learning. However, Senate President,

Honorable Tito Sotto III states to have changes in the Republic Act No. 7977,
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also called the Act on Lengthening of School Calendar revision is required.

Upon talks with advocates of quality education and curriculum experts from

DepEd, they decided to adopt a blended learning approach. Thus, this study

aims to identify the effectiveness of Blended Learning in the education

system, specifically in the select private institutions, to help the Philippines in

the new normal.

Background of the Study

Education is an ever-evolving field that continuously adapts to meet the

changing needs of students and the demands of the modern world. In recent

years, one of the most significant transformations in the realm of education

has been the adoption of blended learning modalities. Blended learning

combines traditional face-to-face instruction with online learning components,

offering students a more flexible and dynamic educational experience.

The integration of technology into education has been driven by several

factors, including the need for increased access to educational resources, the

demand for personalized learning experiences, and the pursuit of improved

academic outcomes. Blended learning, as a pedagogical approach, aims to

leverage the strengths of both in-person and online instruction, providing

students with opportunities for self-paced learning, collaboration, and

engagement.
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While the adoption of blended learning modalities has gained

momentum worldwide, there is a critical need for empirical research to assess

its impact on the academic performance of students. Similarly within our

institution, students’ performance in a blended learning modality varies from

one another. This study recognizes that educational institutions and

educators must make informed decisions about the implementation of

blended learning based on evidence of its effectiveness.

Blended learning is not new to the Philippine Education System since

many colleges and universities around the country already adopted these

concepts a long time ago. But DepEd suggested that during this pandemic,

traditional approaches shifted into blended learning. The DepEd secretary

told using all alternatives to not disrupt the opening of classes. The use of

technology in public schools in the country is always a significant challenge

to the national government, coupled with the home environment- conducive

for Learning. However, DepEd proposed to realign funds from projects and

programs from maintenance and other operating expenses or MOOE budget

and pressure Local Government Units' (LGUs) special education fund (SEF)

as a counterpart to support the effective implementation of blended learning

in the country. They also stressed that various stakeholders' help is vital to

help learners, especially those who cannot afford to have all the facilities. To

protect students from COVID19, teachers all over the country accepted the
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task from traditional teaching to new normal. Many of them find ways or even

asked younger generations to help them to navigate the new and unique

learning style, equipped to give quality education to their learners. The lack

of internet connections does not hinder teachers' enthusiasm for learning the

new approach. Many experts started publishing original qualitative research

on blended learning, articles about its effectiveness started releasing. In the

literature review with blended learning, many teachers' issues were found,

such as pedagogical implication. Teachers must select suitable methods for

learners and potential barriers that affect the effectiveness of the approach.

But in the Philippines, limited documents showed the success of blended

learning in the education system; thus, the researchers were motivated to

engage in this study to help the basic education in the implementation of

blended learning in new normal.

Due to the rapid spread of COVID-19 in the Philippines, both public

and private schools were closed following the government imposition of a

total lockdown in March 2020, known as Enhanced Community Quarantine

(Agaton & Cueto 2021). The Department of Education (DepEd) responded

accordingly by developing appropriate learning delivery modalities to let the

basic education learners continue education while containing the spread of

COVID-19 (DepEd, 2020a). These modalities are referred to as Distance

Learning or Blended Learning — a combination of the sub-categories of

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distance learning: Modular Distance Learning (MDL), Online Distance

Learning (ODL), and Television- /Radio-based Instruction (TV/RBI). In the

MDL, students with access to technology such as laptops, desktops, or

tablets may take the digital MDL. Self-learning Modules (SLMs) in various

digital formats are stored in external drives, while the printed SLMs are used

by learners adopting a printed MDL.

Meanwhile, the ODL applies to schools where both teachers and

learners have connectivity and access to online resources. This modality

uses learning resources, including SLMs, textbooks, activity sheets, teacher-

made videos, and Open Educational Resources (OERs). These resources

are then converted into digital formats and made available through different

learning management systems identified by the DepEd. Schools have the

option to adopt synchronous, asynchronous online learning, or their

combination, following the Screen Time Guidelines by Age recommended by

the American Academy of Pediatrics and World Health Organization (DepEd,

2020).

On the other hand, schools in areas with access to TV networks and/or

radio stations can adopt the TV/RBI using the converted SLMs. In this option,

the schools provide the broadcast schedule of the lessons to the parents and

guardians of the learners. The government ensures that all Filipino learners

will have an equal opportunity to continue education amidst the COVID-19

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pandemic by adopting various learning modalities, including blended learning

and distance education, as the primary options. These learning modalities

are now the "new normal" of delivering the basic education services in the

Philippines while putting forward the welfare of teachers, learners, and other

education stakeholders (DepEd, 2020).

Several questions arise concerning the relationship between blended

learning modalities and academic performance. Do students in blended

learning environments achieve better academic outcomes compared to those

in traditional classrooms or fully online programs. Are there specific factors

within the blended learning model that contribute to improved learning

outcomes. How do student characteristics, such as prior academic

performance and technological literacy, intersect with the effectiveness of

blended learning.

This research aims to explore the relationship between blended

learning modalities and the academic performance of secondary students. It

seeks to provide a comprehensive analysis of the strengths and weaknesses

of this approach, considering its impact on student learning outcomes,

engagement, and satisfaction. Additionally, the study will examine the various

components of blended learning, including the role of online resources, in-

person instruction, and the design of the learning environment, in shaping the

educational experience.
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Ultimately, the findings of this research have the potential to inform

educational policymakers, administrators, and educators about the benefits

and challenges of implementing blended learning modalities. By gaining a

deeper understanding of the factors that influence academic performance in

blended learning environments, educational institutions can make data-

driven decisions to enhance the quality of education and better prepare

students for success in an increasingly digital world.

Statement of the Problem

This study aimed to determine the effectiveness of blended learning

modality towards the academic performance of secondary students at

Quezon City District 1 private school, Ste. Anne de Beaupre School Inc. for

the school year 2023-2024.

Specifically, it will seek to answer the following questions:

1. What is the extent of effectiveness of blended learning modality as

assessed by the school heads and teacher themselves in terms of the

following classroom resources:

1.1 Instructional Resources;

1.2 Classroom Management;

1.3 Information and Communication Technologies (ICT)

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2. Is there a significant difference in the assessment of two groups of

respondents on the extent of effectiveness of blended learning styles in terms

of the aforementioned instructional deliveries?

3. What is the academic performance of secondary students based on their

first and second quarter general weighted average?

4. Is there a significant relationship between the extent of effectiveness of

blended learning styles and the academic performance of secondary

students?

5. What are the challenges encountered in teaching instructions on blending

learning modality?

6. What sustainability plan may be proposed based on the findings of the

study?

Hypotheses

Ho1: There is no significant difference in the assessment of the two

groups of respondents on the extent of effectiveness of blended learning

styles in terms of the aforementioned variables.

Ho2: There is no significant relationship between the extent of

effectiveness of blended learning modality and the academic performance of

secondary students.
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Scope and Delimitation of the Study

This study deals with the blended learning modality and secondary

students’ academic performance in select private school at Quezon City

District 1 during the school year 2023-2024. The study focused only on the

effectiveness of blended learning modality in terms of the instructional

resources, classroom management and Information and Communication

Technologies (ICT).

The respondents had been selected from a private school in District 1 of

Quezon City. Specifically, the respondents will compose of one hundred fifty

(150) secondary students enrolled in blended modality. The researcher will

only focus on the mentioned institution as she is currently connected to it.

Significance of the Study

The researcher believes that this study would be beneficial to the

following:

Learners. The result of the study and any improvement that will be done

will help them as they are the main beneficiaries. The study will redound to

the benefit of students as it will be used to create effective strategies and

development of instructional strategies that better cater to the needs and

preferences of secondary students, potentially leading to improved academic

outcomes.
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Teachers. The results of this study will provide insights into the training

and support required for educators to effectively implement blended learning,

addressing potential challenge and maximizing the benefits of blended

learning approach. The result of the study will be useful to enhance the

current teaching methodologies and programs offered by the school. The

results will provide a new method of teaching where information technology

and communication will be integrated.

School Administrators. The results of this study may help the

administrators to develop a sustainability plan that will cater the needs of

students and teachers. The findings of this research have the potential to

inform educational policymakers, and administrators about the benefits and

challenges of implementing blended learning modalities. By gaining a deeper

understanding of the factors that influence academic performance in blended

learning environments, educational institutions can make data-driven

decisions to enhance the quality of education and better prepare students for

success in an increasingly digital world.

Curriculum Planners. The research will also benefit those who plan for

the curriculum in changing through time it is examined, evaluated and revised

to meet the best way of using blended learning modality in teaching.

Local Government Unit/Non-Governmental Organizations. This

study will help Local Government Unit/Non-Governmental Organizations the

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most advantageous learning materials and learning assistance to learners,

parents, guardian, teachers, and personnel to become ready. Understanding

the impact of blended learning on student achievement can guide LGUs in

making informed decisions about incorporating or supporting blended

learning initiatives in local schools.

Researcher. This study will enlighten the researcher about the

effectiveness of learning modality in the students’ academic performance.

The results of this study will serve as significant input in their reference to

conduct similar or related studies.

Future Researchers. This study will help other researchers to

understand the relationship between blended learning modality and students’

academic performance. This study will serve as a basis and reference for

future studies and research works in blended learning modality and academic

performance of secondary students.

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents local and foreign studies and literature that are

related and provide insights to the present. They are herein to give light on

the relevance of the investigation.

The following discussion focuses on blended learning modality

which may help to render for deeper understanding towards the study.

Blended Learning Modality has been widely adopted in higher

education institutions for several decades now. It combines both traditional

face-to-face instruction with online learning and has been found to be

effective in improving student engagement and learning outcomes. Locally,

the concept of blended learning had been adopted in different subjects such

as English, Science, and Distance Learning. Teachers typically create online

courses, which are then delivered via e-learning platforms or mobile apps.

Levin et al., (2013) add that blended learning combines the best of

synchronous and asynchronous learning approach to meet specific

educational goals. Synchronous learning approach is defined as live and real-

time facilitated instruction that is usually scheduled (Shahabadi and Uplane,

2015). This means that learning activity is carried out by the teacher and

students at the same time and it is commonly facilitated by media such

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videoconferencing and chat. For example, the teacher conducts synchronous

e-learning through Zoom meeting or Google meet. Hrastinski (2014) adds

that teachers and students conduct synchronous e-learning as more social

activity which means it helps students to be more aware of themselves as

parts of a community instead of isolated individuals who communicate with

the computer. On the other hand, asynchronous learning is an interactive

learning activity that is not limited by time and place (Shahabadi and Uplane,

2015). In other words, asynchronous learning emphasizes the flexibility of e-

learning so the students can learn anytime and anywhere. For example, the

students sign in e-learning at any time and they can download materials in

forms of documents or pdf, and they can send message to teachers or peers.

Furthermore, Hrastinski (2014) states that asynchronous learning is

commonly supported by media such as email, Google Classroom, support

work relations among teachers and students, even when the students cannot

be online at the same time.

This combination between synchronous and asynchronous learning

style is one example of blended learning. As blended learning views the

learning activity as a continuous process that encourages the students to be

independent students outside the classroom, it is considered as a better

approach than the conventional face-to-face learning (Maarop and Embi,

2016).
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In addition, blended learning has improved many elements in

pedagogy such as access, flexibility, student engagement and participation

(Alebaikan and Troudi, 2015). Those facts make blended learning becomes

a current trend in education, especially in higher education (Maarop and

Embi, 2016).

With the help of technology, blended learning instruction has become

increasingly popular, especially since the pandemic that began in 2020. The

pandemic has had an especially negative impact on education. To stop the

COVID-19 from spreading, many nations had to temporarily close their

educational institutions. Worldwide, about a billion pupils have been unable

to attend school (UNESCO, 2020). The majority of governments care about

education, so they have looked for ways to keep education going. Therefore,

it has been necessary to support teachers, community experts or leaders,

and everyone involved in the education system with other possible ways to

teach, such as through smartphone applications, home-schooling, web-

based online learning, and further innovative instructions.

One of the advantages of blended learning is that it enables students

to become more active participants in their own learning process. It

empowers students to take control of their learning and helps them to become

leaders, coaches, and mentors to continue to provide support and

professional development for teachers to effectively implement blended

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learning in the classroom. Despite the challenges faced in terms of

technology and infrastructure, blended learning offers a solution for providing

quality education to students even during times of crisis.

However, the success of blended learning can be difficult to define and

is dependent on the teacher's knowledge and interest in adopting the

approach. Many teachers in the Philippines are new to blended learning and

may need training and support in order to effectively implement the approach.

Professional development and hands-on activities can play a crucial role in

the success of blended learning, as well as having sufficient materials and

equipment, course plans, and feedback from teachers and students.

Additionally, blended learning has been shown to increase student interest

and motivation to learn.

Students are accustomed to traditional face-to-face learning (Gherheș

et al., 2021) due to the technological advancements and the novel

coronavirus pandemic, the use of technology is increasing at a rapid rate

(Saher & Anjum,2021). Most sectors, including education, have embraced

technology to prevent the spread of COVID-19. Teachers have used

technology to facilitate the teaching-learning process remotely (Maity et al.,

2021). The idea of combining several instructional approaches is not new.

Teachers have been employing novel and imaginative concepts in planning

their lessons, and they have attempted to combine lectures and activities
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throughout the instructional process (Deshpande & Shesh, 2021). Blended

learning is an instructional and learning experience that comprises in-person

and online learning. It is a combination of several instructional and learning

methodologies, one of which is essentially based on technology (Hege et al.,

2020). Despite the use of technology, human intervention is unavoidable

(Terblanché, 2015). Furthermore, digital learning resources have improved

both the qualities of teaching and learning (Camilleri & Camilleri, 2017).

Based on the article written by Catlin et.al (2020) blended learning has

the potential to transform education, but shifting to a blended approach is

difficult. It also states that blended learning necessitates a fundamentally

different approach to learning as well as a new set of skills for teachers and

school administrators. This proves that despite being a possible better way

of teaching and learning, it still requires a lot of effort as it makes use of a

new way of approaching and a new set of skills in order for it to be a stable

form of teaching and learning. In this book the readers will find: breakdowns

of the most effective blended learning classroom setups, framework for

building a blended learning toolkit of technology and resources, leadership

tips, ideas for personalizing and differentiating instruction using technology,

methods for controlling devices in classrooms and schools, and study

questions to accommodate career growth and cognitive growth. These can

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be used as suggestions to improve the blended modality’s effectiveness and

also as reference for other researchers or studies.

Based on the study conducted by Francisco (2020) with the title

Effectiveness of an Online Classroom for Flexible Learning, the objective of

the study was to examine the function of Eliademy as an online classroom in

creating a backup education solution during crises. To achieve this aim, a

qualitative interview was conducted to the selected graduate school students

of La Consolacion University of the Philippines who had experienced three

(3) consecutive trimesters of Eliademy in their courses during the academic

year 2018-2019. The findings revealed that students concurred that Eliademy

could serve as a substitute method of instruction and learning, however, it

demands a reliable internet connection and may have time limitations.

The researcher proposed three simple steps for utilizing Eliademy and

introduced other potential backup education solutions. The study concluded

that during emergency situations, educators and educational establishments

may contemplate utilizing Eliademy or other backup learning tools to preserve

the flow of classes. The aim of the study was to investigate the correlation

between the frequency of usage and the perceived effectiveness of web-

based educational tools in different school settings. The findings revealed

that teachers from urban schools lagged behind those from rural and

suburban schools in terms of usage and perception. Teachers from suburban

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schools reported the highest perception of the effectiveness of technology,

followed by those from rural schools.

A technology-based learning environment provides a positive

classroom climate for the students and an opportunity for the teachers to

demonstrate their creativity throughout the teaching-learning process using

technology (Kaufmann et al., 2016). The following are the four reasons for

using blended learning, according to Deshpande and Shesh (2021): first is

increased access. Technology is now widely available to everyone. Most

people own smartphones, and mobile internet access has connected several

people worldwide. Second is learner flexibility and convenience, nowadays,

online courses provide an opportunity for students to do tasks other than

learning (e.g., working elsewhere). This can be extremely beneficial in

providing equitable educational opportunities for everyone. Third is cost-

effective and time-saving, online courses also meet the demands of all

students across the globe simultaneously. This reduces the cost and saves

time. At a lower cost, more students can be approached. Lastly, interesting,

the use of audio-visual materials and the provision of engaging activities

make the lesson interactive and increase the students’ involvement.

According to the United Nations Educational, Scientific and Cultural

Organization (2020), "face-to-face teaching offers opportunities for student-

teacher interaction that are difficult to replicate at a distance, particularly

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where there is inadequate training for distance education." With this,

educators are able to develop our abilities such as engaging in physical

activities that aren't able to showcase in online distance learning. We are also

able to catch more opportunities because the interactions we make are not

as limited as they are with online distance learning.

Some of the factors that needs to be considered in a teaching-

learning process are classroom management, instructional resources, and

information and communication technologies (ICT). Effective classroom

management is an important concern for beginning teachers and highly

important for teachers' wellbeing as well as their students' academic success

(Dicke, Elling, Schmeck, & Leutner, 2015). Classroom management refers to

the strategies and techniques employed by teachers to create and maintain

a positive and productive learning environment within a classroom setting. It

encompasses a wide range of practices, including establishing and enforcing

rules, fostering positive student behavior, and addressing disruptive behavior

when it occurs.

One definition comes from educational researcher and expert on

classroom management, Robert J. Marzano. In his book "Classroom

Management That Works: Research-Based Strategies for Every Teacher,"

Marzano (2019) defines classroom management as: "Classroom

management is the orchestration of the learning environment of a group of

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individuals within a classroom setting. In a broader sense, it also involves the

maintenance of a balance between the learning environment's two main

goals: the enhancement of the students' academic engagement and the

provision of a safe and orderly space in which learning can occur."

In a study conducted by Lathifah et.al (2020) which aims to find the

extent online classroom management practices of teachers in the pandemic

coronavirus time, stated that 4 of 5 effective classroom management criteria

covered by the teachers and the learning process is to get extra help from

the parents. The online classroom in COVID time costs much. There are

several things to be considered for better teaching in the online classroom

learning process.

Recorded videos can help the learning in case the internet connection

got delay. Assure the recorded video frame the teacher face, so that the

students understand better as the normal classroom goes. Less than

10 minute’s video is enough to cover material. If the materials getting longer,

consider making a series of learning videos. Consider having readable text

on small screens. Optimize the available videos rather than making a new

one. Put the videos on open access. Instruct so that the students not only

watch but also, they try to follow the instruction given. Make an interactive set

of the lesson is good to promote the students critical thinking. Set the quizzes

to have the answer from the provided resources. Use the automatic system
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for attending the class and grading the tests. Give optional to a conference

meeting. This allows students to have their responsibility in learning and to

give a chance to manage their internet connection (economy every student

is different). Let them have a small group discussion to keep up the social

aspect. Show true of the teacher. It helps the emotional learning of the

students and will encourage them to support the learning process together.

Drill some activities. Considering to drill activities to find a suitable learning

process in the class and ask the parents to support the online learning

process.

Another aspect that teachers must consider in delivering effective

teaching methodologies in a blended learning modality is the use of effective

instructional resources. As stated by Choppin & Borys (2017), instructional

materials that are developed for and hosted in online spaces are distinct from

traditional materials. Digital instructional materials have the potential for

increased individual interactivity. Also, digital instructional materials contain

a broader array of adaptability and personalization features, and they have

more potential to be accessible to students with disabilities. Finally, digital

instructional materials have a greater occurrence of built-in assessment

programs.

In a study conducted by Moorhouse and Wong (2021) entitled

‘Blending asynchronous and synchronous digital technologies and

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instructional approaches to facilitate remote learning’ which aims to address

the current gaps in our understanding regarding online primary and

secondary education by contributing to the best-practice data and proposing

a model of how teachers can blend asynchronous and synchronous digital

technologies and instructional approaches within a sequence of learning. The

findings indicate that teachers used a variety of asynchronous and

synchronous digital technologies and instructional approaches to facilitate

students’ learning, assess learning, and communicate with students and

parents remotely. The findings suggest that a blend of asynchronous and

synchronous modes are seen as optimum to support student learning online.

In response to COVID-19, scholars have begun to explore teachers’

shifts and adaptations to online instruction. For example, Moorhouse and

Beaumont (2020) explored one teacher’s use of a video-conferencing system

(VCS) to deliver synchronous online lessons to primary school learners in

Hong Kong. They provided several suggestions for teachers new to

synchronous online teaching, including providing time for students to become

familiar with the technology, utilizing various features of the VCS (e.g. ‘share

screen’ and ‘gallery view’), and including the synchronous lesson within a

sequence of learning. They suggested that the sequence should include a

pre-task, so students come prepared, and a post-task to extend the learning

beyond the lesson.

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Another aspect that teachers must consider in delivering effective

teaching methodologies in a blended learning modality is the utilization of

Information and Communication Technologies (ICT). Information and

Communication Technology (ICT) in education refers to the diverse set of

technological tools and resources that are used to communicate, create,

disseminate, store, and manage information. These technologies include

computers, software applications, networks, and the internet. In the

educational context, ICT is utilized to enhance and support teaching and

learning processes, improve access to educational resources, and foster

digital skills development (UNESCO, 2017).

In a study conducted by Shoraevna et.al (2021) entitled ‘Teachers’

Views on the Use of Information and Communication Technologies (ICT)’, it

is stated that developments in information and communication technologies

enable more information services to be used in education applications. In this

respect, it is important for educators to adopt technology, follow it closely and

show a positive attitude towards technology in order to be able to use the

developing technology in the classroom.

Today, using technology is not a privilege but a necessity.

Technological developments affect the structure and functions of educational

institutions. For this reason, teachers are expected to integrate their lessons

with technology in order to train individuals of the information society. This

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study aims to determine teachers’ views on the use of information and

communication technologies in education. The results shown that the

development of teachers’ skills to work in an information educational

environment creates the conditions for the focused development and use of

new methods, helps to find and test new organizational forms in the current

work, and to master a number of innovative teaching and learning

technologies. The use of technology in an integrated manner in the course of

the school is very important for developing countries.

Based on a study conducted by Sakina et al. (2020), it is stated that

objective of the study is to describe how the teacher integrates technologies

in blended learning and to analyze students’ perception and challenges in

blended learning. The research was conducted in a private senior high school

in Bandung, Indonesia and used a qualitative descriptive method. The data

were collected through interview and questionnaire. The findings show that

the teacher had already integrated technologies to run the process of

teaching and learning in the new normal era as a replacement of a face to

face learning due to Covid-19 pandemic.

In the blended learning, the teacher integrated variety of technologies

in teaching learning activities, namely zoom meeting and WhatsApp group

chatting for the synchronous learning and utilized google classroom,

screencast o matic screen recorder, viva video editor, YouTube, and Quizizz
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- the asynchronous learning. The students perceived blended learning

positively and determined that it is it is one of the effective ways of teaching.

The biggest challenge overcome by the teacher is more time needed to learn

and adapt to this new situation where they must employ technology in our

educational culture. For the students, the stability of internet connection also

becomes major obstacle in blended learning. Apart from that, blended

learning can be an option applied in the learning process in the current

pandemic era.

Information technology (IT) has provided a new means for blended

learning outside conventional classrooms. With the trend of using Information

Technology, blended learning is an approach that gives the best advantage

from class and online learning. It also helps the higher education to improve

their understanding of how students see blended learning and formulate

strategies to implement blended learning successfully. Furthermore,

students' technological knowledge of various aspects of learning can also be

essential in assessing students' readiness, which is a prerequisite for the

successful application of blended learning (Firdaus, F. et al. 2020).

One big challenges is how users can successfully use the technology

and insuring participants’ commitment given the individual learner

characteristic and encounters with technology (Hofmann, T. et al., 2014).

Hofmann adds that users getting into difficulties with technology may
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abandon the learning and eventual failure if technological applications. In a

report by Oxford Group 92013), some learners (16%) had negative attitude

to blended learning, while 26% were concerned that learners would not

complete study in blended learning. Learners are essential partners in any

learning process, and therefore, their background and characteristics affect

their ability to carry on with learning effectivity, and being in blended learning,

the design tools to be used may impinge on the effectiveness of their

Learning (Keskin,S.,&Yurdugul,h., 2020).

Another set of discussion that will strengthen the study is the

students’ academic performance in a blended learning modality.

Education is a cornerstone of human development, serving as a bridge

to knowledge, personal growth, and socio-economic advancement. It is a

universal aspiration that society has long recognized as a key driver of

progress. At the heart of the educational endeavor lies a fundamental

question: What factors contribute to the academic performance of learners?

This question is not only of academic interest but carries profound

implications for individuals, families, educational institutions, and societies at

large.

The academic performance of learners is a complex and multifaceted

construct, influenced by a myriad of factors that interact in intricate ways. This

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research embarks on a journey to unravel this complexity, aiming to shed

light on the determinants of academic achievement and, in doing so, provide

valuable insights that can inform educational policies, practices, and

interventions.

The importance of understanding the academic performance of

learners cannot be overstated. High-quality education is not only a human

right but also a catalyst for equitable access to opportunities. It plays a pivotal

role in shaping the future of individuals, communities, and nations. In an era

characterized by rapid technological advancements, globalization, and

societal transformations, the ability to thrive academically is increasingly

intertwined with one's prospects for success in the world.

Worldwide, the COVID-19 pandemic has adversely affected billions of

students. It resulted in halting in-person classes and shifting to online/blended

learning delivery mode to ensure the continuity of learning. To foster effective

teaching and learning during the pandemic, researchers have investigated

the effectiveness of blended learning. Ożadowicz (2020) developed a

modified blended learning approach and presented a case study on how it

was implemented to the building automation engineers at a technical

university in Poland. The researcher reported that this approach yielded

favorable outcomes in terms of students’ participation, attendance, and

engagement with learning activities. The researcher also found that the
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students prefer “passive” tools and activities such as webinars, presentations,

and stand demonstrations.

Lo et al. (2021) examined the effectiveness of “flexible learning with

multicomponent blended learning mode” in teaching chemistry to

undergraduate students in a university in Hong Kong. They found that this

approach enhanced the students’ learning achievement, engagement, and

self-motivation in learning chemistry concepts.

Ma and Lee (2021) evaluated the effectiveness of ARCS (Attention,

Relevance, Confidence, and Satisfaction)-based blended learning by

comparing it with in person and pure online learning. The researchers found

that blended learning outdid pure online learning in terms of improving the

learners’ attention, confidence, and satisfaction perceptions. They also

reported that the learners in blended learning were more satisfied than the

learners in the in-person learning.

Nathaniel et al. (2021) developed an adaptive blended method for

teaching a course in medical neuroscience for first-year medical students.

They found that this approach helped high-achieving medical students

improve their academic performance. It also facilitated identifying struggling

learners at an earlier time, which served as a warning sign to provide

appropriate intervention.
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The other study related to blended learning was conducted by Luaran

et al., (2015) with the aim of study is to examine student satisfaction,

willingness, and stress in learning English through blended learning. The

research design of this study is a quantitative study with the instruments of

surveys and interview. The results showed that the levels of students’

satisfaction and willingness are high and the level of students stress is low.

The students view that three elements that are significant in blended learning

are progress toward learning objectives, making an effective learning

environment and the teachers’ effective communication. When they view

those three elements of a class are satisfied they evaluate the class as

excellent too.

Sefriani et al. (2021) investigated the effectiveness of blended learning

with Edmodo in teaching statistics to the students of Informatics Engineering

Education at a university in Indonesia. The researchers reported that this

approach brought positive results among students in terms of engagement in

learning statistics. They also suggested that Edmodo can be a “virtual

learning solution” during the COVID-19 pandemic.

These investigations have shown that the use of blended learning

during the pandemic is beneficial to the students. This instructional and

learning approach helps not only in preventing the spread of the COVID-19

and disruptions to teaching and learning but also in enhancing their overall
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learning experience. While several studies primarily focus on the

effectiveness of using blended learning among students, particularly in higher

education, the current research focuses on the perceptions and experiences

of Filipino basic education teachers in using blended learning at the time of

the pandemic.

One aspect of implementing blended learning modality in education

that needs to be focused on are the challenges encountered in teaching

instructions. Blended learning offer numerous benefits but it also comes with

its own set of challenges for educators. First is technological challenges, not

all students or educators have equal access to technology, leading to

disparities in learning experiences. Technical issues, such as internet

connectivity problems, device compatibility, and software glitches, can

disrupt the learning process.

Second is digital literacy, both educators and students need to be

proficient in using various digital tools and platforms. Lack of digital literacy

skills can hinder the effective implementation of blended learning, as

educators may struggle to navigate and integrate technology into their

teaching methods. Third is time management, balancing the demands of in-

person teaching and online components requires effective time management.

Educators may find it challenging to allocate sufficient time to both face-to-

face and online interactions, leading to potential gaps in learning

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experiences. Fourth is engagement and motivation, maintaining student

engagement and motivation in an online environment can be challenging.

Without the physical presence of a teacher, students may feel isolated, and

distractions at home can affect their focus on online lessons. Fifth is

assessment and evaluation, designing assessments that effectively measure

student understanding in a blended learning setting can be complex.

Traditional assessment methods may need to be adapted, and educators

may face challenges in ensuring the integrity of online assessments.

Another is adapting teaching methods, educators may need to modify

their teaching methods to suit the online environment. This includes finding

innovative ways to deliver content, facilitate discussions, and provide

meaningful feedback in both face-to-face and virtual settings. Another is

teachers’ professional development, many educators may not have received

adequate training in using technology for teaching. Providing ongoing

professional development opportunities is essential to ensure that teachers

are equipped with the skills and knowledge needed for effective blended

learning. Also, the emergence of communication challenges, clear and

consistent communication is crucial in a blended learning environment.

Educators may face challenges in maintaining effective communication with

students, parents, and colleagues, especially when relying on multiple

communication channels.
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Ensuring equal access to resources and technology for all students

can be a significant challenge. Students from disadvantaged backgrounds

may face barriers to participation in online components, potentially widening

educational inequalities. One thing that teachers must consider is student

readiness since not all students may be ready for or comfortable with the self-

directed and independent learning aspects of blended learning. Some

students may struggle with managing their time, staying organized, or taking

responsibility for their own learning.

Addressing these challenges involves a combination of training,

support systems, and a willingness to adapt teaching strategies.

Collaboration among educators, administrators, and stakeholders is essential

to navigate the complexities of blended learning successfully.

Synthesis of the Reviewed Studies

The presented literature and studies written in local and abroad

expounded relevant idea of blended learning modality and the academic

performance of learners. The different literatures written here and abroad

were thoroughly read, reviewed and presented in this chapter contributed a

lot in the development of the present research. Finding of the different study

provide additional information and deeper insight to the researcher regarding

blended learning modality.

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Blended learning is a combination of traditional face-to-face instruction

and online learning that has been adopted in education and has shown

potential in improving student engagement and learning outcomes.

According to Tucker, Wycoff, and Green (2019), authors of ‘Blended Learning

in Action: A Practical Guide toward Sustainable Change’ blended learning

requires a fundamentally different approach to learning and new skills for

teachers and administrators. The book provides practical suggestions for

improving the effectiveness of blended learning. In the Philippine Basic

Education Curriculum in the "New Normal," blended learning is also viewed

as a solution for providing quality education during times of crisis. However,

the success of blended learning depends on the teacher's knowledge and

support, as well as professional development opportunities, sufficient

materials, and course plans. Both sources agree that blended learning has

the potential to be an effective approach to education, but emphasize the

importance of teacher training and support for successful implementation.

While blended learning offers students and teachers the possibility to

catch up by allowing them to teach and learn without obstacles like a poor

connection, online distance learning does require an internet connection.

However, not everyone has access to a strong internet connection. Despite

the fact that these are still feasible in remote learning, working together in

person has a more positive social impact. Students can experience social
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isolation and lose out on the frequent interactions they enjoy in a classroom

setting.

Blended learning is an educational approach that combines traditional

face-to-face classroom teaching with online learning activities. This model

integrates technology and digital media into the learning process, providing

students with a more personalized and flexible educational experience. The

effectiveness of a blended learning approach and its relationship to student

achievement depend on various factors, including the design of the program,

the quality of online content, and the support provided to both teachers and

students. A well-designed and implemented blended learning approach has

the potential to positively impact student achievement by offering flexibility,

personalization, and a diverse range of resources. However, it requires

careful planning, effective use of technology, and on-going support for

teachers, and attention to issues of equity and access.

Theoretical Framework

Traditional face-to-face, in-person, classroom-based teaching and

learning has been used for centuries as the ubiquitous delivery method.

Distance and distributed teaching and learning opportunities are much newer,

particularly in reference to technology-enabled learning. When online

education became available, it was used first in distance education, with

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students studying fully online. Notions of blending classroom-based learning

and online or distance education came later. Only over the last few decades

has technology for learning been readily available. It emerged so quickly that

use of these technologies was implemented well before we had substantial

knowledge of its impact and the differences it made for teachers and

students. Now, with more evidence, improved theories and models, and more

clarity about how to use both in-person and online teaching and learning, we

can blend the two delivery modes with careful attention to each.

The Theory of Complex Adaptive Blended Learning System which was

formulated by Yuping Wang, Han Xibin, and Juan Yang (2015), provides the

theoretical foundation for examining how well blended learning affect

students.

The learner sits at the center of the model, but all components impact

each other. There are six elements are the learner, teacher, technology,

content, learning support, and institution. The model's focal point is the

learner. According to Dr. Cleveland-Innes (2020) “The technologies we select

create new roles for both the learner and the teacher, while also changing the

way we work with the content and the learning supports we may require”. Not

only does each element have its own character and subsystem, but each acts

in relationship to all the others. As in any complex system, the relationships

are dynamic and integrative. This adaptive system of blended learning

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emerges from the relationships and the effects of each element acting with

and on the other elements.

The CABLS framework is a very dynamic and interactive model, in

other words, the CABLS proposes fresh approaches to improve and

transform the educational system. Being at the center of the modality's

purpose, the learners gain the most; the teachers have more time to work

with because they can teach from home on certain days.

The role of learners changes, or adapts, as learners engage for

the first time or in new ways with the elements in the system. Most

important is the well-researched change from passive to active learner. This

is key to the support and training of lifelong learners, a characteristic identified

as important in 21st-century society.

The role of teachers is also new in blended environments and will co-

evolve with students as both engage with and adapt to each other and the

other four elements in the system. The assumption is that teachers engaging

in blended learning will adapt to pedagogies appropriate not only for blended

learning but for learners preparing to engage productively in 21st-century

societies, which are characterized by significant diversity. These “teachers”

will be identified by new labels, such as facilitators, mentors, advisers and

moderators.
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Subject matter is still an important influence on the delivery of learning.

Contents refers to subject matter and the material elements used to engage

learners in the process of mastering that subject. The interactive, dynamic,

media-rich materials available online create opportunities for teachers and

learners to add content before, during and even after the course experience.

The dynamic between the learner, the teacher, the technology, the learning

support and the institution impacts the choice and use of content. The

opportunity for deep learning of content is available via this complex

engagement of multiple learning modes influenced by many elements.

Technology in general terms refers to any equipment or mechanism that

extends the human capacity to get things done, the creation and use of

technical means, and their interrelation with life. Emerging technologies are

tested and then either adapted for new uses or discarded if not of significant

value. Technology for learning requires new roles for the learner and teacher

and new ways of accessing and working with content. Much research is

available on technology for learning in many settings with diverse learner

groups, resulting in a large range of outcomes. There is still much testing and

research needed to identify the applications, challenges and outcomes of

technology for learning. In this theoretical framework, the technology has to

be seen as part of the system of blended learning, one that includes all

elements working in relation to each other.

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Helping learners master the content and become competent has to be

part of their education. Learner support is included in this framework to

emphasize the development required to be a competent blended learner and

the ongoing support needed when the system includes complexity. Support

can involve technology troubleshooting, material access and learning to

communicate effectively online, as well as all the other usual support around

understanding content and assignments. In addition, there is a measure of

independence attached to online learning that, once mastered, is a lifelong

asset. However, it does require the scaffolding of support across diverse

learners and over time.

For Wang et al. (2015), learner support means “academic support

focusing on helping learners to develop effective learning strategies, such as

time management and collaborative skills, and technical support aiming to

help students improve their knowledge of the technological tools and the

fluency with which they use the tools to complete specific learning tasks”.

Classroom-based learning requires buildings, desks, lighting and other

accessories of brick-and-mortar institutions, blended learning requires

technological infrastructure and digital janitors. Institutional support is a

necessary if not sufficient condition for successful blended learning. The

CABLS framework is designed to “facilitate a deeper, more accurate

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understanding of the dynamic and adaptive nature of blended learning”

(Wang et al., 2015).

One significant point of the CABLS framework distinguishing it from

other models of blended learning is its emphasis on learning support. This is

because for CABLS, the learner has control over his/her learning and focuses

much on learner-centered approach. There are two kinds of learning support:

academic support and technical support. The first has to do with assisting

learners to develop effective learning strategies (e.g., time management and

collaborative skills) and the second helps students improve their knowledge,

skills and use of tools of technology. Additionally, the development of learning

support is influenced by needs of learners as well as the expertise of the

teacher in the context of constant advances in technology needs enhanced

through institutional support (Nitim et. al, 2021).

This systems approach allows someone new to blended learning to

consider key interacting components at work as they create and offer a

blended learning course or program. Teachers will be most interested in the

relationship between content, learners and technology.

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Figure 1. Theoretical Paradigm

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Conceptual Framework

In this study, the profile of the students is needed including their age,

grade level, and enrolled modality. The data gathered will be needed for the

demographic profile of the students. The various instructional resources used

by the students and the teachers, the techniques and strategies used by the

teachers in classroom management, the use of Information and

Communication Technologies (ICT) are the key determinant whether the

blended learning modality has an effect in the academic achievement of

students.

The instructional resources which include active learning and

assessment will be integral in determining whether the blended modality is

effective for the students or not. The term ‘instructional resources’

encompasses all the materials and physical means an instructor might use

to implement instruction and facilitate students’ achievement of instructional

objectives. Classroom management is the process that teachers use to

ensure that classroom lessons run smoothly without disruptive behavior from

students compromising the delivery of instruction. It includes the prevention

of disruptive behavior preemptively, as well as effectively responding to it

after it happens. The conceptual framework will show the assumption of this

study which argues that blended modality is effective in the academic

performance of secondary students.

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Profile of Secondary Students

Age, Sex, Grade level and Modality

Blended Learning Modality

(Instructional resources, Classroom Management,
Information and Communication Technologies (ICT))

Blended Learning has a significant effect towards the

Academic Performance of Secondary students

Figure 2. Conceptual Paradigm

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Definition of Terms

The following terms are theoretically and operationally defined as

used in this study.

Academic Achievement. Academic achievement is referred to as the

approach used to engage students in learning, including in-person, remote,

and hybrid.

Blended Learning Modality. Blended Learning Modality refers to an

educational approach that combines elements of both traditional face-to-face

instruction and online components. This type of learning is designed to

provide students with a flexible and personalized learning experience that

incorporates both in-person and digital elements to meet their individual

needs and preferences.

Classroom Management. Classroom management refers to the

strategies and techniques employed by teachers to create and maintain a

positive and productive learning environment within a classroom setting. It

encompasses a wide range of practices, including establishing and enforcing

rules, fostering positive student behavior, and addressing disruptive behavior

when it occurs.

Evaluation. Evaluation refers to the process of determining the worth,

value, or quality of something, typically through a systematic assessment.

This process involves the collection and analysis of data and the use of
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established criteria to make informed judgments about the value or

effectiveness of a particular approach, program, or system.

Focal Point. Focal Point refers to the target of interest or attention. It

is the central or main aspect of something that is being studied, discussed,

or considered.

Instructional material. Instructional material also known as

teaching/learning materials, are any collection of materials including animate

and inanimate objects and human and non-human resources that a teacher

may use in teaching and learning situations to help achieve desired learning

objectives.

Information and Communication Technology. ICT, or Information

and Communication Technology, refers to the technologies that facilitate the

gathering, processing, storing, and dissemination of information, as well as

communication and collaboration through digital means. It encompasses a

wide range of technologies, including computers, networks, software

applications, and other digital devices.

Learning Modalities. Learning Modalities refers to the approach used

to engage students in learning, including In-Person, Remote, and Hybrid.

Online Distance Learning. Online Distance Learning refers to an

educational approach that makes use of the online components. This type of

learning was designed to provide students with a way to continue learning.

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Chapter 3

RESEARCH DESIGN AND METHODOLOGY

This chapter discusses the research design to be used, the

respondents of the study, sampling techniques, research instruments,

validation of research instruments, data gathering procedures and statistical

treatment of data.

Research Design

The research would utilize descriptive research method in the conduct

of the study. Descriptive research is a method used to obtain information

relating to the current status of an issue or phenomenon to describe “what

exists” within the variables or conditions of the situation. Descriptive research

is a powerful research tool that permits a researcher to collect data and

describe the demographics of he same with the help of statistical analysis as

stated by Voxco (2022). The descriptive research design is a method of

collecting and analyzing data in order to describe the characteristics of a

population or a phenomenon. It is usually defined as a type of quantitative

research, though qualitative research can also be used for descriptive

purposes (McCombes, 2022). Furthermore, the goal of descriptive research

is to describe a phenomenon and its characteristics. The data may be

collected qualitatively, but it is often analyzed quantitatively, using

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frequencies, percentages, averages, or other statistical analyses to

determine relationships. Therefore, observation and survey tools are often

used to gather data (Nassaji, 2015)

This research study aimed to determine whether blended learning

modality has a significant effect to the secondary students’ academic

performance. The choice is made in consideration for what Valunaite

Oleskeviciene & Silogeriene (2020) stressed, that in descriptive design the

study focuses at the present condition. The purpose is to find new truth. In

view of this, the researcher deemed that this method is the most appropriate

for this study. The researcher believed that she must have a vivid

understanding about the problem she is working on.

The descriptive method will be used through a survey. It includes

recording the answers of respondents through survey or questionnaires. It is

the common tool to collect feedback from respondents. The biggest

advantage of survey method is that it can be conducted online or offline.

Respondents of the Study

The study will center on the blended learning modality academic

performance of secondary students in a private institution at Quezon City

District 1, Ste. Anne de Beaupre School Inc. The respondents of the study

are one hundred fifty (150) students from grades seven to ten.
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Sampling Technique

The respondents are the secondary students in a select private school

at District 1 of Quezon City. The researcher will use the purposive sampling

technique, a non-probability sampling design that selects a sample based on

the characteristics of the population and objectives of the study. Purposive

sampling is defined as an approach which acknowledges, that researchers

use their own judgment and expertise to choose participants. An advantage

of purposive sampling is that the participants are chosen to be of maximal

interest to the researchers; disadvantages are that it is difficult to determine

what populations to which these samples generalize and purposive sampling

requires accurate identification of individuals that fit the purpose of the study

(Zickar et al, 2022).

Homogeneous sampling will be used in this study, it is a method of

selecting participants that share certain common characteristics or traits. The

goal of homogeneous sampling is to create a more uniform or similar group

of participants in terms of specific variables that are relevant to the research

question. This approach is often employed when researchers want to study

a specific subgroup of the population or when they aim to control for certain

variables to reduce variability. The elements of the sample are selected by

the judgement of the researchers who perceive that they can obtain a sample

through sound judgement that result in time and costs savings. By using this
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method, the researcher only needed a small number of samples, such that

even though their sample size is only 70 consensus of their answers may

make up the average respondent.

Research Instrument

The researcher devised a survey questionnaire which consists of three

(3) parts: the first part deals with the respondent’s demographic profile such

as: name (optional), age, sex, and enrolled modality. The second part of the

questionnaire identifies the perception of students regarding blended learning

modality and the learning strategies. The third part determines the academic

performance of students based on their general weighted average for first

and second quarter of school year 2023-2024.

The questionnaires in the data gathering were constructed personally

through readings from previous researches, from the online resources, and

other reading materials such as articles and journals. The instrument was

structured in a four-point Likert scale. For part II, it ranged from Strongly

disagree to Strongly agree and ranging from 1-4: Strongly disagree (1),

Disagree (2), Agree (3), Strongly Agree (4). For part III, it ranges from

Outstanding to Unsatisfactory and ranging from: Unsatisfactory (1),

Satisfactory (2), Very Satisfactory (3), Outstanding (4). The researcher will

present the questionnaire to the research adviser to be finalized for approval.

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Data Gathering Procedure

Prior to the conduct of the study, the researcher will forward a letter to

ask permission to the school head or principal of the target school. Then the

researcher will personally administer the questionnaire to students in different

grade levels through Google form or through hard copies if face to face will

be allowed. The students will be rest assured that their responses and their

identity will be treated with strict confidentiality.

Statistical Treatment of Data

The data gathered from the survey will be tallied, tabulated, and

statistically treated for analysis and interpretation.

Frequency and Percentage. This will be used to determine the

distribution of the respondents in terms of their profile.

Pearson Product Moment Correlation. This will be used to determine

the significant relationship between blended learning modality and academic

performance of secondary students.

t-Test. This will be used to determine the significant difference between

the level of students’ learning competence in blended learning modality and

academic performance.
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